-chname-
1- Introduction
                                            February 3, 1988
-end-
-chname-
1- Introduction-
-toc-
TABLE OF CONTENTS

1- 1. Introduction   . . . . . . . . . . . . . . . . . . 1-1
1-1.1 History and Heritage   . . . . . . . . . . . . . . . . . 1-1
1-1.2 The Early Years  . . . . . . . . . . . . . . . . . . . . 1-3
1-1.3 The Transition to University Status  . . . . . . . . . . 1-3
1-1.4 Achieving the Status of a Comprehensive University   . . 1-4
1-1.5 Growth in Quantity and Quality   . . . . . . . . . . . . 1-5

1- 2. Statement of Mission and Purpose   . . . . . . .  1-10

1- 3. Statement of University Goals  . . . . . . . . .  1-11
-end-

-chname-
1- Introduction
-major-
1- 1. INTRODUCTION
-minor-
1- 1.1 HISTORY AND HERITAGE
-txt-
The official history of Virginia Polytechnic Institute and  State
University  (VPI&SU)  began in 1872 when it was founded as a land
grant college under the Morrill  Act.    Its  heritage,  however,
stretches back to the middle of the eighteenth century when those
who  would eventually be responsible for the institution's devel-
opment settled the Appalachian frontier of Virginia.  As early as
the 1740s, settlers had established what may have been the  first
permanent  English-speaking colony west of the Alleghenies on the
present site of VPI&SU.   Among these  early  settlers  were  the
Prestons,  a  family  destined  for  prominence in the history of
Virginia (producing several governors and other statesmen) and in
the history of the University.

The town of Blacksburg was named in honor  of  the  Revolutionary
War hero, William Black.  Situated on the route of the Wilderness
Road,  the major route of America's western expansion, Blacksburg
grew quickly.  In the 1840s, just a hundred years after the  ear-
liest settlements, this thriving mountain community had developed
an  interest  in education.   In 1841, descendents of the Preston
family and of William Black were instrumental in establishing the
first educational institution in the town, the Blacksburg  Female
Academy.   A decade later, in 1851, community leaders organized a
seminary for boys called the Olin and Preston Institute;  it  was
reorganized  several  years  later as the Preston and Olin Insti-
tute.

The Preston and Olin Institute prospered and, according to  early
records,  took its place among the foremost colleges in Virginia.
An early newspaper editorial described the college this way:

   Situated in the mountains  of  Virginia,  proverbially  the
   most healthful region on our continent, surrounded by a pi-
   ous  and  virtuous community, and being accessible from all
   points North and South, by means of the  railroad  and  its
   connections,  it possesses advantages in location equal to,
   if not surpassing, those of any other college in the  land.
   The  system  of education is arranged to meet the practical
   demands and tendencies of the age; thus enabling  the  stu-
   dent to acquire a thoroughly classical and purely mathemat-
   ical,  or  a  scientific  education,  or  both as he or his
   parents may desire.
-end-

-chname-
1- Introduction
-major-
1- 1. INTRODUCTION
-minor-
1- 1.1 HISTORY AND HERITAGE
-txt-
Passage of the Morrill Land-Grant Act in  1862  provoked  a  long
legislative  struggle  in  Virginia  over access to the available
funds and a suitable location for an agricultural and  mechanical
college.  The struggle, which continued for several years, became
known  as  the  "War of the Colleges."  All of the state's estab-
lished institutions expressed interest in becoming the  recipient
of  the  land grant monies, including the University of Virginia,
the  College  of  William  and  Mary,  Washington  College   (now
Washington  and  Lee),  Hampden-Sydney College, Virginia Military
Institute, and Emory and Henry College.  During the  long  debate
over the issue, a bewildering number of petitions, arguments, and
counterarguments  came before the state legislature.  As the leg-
islative session of 1871-72 opened,  many  legislators  had  come
wearily to the opinion that no existing college presented a work-
able  solution and that a separate college specifically organized
for agricultural and mechanical education should be established.

The trustees of Preston and Olin Institute, including Dr.  Harvey
Black  and Col. Robert T. Preston, and the citizens of Montgomery
County provided a plan.  The trustees offered to  reorganize  the
Institute  into  an  agricultural  and mechanical college and the
citizens of the county pledged $20,000 for the new college.   The
proposal was presented to the legislature by Senator John Penn of
Patrick  County  who practiced law in Montgomery County and had a
reputation as a powerful speaker.   After some debate,  the  pro-
posal  was  accepted and on March 19, 1872, Virginia Agricultural
and Mechanical College was formally established.

To support further the new college, Col. Robert T.  Preston  sold
the  Commonwealth  250  acres  of his farm and his historic home,
"Solitude," which still stands on the  campus.    Shortly  there-
after, additional lands were acquired from the Black family.  Dr.
Harvey  Black,  a  civil war surgeon, was appointed Rector of the
new college and Col. Preston was appointed to the board.  William
H. Ruffner, who gained a place in history as Virginia's first su-
perintendent  of  public  instruction,  developed  the  college's
rather narrow technical and agricultural curriculum; this curric-
ulum was described as follows:

   The  fact  was recognized that if the school was to do any-
   thing peculiar to a technical school, it could not  do  all
   that  the  classical schools do besides:  . . . the natural
   ambition of professors to rival in  scholarship  the  other
   colleges  of  the state was laid aside, the fact was recog-
   nized and acted on that the state had elsewhere made  ample
   provision  to  train scientists who might analyze her soils
   and detect poisons, and such engineers as  might  plan  her
   railroads  or  project her mines, such military officers as
   might serve her in her time of need; that the task of  this
   college should be to train practical working men who should
   till  her farms rather than theorize about scientific agri-
   culture, build  rather  than  plan  her  houses,  construct
   rather  than  supervise  her  railroads,  sink  rather than
   project her mines, rather be guided  intelligently  by  the
   analysis  of others than make analysis themselves, and fur-
   nish in time of need a large number of men well trained  in
   company and battalion drill.
-end-

-chname-
1- Introduction
-major-
1- 1. INTRODUCTION
-minor-
1- 1.2  THE EARLY YEARS
-txt-
Charles  L.  C. Minor was chosen as the college's first president
and he, somewhat uneasily, implemented Ruffner's curriculum.  His
unease was justified and the first few  years  of  the  college's
history  were stormy and uncertain.  The narrowly defined curric-
ulum was unpopular with both faculty and students.   Furthermore,
the role of military training in the college was unclear.  Often,
statewide  partisan  politics  interfered with effective adminis-
tration of the college.  As early as 1878, however, the Board  of
Visitors  of  the college produced an important document:  an or-
ganizational plan for the college, which helped  direct  its  fu-
ture.

This  organizational plan provided for a Corps of Cadets as a way
of solving the disciplinary problems among the students that  had
plagued  the  college's early days.  This plan also placed limits
on the role of state politics in the college's internal  affairs.
Most  importantly, this document contained the first statement by
the college expressing the belief and desire that the institution
should be developed on a broad rather than a  narrow  interpreta-
tion  of  the Morrill Act.  In its plan, the board concluded that
"degrees should not be confined to  agricultural  and  mechanical
instruction,  but  should  likewise be awarded for distinction in
those courses of study necessary to provide the student for other
professions and pursuits in life."

In 1891, the Board of Visitors of the Virginia  Agricultural  and
Mechanical  College  under  President  John M. McBryde (often re-
ferred to as the "Father of the Modern VPI") continued to  stress
the  expanded  role  for  an applied science or technical school.
They held that "agriculture and the mechanical arts were not mere
handicrafts, [but required] training which should  be  scientific
and  professional."    The Board's purpose was not to abandon the
idea of an applied science or technical school; rather, their in-
tent was to "make the College a real school of applied science --
an institution of technology that will in due time be an honor to
the state."  It was to be a school in which "the sciences,  espe-
cially those related to Agriculture and the Mechanical Arts, hold
the foreplace in strict accordance with the acts of Congress from
which the College derives its income."  In recognition of the na-
ture  of this new direction for the College, the name was changed
in 1896 to  Virginia  Agricultural  and  Mechanical  College  and
Polytechnic  Institute.   Quickly, the more popular reference be-
came Virginia Polytechnic Institute (VPI), a title offically  re-
cognized in 1944.
-end-

-chname-
1- Introduction
-major-
1- 1. INTRODUCTION
-minor-
1- 1.3  THE TRANSITION TO UNIVERSITY STATUS
-txt-
Despite  these clearer directions under President McBryde's lead-
ership, the restriction of the institution  to  applied  studies,
even  with a more professional emphasis, continued to be a source
of controversy in subsequent administrations.  However, this con-
troversy did not impede the steady growth and development of  the
institution  during  the years between the McBryde presidency and
the second world war.  The Agricultural Extension Program was es-
tablished at VPI in 1914; the Army Reserve Officer Training Corps
(ROTC) program began in 1917; and the training of vocational  ag-
riculture  teachers  was  initiated under the Smith-Hughes Act of
1918.  With the Army ROTC program and the the  tradition  of  the
Corps of Cadets, VPI became recognized as a center for the devel-
opment of career military officers.

Dr.  Walter S. Newman assumed the presidency in 1947 when student
enrollments were growing rapidly.  During his 15 years as  Presi-
dent,  the  curriculum  was broadened so that VPI began to assume
many of the attributes of a university without formally  changing
its  major emphasis on agriculture and engineering.  These devel-
opments occurred because President Newman and  the  faculty  per-
ceived  that  technological  education  needed to be supplemented
with the fundamental academic disciplines as a  solid  basis  for
the more practical knowledge of the broader implications of agri-
culture and engineering and their related social impacts.  In the
development  of  the generic disciplines, usually associated with
the liberal arts and sciences, the groundwork was  laid  for  the
transition to full comprehensive university status.
-end-

-chname-
1- Introduction
-major-
1- 1. INTRODUCTION
-minor-
1- 1.4  ACHIEVING THE STATUS OF A COMPREHENSIVE UNIVERSITY
-txt-
Dr.  T.  Marshall  Hahn,  Jr. was appointed President in 1962 and
served in that capacity until December 31, 1974.  The Hahn  years
coincided  with  an  era  of  rapid change in higher education in
Virginia generally, and at VPI particularly.   Major  changes  in
direction  were  initiated during the early years of the Hahn ad-
ministration.  Among them were:  1) the issuance of the 1964 pol-
icy statement elaborating the institution's  new  mission,  which
involved  developing programs, faculties and facilities needed to
become a comprehensive university; 2) the dissolution of the  re-
lationship  with  Radford  College as the Women's Division of VPI
and the consequence of this action for increasing the  enrollment
of  women  on campus; 3) the adoption of the policy  of optional,
rather than compulsory, membership in the Corps of Cadets; and 4)
the organization of the academic schools into colleges, including
the expansion of the School of Science and General Studies into a
College of Arts and Sciences.

In 1966, the institution was reorganized into three  state  agen-
cies  reflecting  the  breadth  and  complexity  of  its  several
missions.  The first of these agencies embraced the instructional
programs of the University; the second was developed  to  support
the  merger of the Agricultural and Engineering research stations
into a new and broader-based Research Division; and the third was
developed to merge the extension and off-campus teaching programs
into a new Extension Division.  Separate budget  allocations  for
these  three  agencies  within  the institution provided a strong
base for rapid expansion of the  three  missions  throughout  the
state and resulted in transforming VPI into a land grant institu-
tion  much  like those in other states that had developed earlier
from former land grant colleges.  This status was  recognized  in
1970  when  the  General  Assembly  of Virginia approved the name
change from VPI to Virginia Polytechnic Institute and State  Uni-
versity.    At the same time, the State Council for Higher Educa-
tion in  Virginia  (SCHEV)  recognized  VPI&SU,  along  with  the
University   of  Virginia,  as  one  of  the  two  comprehensive,
doctoral-granting institutions of higher education in the Common-
wealth.
-end-

-chname-
1- Introduction
-major-
1- 1. INTRODUCTION
-minor-
1- 1.5 GROWTH IN QUANTITY AND QUALITY
-txt-
When Dr. Hahn was succeded by Dr. William E.  Lavery  in  January
1975,  VPI&SU  had become a comprehensive, doctoral-granting uni-
versity of more than 18,000 students.  Within its seven colleges,
programs leading to Baccalaureate, Master's and Doctorate degrees
were offered in a variety  of  basic  subjects  and  professional
fields.   Through its Extension Division, the University provided
service to the entire Commonwealth of Virginia.  The growing  ef-
fort  of  the  Research Division reflected the new concern of the
University for basic work in the sciences,  social  sciences  and
humanities,  as  well  as in the applied areas.  By 1975, a major
construction plan had been initiated and  partly  completed,  the
financial  support for the University had increased dramatically,
and the University had begun to assume a place among the  leading
institutions of higher education in the United States.

This growth has continued during the Lavery years.  Selected data
illustrating  this  growth  are  found in Table 1-1.  At present,
VPI&SU, with more than 22,000  graduate  and  undergraduate  stu-
dents,  is  one  of  only 80 four-year institutions in the United
States with a student enrollment greater than 20,000.  As can  be
seen  in  the  table,  the undergraduate enrollment has increased
16.0 percent (15,786 to 18,310); the graduate enrollment has  in-
creased  28.1 percent (2,691 to 3,716).  Important in this growth
is the transition to a fully coeducational campus.  In 1975, only
34.8 percent of the undergraduate students and  27.9  percent  of
the  graduate  students were female.   In 1986, these percentages
were 42.2 percent and 31.1 percent, respectively.  The growth  in
enrollment  has also been accompanied by an increase in the qual-
ity at both the undergraduate and graduate  levels.    While  the
mean  SAT  scores for entering freshmen across the nation was the
same in both 1975 and 1986, the mean SAT for entering freshmen at
VPI&SU increased substantially from 1030 to 1103.  At the  gradu-
ate  level,  no standardized measures are available, but the data
in Table 1-1 indicate that there has been a greater degree of se-
lectivity  among  the  applicants.     In  1977,   65.5   percent
(1796/2740) of those who applied were accepted; in 1986, the per-
centage was 43.7 percent (2,333/5,343).

The  increase in the enrollments is partially attributable to the
1980 opening of the College of Veterinary Medicine, which is  op-
erated  under  a  joint agreement with the State of Maryland.  It
was created in response to a serious shortage of veterinarians in
the region and the need  to  curtail  very  large  annual  animal
losses  in  the two states.  The temporary and inadequate facili-
ties and equipment in which the College began operation are gone;
new facilities and equipment, provided from state,  federal,  and
private  funds,  have made it the envy of less-well-equipped col-
leges throughout the country.
-end-

-chname-
1- Introduction
-major-
1- 1. INTRODUCTION
-minor-
1- 1.5  GROWTH IN QUANTITY AND QUALITY
-txt-
The growth and quality of the faculty parallels  the  growth  and
quality  of the students.  One illustration of the quality is the
percentage of faculty with terminal professional or doctoral  de-
grees.   With its salary schedule (see Table 1-1), the University
continues to attract quality  faculty  from  across  the  nation.
Other evidence of quality is the number of faculty in the various
colleges and departments that have been recognized regionally and
nationally  by  their  respective professional associations.   Of
special note are those faculty who are members  of  the  National
Academy of Science and the National Academy of Engineering.

Another  indicator  of  faculty  quality  is  based upon national
polls, taken at irregular intervals (1964, 1970,  and  1982),  of
faculty  in  departments that offer the PhD degree; these faculty
are asked to evaluate departments at other universities on a six-
point scale, ranging from 0 (inadequate to offer doctoral  study)
to  5  (distinguished and strong).   The data for various depart-
ments at the University offer the best  evidence  available  con-
cerning  qualified  outside perception of the progress being made
toward major research university status (see Table 1-2).    These
results portray steady growth in the quality of doctoral programs
campus-wide over the past two decades, as perceived by the Ameri-
can  academic  community.

There are other indicators of growth and quality (see Table 1-3).
As  can be seen, the total university resources available in 1986
are three times those available in 1975.  Of interest is the fact
that a smaller percentage of these  resources  is  received  from
state  revenues.    More  dramatic are the assets of the Virginia
Tech Educational Foundation.  While the total assets in 1986  are
over  ten  times  greater  than  in 1975, the market value of the
endowment is over fifty times greater.   These numbers  partially
reflect  the  Campaign  for  Excellence, a major capital campaign
that ended in  1986  with  gifts  and  pledges  totalling  $102.6
million, more than twice the orginal $50 million goal.

Research expenditures at VPI&SU have also shown impressive growth
over  the  past  decade, increasing from $20.5 million in 1975 to
$65.5 million in 1986.  These monies come from appropriations  by
local,  state,  and  federal  governments  (Core) and from a wide
spectrum of sponsors (Sponsored).   In 1986, the  University  was
ranked  49th out of 91 research institutions across the nation in
terms of research apporpriation of $30 million or  more,  and  is
the first research institution in the Commonwealth of Virginia to
move  into  the  top  50.   In another ranking of research insti-
tutions, VPI&SU remains in the top 10 in terms of the  percentage
of  total reasearch expenditures that are derived from industrial
sources, with no one sponsor accounting for more than 15  percent
of the total sponsored expenditures.
-end-

-chname-
1- Introduction
-major-
1- 1. INTRODUCTION
-minor-
1- 1.5. GROWTH IN QUANTITY AND QUALITY
-txt-
A  key factor in the growth in research expenditures has been the
dramatic growth in the computing resources  needed  for  the  re-
search  mission  of  the University, as well as the instructional
and public service missions (see Table 1-4).  In addition, VPI&SU
is among the leaders in the use of personal computers on  campus.

Both  the  College  of Engineering and the Department of Computer
Science require entering freshmen to purchase personal computers.
With over 10,000 personal computers on campus, together with  the
recently  acquired supercomputing capability, VPI&SU had the most
advanced computing facility in Virginia and is among the  leaders
in the nation.

One area that has declined rather than grown is the Extension Di-
vision.  With an erosion of financial support from both the state
and  federal  governments,  there has been a reduction in faculty
and staff from approximately 1,500 in 1975 to less than 1,000  in
1986,  However, even with this reduction in personnel, the Exten-
sion  Division has taken advantage of the available computing and
telecommunication resources and  expanded  its  capabilities  and
programs.    Pilot programs are underway to explore the possibil-
ities of combining the technologies of the computer and the video
disk to create a self-paced learning machine in  which  a  person
can  talk  to a computer by placing a finger on a touch-sensitive
television screen.  This same technology can be  used  to  create
Extension  information  centers  that  require limited personnel.
The Extention Division also is using videotape to prepare courses
for mass in-home learning.  Video teleconferencing  and  program-
ming  will  be  added  when the 22 satellite receiving dishes are
placed at Extension offices across the state.

In recent years, programs in the humanities and the arts have ex-
perienced tremendous growth in both size and quality.  The Center
for Programs in Humanities, established by an NEH grant in  1979,
has  become  the focus for exciting interdisciplinary work in the
humanities and the arts.  Its three major  programs,  Humanities,
Sciences and Technology; Humanities and the Arts; and Appalachian
Studies,  have  become  models for other institutions.  Under the
auspices of the Center, the prestigious Audubon Quartet  began  a
permanent residency.

In  1983, the College of Arts and Sciences created a separate di-
vision of performing arts to recognize their  special  needs  and
give  greater attention to their accomplishments.  The Department
of Theatre Arts sponsors a national program for  new  playwrights
and  an arts management institute.  Departmental productions have
been selected for regional and national competition for more than
eight years.  The Art department has gained national  recognition
for its Mountain Lake seminar series on issues in art.
-end-

-chname-
1- Introduction
-major-
1- 2. STATEMENT OF MISSION AND PURPOSE
-txt-
The  Mission  and Purpose Statement is strategic in nature and is
intended to serve as a guide for the institution as it moves  to-
ward  the  year 2000.  Formal systems for strategic planning have
played a major role in both the public and private sectors  since
the  mid-1950s.  Strategic planning is both a process and a prod-
uct involved with the establishment of the broad goals of the in-
stitution and the identification  of  the  priorities  associated
with  each of these goals.  Objectives to measure progress toward
the achievement of the goals are set, and strategies  are  devel-
oped through which the objectives can be realized.

The  Statement  of Mission and Purpose explicitly describes a de-
sired future state of the institution.   The  statement  must  be
considered  as one part of the overall process of strategic plan-
ning in which the University is engaged.  The work of the various
subcommittees of the Self-Study will focus attention on  possible
alternatives for achieving that state and identify potential road
blocks.

The  development  of  the Statement of Mission and Purpose was an
iterative process.  The following statement was endorsed  by  the
VPI&SU  Board of Visitors and the Steering Committee of the Self-
Study.

   Virginia Polytechnic Institute and State University, a pub-
   licly  supported,  comprehensive,  land  grant  university,
   serves  the  Commonwealth  of Virginia, the nation, and the
   international community  by  generating  and  disseminating
   knowledge  in the humanities, arts, social sciences, scien-
   tific, and professional  disciplines  through  instruction,
   research,  and  extension.   The University instills within
   each member of the University community an appreciation  of
   the  values  and  obligations of productive citizenship and
   the responsibilities of leadership while promoting personal
   and intellectual development.  Its scholastic programs  are
   accessible  to  all  who demonstrate academic merit to gain
   entrance.

   To achieve this mission, as the University moves toward the
   year 2000, it will identify and build on  strengths  across
   the  University,  forge  innovative and mutually productive
   relationships with  industry  and  government,  manage  re-
   sources  efficiently,  and  establish a clear identity as a
   forward-thinking, high-quality institution  that  systemat-
   ically guides and evaluates its future.
-end-

-chname-
1- Introduction
-major-
1- 3. STATEMENT OF UNIVERSITY GOALS
-txt-
At intervals of ten years, the University undertakes an extensive
self-study for accreditation purposes.  An intensive study over a
period of two years is completed prior to a visit by a reaccredi-
tation review group representing the Southern Association of Col-
leges  and  Schools (SACS).  The 1987-88 Self-Study has addressed
significant issues, initiatives, and directions  of  concern  for
the  next  decade.    The self-studies of the 1960s and the 1970s
demonstrated their value in helping focus institutional concerns.
One of the important aspects of the current  self-study  will  be
the  use  of the recommendations as long-term guides for institu-
tional planning.

In a dynamic institution, the planning process  provides  general
directions  while encouraging initiative and permitting shifts in
focus.  The strategic statement on mission and purpose,  and  the
long-term plans that emerge from the self-study, represent a part
of  the  commitment  to planning within the University.  In addi-
tion, a statement of goals has been developed to help guide poli-
cies and to identify an overall  direction  for  the  University.
The  complexity  of  the  University  is such that a long list of
stated and implied goals might easily be compiled.  The list that
follows, however, has been limited to eight major goals.

1.  The University will pursue academic excellence in undergradu-
    ate and graduate instructional programs.

2.  The University will recruit undergraduate and  graduate  stu-
    dents   aggressively  to  maintain  student  quality  and  to
    strengthen the diversity of the student body.

3.  The University will strengthen integration  of  academic  and
    student life programs to develop leadership skills and to en-
    hance personal and intellectual growth.

4.  The  University  will  aggressively  recruit  new faculty and
    strive to retain talented faculty and staff who have  diverse
    backgrounds and perspectives and who have demonstrated excel-
    lence in teaching, research, extension and public service.

5.  The  University  will encourage growth of research to enhance
    the emergence of new understandings and new knowledge.

6.  The University will provide public service  that  contributes
    significantly  to  the  intellectual,  cultural, and economic
    well-being of  Virginia,  the  nation,  and  other  countries
    through  quality  educational and informational programs out-
    side of traditional classroom settings.

7.  The University will provide  quality  telecommunications  and
    information  systems  to  support its teaching, research, and
    extension missions.

8.  The University will increase the effectiveness of  managerial
    efforts  to  obtain  adequate  financial resources, provide a
    physical and cultural environment conducive to  collegiality,
    and furnish a framework for effective planning.
-end-

-chname-
2- Institutional Effectiveness and Planning

                                            November 3, 1987
-end-

-chname-
2- Institutional Effectiveness and Planning
-toc-
Table of Contents

2-1.0  Introduction  . . . . . . . . . . . . . . . . . . 2-1

2-2.0  Planning  . . . . . . . . . . . . . . . . . . . . 2-3
2-2.1  Introduction  . . . . . . . . . . . . . . . . . . 2-3
2-2.2  The State Context:  Budget-Based Planning   . . . 2-4
2-2.3  University Planning   . . . . . . . . . . . . . . 2-7
2-2.4  Collegiate And Departmental Planning  . . . . . . 2-8
2-2.5  Issues and Recommendations  . . . . . . . . . .  2-10

2-3.0  Institutional Effectiveness   . . . . . . . . .  2-13
2-3.1  Historical Perspective  . . . . . . . . . . . .  2-13
2-3.2  A New Focus on Effectiveness  . . . . . . . . .  2-13
2-3.3  The Dimensions of Institutional Effectiveness    2-15
2-3.4  The First Dimension -- Outcomes   . . . . . . .  2-15
2-3.5  The Second Dimension -- Institutional Activities 2-17
  2-3.5.1   Instruction  . . . . . . . . . . . . . . .  2-17
  2-3.5.2   Research and Public Service  . . . . . . .  2-18
  2-3.5.3   Academic Support and Student Services  . .  2-18
  2-3.5.4   Administrative Support   . . . . . . . . .  2-19
  2-3.5.5   University-Related Corporations  . . . . .  2-20
2-3.6  Issues and Recommendations  . . . . . . . . . .  2-20

2-4.0  Institutional Research  . . . . . . . . . . . .  2-24
2-4.1  Historical Perspective  . . . . . . . . . . . .  2-24
2-4.2  Assessment of the Institutional Research
 Function  . . . . . . . . . . . . . . . . . . . . . .  2-24
  2-4.2.1   Issues and Recommendations   . . . . . . .  2-25
2-4.3  Office of Institutional Research and Planning
 Analysis  . . . . . . . . . . . . . . . . . . . . . .  2-26
  2-4.3.1   Assessment of OIRPA  . . . . . . . . . . .  2-27
  2-4.3.2   Issues and Recommendations   . . . . . . .  2-27

List of Tables

Table 2-1. Summary of Lenning's Outcomes Taxonomy  . .  2-16
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-1.0  Introduction
-txt-
The charge to the Self-Study Committee  on  Institutional  Effec-
tiveness  and  Planning  was to ". . . conduct its portion of the
self-study in a manner which assures full treatment of the  areas
covered  in  those  [SACS] criteria for which it is responsible."
Further, the SACS "criteria, however, are minimal standards . . .
not sufficiently comprehensive to cover the activities  of  major
universities like Virginia Tech and attention solely to them will
not  provide  the  breadth  or depth of inquiry that we hope will
characterize our self-study."  Thus, the committee was  urged  to
".  . . develop a full agenda of (relevant) topics to be investi-
gated."

Specifically, the criteria listed for review under  Institutional
Effectiveness are:

    3.1  Planning and Evaluation

    3.2  Institutional Research

Since  the criteria are new, there is no direct comparison to the
1975-76 Self-Study.   The  Institutional  Effectiveness  criteria
reflect an increased emphasis on output measures as indicators of
quality.    While  earlier  self-study reports examined available
resources and processes as indicators  of  quality,  more  recent
evaluation models focus on assessment of outcomes as well.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-1.0  Introduction
-txt-
The  values  of  an  institution  are articulated in its mission,
purpose, and goal statements.  In the statement  of  mission  and
purpose  developed  for  the  1986-87 Self-Study, the fundamental
commitments of a land grant university were retainedggnamely,  to
generate  and  disseminate knowledge across the disciplines using
instruction, research, and extension as the mechanisms for  doing
so.    Beyond  that, however, the statement differs markedly from
previous statements of mission and  purpose.    For  example,  in
1965-66,   the   University   committed   itself  to  growth  and
diversityggto its development as a  truly  comprehensive  univer-
sity.  The 1975-76 Self-Study reflected a commitment to flexibil-
ity and excellence.  The 1986-87 statement includes the following
commitments:

*   To  instill within each member of the University community an
    appreciation of the  values  and  obligations  of  productive
    citizenship  and  the  responsibilities  of  leadership while
    promoting personal and intellectual development.

*   To provide accessibility  to  all  who  demonstrate  academic
    merit to gain entrance.

*   To build on existing strengths.

*   To develop relationships with industry and government.

*   To manage resources efficiently.

*   To  establish  a  reputation  as  a progressive, high quality
    institution which effectively utilizes  planning  and  evalu-
    ation practices.

These  aspirations  reflect  a  commitment  to  quality  and  new
challenges to institutional effectiveness assessment procedures.

One major responsibility of the committee has been to examine the
efficacy  of  planning  across  the  institution--including   the
processes  and procedures used to develop the current mission and
purpose statement and  the  resulting  goals.    A  second  major
responsibility   was  to  determine  whether  or  not  evaluation
programs are in place that adequately and accurately  assess  the
extent  to  which  the institution's goals are being achieved and
whether the results  are  being  used  to  enhance  institutional
effectiveness.    Finally, the committee examined how and by whom
the institutional research function is carried out and the extent
to which those activities inform planning and  assessment  activ-
ities within the institution.

In its simplest form, institutional effectiveness can be examined
by  answering  three questions.  Those questions are:  What do we
do?  How well do we do it?  How do we know?   Unfortunately,  the
size  and  complexity of this multi-purpose institution makes the
response to those questions much more complicated.    We  believe
that  VPI&SU  is a dynamic and effective comprehensive land grant
institution.    It  is  an  institution  influenced  by  multiple
constituencies  from within and without.  Expectations imposed on
the institution range from legislative mandate to  alumni  tradi-
tion,   faculty  governance  to  student  petition,  governmental
requirements to research contract priorities.  All these expecta-
tions and demands lead to a variety of notions regarding account-
ability and conspire both to direct  and  confound  the  planning
process.  It is in this context that the institutional effective-
ness  subcommittee  undertook  the  responsibility to examine the
planning, assessment, and institutional research capabilities  of
the institution.  The reports that follow are the results of that
endeavor.    While  the reports are interrelated, they respond to
separate issues.   For that reason,  attempts  to  integrate  the
three  components  were  abandoned  in favor of the report format
that follows.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.1  Introduction
-txt-
Planning is the act of mapping out the achievement  of  something
before  it is achieved.  It implies conscious decisions regarding
the necessary steps  for  achieving  the  object  of  its  focus.
Explicitly  or  implicitly,  plans  include  the establishment of
goals and objectives.  Such a definition of planning assumes that
those responsible for effecting the plan have the  authority  and
resources required for the successful implementation of the plan,
and  the  achievement  of  the  desired  result.   Thus, planning
explicitly or implicitly presumes an evaluation of the extent  to
which the objective was achieved.  In summary, the entire process
involves planning, implementation, and evaluation.

There  are  many types of plans; for example, long-range, compre-
hensive, master, degree/curriculum,  budget,  strategic,  manage-
ment,  and operating.  There is also a variety of definitions for
each of these types,  with  little  benefit  of  conventions  and
labeling consistency.

In Virginia, the state government uses the following definitions:

*   mission  statement  -- the overall rationale for an organiza-
    tion and its major goals

*   comprehensive plan -- the  total  plan  of  an  organization,
    which guides its efforts

*   master plan -- the plan for physical plant and facilities

*   strategic  plan  -- the basic reasons for the existence of an
    organization and its major goals and objectives; it  is  used
    for resource acquisition and utilization purposes

*   management  plan  --  the  plan  for  resource allocation and
    utilization

*   operating plan -- the fiscal resource assignment, also called
    an annual budget, and

*   budget plan -- the intended fiscal and personnel assignments
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.1  Introduction
-txt-
In addition, the generic term "plan" is used to describe anything
that meets the initially postulated definition.    All  of  these
plans,  however,  refer  to  a written document of some type.  At
this time, only the "budget plan" has detailed specifications for
Virginia governmental organizations.

In Virginia, the state government expects all state  agencies  to
plan.    In  higher  education,  this planning often requires the
involvement of the State Council of Higher Education for Virginia
(SCHEV) (e.g., the State Plan for Higher Education  and  planning
for  new  degree  programs) and selected other agencies.  Ideally
then, from a state perspective, planning is a  continuous  organ-
izational  activity  with  the  plans being adjusted (rather than
forgotten) to meet changing conditions.

The mission and purpose statement of this self-study was endorsed
by the Board of Visitors (BOV) in the Fall of 1986, and serves as
an informal strategic plan.  Developed in the initial  stages  of
the University Self-Study, the mission and purpose statement will
be  a  part  of  subsequent budget planning documents.  Also, the
recommendations of the University Self-Study will  serve  as  the
basis  for  development  of  budgets  or other plans over several
years.  These plans will be directed toward  developing  a  means
for going from point A to point B, from achievement X to achieve-
ment Y, or from time 1 to time 2.  Equally important, these plans
become increasingly specific as their resource and time focus are
narrowed.   The academic recommendations of a self-study might be
general in nature but become quite specific in particular  budget
requests supporting achievement of the recommendation.

Evaluation  of  plans  can  take many forms and use many methods.
Regardless, evaluation means valuing something.    In  evaluating
the  plans of a public organization, the focus tends to be on the
results of the plans in terms of efficiency,  effectiveness,  and
economy  --  was  the  promised  result  achieved  within planned
resources at the least possible cost?
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.1  Introduction
-txt-
Efficiency and economy can be reduced to  monetary  criteria  and
since  there  is  a  standard  measure, they are not difficult to
ascertain.  Effectiveness, however, is dependent upon accomplish-
ing the particular goals/objectives postulated in the plan, i.e.,
achieving X is the result of executing the plan.    Often,  there
are  no  agreed-upon  measures, indicators, or standards, partic-
ularly for organizations that deal with people-results.  Nonethe-
less,  the  formal  expectation  today  is  that   organizational
effectiveness  must  be  ascertained.   For example, colleges and
universities in Virginia are now required  to  submit  plans  for
measuring undergraduate student outcomes.

To  evaluate  institutional effectiveness at VPI&SU, it is neces-
sary to examine both the processes and the results  of  planning.
Since the plan should have both external and internal dimensions,
the  evaluation must be segregated by focus (e.g. fiscal, facili-
ties, property), functions  (instruction,  research,  and  exten-
sion),  and subfunctions (academic support and student services).
For each, the stated objectives must be quantifiable  or  verifi-
able  and  the  measures  or indicators of performance need to be
explicit rather than implicit.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.2  The State Context:  Budget-Based Planning
-txt-
In Virginia, the budgets for all state organizations represent  a
complex,  continuous,  and formal process, which includes mission
statements, master plans (for organizations with property, plant,
and/or equipment in special instances), and operating plans.  The
planning process may  include  strategic  and  management  plans,
although  these  components  are  yet to be made mandatory.   The
formal budget process, however, does not usually  deal  with  the
internal  organizational  structures  necessary  to  produce  the
budget.    Thus,  a  state  organization  can  use  a   top-down,
bottom-up,  or a combined approach to develop its budget or other
plans.

Since there are no state policies governing the internal planning
processes of state organizations, it is virtually  impossible  to
generalize about them.  In some state organizations, the internal
structure and the planning process is highly structured, central-
ized, and top-down; in others it is structured, yet decentralized
and  bottom-up.    Organizations  may also use different internal
processes for different plans, and they frequently  use  internal
or informal planning processes.

In  Virginia,  the  mission  and purpose statements for all state
organizations are frequently a part of the Code of Virginia.  For
example, VPI&SU's missions are listed in the Code.   However,  an
organization  can  have  a  mission statement in addition to that
found in the Code, as  long  as  the  Code  authorizes  what  the
additional  mission  statement specifies.  While both the mission
statement found in the Code and the non-Code  mission  statements
can  be  amended, the latter are amended more frequently than the
former due to the ease of doing so.  The mission statement is the
basic justification for budget requests.  State organizations are
increasing their  use  of  a  strategic  plan  to  justify  their
budgets, although such a plan is not required.  Nevertheless, the
budget  document  does  begin  with a general, brief statement of
mission for each organization.

Because VPI&SU operates within the  state  system,  some  of  its
planning   conforms   to  state  timing  requirements  and  other
policies.  Virginia is on a biennial budget cycle, so the  budget
document  is  prepared  every  two  years  and  approved in even-
numbered years.   In odd-numbered years,  agencies  are  severely
constrained  and  less-complex  budget  requests  are made, since
these are viewed as adjustments to the current biennial budget.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.2  The State Context:  Budget-Based Planning
-txt-
The state uses a program budget, so the format of the  budget  is
in  programmatic terms.   These terms are state generic, e.g., in
higher-education institutions the  programs  include  Educational
and  General,  and Higher Education Student Financial Assistance.
As a part of their budget submissions, agencies are  required  to
submit  goals  and  objectives  (at  least  one  of each for each
program).  The program (and subprograms) are listed and  proposed
amounts  for  the  first  and  second  year  of  the biennium are
indicated, along with the fund  sources  and  authority  for  the
expenditures.

VPI&SU's  budget is more complex than most institutions of higher
education because it has three divisions:    academic,  research,
and extension.  In effect, it must prepare three separate operat-
ing budget submissions, one for each of these agencies.

The biennial budget preparation formally begins when instructions
and  budget  targets assigned to the state agencies are issued by
the state's Department of  Planning  and  Budget  (DPB).    These
instructions  are  normally issued after the odd-year legislative
session, but they  have  been  issued  earlier.    Agencies  then
prepare  their  requests  based  on  the budget targets, although
Virginia law permits agencies to submit a request  for  resources
in  excess of assigned targets.  Sometimes this is permitted with
the initial submission; however, in recent years the tendency has
been to submit an addendum to the initial request.   The  initial
budget  request is submitted to DPB for its review in late spring
or early summer.  The request is simultaneously reviewed by SCHEV
and by  the  appropriate  Cabinet  Secretary  and  the  Governor.
Addenda requests are made in the late summer or early fall.

If  an  agency  has  any  capital  requests,  a capital budget is
submitted  as  part  of  the  biennial  budget  request  (capital
requests  are encouraged only for biennial budgets).  All capital
requests must go through a separate planning process and must  be
reflected  in  the  agency's  current  master  plan.    Except in
emergencies, an agency cannot submit a capital request unless its
master plan shows the property or  plant.    Depending  upon  the
applicable  policies,  a capital request may start with a request
to the legislature to fund a pre-planning study,  followed  by  a
request  for  a planning study, and finally a request to build or
buy the capital item.  Thus, capital budget items often represent
several years of planning/approval efforts.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.2  The State Context:  Budget-Based Planning
-txt-
After all the budget requests are reviewed by  various  executive
branch  units,  the  Governor  authorizes the finalization of the
budget based on projections of available state  resources.    The
budget  is  then submitted to the General Assembly.  The biennial
budget that is submitted is  actually  two  documents:    1)  the
budget  document,  which  reports on the achievement of goals and
objectives and other  pertinent  facts  and  presents  historical
fiscal information, and  2) the Governor's proposed budget, which
includes the capital budget.

After  the  General  Assemby  reviews,  adjusts, and approves the
budget, the Governor signs the budget and it becomes law, an  Act
of  Appropriation.    (Since it is always the last bill signed by
the Governor, the  Appropriation  Act  overrides  all  state  law
except  the  state Constitution.)   Agencies are then required to
submit  their  annual   operating   plans   (and   adjust   their
goals/objectives  in light of their appropriations) for the first
year of the biennium (beginning July 1 of the even year).  Appro-
priations are distributed  annually,  at  the  beginning  of  the
fiscal year.

Under  Virginia law, unexpended funds left at the end of a fiscal
year are not carried forward, except for special  funds  such  as
earned  overhead or local funds (e.g., endowments).  The law also
requires that all funds be appropriated by the state, except  for
endowment-type  funds held by higher-education institutions.  The
state constitution does not allow endowment funds to  be  consid-
ered in executive or legislative funding decisions.

In  many ways, the biennium budget process is a strategic budget-
ing process because the budget  submission  requires  information
two  budget cycles beyond the forthcoming biennium.  Usually this
horizon information is not detailed beyond goals, objectives, and
resource requirements.  Virginia has a control-oriented  philoso-
phy,  viewed  by experts as one of the more restrictive among the
states.  For example, the legislature appropriates the number  of
full-time equivalent employees authorized to an agency (an excep-
tion  is allowed for research-funded positions, but these require
approval by central agencies).
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.3  University Planning
-txt-
At VPI&SU, it is  known  that  the  President  conducts  biannual
planning  sessions  with  his staff, that institutional goals and
objectives exist, that institutional  goals  and  objectives  are
reflected  in  the state's budget process, and that various other
institutional units contribute to the institutional process while
maintaining their own forms of planning.   What is not  known  is
the  extent  to  which  these  various  planning  activities  are
mutually supportive and integrated, how  effective  the  planning
process is, and whether desired results are achieved.

Based  upon  the  presentations  of  a number of the University's
senior administrators and a review of supporting documents, it is
clear that planning is taking  place  at  the  University  level.
However,  it also is evident that this planning is not integrated
and that there are no mechanisms in place to evaluate the  effec-
tiveness  of these plans.  In no small way, the commitment of the
University to provide maximum autonomy to individual  administra-
tive units and colleges is responsible for the current situation.
It  appears  that  this commitment is predicated on the idea that
planning and decision-making are best  when  developed  from  the
bottom-up.

To  a large extent, the planning that exists in the University is
a result of requirements imposed from external agencies  such  as
Virginia  state  government  (e.g.,  requirements resident in the
budgeting process and SCHEV policies).  The three  administrative
units (including Colleges) have also completed Year 2000 plans in
response   to  the  University  Mission  and  Purpose  Statement.
Despite these requirements and activities,  however,  there  does
not   appear   to   be   a  meaningful  internal  integration  of
programmatic and fiscal  planning  at  particular  points  in  or
through  time.    While  the  University's periodic accreditation
self-studies arguably constitute a form of planning, there is  no
clear evidence of responsible review and effectiveness evaluation
of  the University's efforts to implement the recommendations and
suggestions of the immediately previous self-study.

The primary focus  of  the  University's  "centralized"  planning
efforts appears to be that found in its budget submissions and in
the  discussions  at the President's biannual planning retreat (a
relatively recent innovation).  Within the senior  administrative
units, extensive planning efforts appear to exist, although it is
not possible to ascertain their relationship to one another.  For
the  most part, these efforts may be characterized as operational
and resource-driven, having but little consistency  in  terms  of
process,  frequency,  content, goals/objectives, purpose, partic-
ipation, data base, format or timing.   In addition,  responsible
review and evaluation of planning effectiveness frequently appear
to be missing.

Perhaps  the most formally articulated planning process exists in
the University's Research Division, where  a  strategic  planning
process  is being phased in.  The process has built-in evaluation
and accountability for components of the division,  which  are  a
part of the performance reviews of their personnel.  The planning
process  also  involves  members of the Commission on Research in
the  development  of  goals  and  objectives.    The   University
Libraries  and the Extension Division have also completed strate-
gic plans; the latter was a multiyear effort.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.4  Collegiate And Departmental Planning
-txt-
Within the various communities of the University, planning is  as
diverse  as  that  found  at the University level.   At least one
college, Engineering, recently  completed  a  strategic  planning
effort  (with  a two-year planning horizon).  The recency of that
effort, however, does not provide a basis to evaluate its  impact
on the management and operating plans of that college.

The planning efforts of the College of Veterinary Medicine appear
to  be in response largely to external accreditation requirements
and concerns.  The R.B. Pamplin College of Business  produces  an
annual  planning  document,  which is discussed with its Business
Advisory Council and shared with  the  University  administration
and  other  deans.   The College of Education produced an "Orien-
tation for the  Future:    1985-90"  and  two  divisional  plans.
Although  these  plans are comprehensive within their units, they
appear to have been developed autonomously.

The College of Human Resources recently used a Delphi process  to
develop  its  Year 2000 plan.   This plan also reflects a respon-
siveness to external agencies, such as those involved in securing
Agricultural Experiment Station funding.  The College of Agricul-
ture and Life Sciences also is highly  subject  to  the  planning
requirements of the U.S. Department of Agriculture and the state.
In both the College of Human Resources and College of Agriculture
and  Life  Sciences,  academic  activities  are  not  subject  to
centralized planning processes that  transcend  their  governance
structures.

The  College  of  Arts  and  Sciences  does  not have an internal
planning process, but generally relies on  departmental  planning
that  arises  out  of  requirements  for  periodic (5 to 8 years)
departmental reviews.  The reviews examine the basic missions  of
instruction,  research, and service.  The College of Architecture
and Urban Studies has a  formal,  annual  planning  process  that
relies on programmatic input from faculty and administrators.  As
part  of  the  process,  annual  objectives  are  established for
programs and faculty members and evaluated in annual  performance
reviews.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.4  Collegiate And Departmental Planning
-txt-
To   the   extent  that  instructional  planning  exists  at  the
collegiate level, it appears that it is in response to  budgetary
and  other  state  requests.    In  other instances, however, the
planning may begin internally and then be overtaken  by  external
events.    For  example,  the  College  of  Agriculture  and Life
Sciences recently completed a document on the future of  agricul-
ture,   forestry,  food  industries,  and  rural  communities  in
Virginia.  The project began as an internal planning effort,  but
was expanded in scope in 1986 when the current governor asked the
University  to  analyze  the  effect  of  state government on the
agricultural community.  In another instance, Senate Joint Resol-
ution No. 20 (1980) called for VPI&SU and Virginia State  Univer-
sity  to  formulate  a comprehensive plan for higher education in
agriculture which would jointly meet the educational needs of the
agricultural industry and the citizens of Virginia.

In general, the Departments  of  the  various  colleges  seem  to
reflect  the planning philosophies and practices of their respec-
tive colleges.   These  philosophies  and  practices  range  from
highly  structured  to  unstructured  planning.    In many of the
colleges, particular degree  programs  are  subject  to  external
accreditation  requirements  that  may impose particular planning
requirements.

A review of the various planning efforts of the colleges makes it
clear that the University lacks an integrated  planning  process.
There  is  no  uniform  planning horizon either within or between
University units, nor are there  common  or  regular  review  and
evaluation mechanisms for plans.  A basis for monitoring plans is
not  apparent; nor is there a way to assure that plans are linked
to other plans  (e.g.,  academic  planning  linked  to  financial
planning; strategic planning linked to management and operational
planning).

Except  for budget preparations, planning does not appear to be a
regular  University  management  function,  nor  does  it  appear
related  to  responsibility  and  accountability  centers.    The
planning that does exist tends  not  to  provide  the  basis  for
systematic goals and verifiable objectives necessary for perform-
ance evaluation.

While  there  appears  to be a commitment to a bottom-up planning
approach, the recent University requirement to prepare Year  2000
plans  suggests  otherwise.    However,  it  is not clear at this
juncture how the resulting plans will be integrated or  how  they
will ultimately be reviewed and evaluated.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.5  Issues and Recommendations
-txt-
Education,   particularly   higher  education,  is  perceived  as
ineffective and ill-prepared  to  present  objective  assessments
that  document  the need for further or additional commitments of
scarce resources.  Because of this, it may  be  anticipated  that
VPI&SU  will  be  subjected  to  externally imposed standards for
systematic and integrated reviews and effectiveness  evaluations.
For  example,  its administrators and faculty may be subjected to
programmatic and  performance  standards  based  upon  externally
created  goals  and  objectives.    These external goals would be
imposed instead of goals set after the University's  own  system-
atic  consideration of responsibilities in instruction, research,
and public service, and the relationships between these missions.
The University need only look to its recent past and  legislative
impositions  upon  its  Extension  Division  for evidence of such
potential  encroachments.    To  the  extent  that  such  reviews
encroach  upon the traditions of higher education, the University
may suffer.

While planning appears to exist at all levels of  the  University
in  varying degrees, it is not controlled by the University.  The
planning may be characterized as balkanized, uneven and unsystem-
atic.   Equally important, the planning  is  subject  to  a  wide
variety  of  externally  imposed demands, needs, and requirements
that stretch the institutional  fabric  because  the  institution
cannot respond systematically.

Because  the  institution  does  not  integrate its financial and
programmatic planning into  a  reasoned  process  to  manage  and
enhance  University  resources  as  a whole, it may be subject to
competing and conflicting interests,  which  rely  upon  external
constituencies,  strength  of  personality, and reputation.   The
consequence  may  be  that  the  University  does  not  want  for
purposes,   i.e.,   it   is   purpose  full,  but  it  does  lack
purposefulness.

If this consequence is perceived by external reviewers, then  the
University could be characterized by those reviewers as trying to
be all things to all people.  Such a characterization would imply
that  the  institution  is  not well-positioned to build upon its
strengths and minimize its weaknesses, avail itself  of  opportu-
nities,  or  protect  itself  against  external  threats  to  its
purposes.  While it may be argued that the  University  has  made
great  strides  since  its  last self-study, such a judgment must
rest on bases other  than  those  of  integrated  and  systematic
planning.

Given  the  lack  of  attention  to  basic tenets of contemporary
organizational planning, it should not be surprising  that  there
is  not  systematic and integrated review and evaluation of plans
in the University.  Without such rigor and  plans  responsive  to
needs,  University  planning  may  be  only  an  exercise without
significance.  In the absence of meaningful  planning,  decisions
may  be  made  on  the  basis of subjective judgments, instead of
criteria such as performance resulting from realistic  priorities
and plans.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.5  Issues and Recommendations
-rec-
Recommendation 2-1:   Given  the  contemporary emphasis on organ-
    izational planning, it is  recommended  that  the  University
    appoint   a  Task  Force  to  develop  and  to  implement  an
    integrated planning process for  the  University  within  the
    next 5 years.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-2.0  Planning
-minor-
2-2.5  Issues and Recommendations
-txt-
The  goal  of  this  planning  process  should be the creation of
purposeful  planning  rather  than  purpose  fullness,  and   the
creation  of  a  systematic approach to setting and meeting goals
rather than establishing more goals.  As a result,  the  planning
process  would not be comprehensive, but strategically focused so
the bottom-up planning essential to the character of a University
would be meaningful.

The Task Force should be representative of all  elements  of  the
University  and  the  planning  process should meet the following
criteria:

1.  Integrate fiscal and programmatic planning.

2.  Set systematic goals and verifiable objectives.

3.  Identify responsibility and accountability centers.

4.  Establish periodic review and evaluation standards.

5.  Establish, monitor, and evaluate planned performance through-
    out the University.

6.  Create consensus building based upon a reasoned process.

7.  Produce  iterative  information  and  feedback  on   planning
    efforts and results.

8.  Represent the various members of the University community.

9.  Produce a continuing vision of the University consistent with
    its status as a public organization of the Commonwealth.

10. Identify   a   reasonable   planning   horizon   and  regular
    review/updating cycles.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.1  Historical Perspective
-txt-
The criterion requiring the evaluation  of  institutional  effec-
tiveness  has  developed out of a continuing trend toward greater
accountability in higher education.  For more than a decade  this
demand  for  accountability  has focused on efficiency.  Colleges
and universities have responded by attempting to demonstrate  the
efficient utilization of their human and material resources.  The
Standards  for  Accreditation  previously  used  by  the Southern
Association of Colleges and Schools (SACS) reflected this  empha-
sis.

Following  this  trend,  the Commonwealth of Virginia has adopted
the program classification structure developed  at  the  National
Center  for  Higher Education Management Systems (NCHEMS) and has
implemented a comprehensive  system  of  reports  based  on  this
structure.   These reports have included the biennial analysis of
internal resource allocations and the calculation of  unit  costs
for  courses  and  student  majors.   Using these data, the State
Council of Higher Education for Virginia  (SCHEV)  has  monitored
institutional  efficiency  and  compared operations at Virginia's
public institutions.

At VPI&SU, the accountability requirements imposed by SCHEV  have
been  administered  by  the  central  administration  and not the
academic departments and colleges.  In this way, most  collegiate
faculty  have  been  protected from the encroachments of account-
ability reporting.  Administrative offices outside the areas that
report to the Provost have been allocated staff and assigned  the
task  of  compiling accountability reports and defending both the
efficacy and efficiency of university activities.

Nationally, the limitations inherent in the focus  on  efficiency
have  become  increasingly  evident  to  both  policy-makers  and
university administrators.  Policy-makers have found it difficult
to conduct the  cost-benefit  studies  increasingly  demanded  by
legislators  who faced both fiscal stringency and public accounts
of graduates who did not or could  not  pass  minimal  competency
tests.    In the absence of clear and comprehensive evidence that
their institutions were effective, university administrators have
been unable to counter the focus on  efficiency  and  the  impli-
cation  of low or reduced quality.  Both groups have wanted clear
and comprehensive evidence that would demonstrate the  effective-
ness of state-supported colleges and universities.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.2  A New Focus on Effectiveness
-txt-
The  Criteria  for  Accreditation  recently  adopted  by the SACS
college delegate assembly reflect the increased demand for assur-
ances of quality in higher education.  This demand has taken  the
form  of  a  required  assessment of institutional effectiveness.
The need for assessments of effectiveness  based  on  traditional
collegial values has become apparent from the assessment programs
mandated in other southern states.

Tennessee,   Florida  and  Georgia  have  required  their  state-
supported institutions to adopt programs and procedures to assess
student  outcomes.    In  Florida  and  Georgia,  these  required
programs  have  included  state-wide competency examinations.  In
Tennessee, public colleges and universities must demonstrate  the
quality   of   their  programs  using  state-wide  "standards  of
quality."  One of these standards has been defined as the  "value
added"  to  students,  with  this  value  determined  by  student
performance on standardized examinations.  These initiatives have
been extensively documented in the higher  education  literature.
The  problems of competency examinations and the unreliability of
gain scores as measures of student learning have also been widely
documented in the literature.  However, the political  arena  has
not  proven  to  be  a  forum in which the niceties of assessment
could be fairly debated and these states have persisted in  their
assessment programs.  In each of these cases, state mandates have
forced  institutions to adopt and to continue assessment programs
in the  absence  of  traditional  collegial  values  and  faculty
participation.

The  Commonwealth of Virginia has not been immune to the pressure
to assess the  outcomes  of  higher  education.    In  1985,  the
Virginia General Assembly mandated a study of student outcomes at
the  Commonwealth's  public  colleges and universities.  In 1986,
SCHEV responded with a study entitled The Measurement of  Student
Achievement  and  the  Assurance  of  Quality  in Virginia Higher
Education.  To its credit, SCHEV has not  recommended  state-wide
competency  examinations nor has it recommended the use of stand-
ardized tests with national norms.   In  its  report,  SCHEV  has
recommended:

*   that  every  state-supported institution establish procedures
    and programs to measure student achievement,
*   that public  institutions  report  annually  to  the  Council
    regarding  progress  in  the implementation of these programs
    and procedures, and
*   that the Council publish results of the  assessment  programs
    in its updates to the Virginia Plan for Higher Education.

Since  presenting  its  report  to  the  General Assembly and the
Governor, SCHEV has  appointed  an  advisory  committee  to  help
develop  implementation  guidelines  for assessment programs.  At
VPI&SU, the Provost and college deans discussed  strategies  that
VPI&SU might adopt in response to SCHEV's mandate.  Subsequently,
a  task  force  was  appointed  by the Provost and developed "The
Virginia Tech Plan for  Assessing  Institutional  Effectiveness."
This  plan,  which is included in the Supplemental Materials, was
submitted to SCHEV on July 1, 1987.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.3  The Dimensions of Institutional Effectiveness
-txt-
Encompassing over 3,300  institutions,  the  American  system  of
higher education has grown to be the largest system in the world.
Fewer  than  80  of these institutions are four-year colleges and
universities having full-time student  enrollments  greater  than
20,000  students.    The  major  research  universities have been
generally recognized to be the most  significant  achievement  of
American  higher  education.    Based  on  the breadth of program
offerings at the doctoral level, the number of  doctoral  degrees
awarded annually and the amount of sponsored research, NCHEMS has
identified  75  major  doctoral-granting research universities in
America.  Of the 52 public institutions on the NCHEMS list,  only
24  have  the  added  responsibility of being the principal land-
grant institution in their state.  As one of these  institutions,
VPI&SU has a diversity of curricular offerings with comprehensive
liberal  and  professional programs at both the undergraduate and
graduate levels, which contribute to an institutional  complexity
not  evident  at  most  American colleges and universities.  Thus
VPI&SU, by virtue of its size, its complexity, its role among the
leaders in sponsored  research,  and  its  commitment  to  public
service,  will  face the unique challenge to assess institutional
effectiveness in a major  doctoral-granting  research  university
with a land-grant mission.

While  mandated  assessment programs in Virginia and other states
have focused on undergraduate student outcomes, the Criteria  for
Accreditation  is  remarkable  in  that SACS has adopted institu-
tional effectiveness as its criterion.    It  is  interesting  to
note,  however,  that  many  acceptable means of assessing educa-
tional effectiveness are defined in  Criterion  3.1,  but  insti-
tutions with significant research and public service missions are
required  to  evaluate their effectiveness in these areas without
benefit of specific means that will be considered acceptable.  In
keeping with its traditional approach to accreditation, SACS  has
delegated  to each institution the responsibility of defining for
itself the exact dimensions of  institutional  effectiveness  and
the  means  by  which  this effectiveness will be assessed.   The
dimensions are defined  both  by  the  expectations  of  external
constituents  and  by the expectations that the institution holds
of itself.  At institutions like VPI&SU, the size of the institu-
tion  and  the  diversity  imposed  by  its  tripartite   mission
precludes a singularity of focus.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.4  The First Dimension -- Outcomes
-txt-
An appreciation of a major research university's potential impact
on  individuals  and  on society is crucial to assessing institu-
tional effectiveness.  In their work for NCHEMS, Lenning and  his
colleagues have identified over eighty categories of outcomes for
higher  education.    Lenning's  complete  outcomes  taxonomy  is
included in  the  Supplemental  Materials.    The  major  outcome
categories are shown in Table 2-1.

Lenning's work is primarily valuable for its attempt to provide a
comprehensive  taxonomy  of  the  outcomes  of  higher education.
Within this taxonomy, the administrative and academic departments
in the institutions will have many goals and objectives that must
be considered in  a  comprehensive  assessment  of  institutional
effectiveness.    These  goals  and  objectives may relate to the
maintenance of a characteristic or a change in  a  characteristic
and  may  be viewed either as short-term or long-term accomplish-
ments or both.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.5  The Second Dimension -- Institutional Activities
-txt-
The outcomes of higher education at a major  research  university
like  VPI&SU  are the result of complex and interdependent activ-
ities undertaken by thousands of people.  The second dimension of
institutional effectiveness requires a definition of  the  activ-
ities that should be included in a comprehensive effort to assess
effectiveness.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.5  The Second Dimension -- Institutional Activities
-sub-
2-3.5.1   Instruction
-txt-
Institutions  are required by the SACS Criteria to evaluate their
effectiveness in instructional activities.  A list of  acceptable
methods is provided, which may be used to fulfill the requirement
to  ascertain  their students' achievement.   VPI&SU has a tradi-
tional emphasis on evaluating its performance in instruction,  as
well as research and public service.  These evaluation activities
are  inventoried and discussed in the Supplemental Materials.  In
addition to these activities, no review of instruction at  VPI&SU
would  be  complete  without  mention  of  the Collins Commission
Report, which led to the adoption of a Core Curriculum for under-
graduates.  This evaluation and the changes it  has  produced  in
undergraduate  education  at  VPI&SU  are  evidence of the insti-
tution's commitment to the assessment of its instructional effec-
tiveness.

Most of the literature on effectiveness deals with the  identifi-
cation,  measurement  and  use  of  the  outcomes  or products of
instruction at the undergraduate level.  Lenning's outcome struc-
ture illustrates the  diversity  of  an  institution's  potential
impact  on  an individual student.  Most departments could define
goals for their programs that span three or  more  of  the  major
categories  of outcomes, and in most cases would have many objec-
tives within a single category.   Many of these  goals  could  be
quantified  and  monitored to ensure effectiveness.  For example,
the number of students who find appropriate  employment,  or  who
achieve professional licensure by examination can be measured and
reported as evidence of effectiveness.

In  other instances, however, instructional objectives may not be
as readily measured.  The development of "critical  thinking"  or
"leadership"  abilities  may be equally important objectives, but
there is no consensus regarding the measurement of  these  abili-
ties in large numbers of students.  The "measure it, describe it,
or  forget it" philosophy has dominated the pragmatic approach to
the assessment of effectiveness.   In practice,  this  philosophy
tends  to  be  reduced to "measure it or forget it" as the easily
quantified objectives drive out the equally important,  but  more
difficult  to  measure  objectives,  under  the time and resource
constraints that always exist.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.5  The Second Dimension -- Institutional Activities
-sub-
2-3.5.2   Research and Public Service
-txt-
As with instruction, SACS has required the assessment  of  effec-
tiveness  in  research  and public service.  The extensive evalu-
ations of research and public  service  activities  conducted  at
VPI&SU  on  a  regular  basis  are documented in the Supplemental
Materials.  As with instruction, in some instances the  Universi-
ty's impact can be readily quantified.  For example, when applied
research  determines  that  a  combined program of herbicides and
improved pruning methods results in lowered production costs, the
per-acre savings  in  apple  orchards  can  be  calculated.    In
addition,  the  dissemination of this information to agricultural
producers can be  charted  and  the  state-wide  economic  impact
evaluated  with reasonable precision.  Secondary factors, such as
the time taken to disseminate the  new  knowledge,  can  also  be
quantified  and  the  entire  process  evaluated  in  terms  that
orchardists, state policy-makers, and legislators can understand.
The existence of these types of assessments has helped to develop
a strong and influential constituency that has been  instrumental
in helping the University secure both public and private support.

In  other  instances,  the  impact  of  research  activity may be
considerably more difficult to quantify.  The outcomes  of  basic
research  in  the sciences and of scholarship in the liberal arts
are  as  important  to  institutional  effectiveness  as  applied
agricultural research.  The absence of clear economic impacts and
the  difficulty  that  nonspecialists  have  in understanding the
significance of these research activities does not diminish their
importance.  VPI&SU must guard against  the  assessment  of  only
those  aspects of institutional effectiveness that can be readily
quantified.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.5  The Second Dimension -- Institutional Activities
-sub-
2-3.5.3   Academic Support and Student Services
-end-
A comprehensive assessment of effectiveness  must  also  consider
aspects  of  the  institution  outside  instruction, research and
public service.  The routine involvement of faculty  in  institu-
tional  decision-making  is  a hallmark of a high-quality liberal
arts university.  However, the size and  complexity  of  a  major
research  university  preclude  the direct involvement of many of
the faculty in  institutional  management.    The  delegation  of
faculty  decision-making  to administrators and technical support
personnel is a characteristic  of  the  modern  doctoral-granting
research  university.   In the absence of direct faculty involve-
ment, the question of the  responsiveness  of  support  units  to
faculty  concerns  and  initiatives  is a constant issue at major
research universities.    These  units  have  assumed  increasing
importance  in  the continuing development of the modern research
university.  In addition, these support units are frequently  the
center  of  internal  debate  regarding  their  responsiveness to
faculty concerns and the  perception  that  these  units  command
priority  resource allocations.   The assessment of institutional
effectiveness in these support areas may provide the faculty with
a means to monitor the appropriateness  of  institutional  objec-
tives  in  these  areas  and  the responsiveness of these support
units to faculty concerns.

Faculty at major research  universities  have  also  relinquished
some of their traditional educational responsibilities to profes-
sional  staff  in student services.  Professionals in these areas
have assumed major responsibilities for student outcomes in  many
of  the  areas  identified  by  Lenning.    Given the impact that
academic support and student services have on the university, the
need for effective faculty oversight  in  these  areas,  and  the
clear  indication that SACS intends to include these units in its
interpretation of Criterion 3.1, a  comprehensive  assessment  of
institutional  effectiveness  must  include both academic support
and student service areas.

An assessment of effectiveness for student services  must  estab-
lish  the  extent  to  which  the respective administrative units
complement the academic  programs  of  the  university,  and  the
specific  nature  of  each  unit's  contribution  to  outcomes in
Lenning's taxonomy, especially to human characteristics outcomes.
Goals for each unit should be established in a fashion similar to
that suggested for academic  departments  and  should  go  beyond
process  goals  that  only  "encourage,"  "emphasize," or "create
opportunities."  Student service units should strive  for  direct
contribution  to specific student outcomes and should frame their
goals to reflect that intention.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.5  The Second Dimension -- Institutional Activities
-sub-
2-3.5.4   Administrative Support
-txt-
Besides the need for an effective and practical means of  faculty
oversight  in  the  administrative  areas,  the  Commonwealth  of
Virginia has begun to establish effectiveness  criteria  for  the
administrative  operations  of  institutions of higher education.
One example of these standards is the prompt payment of  vouchers
(i.e.  payment of 95 percent of the institution's vouchers within
30 days of the receipt of an invoice).  Recent attempts to attain
this standard have been widely publicized at VPI&SU.  Such stand-
ards represent  the  quantitative  evaluation  of  administrative
effectiveness  and  give a clear indication that Virginia policy-
makers are including administrative operations  in  their  evalu-
ation  of  institutional  effectiveness.    Given both a need for
effective faculty oversight and the clear signal of an intent  to
consider  administrative operations in state-level evaluations of
institutional effectiveness, it would be prudent  for  VPI&SU  to
include  its  administrative  operations  when assessing institu-
tional effectiveness.

One component of the assessment of  administrative  effectiveness
should  be  the regular performance evaluation of senior adminis-
trators, including the President and the Provost.   These  evalu-
ations  should  provide for broad participation by the university
community, as well as external review by distinguished peers from
other research universities.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.5  The Second Dimension -- Institutional Activities
-sub-
2-3.5.5   University-Related Corporations
-txt-
The assessment of institutional effectiveness at  VPI&SU  may  be
further  complicated  by  the  existence of the affiliated corpo-
rations.  These corporations (e.g., the Virginia Tech Foundation)
were established under provisions in the Code of  Virginia.    As
private corporations, they are not subject to state audit and are
exempt from many state regulations.  While these corporations are
not  legally  a part of VPI&SU, their sole purpose is the support
of  VPI&SU  in  the  attainment  of  its  mission.    The   legal
distinctions  between  the  University  and its affiliated corpo-
rations are not evidenced in the public perception of VPI&SU; nor
are these distinctions widely understood and appreciated  by  the
University  community.   Given the importance of these operations
and the involvement of the affiliated corporations in  activities
that  are  directly  related  to  the  institution's  mission and
purpose   (e.g., the Corporate  Research  Center),  it  would  be
prudent  for  the  evaluation  of  institutional effectiveness to
include the affiliated corporations.

In summary, a rigorous and comprehensive evaluation  of  institu-
tional effectiveness at VPI&SU should include the following:

*   Instruction
*   Research
*   Public Service
*   Academic Support
*   Student Services
*   Administrative Support
*   University-Related Corporations
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.6  Issues and Recommendations
-txt-
The primary purpose of assessment is to provide information about
the  extent  to  which  program  goals  and  objectives are being
achieved and thus enhance the University's ability to achieve its
mission.  The assumption is that the faculty  and  administration
will  use  this  information  to  enhance the attainment of their
goals and objectives.  In this sense, assessment requires that 1)
specific goals and objectives are defined, 2) an  honest  attempt
is  made to measure or determine the extent to which these objec-
tives are being achieved, and 3) this information is evaluated to
determine if changes might make the program more effective.

While not essential for the conduct of assessments at the depart-
mental level, the organization of departmental goals  and  objec-
tives  within  Lenning's Outcomes Taxonomy is necessary if VPI&SU
is to speak to the issue of institutional effectiveness.  Summary
statements  regarding  institutional  effectiveness   should   be
compiled  from  departmental  assessments  and  other information
sources and made  available  to  SACS  and  the  Commonwealth  of
Virginia.

The  key  role  of  assessment  in  improving  the  quality of an
endeavor applies equally well to every  activity  supporting  the
accomplishment  of  an  institution's mission.   With this under-
standing, individual departments must assume  the  responsibility
for  assessment  in  both academic and administrative areas.  The
assignment of responsibility to departmental faculty ensures  the
"broad-based   participation   of   faculty  and  administration"
required in Criterion 3.1.  Programs such as the Core  Curriculum
and  the Honors Program will require the development of goals and
the evaluation of outcomes across  many  departments.    Specific
responsibility  for  these  programs  will  need  to be assigned.
Besides ongoing programs, major short-term projects (e.g., imple-
mentation of the semester system) should be systematically evalu-
ated.

External review by distinguished faculty from other  universities
characterizes  the  best  evaluation  and  assessment  activities
currently undertaken at VPI&SU.  External review by  professional
peers who are selected in a manner that ensures both the strength
of  their  professional credentials and their impartiality should
be a routine component of comprehensive assessments of effective-
ness in both academic and administrative areas.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.6  Issues and Recommendations
-txt-
At VPI&SU, the existence of assessments of  institutional  effec-
tiveness  is  not  an  issue.    The University has conducted and
continues to conduct numerous evaluations  of  its  effectiveness
and  has used the results of these assessments to confirm profes-
sional judgment about academic programs, research, public service
and administrative operations or to form the basis  for  rational
changes  in these activities.  However, these assessments are not
comprehensive.  There has been no a priori statement of goals  at
the university, college or departmental level, and there has been
no attempt to develop a comprehensive set of assessments directed
at determining effectiveness with respect to these goals.

In  light  of  the  criterion requiring an assessment of institu-
tional effectiveness, existing evaluations fall short of complete
compliance.  The University could not reasonably be  expected  to
meet  definitively  the requirements of Criterion 3.1. within the
short time since the adoption of this standard.  At  institutions
that  have  received  national  attention  for  their  assessment
programs, the development and implementation  of  these  programs
has  taken  many  years.    Despite  the  lack of a comprehensive
approach to evaluations  of  quality,  the  existing  assessments
demonstrate  a clear history of concern for the quality of insti-
tutional outcomes and a concerted effort to measure  the  quality
of  these  outcomes.    Existing assessment activities provide an
excellent base from which to develop a comprehensive program  for
assessing institutional effectiveness.

The   comprehensive  assessment  of  effectiveness  for  a  major
research university is an  unprecedented  intellectual  endeavor.
It  should  be  noted  that Lenning's work was published nearly a
decade ago and that no institution has carried out  a  comprehen-
sive  assessment  of  its effectiveness that involves the enumer-
ation,  measurement  and  substantive  evaluation  of  goals  and
accomplishments  in  each of the outcome areas appropriate to its
mission.  Much remains to be learned about  assessing  effective-
ness that can only be learned by attempting the endeavor.  In his
recent book, Higher Learning, Derek Bok identifies the absence of
effective  assessment methods as a weakness at research universi-
ties.

   "At present universities have no adequate way of  measuring
   the  effects  of  undergraduate  education or assessing the
   methods of instruction they employ.    This  is  a  serious
   defect.   No human endeavor can progress, except by chance,
   without some way of evaluating its performance.  Only  with
   assessment  of this kind can faculties proceed by an intel-
   ligent process of trial and error to improve  their  educa-
   tional programs."
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.6  Issues and Recommendations
-rec-
Recommendation 2-2:   Given   the  mandate  for  a  comprehensive
    assessment of institutional effectiveness, it is  recommended
    that  the  University  appoint  a  task  force  to develop an
    assessment plan that reflects the full  scope  of  activities
    and  accomplishments  necessary  to  fulfill  the mission and
    purpose of a comprehensive research university.    Effective-
    ness should be assessed in the following areas:

    1.  Instruction
    2.  Research
    3.  Extension/Public Service
    4.  Academic Support
    5.  Student Services
    6.  Administrative Support
    7.  University-Related Corporations
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-3.0  Institutional Effectiveness
-minor-
2-3.6  Issues and Recommendations
-txt-
These  activities  should  include an unbiased external review by
distinguished faculty in the  academic  discipline  or  respected
professionals  in  the administrative areas.   The performance of
senior administrators  should  be  regularly  evaluated  using  a
process  that ensures both broad participation within the univer-
sity community  and  external  peer  review.    Major  short-term
projects should also be evaluated systematically.

Lenning's   Outcomes   Taxonomy,   or  some  other  comprehensive
taxonomy, should be used to organize  the  outcomes  of  institu-
tional  activity  into groups that can be readily aggregated, and
to ensure that all of the outcomes of  the  institution's  activ-
ities  are  identified.    The  University should provide for the
central summary and integration of departmental assessments  into
a single statement on institutional effectiveness that is updated
regularly.

The responsibility for defining specific objectives and assessing
institutional  effectiveness  should  reside  with  the  academic
departments, research centers and institutes, and  administrative
departments.   Where possible, these assessment activities should
be incorporated into the evaluations currently performed by these
units.  Specific responsibility for the  establishment  of  goals
and the assessment of performance should be assigned for programs
such as the Core Curriculum and the Honors Program.

The  methods  used  to  assess institutional effectiveness should
possess both  scholarly  worth  and  practical  utility.    These
methods  should  meet  the  customary  standards for intellectual
integrity and validity normally expected  of  sound  scholarship.
For both internal and external constituencies, the methods should
also have practical application and provide information that will
allow  the  University  to  improve  its  programs  and services.
Particular attention should be paid to the following points:

*   Due care should  be  taken  to  recognize  and  assess  those
    outcomes  that might not be readily quantified.  Where appro-
    priate, the administration should support  research  designed
    to develop and validate methods of assessment.

*   The  use  of standardized tests with national norms should be
    adopted as a  measure  of  instructional  effectiveness  only
    where  these methods can be shown to meet customary standards
    for intellectual integrity and validity.

*   The university should provide departments with expert assist-
    ance in the development of assessment methods and the conduct
    of assessment studies.   This assistance should  include  the
    coordination  of  survey  research  carried  out as a part of
    these assessments.

The administration should phase in the implementation of  assess-
ments,  giving  highest priority to the development of comprehen-
sive assessments in a few departments that would serve as  models
for  later  implementation  in other departments.  The University
should have a complete assessment program in  place  within  five
years  and  should  report its progress in the required five-year
report to SACS.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-4.0  Institutional Research
-minor-
2-4.1  Historical Perspective
-txt-
The institutional research function involves the  collection  and
analysis  of  information  to determine where an organization is,
where it is going, and how it might  get  there.    It  has  been
defined  as an on-going self-study process to help an institution
examine itself and plan for the future.   An  effective  institu-
tional  research  function must include appropriate data analysis
and succinct reporting of results in order to enhance the quality
of decision-making at the  institution.    Effective  information
systems   are   required  to  support  the  accurate  and  timely
collection, analysis, and reporting of data.

The  Office  of  Institutional  Research  and  Planning  Analysis
(OIRPA) was established at VPI&SU in 1966 when the University was
undertaking   its  first  institutional  self-study.    In  1987,
however, many individuals and offices throughout  the  University
are  involved  in  the  institutional  research  function.    For
example, during the past  two  decades,  the  Provost  has  added
assistants  who carry out institutional research activities.  The
college deans have also added assistants who are responsible  for
data  collection, data analysis, and planning.  The Office of the
Registrar, the Placement Center, assistants to the President, and
many others have been assigned institutional  research  responsi-
bilities.    In  an  effort  to coordinate the many institutional
research activities across the campus,  the  Office  of  Institu-
tional    Research    and    Planning    Analysis    meets   with
associate/assistant deans and representatives from the  Provost's
Office  two or three times a year to review current practices and
procedures.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-4.0  Institutional Research
-minor-
2-4.2  Assessment of the Institutional Research Function
-txt-
The institutional research function was reviewed in November 1986
by Dr. James Nichols, an external evaluator from  the  University
of Mississippi.  According to Dr. Nichols:

   It is clear that the Institutional Research Function at VPI
   has become considerably distributed over the past 10 years.
   This  is  the  result of the highly technological computing
   environment existing at  the  institution  as  well  as  an
   apparent  commitment  on the part of the University and the
   Office of Institutional Research and Planning  Analysis  to
   make  available  widely  the  campus  data files from which
   users might draw data to support their own decision making.
   A number of individuals at VPI take considerable  pride  in
   this accomplishment....

   The  institution  seems relatively committed on a technical
   and policy level basis to  this  distributed  institutional
   research  function.  As it is further implemented, both the
   cost and quality control issues need to be further  consid-
   ered....

   Summary:    In  summary, the undersigned finds the institu-
   tional research operations of Virginia  Polytechnic  Insti-
   tute  and  State  University to be completely in compliance
   with Criterion 3.2  contained  in  the  SACS  Criteria  for
   Accreditation.    The institutional research program at VPI
   is strong with commitment of adequate resources to  support
   its planning and evaluation functions.
-end-
     
-chname-
2- Institutional Effectiveness and Planning
-major-
2-4.0  Institutional Research
-minor-
2-4.2  Assessment of the Institutional Research Function
-sub-
2-4.2.1   Issues and Recommendations
-txt-
Concurrent  with  the  increase  in the number of individuals and
offices involved in the institutional research function has  been
the  decentralization of administrative computing.  The Registrar
has assumed the responsibility for student records, the  Control-
ler for the business records, the Employee Relations Director for
personnel records, etc.

While  those engaged in the various institutional research activ-
ities appear to have an insatiable desire  for  more  and  better
data,  this  decentralization has created problems with accessing
the information.  No one individual or office is responsible  for
ensuring  that  information  systems  are properly documented and
coding of data files is consistent; thus access to data files  is
difficult  and  training  for use of the different systems is not
available.  College maintenance of their own  data  bases  (which
often  do  not  agree  across  the  colleges  and the University)
creates a major problem.    One  reason  for  this  is  that  the
colleges  re-enter data from hard-copy reports that are generated
from centralized data sources, e.g.,  teaching-load  reports  and
the  Provost's  Fact  Book.   Another reason is that the colleges
often need certain data before  it  becomes  available  from  the
central  administrative  unit.    (For example, the teaching-load
reports from the Registrar's office are not available until 6  to
7  weeks  into  the following academic term.)  Another problem is
created because the Colleges need the up-to-date data in machine-
useable format; these reports  are  available/accessible  to  the
colleges in hard-copy format only.

The need exists for more access to and better coordination of the
data  sources  available  throughout the University.   These data
sources, coordinated as an information system, need to be managed
so that pertinent data are accessible to those with  a  "need  to
know"  in a timely manner to support their decision-making activ-
ities.  For this to occur, it is necessary for these  data  bases
to  be  fully  documented,  have consistent coding of demographic
information, and be available to a  wide  range  of  users  in  a
user-friendly  environment.    One  step in this direction is the
development of the Student Census File by the Office of  Institu-
tional  Research  and Planning Analysis.  This file, which is the
result of a two-year effort and is  fully  documented,  gives  an
"official"  census  count  of  the students on a quarterly basis.
Another project being undertaken by OIRPA has been  the  develop-
ment of a "flat" computer file that contains the information from
the Provost's Fact Book.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-4.0  Institutional Research
-minor-
2-4.2  Assessment of the Institutional Research Function
-sub-
2-4.2.1   Issues and Recommendations
-rec-
Recommendation 2-3:   Given  the  need  for  more  access to data
    sources  and  the  coordination  of  these  sources  into  an
    efficient  information  system, it is recommended that a task
    force be appointed to 1) conduct an  inventory  of  all  data
    bases  presently  used  by  the  various administrative units
    involved in institutional research activities,  and  2)  make
    recommendations  regarding  procedures for consistent coding,
    complete   documentation,   user   training,    and    system
    integration.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-4.0  Institutional Research
-minor-
2-4.3  Office of Institutional Research and Planning Analysis
-txt-
The mission outlined for the Office of Institutional Research and
Planning  Analysis  is  "to  facilitate  operations and decision-
making for Virginia Polytechnic Institute and State  University."
Related goals include:

*   to  be  responsive to information requirements of the manage-
    ment of the University,

*   to assist management in developing a  strategy  for  planning
    and to participate in the planning.

Dr.  James R. Montgomery, Director of OIRPA, has translated these
goals into the following objectives, which are to:

*   Coordinate  external  reporting  for  the  Integrated   Post-
    Secondary  Education  Data  System  and the State Council for
    Higher Education in Virginia.

*   Provide facts and  figures  for  certain  recurring  internal
    reports.

*   Assist managers in operations with analytic surveys.

*   Provide end-user computing support.

*   Help  the  staff  of  OIRPA to develop and maintain technical
    skills.

The director of OIRPA reports to the President of the  University
and  is a member of the President's staff.  Requests for informa-
tion and services come from  the  President,  the  Provost,  vice
presidents,  and other members of President's staff.  One assist-
ant director of OIRPA spends approximately 75 percent of his time
providing material to the Provost's Office  and  to  the  college
deans.    Other  members of the department provide assistance for
one or more of the vice presidents.

Since 1977, about 60 reports have been produced annually  by  the
various  members of the office in response to requests from units
throughout the University.  (A complete list of these reports  is
in  the files of the Self-Study Committee on Institutional Effec-
tiveness and Planning.)   The preparation of  various  documents,
including  Virginia  Tech  -  Planning  Toward the Year 2000, has
enhanced goal setting and planning-related activities.   Planning
Toward  the Year 2000 has been reviewed by the President's staff,
the Deans Council, and the Steering Committee of  the  University
Self-Study,  and has been integrated into the Introduction of the
University Self-Study Report.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-4.0  Institutional Research
-minor-
2-4.3  Office of Institutional Research and Planning Analysis
-sub-
2-4.3.1   Assessment of OIRPA
-txt-
In addition to his review of the institutional research function,
Dr. Nichols reviewed the Office  of  Institutional  Research  and
Planning Analysis.  The following is a summary of his report:

   In  general, the Office was found to be held in high esteem
   by the vast majority of interviewees.  It is clear that the
   Office of Institutional Research and Planning  Analysis  at
   Virginia  Polytechnic  Institute  and  State  University is
   utilized by the institution for continuing study, analysis,
   and appraisal of institutional  policies,  procedures,  and
   programs  in  accordance  with  Paragraph  3.2  of the SACS
   Criteria for Accreditation.   In  conducting  these  activ-
   ities, the Office has been provided with adequate resources
   and  access  to  data  to accomplish this purpose and it is
   clear that the Office is focused upon the  support  of  the
   institution's planning and evaluation functions.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-4.0  Institutional Research
-minor-
2-4.3  Office of Institutional Research and Planning Analysis
-sub-
2-4.3.2   Issues and Recommendations
-txt-
In  the  first  section  of  this chapter, the need to develop an
integrated planning process within the University was  discussed.
Without  such  planning,  which  includes  a clear delineation of
institutional goals, the institutional research  function  cannot
be focused.  When the parameters and expectations of the planning
and  decision-making  processes  are  specified, the promise of a
more-focused institutional research effort follows.  Clearly, the
Office of Institutional Research  and  Planning  Analysis  has  a
major  role to play in the prescribed data-gathering and analysis
activities  that  support  the   planning   and   decision-making
functions.  However, the consensus of the Self-Study Committee on
Institutional Effectiveness and Planning was that the purpose and
goals  of  OIRPA  are  not  sufficiently  clear to the University
community and that the  Office  needs  to  disseminate  pertinent
information regarding the services that are provided and to which
administrative units these services can be provided.

The  role  of OIRPA in the assessment of institutional effective-
ness was discussed by the Self-Study Committee.  On the one hand,
there is a need for the University,  through  OIRPA,  to  provide
support, assistance, and information to the academic departments,
the  colleges,  and the various support units that are subject to
the assessment requirement.   However,  the  Committee  concluded
that  the  service  unit providing the "front-end" assistance and
support should not be the unit responsible for the  planning  and
implementation  of  the  total  assessment and reporting process.
Further, the committee indicated that  the  coordination  of  the
support  services  required  to  design and implement appropriate
assessment and accountability systems should  be  placed  in  the
Provost's Office rather than OIRPA.
-end-

-chname-
2- Institutional Effectiveness and Planning
-major-
2-4.0  Institutional Research
-minor-
2-4.3  Office of Institutional Research and Planning Analysis
-sub-
2-4.3.2   Issues and Recommendations
-rec-
Recommendation 2-4:   Given  the  need for the Office of Institu-
    tional Research and  Planning  Analysis  to  provide  support
    services in the planning process and the assessment of insti-
    tutional  effectiveness,  it  is recommended that the role of
    OIRPA as a support unit within the University be examined and
    clarified as part of the planning and assessment  task  force
    activities  outlined earlier.   In the meantime, the specific
    extant responsibilities of the office should be  communicated
    widely throughout the University by the President.
-end-

-chname-
3- Administrative Processes
                                            January 14, 1988
-end-

-chname-
3- Administrative Processes
-toc-
Table of Contents

3-1.0  Organization and Administration (6.1)   . . . . . 3-1
3-1.1  Governing Board (6.2)   . . . . . . . . . . . . . 3-1
3-1.2  Administrative Structure  . . . . . . . . . . . . 3-4
3-1.3  Administrative Decentralization   . . . . . . . . 3-5
3-1.4  Governance Structure  . . . . . . . . . . . . . . 3-6

3-2.0  University-Related Corporations   . . . . . . .  3-10
3-2.1  Virginia Tech Foundation, Inc.  . . . . . . . .  3-10
3-2.2  Virginia Tech Corporate Research Center, Inc.    3-13
3-2.3  Virginia Tech Intellectual Properties, Inc.   .  3-13
3-2.4  Virginia Tech Library Services, Inc.  . . . . .  3-14
3-2.5  Virginia Tech Alumni Association, Inc.  . . . .  3-15
3-2.6  Virginia Tech Athletic Association, Inc.  . . .  3-15
3-2.7  Virginia Tech Student Aid Association, Inc.   .  3-16
3-2.8  VPI Facilities, Inc.  . . . . . . . . . . . . .  3-17
3-2.9  Issues And Recommendations  . . . . . . . . . .  3-18

3-3.0  The Athletic Association (5.5.2.9)  . . . . . .  3-23
3-3.1  Issues And Recommendations  . . . . . . . . . .  3-23
  3-3.1.1   Organizational Structure   . . . . . . . .  3-23
  3-3.1.2   Functions of the Athletic Board  . . . . .  3-24
  3-3.1.3   Composition of the Athletic Board  . . . .  3-25

3-4.0  Physical Resources (6.4)  . . . . . . . . . . .  3-27
3-4.1  Space Management (6.4.1)  . . . . . . . . . . .  3-27
3-4.2  Facilities Master Plan (6.4.4)  . . . . . . . .  3-30
3-4.3  Buildings, Grounds And Equipment Maintenance
 (6.4.2)   . . . . . . . . . . . . . . . . . . . . . .  3-32
3-4.4  Safety And Security   . . . . . . . . . . . . .  3-34

3-5.0  Purchasing And Inventory Control (6.3.6)  . . .  3-36
3-5.1  Issues And Recommendations  . . . . . . . . . .  3-37
  3-5.1.1   Adequacy Of Purchasing Services  . . . . .  3-38
  3-5.1.2   Modification of Rules and Regulations  . .  3-39
  3-5.1.3   On-line Processing Procedures  . . . . . .  3-40
  3-5.1.4   Decentralization and Specialization of
   Purchasing Functions on Campus  . . . . . . . . . .  3-41

3-6.0  Employee Relations  . . . . . . . . . . . . . .  3-42
3-6.1  Issues And Recommendations  . . . . . . . . . .  3-42
  3-6.1.1   Improvements In The Fringe Benefits Package 3-43
  3-6.1.2   Increased Freedom From State Rules And
   Regulations   . . . . . . . . . . . . . . . . . . .  3-44
  3-6.1.3   Automated Processing Of Personnel Trans-
   actions   . . . . . . . . . . . . . . . . . . . . .  3-46

3-7.0  Appendix Items  . . . . . . . . . . . . . . . .  3-48


List of Illustrations

Figure 3-1. University Organizational Structure  . . . . 3-3
Figure 3-2. Governance Structure at Virginia Polytechnic
              Institute and State University   . . . . . 3-9
Figure 3-3. University-Related Corporations at Virginia
              Polytechnic Institute and State Univer-
              sity   . . . . . . . . . . . . . . . . .  3-11


List of Tables

Table 3-1. Administrative Responsibilities On Boards Of
             Various Corporations  . . . . . . . . . .  3-20
Table 3-2. Space Needed for 21,000 FTE Students Based
             on Space Guidelines   . . . . . . . . . .  3-29
Table 3-3. Inventory of Campus Physical Facilities, Ten
             Year Comparison   . . . . . . . . . . . .  3-30
-end-

-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-txt-
During  the  past  40  years,  Virginia Polytechnic Institute and
State University has had three presidents.   In  Walter  Newman's
administration  (1947-1962),  there was a broadening of curricula
that not only strengthened the academic programs  in  agriculture
and  engineering, but also laid the foundation for the transition
of the University from  an  essentially  male,  Corps  of  Cadet,
polytechnic  institute  to a comprehensive land grant university.
Under T. Marshall Hahn's leadership (1967-1974),  the  University
built  on  this  foundation and made the transition.  Concomitant
with this emergence was a dramatic  change  in  organization  and
administrative structure.

When  William  Lavery  became president in 1975, there were seven
undergraduate colleges, an emerging graduate school and a  broad-
ening  of  extension  and research programs.   Not only was fine-
tuning needed for  the  organizational  structure  put  in  place
during  the Hahn years, but additional administrative support was
needed as Virginia and the nation moved into an era of  increased
accountability for public institutions.

In  the  decade  ending  in  1976,  VPI&SU saw dramatic growth in
numbers of students (7,020 to 19,299), faculty (684 to 1,473) and
wage and classified personnel (3,552 to 8,660).  During the  past
decade, this growth has continued, with a dramatic improvement in
quality  of students, faculty and academic programs.  At the same
time, there has been the expected turnover of  academic  adminis-
trators  and  the  establishment  of  administrative positions as
proposed in the 1975-76 Self-Study.  These changes  in  organiza-
tional  structures  and  administrative  processes  are of course
expected  in  a  dynamic,  comprehensive  land-grant   university
because  of  continuous  realignment  and redirection of programs
designed to meet ever-changing responsibilities.*  The  past  ten
 -----------------------------------------------------------------

*   There have been several changes in the administrative  struc-
    ture  of  the  University since this report was prepared; the
    new structure is included in the supplementary materials.

 -----------------------------------------------------------------
years,  viewed  in  the context of the decade that preceded them,
suggest that the primary moving force has been maturation  rather
than growth.  With maturity has come added administrative-faculty
interface,  which  requires  a  mutual  responsibility and trust.
This in turn will serve  to  enhance  the  academic  programs  in
creating  new  knowledge  and  teaching existing knowledge -- the
true mission of a university.
-end-

-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.1  Governing Board (6.2)
-txt-
Governance  of  a  major  comprehensive   land-grant   university
involves  shared  responsibility  by the faculty and the adminis-
tration, with checks and balances essential to  ensure  efficient
operation  of  the  enterprise.    Although  both cooperate, with
student involvement, to develop university  policy,  responsibil-
ities  should not be equal, since academic matters are mainly the
province of the faculty.   Presently,  governance  at  VPI&SU  is
multifaceted with administrative structure outlined under various
vice  presidents  according to function.   A brief organizational
chart is presented in Figure 3-1; a more detailed  organizational
chart  is presented in An Organizational Chart for Virginia Tech,
Institutional Research and Planning Analysis (IRPA) report,  Vol.
86-87, No. 80, April 9, 1987.

The  Governing  Board of the University is the Board of Visitors.
Vested in the Board is responsibility for governance and  control
of  all  facets of the University.  Voting membership consists of
13 individuals appointed by the Governor, subject to confirmation
by the Senate of Virginia, one student of the University, and the
President  of  the  State  Board  of  Agriculture  and   Consumer
Services,  who  serves ex officio.  Appointments to the Board are
for four-year, staggered terms, and members  may  serve  no  more
than  two  successive  four-year  terms.   Three of the appointed
members may be nonresidents of Virginia, and at least six must be
alumni.

The Board is empowered to appoint the President,  other  adminis-
trative  officers,  faculty, and staff; to fix salaries and fees;
and to establish appropriate regulations.   The Board's  policies
are  executed  by the President, and through the President by the
faculty and staff.  The Board of Visitors restricts  its  actions
to the aforementioned matters and delegates operational decisions
and  management  of  the  University  to  the University adminis-
tration.

In the 1975-76 Self-Study, a recommendation was made to  consider
ways to improve communications between the faculty of the Univer-
sity  and the Board of Visitors.  One outcome of this recommenda-
tion was the establishment of  four  working  committees  of  the
Board that include faculty and students.  These committees are:

*   Academic Affairs,

*   Student Affairs,

*   Finance and Audit, and

*   Buildings and Grounds.

Each  committee  is  chaired  by  a  member of the Board.   These
persons also serve on the Executive Committee of the  Board  with
the Rector and the Vice Rector.
-end-


-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.2  Administrative Structure
-txt-
The  President, the chief executive officer of the University, is
selected by the Board of Visitors and holds office without  term,
subject  to  the pleasure of the Board.  The President is charged
with the overall organization and supervision of  the  University
and all of the state agencies, services and regulatory activities
that  have  been  placed under the President's supervision by the
Board of Visitors.

Reporting to the  President  are  The  University  Provost,  Vice
President  for  Administration and Operations, Vice President for
Development and University Relations, Vice President for Finance,
Vice President for Student Affairs, Executive  Assistant  to  the
President, Administrative Assistant to the President, Director of
the  Athletic Association, Director of Institutional Research and
Planning Analysis, University Legal Counsel, and the Director  of
the Office of Equal Opportunity and Affirmative Action.  The Vice
President  for  Computing  and Information Systems reports to the
Provost.  The directors and executive officers of the  individual
agencies,  services, and regulatory activities report directly to
the University Provost or Vice President under whom the President
has placed each organization.

The University Provost, who  acts  in  the  President's  absence,
assists the President in the administration, coordination, devel-
opment  and stimulation of instructional, research, and extension
programs.  In addition, the University Provost is responsible for
maintaining the University's relations with the academic  program
function  of  the State Council of Higher Education.  The college
deans, the Vice Provost for the Extension Division  and  Director
of  Virginia  Cooperative Extension Service, and the Vice Provost
for Research  and  Graduate  Studies  report  to  the  University
Provost for their areas of responsibility.

The  Vice  President  for Administration and Operations, the Vice
President for Computing and Information  Systems,  and  the  Vice
President for Student Affairs report to the President through the
University  Provost  on  all matters affecting the instructional,
research,  or  extension  missions  of  the  University.    Other
officers  reporting  directly  to  the  Office  of the University
Provost include:  the Director of Admissions, Registrar, Director
of Financial Aid, Director of University International  Programs,
Director  of  the  Summer  School,  and  Director  of  the Honors
Program.
-end-
 
-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.2  Administrative Structure
-txt-
The structure of the higher  administration  of  a  comprehensive
university  can take any of several forms.  An examination of the
history of the administrative structure at VPI&SU indicates  that
no  specific  pattern  has emerged other than that the University
has correctly assigned the primary academic  responsibilities  to
the  Provost.   While the administrative structure and governance
process at VPI&SU appears to be cumbersome, efforts to circumvent
them for the sake of expediency are unsound.   In order  for  the
University  to  pursue  its  primary  missions  of  creating  new
knowledge and teaching existing new knowledge, the  academic  and
support units must function to nurture and to enrich the academic
and  intellectual  efforts  of the faculty and students.  In this
way, the efforts of these latter groups should drive the  Univer-
sity, while the service units assume supportive roles.

One  approach  to  a governance structure would have all the vice
presidents report through the Provost,  as  the  Executive  Vice-
President,  to  the  President.   The rationale for adopting this
arrangement, which was successfully used earlier in this  decade,
is  that  administrative  programs  are  designed  to enhance the
scholarly mission of the University.  Another approach  would  be
to  delineate  between academic and administrative programs.  The
Provost would be the chief academic officer and an Executive Vice
President for Administration would  represent  support  services;
both  would report directly to the President.  Academic Deans and
the Vice President  for  Student  Affairs  would  report  to  the
Provost,  and various nonacademic vice presidents would report to
the Executive Vice President for Administration.
-end-

-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.2  Administrative Structure
-rec-
Recommendation 3-1:   Given that the primary  academic  responsi-
    bilities  have  been correctly assigned to the Provost, it is
    recommended that the remaining  organizational  structure  of
    the  University  be  examined  to ensure that it reflects the
    relationship of support units to central academic functions.
-end-


-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.3  Administrative Decentralization
-txt-
Comprehensive universities are complex  administrative  entities;
while  academic  concerns  often derive benefits from the nonaca-
demic side, a basic autonomy for academic concerns is  essential.
While  autonomy  in academic issues is an unquestioned necessity,
autonomy in structural and mechanical issues, as these  might  be
served  by  administrative decentralization, is more problematic.
Nonetheless, such autonomy must be exercised as much as is allow-
able for a  publicly  supported  institution.    Decentralization
should  be considered at two levels:  1) inside the University gg
from the central administration to colleges and departments,  and
2) outside the University -- from state government to the Univer-
sity.

Based  upon interviews with University administrators, results of
the faculty survey,  and  reviews  of  pertinent  documents,  the
Self-Study  Committee  on Administration Processes concluded that
the present University administration has made great  strides  in
decentralization  of  academic  matters  and  that  it is in fact
"nonoppressive administration."

A vivid recent example is the support and handling of the  issues
connected  with  the  "Accuracy  in  Academia" charges during the
spring of 1986 when central administration adopted  a  supportive
role for faculty autonomy and academic freedom.  Decentralization
at  VPI&SU  is  healthy  and  should  become even more evident as
academic units within the University continue to mature.  Such  a
positive  administrative  attitude  allows  for initiative by its
faculty.  It recognizes that the University community has reached
a level of maturity that can only enrich academic programs.

Although the state government has continued to decentralize, much
more is necessary to nurture a comprehensive  land-grant  univer-
sity  that  serves  the  entire  Commonwealth  via  its teaching,
research and extension missions.  Not only must VPI&SU compete on
a national level for faculty, but increased sophistication in its
missions require that individuals in support services be selected
from a larger pool.  The need for further  decentralization  from
state  government  must  be  vigorously  pursued  if VPI&SU is to
enhance its potential to move into the next tier of comprehensive
universities.
-end-

-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.3  Administrative Decentralization
-rec-
Recommendation 3-2:   Given that the role of a  major  comprehen-
    sive  land-grant university differs greatly from the roles of
    other state agencies, it is recommended that  efforts  should
    continue to obtain further decentralization of the University
    from restrictions placed on it by the state government.
-end-


-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.4  Governance Structure
-txt-
It  is  extremely important that administrative processes include
advice and views from various  sources,  including  the  faculty.
The  1975-76  Self-Study recommended improved communication among
all segments of the University, amendments to the Constitution of
the Faculty Senate, and a greater role of the Faculty  Senate  in
University governance.  These improvements were necessary because
the  Senate was still in its infancy and greater faculty involve-
ment with administration was needed  to  develop  the  governance
system.    While  an  effective  Faculty  Senate  is essential to
university  governance,  faculty  participation  should  not   be
restricted to that body alone, since a diversity of faculty views
is  essential  to  the evaluation process.  This point is partic-
ularly important because in a  large,  comprehensive  university,
the  President and the Board of Visitors may become isolated from
routine operations and their  decisions  can  only  benefit  from
views  expressed  by all segments of the university community.  A
multigovernance process also provides an  important  buffer  that
allows  public  universities to function independent of political
influences and of large financial benefactors.

The governance structure of VPI&SU is illustrated in Figure  3-2.
The  six  University  commissions,  Extension,  Faculty  Affairs,
Graduate Studies, Research, Undergraduate  Studies,  and  Student
Affairs (the fourth tier of the figure), are the principal forums
for  the  discussion  of  policy  issues  and are responsible for
formulating university policy.  However, all recommendations from
these commissions  are  sent  to  University  Council  for  final
approval  and implementation.  As Figure 3-2 illustrates, certain
University committees (fifth tier)  report  to  the  commissions,
while   others  (seventh  tier)  report  directly  to  University
Council.   Regardless of  the  formal  reporting  structure,  the
committees  are to be concerned with the administrative implemen-
tation of policy and not in its formulation.   Given  the  diffi-
culty  in  differentiating between issues that are clearly policy
and those that are administrative implementation, the  Self-Study
Committee   on   Administrative  Processes  determined  that,  in
practice, certain of these committees  that  report  directly  to
University  Council are, in fact, setting and implementing policy
without prior review by the Council.  The chairs of these commit-
tees submit periodic written reports (usually  annually)  to  the
Council;  however,  these  reports  contain the activities of the
committee,  including  the  formulation  and  implementation   of
policy.    While  these  committees have representatives from the
various organizations listed on the bottom of  Figure  3-2,  this
policy  formulation  and  implementation falls outside the formal
governance structure of the university.
-end-

-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.4  Governance Structure
-rec-
Recommendation 3-3:   Given the importance and  pervasiveness  of
    issues  discussed  by  the  University committees that do not
    report through the University commissions, it is  recommended
    that  when  these  committees  discuss  issues that result in
    policy recommendations, their reports be  brought  under  the
    review of the governance structure of the University.
-end-

-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.4  Governance Structure
-txt-
While  the  University  commissions  provide the primary forum to
discuss policy issues, the University  Council,  the  President's
43-member  advisory  panel,  is responsible for final approval of
university policy.   The Council is  composed  of  administrators
(appointed by the President), and faculty and students (chosen in
various  ways)  who  provide  advice  in  formulating  university
policy.  As mentioned previously, the past 10 years have  brought
maturity  to  the  administrative/faculty/student  interface with
considerable effort directed at broadening the representation and
improving the  communication  in  the  governance  structure  and
process.      However,   as  with  any  large  organization,  the
effort/benefit ratio has had to be balanced, a concept  that  has
permeated  the  University as it has moved from growth during the
Newman-Hahn era to  maturity  under  the  Lavery  administration.
Along  with  the  maturation has come the expansion of University
Council to its present 42 members to  provide  broader  represen-
tation.  However,  the  Council  may  now  be too big to be fully
effective, which will have an impact as the University  continues
to grow and mature.  Growth will require that difficult decisions
be made, and an efficient and effective organizational and admin-
istrative  structure  is  essential to the University's decision-
making process.
-end-

-chname-
3- Administrative Processes
-major-
3- 1.0  Organization and Administration (6.1)
-minor-
3-1.4  Governance Structure
-rec-
Recommendation 3-4:   Given  the  suggestion  from  the   1975-76
    Self-Study  and the review of the Self-Study Committee, it is
    recommended that  the  size  of  the  University  Council  be
    reduced,  but  appropriate  representation  from the adminis-
    tration, faculty and students be retained.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-txt-
The  Board  of Visitors has authorized the establishment of eight
University-related  corporations.Z  Each  of  these  corporations
conducts  its programs or activities in support of the mission of
the University.  The bylaws of the Board of Visitors require that
each University-related corporation be authorized  by  the  board
and that each must operate under the following procedures:

*   Provide  the  Board  of Visitors with a copy of the corporate
    constitution, bylaws, and certificates of incorporation.

*   Specify the services that the  corporation  provides  to  the
    University.

*   Obtain  approval  for  services  and space, subject to review
    from time to time.  The Administration, acting for the Board,
    may make facilities available.

*   Provide the Vice President for Finance with  a  copy  of  its
    official  annual  audit,  management letter and response, and
    other documents relating to tax-exempt status.   Each  corpo-
    ration must change external auditors no less often than every
    5 years.

*   Coordinate insurance programs for the Corporation, other than
    employee benefit insurance programs, through the University's
    insurance office and pay for its share of the premiums.

An organizational chart of the University-related corporations is
shown  in  Figure  3-3.    A  summary describing each corporation
follows.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.1  Virginia Tech Foundation, Inc.
-txt-
The  VPI  Educational  Foundation  was  established  in 1948 as a
tax-exempt, not-for-profit corporation to  receive,  manage,  and
disburse  private  gifts  in support of University programs.  Its
name was changed in 1983  to  the  Virginia  Tech  Foundation  to
better  reflect  the  general  breadth  of  its activities.   The
Foundation generates significant funding from private sources and
aggressively manages its assets to provide funding  that  supple-
ments  state appropriations.  The Foundation receives and manages
donations and serves as investment agent for  the  Virginia  Tech
Athletic  Association,  Inc.;  Virginia  Tech Student Aid Associ-
 -----------------------------------------------------------------

*   There has been a change in the governance of the  University-
    related  corporations; specifically, the Athletic Association
    is now included in the new University  governance  structure.
    The  new governance structure is included in the supplemental
    materials.

 -----------------------------------------------------------------
ation, Inc.;  and  VPI  Facilities,  Inc.    Additionally,  gifts
received  through the Virginia Tech Alumni Association are depos-
ited with the Virginia Tech Foundation.

The Foundation is governed by a 35-member board of directors  and
meets  one to two times per year.  The Executive Committee of the
board meets three times per year, and the  Audit  and  Investment
committees  meet several times a year.  The bylaws of the Founda-
tion provide that the Rector of the Board of Visitors, the Presi-
dent of the Alumni Association, the President of the Student  Aid
Association, and the President of the University shall be members
of  the  Foundation  board.   The other 31 members are alumni and
friends of the University who are  active  in  providing  private
support  for University programs.  They are elected by the board,
serve no more than two  consecutive  3-year  terms,  and  may  be
reelected  for additional terms after they have not served on the
board for one year.

Officers of the Foundation, elected annually by the board, tradi-
tionally are chairman of the board and  president  of  the  board
(elected from the board membership) and three University officers
who are not members of the board:

     -executive vice president--Vice Present for Development and
                                University Relations
     -vice president          --Vice President for Finance
     -secretary-treasurer     --University  Treasurer and Associ-
                                ate Vice President

The daily management of the Foundation is the  responsibility  of
the  executive vice president, who manages Foundation development
activities, and the secretary-treasurer, who  manages  Foundation
business  and financial affairs.  These officers invest endowment
funds as recommended by the Investment Committee  of  the  board,
disperse  the Foundation funds as approved by the board or execu-
tive committee, and report to the board  and  its  committees  at
each meeting.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.1  Virginia Tech Foundation, Inc.
-txt-
During  the  past  5  years, the endowment funds have produced an
average annual return of 23.1  percent.    Gifts  and  investment
income  have  been  used to provide support to the University and
its colleges and departments.   During fiscal year  1986-87,  the
funds were distributed as follows:

    54 percent for University programs
    17 percent for financial assistance for students
    17 percent for additions to the physical plant
     6 percent in support to alumni programs
     6 percent for miscellaneous projects, including investment
       management, trust distributions, and student organizations
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.2  Virginia Tech Corporate Research Center, Inc.
-txt-
The Corporate Research Center (CRC) was established in 1985 as  a
taxable,  not-for-profit,  wholly owned subsidiary corporation of
the Virginia Tech Foundation.  The Center is working  to  develop
and operate a research park on land adjacent to the University to
attract   industrial   research  and  development  operations  to
Blacksburg, where they  can  interact  with  University  research
programs.    The Center also will provide space and assistance to
small, start-up companies that use  technology  developed  within
and  outside  the  University.    These and other efforts provide
consulting opportunities for faculty and employment opportunities
for graduate students, graduates, and faculty/staff spouses.

The Corporate Research Center is governed by a  14-member  board,
elected  by  the  board of directors of the Virginia Tech Founda-
tion.  The board of the Virginia Tech Corporate Research  Center,
Inc. is made up of:

*   three faculty members,

*   two  members  of the Virginia Tech Foundation board of direc-
    tors, and

*   nine University administrators,  who  are  voting  ex-officio
    members  (Provost, Vice President for Development and Univer-
    sity Relations, Vice President for  Finance,  Vice  President
    for Administration, Vice President for Computing and Informa-
    tion Systems, Vice Provost for Research and Graduate Studies,
    Treasurer and Associate Vice President, Dean of the Extension
    Division, and an academic dean).

The board meets about six times per year.

The  officers  of the Corporate Research Center are the president
(the University Vice President for  Development)  and  secretary-
treasurer  (University  Treasurer  and Associate Vice President).
The management of the Center is the responsibility of the  presi-
dent,  secretary-treasurer,  and  the  director  of the Corporate
Research Center, who is hired by the board  of  directors.    The
salaries  of the director and his staff are paid by the CRC.  The
director is responsible to the board of directors of the CRC.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.3  Virginia Tech Intellectual Properties, Inc.
-txt-
Virginia Tech Intellectual Properties (VTIP) was  established  in
1985  as  a tax-exempt, nonprofit corporation to own title to and
commercialize intellectual properties for the University.    VTIP
seeks copyright or patent protection for intellectual properties,
provides  capital for continuing research and development, enters
into  licensing  and  other  contractual  arrangements  for   the
commercialization  of  intellectual properties, and distributes a
portion of royalties or other income to creators of  intellectual
properties.  VTIP also is a majority stockholder in Virginia Tech
Library  Services,  Inc.  (see  "3-2.4    Virginia  Tech  Library
Services, Inc." on page 3-14).

VTIP is governed by an eight-member  board  of  directors,  which
consists of:

*   three  faculty  members  elected by the board from a slate of
    nominees submitted by the Faculty Senate, and

*   five University administrators, who  are  voting,  ex-officio
    members  (Provost, Vice President for Development and Univer-
    sity Relations, Vice President  for  Finance,  Treasurer  and
    Associate  Vice  President,  Vice  Provost  for  Research and
    Graduate Studies).

The board meets about eight times per year.  Officers of VTIP are
a president and a secretary-treasurer.    The  Vice  Provost  for
Research and Graduate Studies serves as president and the Univer-
sity  Treasurer and Associate Vice President serves as secretary-
treasurer.  The management of VTIP is the responsibility  of  the
president,  the  secretary-treasurer,  and  the business manager.
The business manager is hired by the board of VTIP and is respon-
sible to the board.  Proceeds from VTIP are used to pay  expenses
associated with the protection and commercialization of intellec-
tual  properties  developed  in  University  departments  and  to
provide royalty payments to the faculty and department.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.4  Virginia Tech Library Services, Inc.
-txt-
Virginia Tech Library Services (VTLS) was established in 1985  as
a  taxable,  for-profit  subsidiary  corporation of Virginia Tech
Intellectual Properties.   VTIP  issued  a  license  to  VTLS  to
develop,  market,  and  provide  continuing services to a library
automation software  system,  which  has  been  purchased  by  80
libraries  worldwide.  The interests of the University are served
by VTLS through the commercialization of an intellectual property
developed at VPI&SU and the payment of dividends to  VTIP.    The
University  also  receives  favorable publicity as VTLS becomes a
major provider of library automation services around the world.

VTLS is governed by a six-member board of  directors  elected  by
the stockholders and meets about six times per year.  VTIP is the
majority  stockholder.   Five members of the board are University
administrators (Provost, Vice Provost  for  Administration,  Vice
President  for  Finance,  Treasurer and Associate Vice President,
and Director of the Library).  The sixth member of the  board  is
the  president  of  VTLS,  who is hired by and responsible to the
board.  VTLS is responsible for payment  of  the  salary  of  the
president  of  VTLS  and  his  staff.   Profits from the VTLS are
retained in the corporation and may be distributed to  stockhold-
ers.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.5  Virginia Tech Alumni Association, Inc.
-txt-
The  Virginia Tech Alumni Association was organized on August 11,
1875, and was incorporated June 23, 1924.   It is  a  tax-exempt,
not-for-profit  corporation  to  improve resource development and
communication between the University  and  its  several  publics:
students,  parents,  alumni,  faculty, industry and business, the
Commonwealth of Virginia and its  official  representatives,  and
the  public.    The  Alumni  Association solicits alumni contrib-
utions; works with 83 alumni chapters at the local level; coordi-
nates class reunions;  promotes  Homecoming,  Founders  Day,  and
other  activities  to recognize distinguished graduates, faculty,
and students; and organizes alumni travel programs.

The Alumni Association is governed by a 30-member board of direc-
tors that usually meets two times per year.   All directors  must
be members of the Alumni Association, are elected by the board of
directors annually for no more than two consecutive 3-year terms,
and  may be reelected after they have not served on the board for
at least one year.  The University President and  his  staff  are
invited  to  participate  in  board  meetings  to  keep the board
informed of University needs and  request  assistance  where  the
association may be of service.

Officers of the Alumni Association are the president, one or more
vice  presidents,  and a secretary-treasurer.  The Alumni Associ-
ation, with the concurrence of the University, appoints an execu-
tive vice president who may hold one or more of the above offices
and customarily is the secretary-treasurer.   The Alumni  Associ-
ation  is  managed by the executive vice president of the associ-
ation and the associate director responsible  for  alumni  annual
giving.    The  associate  director is appointed by the executive
vice-president  and  is   customarily   elected   the   assistant
secretary-treasurer  by  the  board  of  directors for a two-year
term.  Twelve other full-time employees assist  with  association
programs.  The Alumni Association is responsible for the salaries
and  operating  expenses of the association and maintains its own
employee benefits program.   Contributions received  through  the
Alumni  Association  are deposited with the Virginia Tech Founda-
tion.  Monies for salaries and operations of  the  Virginia  Tech
Alumni Association, Inc. are from unrestricted contributions.

The  president  of  the Alumni Association serves on the board of
the Virginia Tech Foundation, Inc.  Other members also may  serve
on the board of the Foundation, Inc. or on the Board of Visitors.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.6  Virginia Tech Athletic Association, Inc.
-txt-
The  Virginia  Tech Athletic Association was organized on May 21,
1958 as a tax-exempt, nonprofit corporation to  provide  athletic
activities  and  promote  athletic  interest  among the students,
alumni, and friends of the University.  The Athletic  Association
provides  competitive  intercollegiate athletic opportunities for
students and  provides  athletic  programs  of  interest  to  the
University  community,  alumni,  and friends.   Athletic programs
also provide opportunities to showcase the other programs of  the
University.

The  Athletic  Association is governed by a board of directors of
11 voting members and two ex-officio  non-voting  members.    The
board meets four times per year.  The 11 voting members are:

*   the President of the University,

*   the Faculty Chairman of Athletics,

*   five  faculty  members,  appointed  by  the  President of the
    University to 3-year terms,

*   one alumnus, who is not a faculty member of  the  University,
    elected by the board to a 3-year term, and

*   three  students:    the  President of the SGA, the Regimental
    Commander of the Corps of Cadets, and the  President  of  the
    Residence Hall Federation.

Ex-officio  non-voting  members are the Athletic Director and the
President  of  the  Student  Aid  Association  or  his  designee.
Appointed  members  are eligible for reappointment one year after
their previous term of service expired.

Officers of the Athletic Association  are  a  president,  who  is
faculty chairman of athletics, a vice president, a secretary, and
a treasurer.  The vice president and secretary are members of the
board  and are elected by the board.  The treasurer is an associ-
ation employee.   The Executive Committee  is  appointed  by  the
board  president  and  currently consists of the president, vice-
president, secretary, treasurer, and another faculty member  from
the  board.   The Athletic Association is managed by the athletic
director and his staff.  The association has 67 full-time employ-
ees and pays salaries and operating expenses of  the  association
and maintains its own employee benefit program.  Contributions to
the  Athletic  Association  are  deposited with the Virginia Tech
Foundation.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.7  Virginia Tech Student Aid Association, Inc.
-txt-
The Virginia Tech Student Aid Association was organized June  10,
1949  as a tax-exempt, nonprofit corporation to raise scholarship
funds for student athletes.   The Student  Aid  Association  also
organizes  clubs  throughout the state and surrounding areas that
promote and support  the  University's  intercollegiate  athletic
program.

The  Student  Aid Association is governed by a 40-member board of
directors, 10 of which are ex-officio.  Ex-officio members are:

*   Vice President for Development and University Relations,

*   Vice President for Administration and Operations,

*   a full-time faculty member, who is a member  of  the  Student
    Aid Association,

*   a full-time student,

*   the athletic director, and

*   five  members  of  the  association  management  and  support
    groups.

The other 30 directors, including the faculty member, are elected
from the membership of the association by those members attending
the annual meeting of the members.  The board usually  meets  two
times per year.

Officers  of  the  Student  Aid Association are a president, vice
president, secretary, treasurer, executive director, and  one  or
more  assistant secretaries and assistant treasurers.  The presi-
dent and vice president are elected from the  voting  members  of
the  board  of directors.   The executive director of the associ-
ation is hired by the board and  serves  as  secretary-treasurer.
An  association employee serves as assistant secretary-treasurer.
The Student Aid Association is managed by the executive director.
The association has six full-time employees.  The association  is
responsible  for  the  monies  for  its  salaries  and  operating
expenses  and  maintains  its  own  employee  benefits   program.
Endowment gifts to the Student Aid Association are managed by the
Virginia Tech Foundation.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.8  VPI Facilities, Inc.
-txt-
VPI  Facilities  was  organized  May  11,  1967, as a tax-exempt,
nonprofit  corporation  to  provide  supplies  and  services   to
students,  faculty,  staff, and alumni.   VPI Facilities provides
textbooks, trade books, supplies, and services to the  University
Community.    Textbook  prices  are at least 10 percent below the
national average,  providing  indirect  financial  assistance  to
students.    Surplus  earnings  are  given  to  the Virginia Tech
Foundation for use by the University.  Earnings have been used to
provide a $6.1 million  scholarship  endowment  for  academically
gifted  students,  to  create  a  $3.0  million  endowment  whose
earnings are used to reduce costs to students, for the renovation
and expansion of Squires Student  Center,  and  to  collateralize
University-issued  debt  to  finance  academic equipment acquisi-
tions.  Additionally, $225,000 is provided annually for  athletic
scholarships  in  consideration  of  the  Virginia  Tech Athletic
Association relinquishing this activity.

VPI Facilities is governed by an  11-member  board  of  directors
composed of:

*   four  University  administrators,  who are voting, ex-officio
    members,

*   six faculty members,  elected  by  the  board  from  a  slate
    prepared  by  the nominating committee, for not more than two
    3-year terms, and

*   one student, elected for one year by the board.

University administrators on the  board  are  the  Provost,  Vice
President  for  Finance,  Treasurer and Associate Vice President,
and Director of University Services  and  Auxiliary  Enterprises.
The corporation is managed by the director of VPI Facilities, who
is  hired  by the board.  The board usually meets three times per
year.

Officers and the Executive Committee  of  VPI  Facilities  are  a
president, vice president, and secretary-treasurer.  Officers are
elected  from  the board.  Traditionally, the president and vice-
president are faculty members and the secretary-treasurer is  the
Treasurer  and  Associate  Vice President of the University.  The
management of VPI Facilities is the responsibility of the  direc-
tor.    The  corporation  employs a full-time staff of 65 with an
additional 40 to 50 part-time student employees.    The  Director
coordinates  operations with the Executive Committee of the board
and reports directly to the board of directors.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.9  Issues And Recommendations
-txt-
The University-related corporations may be placed in two  catego-
ries:

A.  those  that provide external support in generating and manag-
    ing financial resources (Alumni  Association,  Virginia  Tech
    Student Aid Association, Virginia Tech Foundation), and

B.  those   groups  closely  associated  with  University-related
    functions (VPI Facilities,  Virginia  Tech  Athletic  Associ-
    ation,  Virginia  Tech Intellectual Properties, Virginia Tech
    Library  Services,  and  Virginia  Tech  Corporate   Research
    Center,  the  first two of which function as auxiliary enter-
    prises).

The roles of the corporations in these two categories  are  quite
different; consequently their relationship with the University is
structured differently.

After  reviewing  the various University-related corporations, it
is evident that they offer  many  advantages  to  the  University
community.    To  enhance  the  continuation of these advantages,
there is a need to recognize potential problems, then take appro-
priate steps to decrease possible abuses inherent in  the  exist-
ence  of  such  auxiliary  corporations.   Such is the purpose in
identifying the following issues.

a.  It appears that  the  nature  and  purpose  of  many  of  the
    University-related  corporations  are  unknown or not clearly
    understood by either the faculty  or  the  public.    Special
    steps should be taken to clarify the coordination and control
    of  the  various corporations and to periodically communicate
    to the University community and the public the rationale  and
    activities of the various University-related corporations.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.9  Issues And Recommendations
-rec-
Recommendation 3-5:   Given  the  lack  of  understanding  of the
    various University-related corporations,  it  is  recommended
    that  annual  reports  (and  other  appropriate informational
    materials) should be made available to the University  commu-
    nity  and  to  the news media in the spirit of the freedom of
    information legislation.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.9  Issues And Recommendations
-txt-
b.  Close examination of  the  organizational  structure  of  the
    University-related  corporations  suggests  that they are not
    "free standing" but rather that some are  linked,  at  least,
    through  interlocking  directorates  or  officers  (see Table
    3-1).   It is also apparent that  some  type  of  control  is
    exercised  by  the University administration, either directly
    through board membership or indirectly through  other  means.
    However,  as  evidenced  by  recent  experiences  within  the
    Virginia Tech Athletic Association,  formal  control  of  the
    policies  of  an  organization by a board of directors may be
    minimal.  Moreover, the chief executive  officers  should  be
    responsible  to their board of directors, who set policy.  In
    addition, the present composition of the board of  directors,
    while  providing  certain  advantages,  also  poses potential
    problems.  With the interlocking directorates, it is apparent
    that a few key persons are vested with primary  knowledge  of
    the  operations  of  many  of these University-related corpo-
    rations.  In particular, certain persons with specific exper-
    tise, such as the Vice President for  Development,  the  Vice
    President  for  Finance, and the Treasurer, play key roles in
    the corporate activities.  A concern expressed by  the  Self-
    Study committee was that the operations of one or more of the
    corporations  could  be  seriously impaired if one or more of
    these key persons would be unable to serve them.

    Vice President for Administration - William Van Dresser
     VT Corporate Research Center board member (ex-officio)
     VT Student Aid Association board member (ex-officio)

c.  After reviewing the corporate structure of the various corpo-
    rations, it appears that the issue of members of the Board of
    Visitors  serving  on  the  boards  of  corporations   having
    University-related   functions   (Category   B)   should   be
    addressed.  Since these functions relate mainly  to  academic
    matters,  student  life,  and athletics, which are within the
    responsibilities of the Board of Visitors, there  are  poten-
    tially  more  disadvantages than advantages to having members
    of the Board of Visitors serving on these corporate boards.

d.  The level of academic faculty representation  on  the  boards
    should be consistent with the spirit of the customary role of
    faculty  in  student  and academic matters at a major univer-
    sity.  Faculty should be formally represented on  the  Boards
    of  all  University-related  corporations  with the degree of
    representation depending on the category of the corporation.

e.  The purpose of certain University-related corporations is  to
    manage  and promote income-producing activities (Category B).
    These activities can be  expected  to  interface  extensively
    with  traditional  University  functions.   Inevitably, there
    will be pressures  to  influence  corporation  or  University
    functions,  policies,  and  personnel  for the benefit of the
    income-producing activities.   The purpose of  certain  other
    income-generating  University-related  corporations (Category
    A) is to seek  and  manage  increased  private  funding  from
    individuals  and institutions.  Again, there is the potential
    that donors may consciously or unconsciously attempt  to  use
    their  donations  to  secure  special influence on functions,
    policies, and personnel of  the  corporation  or  University.
    Because  the  management  and  operation of all of the corpo-
    rations are not a direct part of  the  University's  internal
    governance system, the existence and extent of such pressures
    and  influence may be unknown to many various segments of the
    University until consequences are irreversible.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.9  Issues And Recommendations
-rec-
Recommendation 3-6:   Given the diverse  nature  of  the  various
    University-related  corporations,  it  is  recommended that a
    small task force, with majority  faculty  representation,  be
    appointed to study and to make recommendations with regard to
    the following:

    1.  the  legal  and  corporate structures of the corporations
        (individually and collectively)

    2.  the interlocking directorates or officers of  the  corpo-
        rations

    3.  the representation of members of the Board of Visitors of
        the  University  on  the board of directors of the corpo-
        rations

    4.  the proportional representation of faculty on  the  board
        of directors of the corporations

    5.  the  placement  of the corporations within the governance
        structure of the University
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.9  Issues And Recommendations
-txt-
f.  The name of the Virginia Tech Student Aid Association implies
    that it serves the general student  population,  whereas  its
    purpose  is  to  raise  funds  for  scholarships for student-
    athletes.
-end-

-chname-
3- Administrative Processes
-major-
3-2.0  University-Related Corporations
-minor-
3-2.9  Issues And Recommendations
-rec-
Recommendation 3-7:   Given the  purpose  of  the  Virginia  Tech
    Student  Aid  Association, it is recommended that the name of
    this corporation should be changed to reflect accurately  its
    function and to eliminate potential confusion.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-txt-
Throughout  the  nation,  intercollegiate  athletic programs have
been besieged by major problems in the last 5 years, which  raise
fundamental  questions about the role of athletics in the univer-
sity community.  VPI&SU has not been spared from these  problems,
although  they  have  not been as large or as serious as those in
some  institutions.    When  problems  have  occurred  here   and
elsewhere,  evidence shows a noticeable lack of accountability of
the athletic program to academic officials.  To have accountabil-
ity, a clearly defined  administrative  chain  of  responsibility
must  be  established between the athletic and the academic units
and maintained as a integral part of university governance.

At VPI&SU, the current administrative links between the  Athletic
Association  and  the  University have been carefully reviewed by
the Blueprint Committee on Athletics and the Self-Study Committee
on Administrative Processes.  Based upon these  reviews,  it  was
concluded  that some changes in the existing structure are neces-
sary to make the athletic program a more integral part of Univer-
sity governance.    These  changes  would  ensure  that  a  broad
constituency at the University is both aware of and supportive of
the athletic administration and the athletic programs.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-txt-
The Self-Study Committee on Administrative Processes reviewed the
current  organization  of the Virginia Tech Athletic Association,
the bylaws of the Athletic Association, and  the  report  of  the
Blueprint  Committee  on Athletics at Virginia Tech, then identi-
fied several issues  that  should  be  addressed  concerning  the
administrative  structure  of  the  Athletic  Association and its
relationship to the administrative structure of  the  University.
The issues considered were:

*   the  role  of  the  Board  of the Athletic Association in the
    organizational structure of the University,

*   the functions of the Athletic Board, and

*   the composition of the Athletic Board.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.1   Organizational Structure
-txt-
A major issue regarding the Athletic Association is the relation-
ships between its board, the Athletic Director, and the President
of the University.  There are questions that need to be answered,
such as "What are the reporting lines of the Athletic  Director?"
and  "To whom is the Athletic Director principally responsible on
issues concerning management of  the  corporation,  adherence  to
University  academic  policies,  and  adherence to NCAA rules and
regulations?".   Unless these  relationships  are  clarified  and
codified, the recent history of poor management and poor communi-
cation between the Athletic Board, the Athletic Director, and the
President of the University could be repeated.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.1   Organizational Structure
-rec-
Recommendation 3-8:   Given  that the Athletic Association is one
    of several  University-related  corporations  and  consistent
    lines  of  responsibility  and reporting are necessary, it is
    recommended that the University adopt  a  standard  chain-of-
    command  for  its  corporate/University relationships that is
    applied to all University-related corporations, including the
    Athletic Association.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.2   Functions of the Athletic Board
-txt-
In the past, the role of the Board of the Athletic Association in
policy development and management  of  the  Association  was  not
clear.    Policies  were  developed  and  implemented,  important
personnel decisions were made,  and  financial  obligations  were
increased  without  consultation  with  the Athletic Board.   The
result was that the board became a non-functioning  appendage  of
the  Athletic  Association.    The  removal of the Board from the
policy/management process has led to  an  uneasy  and  suspicious
relationship  between  the  academic  community  and the Athletic
Association, and contributed to the  financial  exigencies  which
have  come to plague the Association over the past several years.
For the Board to take a more active role in the policy/management
process, it is essential that the role  and  responsibilities  of
the Board be clarified;  these include the review and approval of
all  major  policies  and  programs  instituted  by  the Athletic
Association that deal with the management of the Association, and
the interface of athletics and academics.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.2   Functions of the Athletic Board
-rec-
Recommendation 3-9:   Given the need for more involvement of  the
    Athletic Board in the policy/management process, it is recom-
    mended that the bylaws of the Athletic Association be revised
    to include the creation of two standing committees that would
    report  regularly  to  the full board of the Athletic Associ-
    ation; these committees are 1) Financial Management Committee
    and 2) Student/Athlete Academic Affairs Committee.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.2   Functions of the Athletic Board
-txt-
The Financial Management Committee would have major  responsibil-
ity  for  the  oversight of the financial affairs of the Athletic
Association.  This committee would meet regularly with the treas-
urer of the Association, and would prepare financial  reports  to
be  presented  to  the full Board and, in turn, to the University
community.

The Student/Athlete Academic Affairs Committee would  have  major
oversight  of the academic performance of student/athletes.  This
committee would  meet  regularly  during  the  academic  year  to
monitor  the  academic  standing  of  all  student/athletes.   In
addition, this committee  would  be  responsible  for  an  annual
report, which would include (but not be limited to) an evaluation
of  the  admissions  standards  and retention/graduation rates of
student/athletes.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.2   Functions of the Athletic Board
-rec-
Recommendation 3-10:   Given the need for more involvement of the
    Athletic Board in the policy/management process, it is recom-
    mended that the bylaws of the Athletic Association be revised
    to reflect  the  need  for  more  frequent  meetings  of  the
    Athletic Board.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.2   Functions of the Athletic Board
-txt-
Specifically,  the  bylaws  should be revised to state that, at a
minimum, the Board of the  Athletic  Association  should  convene
regularly  scheduled  meetings  three  times  a semester.   These
meetings should be  convened  at  times  that  will  permit  full
participation  of  all  Board  members, and that will allow for a
thorough review and discussion of all the pertinent activities of
the Athletic Association.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.3   Composition of the Athletic Board
-txt-
According to the bylaws of the Athletic Association, the Athletic
Board consists of 13 members, 11 of whom are voting members.    A
majority  (6) of the members are faculty at the University.  Five
of the faculty members are  appointed  to  3-year  terms  by  the
President of the University from a slate of nominees drawn by the
Faculty Senate.  Reappointment to a second 3-year term is permit-
ted  under  the  bylaws.    One  additional faculty member is the
University's faculty  representative  to  the  NCAA  and  is  the
faculty  chairman  of  the Board; this member is appointed by and
serves at the discretion of the President.

Student representatives on the Board  (all  of  whom  are  voting
members)  are  the  Regimental  Commander of the Corps of Cadets,
President of the Residence Hall Federation, and the President  of
the  Student  Government Association.   The 10th voting member of
the Board is the President; the 11th is a member  of  the  Alumni
Association.    Ex-officio  members are the Athletic Director and
the President or designated representative from the  Student  Aid
Association.

Since  the  last amendments to the bylaws of the Athletic Associ-
ation, the number, composition, and relative size of the  Univer-
sity's constituent groups have changed.  If the Athletic Board is
to be representative of the University community, it is important
that its composition reflect these changes.  Additionally, proce-
dures  for  appointment  to  the  Board  ultimately influence the
confidence that the University community has in the actions taken
by the Board.   Thus, Board members must  have  the  ability  and
willingness  to  devote  the necessary time and effort for making
the Board effective in policy development and  financial  manage-
ment.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.3   Composition of the Athletic Board
-rec-
Recommendation 3-11:   Given   the  change  in  the  University's
    constituent groups and the need for the Athletic Board to  be
    representative  of them, it is recommended that the bylaws of
    the Athletic Association be revised to expand the  membership
    of  the Athletic Board from 13 to 16 members, with 12 members
    accorded voting privileges.
-end-

-chname-
3- Administrative Processes
-major-
3-3.0  The Athletic Association (5.5.2.9)
-minor-
3-3.1  Issues And Recommendations
-sub-
3-3.1.3   Composition of the Athletic Board
-txt-
The voting members of the Board would be:

*   One faculty member appointed by the President of the  Univer-
    sity to serve as the faculty representative to the NCAA.  The
    length  of term for this member would be at the discretion of
    the President.

*   Two faculty members elected directly by the  Faculty  Senate.
    These  members  would  serve  a  3-year  term with a possible
    renewal of an additional 3 years.

*   Four faculty members appointed by the President from a  slate
    of  candidates developed by the Board of the Athletic Associ-
    ation, after soliciting nominations from the faculty  associ-
    ations.    These  members  would  serve  a 3-year term with a
    possible renewal of an additional 3 years.

*   Two student members appointed by the President from  a  slate
    of candidates developed by the Commission on Student Affairs.
    These  members  would  serve  a  3-year  term  with  possible
    renewal.

*   One academic dean elected by the Deans' Council.  This member
    would serve a 3-year term with a possible renewal of 3 years.

*   One representative from the Alumni Association.

*   The President of the University or designate.

The non-voting members would be:

*   The Athletic Director

*   The President of the Student Aid Association or designate

*   The Vice President for Finance

*   The Vice President for Student Affairs

The Chair of the Athletic Board (not to be the faculty  represen-
tative  to  the  NCAA)  would  be elected by the Board to serve a
3-year term.  The terms for the other members would be  staggered
to ensure continuity.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-txt-
The physical plant of the University includes 3,980 acres of land
and  214  buildings  in the Blacksburg area.   This total acreage
includes the approximately 1,800 acres along the New  River  that
was  recently acquired for the expansion of agricultural research
activities.  The University also owns approximately  1,792  acres
throughout  Virginia,  primarily  at  12  agriculture  experiment
stations.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.1  Space Management (6.4.1)
-txt-
The development and maintenance  of  a  comprehensive  land-grant
University  with  academic  superiority requires a physical plant
that adequately meets current needs and lends  itself  to  future
qualitative  and  quantitative  growth.    Regarding  the current
physical plant at VPI&SU, the State Council for Higher  Education
in  Virginia  has  established guidelines for the amount of space
needed for 21,000 FTE enrollment; these guidelines are  found  in
Table  3-2.    In  this  table,  the space requested reflects the
Business  and  Chemistry   in-fill   projects   presently   under
construction.    Note that when the projects are completed, there
will still be a space deficit  of  nearly  520,000  square  feet,
including  a deficit of 53,000 square feet in classroom space and
88,000 square feet in teaching laboratory space.   The  deficien-
cies  in  classroom  space  translate to a need for 69 additional
classrooms, each seating 50 students; the deficiency in  teaching
laboratory space translates to 76 additional laboratories with 24
stations.    Serious deficiencies are also noted in other catego-
ries,    particularly    in    the    library    and     physical
education/activities areas.

Table  3-3  documents  the  change  in  assignable  space  by use
category from the 1975-76 Self-Study until June 1987.    Substan-
tial  gains  have  been  made in most categories except classroom
space.  The major gains were made in  research-related  space  to
support  the greater research enterprise now in place.  A compar-
ison of the total assignable space in  1975  with  that  in  1987
reveals  a  net  increase of 10 percent, or approximately 340,000
square feet.   However, the FTE  enrollment  has  increased  from
approximately 18,000 to 21,000, a 16 percent increase.  Thus, the
space  available per student has declined slightly.  In addition,
the graduate student enrollment (space intensive)  has  increased
about  50 percent.   Clearly, significant gains have been made in
total space in the last decade, but critical  deficiencies  still
exist.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.1  Space Management (6.4.1)
-rec-
Recommendation 3-12:   Given the current critical space deficien-
    cies,  it is recommended that the University strive to secure
    the funding for capital projects that  will  alleviate  space
    deficiencies  and that it maintain the current FTE enrollment
    until the physical plant conforms to the SCHEV guidelines.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.2  Facilities Master Plan (6.4.4)
-txt-
The University master plan, 1983-1993  Master  Plan:    Concepts,
Data,  and  Strategies  for Implementation was published in 1984.
This  plan  articulates  an  "incremental  in-fill  construction"
concept,  whereby  new construction will be built adjacent to and
connected to present core buildings.  These would  be  relatively
small  building  increments,  as opposed to large projects on the
campus periphery.  Although there are some obvious advantages  to
this  concept,  caution is needed so as not to lose the aesthetic
features of openness and space.  The first two in-fill  additions
(Business and Chemistry) are now approaching completion.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.2  Facilities Master Plan (6.4.4)
-rec-
Recommendation 3-13:   Given  that  there  is  a  critical  space
    deficiency on campus, the University Planning Department must
    give  highest  priority   to   planning   for   new   capital
    construction.

*   All requests for capital construction projects should include
    the total costs of planning, design, construction, the neces-
    sary  furnishings and equipment, and new positions for custo-
    dial  and  routine  maintenance  attendant  to  placing   the
    facility  into the required state of operation, as well as an
    appropriate level of increased continuing operating funds.

*   A comprehensive plan of land  acquisition,  street  and  road
    construction  and other features of the physical plant should
    be developed.    Wherever  the  campus  interfaces  with  the
    Blacksburg  community,  joint University-town coordination is
    essential.

*   The campus should be kept  pleasing  and  attractive  through
    imaginative  landscaping  and  care  of  the grounds.   Plans
    should be developed  to  use  landscaping  and  plantings  to
    transform the campus into a "living laboratory" of arboretums
    and  gardens.    One of the outstanding aesthetic features of
    the campus is openness.  This feature may be  compromised  as
    the  Master Plan with the in-fill concept unfolds.  This loss
    to the beauty of the campus should be  considered  in  future
    planning.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.2  Facilities Master Plan (6.4.4)
-txt-
There  is  also  a  committee  called  the  Virginia Tech-Town of
Blacksburg Liaison Committee.  The purpose of this  committee  is
to  implement  joint  strategies  to  achieve  goals and to solve
problems in a team-building atmosphere  of  concern  and  cooper-
ation.  The formulation of this committee, which is co-chaired by
the  Vice-President of Administration and Operations and the Town
Manager, provides an opportunity for Virginia Tech  and  Town  of
Blacksburg  officials  to  informally  discuss  topics  of mutual
concern.

Traffic on campus, both vehicular and pedestrian, and  inadequate
parking facilities have become major issues.  Numerous letters in
Spectrum  over  the  last year attest to the level of frustration
(mostly faculty) associated with these  problems.    The  Faculty
Senate has appointed a committee to study the parking situation.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.2  Facilities Master Plan (6.4.4)
-rec-
Recommendation 3-14:   Given  that  traffic  and parking problems
    are a major concern on campus, a study  should  be  initiated
    immediately  through  the  University  governance  system  to
    review campus vehicular and pedestrian  traffic  and  parking
    and develop a long-range, comprehensive plan to deal with all
    facets of the situation.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.3  Buildings, Grounds And Equipment Maintenance (6.4.2)
-txt-
Existing  campus  and  outlying facilities must be maintained and
renovated in concert with the construction of additional  facili-
ties.   Accomplishment of these needs must be given high priority
and requires restructuring of  the  University  Planning/Physical
Plant  Department operations.  Currently, renovation and remodel-
ing projects are funded from department (and  college)  operating
budgets.    With  "level funding" of operations and the expensive
nature of renovations, most departments cannot  fund  even  their
most  essential renovations.  Consequently, research and instruc-
tional  activities  suffer  from  inefficient  and  nonfunctional
facilities.   Many buildings on campus, but away from the central
core, do not receive normal maintenance and support.   Individual
departments  with  such  facilities must hire their own custodial
staff; pay their own electrical and heating bills, and assume all
the maintenance costs.  Yet, these facilities function  in  every
sense  as  any other academic building in instructional, research
and extension activities.

The Self-Study Subcommittee  on  the  Physical  Plant  has  heard
numerous  complaints  from  faculty  and administrators about the
lack of adequate routine custodial service  and  routine  mainte-
nance.    This is borne out by the faculty/staff responses on the
Self-Study questionnaire.  The mean response to question  #35  "I
have  reasonable  influence  over  decisions  about  my  physical
environment within the University" was 2.14 (tend to disagree).
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.3  Buildings, Grounds And Equipment Maintenance (6.4.2)
-rec-
Recommendation 3-15:   Given the problems of "level funding"  and
    renovation,  the  University must maintain the physical plant
    commensurate with  the  need  to  preserve  and  enhance  the
    physical  integrity  and  aesthetic  qualities of the campus.
    This extends to those University facilities  located  in  the
    Blacksburg area away from the central campus and in locations
    around Virginia, including farm and experiment station facil-
    ities.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.3  Buildings, Grounds And Equipment Maintenance (6.4.2)
-txt-
Specific attention should be directed to the following concerns:

*   Routine  maintenance  must  be  funded  at  the level that is
    required to  maintain  and  preserve  the  integrity  of  the
    physical plant.

*   A   uniform   policy  of  servicing  all  facilities  in  the
    Blacksburg area needs to be developed and promulgated.   This
    includes   utilities,   custodial  work,  routine  day-to-day
    maintenance, etc.

*   The comprehensive plan for major maintenance needs,  such  as
    new  roofs,  heating  systems, painting, etc. that exists for
    the central campus must be extended to all University facili-
    ties in the Blacksburg area and to the 12 outlying experiment
    stations.

Lack of responsiveness of service units of the University was the
most-often cited and most vocal complaint of academic administra-
tors and faculty surveyed and interviewed by the  Physical  Plant
Subcommittee.  The two service units that were most often singled
out for criticism were University Planning and the Physical Plant
Department.    The  committee has heard a long litany of examples
where renovation requests have taken 12, 18, 24 months  and  more
to  be accomplished.  In many cases, these were relatively simple
tasks that cost modest sums.  The time delays and costs of essen-
tial  renovations  seriously  jeopardize  research  projects  and
future   funding.    The  College  of  Engineering  has  recently
completed   a   study   of   the   problems    associated    with
remodeling/renovation  projects.   ("Report of Strategic Planning
Implementation Team on Remodeling/Renovation  Projects",  College
of  Engineering,  April  1987).    Their  report  cites  specific
examples and makes recommendations that are substantively similar
to those reached by this committee.

There is an almost universal perception  by  faculty,  department
heads,  and  deans  that  the  process  to request and accomplish
renovations is seriously flawed  and  that  immediate  corrective
action is required.  This perception extends all the way from the
Space  Committee  and  its  setting of priorities, to the design,
cost estimation, timeliness of response,  and  the  actual  work.
(The  Committee  is  pleased  with the innovations and procedural
changes put in place during the last year by the  Physical  Plant
Department  to  add efficiency, control and accountability to the
operations of that organization.)  Lack of overall management  of
renovation projects, however remains a serious problem, and there
appears  to  be  relatively  little  interaction and coordination
between University Planning and the Physical Plant Department.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.3  Buildings, Grounds And Equipment Maintenance (6.4.2)
-rec-
Recommendation 3-16:   Given  the  problems  with  planning   and
    implementing   building  renovations,  the  organization  and
    procedures of those service units charged with renovations to
    the physical plant must be restructured to be  responsive  to
    the needs of the University.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.3  Buildings, Grounds And Equipment Maintenance (6.4.2)
-txt-
*   A  university  group  or  committee with significant academic
    representation should be  constituted  to  review  renovation
    requests and set priorities.

*   The  Architectural  Services  Division of University Planning
    (Renovation  Design  Group)  should  be  transferred  to  the
    Physical Plant Department.  This unit should incorporate more
    engineering  skills  and  less architectural refinements into
    renovation  design.    Each  renovation  project  should   be
    assigned a Project Manager to oversee the project from initi-
    ation to completion.  The design of large renovation projects
    should   be   contracted   to  commercial  architectural  and
    engineering firms.

*   The process to request renovations should be changed so  that
    the  client is given reasonably firm preliminary estimates of
    the costs early in the process, before the detailed design is
    done.  This will eliminate many projects  before  significant
    planning  work  is invested.   The process should have suffi-
    cient flexibility to  allow  procedures  appropriate  to  the
    complexity of the job.
-end-

-chname-
3- Administrative Processes
-major-
3-4.0  Physical Resources (6.4)
-minor-
3-4.4  Safety And Security
-txt-
The  University  must  provide  a  healthful,  safe,  and  secure
environment for its students, faculty and staff.   The  responsi-
bility for these functions is under the Vice President for Admin-
istration  and include two main groups; namely, the Department of
Health and Safety and the Virginia Tech Police.

The mission of the Department of Health and Safety in  the  broad
sense  is  to ensure that members of the university community are
provided a safe and healthy environment.    This  department  has
assumed   greater   responsibilities   during  the  past  decade,
especially because of a need  for  compliance  with  federal  and
safety  regulations.    It  maintains  and  complies with routine
evaluations of a comprehensive safety plan, which include:

*   a sound OSHA compliance program,

*   employee awareness of risks associated with  their  work  and
    measures needed to protect them,

*   a satisfactory health insurance program,

*   a good physical environment in all buildings, work and teach-
    ing areas,

*   conformity  of all building spaces to safety codes, including
    a fire safety program,

*   disposal of all hazardous materials in a legal  and  environ-
    mentally sound way,

*   maintaining a radiation safety program, and

*   providing emergency medical services to the University.

The primary mission of the Virginia Tech Police Department is the
protection  of life and property within the University community.
Vital to this mission is the prevention and detection of criminal
activity and ensuring an orderly atmosphere  in  support  of  the
University instruction, research and extension programs.

Consistent  with  this  mission  is the regulation of traffic and
parking on a campus that includes over 40 miles  of  roadway,  45
parking lots that cover 95 acres, and over 11,110 parking spaces.

The basis of all police action is the law, and the credibility of
the  department's professionalism is measured by its contribution
to the welfare of the University community it serves, its concern
for excellence, and by the guidance it provides  to  its  members
toward a high level of ethical practice.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-txt-
The  University  Purchasing  Department  is  responsible  for the
procurement of goods and services for the  University.    Specif-
ically,  the  major responsibilities of the Purchasing Department
are to:

*   establish  and  maintain  a  strong,  beneficial   purchasing
    program  that  meets the needs of the University in regard to
    the procurement of goods and services,

*   provide purchasing expertise to the entire University  commu-
    nity  to  facilitate  an  efficient and effective procurement
    process with minimal duplication,

*   establish and administer purchasing agreements and  contracts
    to  acquire  quality  goods  and  services at the lowest cost
    possible,

*   ensure compliance  with  applicable  University,  state,  and
    federal laws, rules, and regulations,

*   manage  the  University's  central  stores and food stores to
    provide easy, quick access to a wide variety of supplies, and

*   manage an effective surplus property program.

Items  are  obtained  from  Central  Stores,  the  state  Central
Warehouse,  vendors  on  state  contract,  and  outside  vendors.
During the last fiscal year, approximately 14,000 purchase orders
totaling $44.8 million were processed.  The Department  does  not
initially  process  Speed  Purchase  Orders  (SPOs),  but  it  is
ultimately responsible for the 90,000 SPOs, totaling  about  $8.6
million,  that  were  initiated  by  departments  during the last
fiscal year.

As VPI&SU  has  evolved  into  a  comprehensive  university,  the
Purchasing  Department  has also changed.   These changes include
the upgrading of professional positions to reflect the  increased
knowledge  and  abilities  required to service the University and
emphasize the automation of purchasing processes.

The Director of Purchasing reports  to  the  Vice  President  for
Administration  and  Operations  and  must comply with University
regulations.   The University  Purchasing  Department  must  also
comply  with  the  state  Division of Purchases and Supply Agency
Manual and other rules and regulations about purchasing.   It  is
also guided by the Virginia Public Procurement Act.  The Purchas-
ing  Department  receives  most  of  its  guidance from the state
Department of Purchases  and  Supply;  however,  some  purchasing
functions  are  also  vested  with  three  other  state agencies,
including the Department of Information Technology.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-txt-
The  1975-76  Self-Study  produced  several  recommendations  and
suggestions  concerning  the purchasing function.   The review of
those items revealed that considerable  progress  has  been  made
during  the  last 10 years.  However, further improvements can be
made in context of the present where  VPI&SU  has  emerged  as  a
major research University.

The  study  of  the  purchasing  function included interviews and
participation in a series of focus group surveys.    The  surveys
were  conducted  by  the  Office of Institutional Research at the
request  of  the  Purchasing  Department.*  This  format  brought
 -----------------------------------------------------------------

*   Virginia Polytechnic Institute and State  University,  Office
    of Institutional Research and Planning Analysis, "Preliminary
    Summary  of  the  Purchasing Survey," IRPA Vol.  1986-87, No.
    81, April 1987.

 -----------------------------------------------------------------
together numerous faculty, administrators, and staff from various
parts  of  the University with varying job responsibilities.  The
candid discussions had the goal of generating ideas  on  how  the
purchasing function could be improved.

There are two items readily apparent from this review.

1.  The  Purchasing  Department  has  made  significant  progress
    during the last few years to address concerns  about  respon-
    siveness of the Department and the need to address the unique
    procurement needs of the University.

2.  Major  problems  remain  in  terms  of  restrictive rules and
    regulations, timely processing of  procurement  transactions,
    and  the ability of Purchasing to respond to the needs of the
    University community, especially in the areas of research and
    off-campus operations.

While numerous issues and concerns were identified, they  can  be
summarized in four major categories:

1.  Ability to adequately serve the entire University community.

2.  Need   to   obtain   modifications   to  existing  rules  and
    regulations.

3.  Ability to develop efficient,  effective  on-line  procedures
    for processing and recording purchasing transactions.

4.  Desire  to decentralize and specialize the purchasing process
    to the extent it is reasonable and practical.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.1   Adequacy Of Purchasing Services
-txt-
Usually procurement of goods and services  (other  than  personal
services),  travel  expenditures, and capital outlay expenditures
are subject to oversight by the Purchasing Department.  Providing
quality purchasing services to the  entire  University  community
requires a strong, committed purchasing function.  However, there
are  concerns about the service attitude, creativity, efficiency,
and commitment of the Purchasing Department.   Specific  concerns
include:

*   An unimaginative service approach, focusing on telling manag-
    ers what can't be done rather than attempting to find answers
    to problems.

*   A  lack of understanding by departmental personnel of Univer-
    sity  purchasing  regulations  and  when  exceptions  can  be
    obtained.

*   Delays  in  the procurement process, resulting in delivery of
    goods and services too late, especially in the research area.

Although these concerns were voiced, the sense of the faculty and
staff interviewed is that major improvements have occurred during
the past several years.   The  feeling  is  that  the  Purchasing
Director  understands the needs of the University, has identified
several areas where improvements are needed, and  is  working  to
further improve service to the University.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.1   Adequacy Of Purchasing Services
-rec-
Recommendation 3-17:   Given the importance and visibility of the
    purchasing  function,  it  is recommended that the Purchasing
    Director continue the recent efforts to  deliver  the  needed
    quality of support to all segments of the University.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.1   Adequacy Of Purchasing Services
-txt-
While improvements have been made, the committee believes that it
will be a long-term effort to establish and to maintain a quality
purchasing  program.  Specific steps can be taken to achieve this
goal, as follows:

1.  A communications program  should  be  established  that  will
    effectively   convey   purchasing  information  to  and  from
    faculty, administrators, and departmental personnel.

2.  A training program should  be  established  that  will  reach
    various  levels  of University personnel on a periodic basis,
    and be appropriate for the needs of the personnel involved.

3.  An  internal  training  procedure  should  be  developed  for
    purchasing personnel that would:

    a.  stress  the  need  for  a  creative,  helpful approach in
        dealing with University personnel, and

    b.  help develop specialized purchasing skills in areas  such
        as scientific equipment.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.2   Modification of Rules and Regulations
-txt-
The  University  has  numerous rules and regulations that must be
adhered to in the procurement process.  Some of these regulations
are mandated by state and federal laws and agencies; others  have
been developed by the University.  Although numerous rules may be
necessary  because  of  the  environment  in which the University
operates, faculty and staff believe that many are unduly restric-
tive and unnecessary, place undue emphasis on price as the deter-
mining factor in purchasing decisions, and hamper efforts to make
improvements in the purchasing process.  Some regulations  estab-
lished  by the Commonwealth and by the University might be elimi-
nated altogether.

In the focus group  surveys,  many  participants  felt  that  the
Purchasing  Department  was  on  Richmond's  "side," acting as an
extension of the state bureaucracy, resulting in  delays  in  the
procurement  process and lower-quality goods.  Such an inflexible
purchasing environment is  not  conducive  to  carrying  out  the
missions of the University.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.2   Modification of Rules and Regulations
-rec-
Recommendation 3-18:   Given    the    restrictive    rules   and
    regulations established at the state level, it is recommended
    that the  University  should  strive  to  create  a  flexible
    purchasing environment that can meet the needs of the Univer-
    sity's diverse clientele.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.2   Modification of Rules and Regulations
-txt-
Three specific actions are recommended:

1.  The  levels  of flexibility currently provided to the Univer-
    sity as a decentralized purchasing operation should be evalu-
    ated to determine if any additional freedom could be obtained
    or exercised,

2.  The University should propose and develop  draft  legislation
    for  the  General  Assembly  in  order  to develop purchasing
    policies customized to the needs of  higher  education,  thus
    gaining  the  additional flexibility needed by the University
    to carry out its missions.   There are  specific  items  that
    would significantly benefit the University, such as:

    *   Acceptance  of educational discounts from vendors greater
        than those offered by state contracts

    *   Freedom to opt out of state contracts when better-quality
        or better-priced products are available

    *   Establishment of contracts with specific vendors  through
        consortiums not under state control

    *   Increased  ability  to  use  the  sole-source procurement
        process in cases of  specialized  equipment  where  time,
        quality,   or   specifications   are  critical,  such  as
        sponsored research projects

    *   Higher dollar ranges  for  each  category  of  purchasing
        requirements,  such  as  the  dollar range for which only
        phone quotes are needed

    *   Consolidation of purchasing  authority  from  four  state
        agencies to one state agency

3.  Existing University-developed rules and regulations should be
    evaluated  to ascertain if the resulting procedures are still
    needed and are structured in an efficient, effective manner.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.3   On-line Processing Procedures
-txt-
During the 1970s, an automated purchasing  system  was  developed
and  integrated  with the University's central accounting system,
which automated several of  the  central  processing  procedures.
Yet  the  entire  purchasing  cycle,  from  the  initiation  of a
purchase requisition to the delivery of goods by a vendor,  still
requires   considerable   manual   effort,   much   of  which  is
duplicative.  Considering the major expansion of the University's
computing environment during the 1980s,  along  with  the  strain
that budget cuts and freezes have placed on the operating budgets
and faculty and staff positions, the time and effort required for
manual processing functions is excessive and very costly.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.3   On-line Processing Procedures
-rec-
Recommendation 3-19:   Given that a new, on-line central account-
    ing  system  is  being  installed, it is recommended that the
    Purchasing  Department  acquire  a  compatible,   integrated,
    on-line  purchasing  system, which will eliminate duplicative
    entry by stressing source-point data capture.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.3   On-line Processing Procedures
-txt-
Installation of such a system should provide  additional  manage-
ment information at the department level while creating immediate
encumbrance  of  transactions  in  the  accounting  system.   The
on-line system should be consistent with the  University's  goals
of  establishing  a  paperless transaction-processing environment
where feasible and using the concept of  an  electronic-signature
approval  process.    To  the  extent possible, the system should
reduce the overall  time  expenditure  at  the  department  level
needed  to  execute  purchasing  transactions.    The  Purchasing
Department should  identify  the  savings  to  be  obtained  from
current and future decentralization efforts and focus the result-
ing  personnel  resources on resolving major procurement problems
encountered by research projects.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.4   Decentralization and Specialization of Purchasing
Functions on Campus
-txt-
During the 1980s, the Purchasing Department established  a  Speed
Purchase  Order  (SPO)  system,  which  resulted in a significant
decentralization of the purchasing  function  to  the  department
level.    The  SPO, which was initially set at a maximum of $200,
allowed departments to purchase many items at a much faster  pace
while  reducing  overall  paperwork requirements.   Later changes
increased the SPO level to $500.

While the ability to procure many  routine,  low-cost  items  was
made   easier,  the  continuing  evolution  of  the  University's
research mission has placed a significant burden on the  Purchas-
ing  Department.   Departments need assistance in the procurement
of various research items, especially complex  scientific  equip-
ment.    The  University  community  continues to have doubts and
concerns about  the  ability  of  the  Purchasing  Department  to
deliver the needed level and quality of services in this area.
-end-

-chname-
3- Administrative Processes
-major-
3-5.0  Purchasing And Inventory Control (6.3.6)
-minor-
3-5.1  Issues And Recommendations
-sub-
3-5.1.4   Decentralization and Specialization of Purchasing
Functions on Campus
-rec-
Recommendation 3-20:   Given  the  need to procure complex scien-
    tific  equipment,  it  is  recommended  that  the  Purchasing
    Department  examine  the  feasibility  of  expanding  the SPO    beyond the $500 level.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-txt-
Along with the growth of VPI&SU into a  comprehensive  University
have been commensurate increases in personnel.  To meet the needs
of  the  University  and  its  employees,  the Office of Employee
Relations provides personnel and payroll services to the approxi-
mately 5,500 salaried employees and 5,500 wage personnel, includ-
ing students.  These functions are conducted under the  direction
of  the  Director  of Employee Relations, who reports to the Vice
President  for  Administration  and  Operations.    The  Employee
Relations  Office is divided into six sections of major responsi-
bilities, which include:

1.  Employment of individuals for classified  wage  and  salaried
    positions.    This  section  recruits, interviews, determines
    applicant  qualifications,  consults  about  job  needs,  and
    identifies and refers applicant finalists.

2.  Compensation and position classification plans for classified
    and  wage  employees.    This area encompasses all activities
    concerning  an  employee's  status  and  documents,  such  as
    position descriptions.

3.  Conducting  training  sessions.   These sessions address such
    topics  as  new  employee  orientation,  supervision,  career
    development,  employee  interviewing, and University policies
    and procedures.

4.  Administration of policies covering grievances, standards  of
    conduct,   performance   evaluation,  layoffs,  and  pay-for-
    performance programs.

5.  Processing payrolls for all employees, maintaining  personnel
    files for salaried employees, and processing personnel trans-
    actions through the state and University personnel systems.

6.  Administration  of the University benefits program, including
    oversight  of  the  state  retirement  and   life   insurance
    programs, health care programs, and the tax-sheltered-annuity
    program  and  providing individual counseling and guidance to
    employees  about  disability,  retirement,  worker's  compen-
    sation, and death claims.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-txt-
The  1975-76  Self-Study recognized the administration of faculty
and classified personnel as "one of the University's most  impor-
tant  administrative  functional  operations."    Procedures  for
position approval, advertisement, and evaluation  were  described
as cumbersome.  The major recommendations presented expressed the
need  for  greater  University  autonomy  in  managing personnel,
payroll, and the classification of personnel.  It was recommended
that procedures be simplified by computer applications.

The Commonwealth identified VPI&SU as a model agency in 1979, and
latitude was provided for as much  or  more  authority  than  any
other  state  agency.    With  this  latitude,  VPI&SU gained the
authority to process many personnel transactions  (within  a  set
range)  without  state  approval.    VPI&SU also took the lead to
decentralize several classification and  compensation  functions,
as  well  as  to  implement training programs not mandated by the
Commonwealth.  Each agency has a unique contract with  the  State
Department  of  Personnel  and  Training  concerning the specific
amount of authority delegated to the agency.

The latest study of the Employee Relations function was conducted
through interviews,  requested  critiques  from  members  of  the
Employee Relations Advisory Committee, and results of the faculty
and the staff survey processes of the Self-Study.  Respondents to
the  faculty and staff surveys reported a positive attitude about
the performance of the Employee Relations office  concerning  the
timely  processing  of  transactions,  with  an overall agreement
rating of 81 percent.

However,  because  this  is  a  dynamic  process  and  additional
improvements  can  be  in  accord  with  the University's present
comprehensive nature.  These are summarized as follows:

*   Continued improvement in the fringe benefit package for  both
    faculty and classified employees.

*   Increased freedom from state rules and regulations, even more
    effective  use  of the delegated authority, and leadership in
    seeking changes and improvements to existing state programs.

*   Further automation of processing tasks to improve efficiency,
    effectiveness and responsiveness.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.1   Improvements In The Fringe Benefits Package
-txt-
Considerable  progress  in  the  recommended  areas  of  employee
benefits  has  been  made  since the last Self-Study, with a more
comprehensive  benefit  package  now  available  to  faculty  and
salaried  staff.    Employee  benefits  constitute  an  important
element in the ability of the University to  recruit  and  retain
qualified faculty and staff.  While the University has made great
strides  in  the  employee benefits package over the past several
years, additional improvements are needed, including:

*   health care benefits for retirees,

*   a cafeteria plan for all employees,

*   maternity (paternity) leave, and

*   proportionate fringe benefits for part-time faculty,  classi-
    fied staff and full-time wage employees,
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.1   Improvements In The Fringe Benefits Package
-rec-
Recommendation 3-21:   Given the importance of the fringe benefit
    package in the recruitment and retention of qualified faculty
    and  staff, it is recommended that the University continue to
    identify the  needed  components  of  comprehensive  benefits
    packages for both faculty and staff and pursue implementation
    of those benefits at the state level.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.2   Increased Freedom From State Rules And Regulations
-txt-
Since being identified as a model-agency in 1979, VPI&SU has been
given  considerable  latitude  in  handling  personnel activities
without prior state approval.  However, the level of authority is
still insufficient for a comprehensive research university.   One
illustration  of  this concern is the amount of control exercised
by the state over positions that are not funded by  state  appro-
priations.  This situation is exacerbated because funds generated
by the University are funneled to the state and then appropriated
back  to  the  University.    In general, it is difficult for the
University to operate in an efficient and effective  manner  when
the  Employee  Relations  Office  still  must depend on a central
state agency to approve many personnel transactions.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.2   Increased Freedom From State Rules And Regulations
-rec-
Recommendation 3-22:   Given that VPI&SU has been afforded model-
    agency status, it is recommended  that  the  senior  adminis-
    tration  at  the  University  must  continue to convey to the
    state Department of Personnel and Training the evolving needs
    and concerns  of  a  comprehensive  research  university  for
    exercising autonomy, within state and federal regulations, in
    the processing of routine personnel and payroll actions.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.2   Increased Freedom From State Rules And Regulations
-txt-
Although  the  performance  and  success  record  of the Employee
Relations Office has been good, some concern has  been  expressed
about whether the office has been exercising its authority to the
maximum.    It  is commendable that the office has "model agency"
designation;  very  few  of  its  personnel  actions  have   been
challenged  by the state.  The Employee Relations Office believes
that the consistent application of rules and regulations  contin-
ues to be most beneficial in establishing VPI&SU as first in line
for any additional delegated authority that may be available from
the  Commonwealth.    Such  authority  is necessary for VPI&SU to
compete  for  personnel  with  similar  institutions  across  the
country.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.2   Increased Freedom From State Rules And Regulations
-rec-
Recommendation 3-23:   Given  the  need  for  greater autonomy in
    procuring personnel  actions,  it  is  recommended  that  the
    Employee Relations Office and the Vice President for Adminis-
    tration   and  Operations  should  examine  the  University's
    policies to ensure that:

    1.  existing delegated authority is fully utilized, and

    2.  a more liberal interpretation of state  regulations  that
        would  result  in  more timely processing of transactions
        and in more internal  approvals  of  requested  personnel
        actions.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.2   Increased Freedom From State Rules And Regulations
-txt-
The  nature  of  the  classified employee program creates certain
problems in the operation of the University.   For  example,  the
classified  system  is not sufficiently flexible for some depart-
ments to recruit and retain employees  with  specialized  skills.
The  research  function  is  particularly hard hit in the area of
hiring entry-level professionals and technicians.  In some cases,
the classified system is unable to adequately compensate  deserv-
ing  employees and employees who have topped out in their classi-
fication level.

One of the greatest concerns voiced  during  the  self-study  was
with  the  administration  of  the classified staff system.   The
majority of the respondents to the classified survey agreed  with
the  statement  that  "reaching  the top of the salary scale is a
serious career block."  Additionally, the Commonwealth's recently
developed Pay-for-Performance program received  severe  criticism
from  survey  respondents  and from the VPI&SU Employee Relations
Office as being an excessive, unrealistic program that is neither
cost-beneficial nor effective.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.2   Increased Freedom From State Rules And Regulations
-rec-
Recommendation 3-24:   Given the highly structured nature of  the
    classified  employee  program,  it  is  recommended  that the
    Employee Relations Office and the Vice President for Adminis-
    tration and Operations study the classification,  title,  and
    salary  of  most classified positions, to make the classified
    employee system less cumbersome and more  responsive  to  the
    needs of multiple University constituencies.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.2   Increased Freedom From State Rules And Regulations
-txt-
There are specific issues that should be acted upon:

*   The  University  needs  to  increase  the  level  of position
    approvals and reallocations  that  can  be  approved  at  the
    institution.

*   VPI&SU  should  gain  greater  control  over the policies and
    procedures used to process positions that are not  funded  by
    state appropriations.

*   The  University  should  resist reinstatement of the pay-for-
    performance program of classified  personnel  because  it  is
    unrealistic  and  ineffective.    In addition, the University
    should change the present evaluation system and standards  so
    that honest and meaningful evaluations can be expressed.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.3   Automated Processing Of Personnel Transactions
-txt-
During  the  1980s,  the  University's  computing environment has
become increasingly sophisticated, which has in  turn  encouraged
the  automation  of  various administrative processes.   In fact,
processing procedures for the University's wage payrolls, includ-
ing graduate students, were among the  first  to  convert  to  an
almost  paperless  processing environment.   Because of the large
number of personnel transactions processed annually and the minor
nature of many changes, personnel activities are often viewed  as
primary targets for automation.  Two more personnel processes are
being considered for automation by the Employee Relations Office.
The  "Report  of  Appointment  or  Change of Status" form (P-3A),
because of its complexity, will require an extensive training and
transition period before it is totally automated.   However,  the
"Monthly  Leave  Report"  can  easily  be converted from paper to
computer within a short time.   The Monthly Leave  Report  is  an
example of how automation of routine personnel transactions would
seem  to offer considerable benefits to the University community.
Specifically, such automation would result in the  shortening  of
the  time  required to prepare the forms and a reduced time frame
from the initiation of the transaction to its  ultimate  disposi-
tion.
-end-

-chname-
3- Administrative Processes
-major-
3-6.0  Employee Relations
-minor-
3-6.1  Issues And Recommendations
-sub-
3-6.1.3   Automated Processing Of Personnel Transactions
-rec-
Recommendation 3-25:   Given  the sophistication of the Universi-
    ty's computing resources, it is recommended that the Employee
    Relations  Office  aggressively  pursue  the  automation   of
    additional  personnel transaction processing tasks as a means
    of  increasing  the  efficiency  and  effectiveness  of  both
    academic departments and central administrative functions.
-end-

-chname-
3- Administrative Processes
-major-
3-7.0  Appendix Items
-txt-
1.  Institutional  Research  and Planning Analysis, "An Organiza-
    tional Chart for Virginia Tech", IRPA  Vol.  86-87,  No.  80,
    April 9, 1987.

2.  Faculty Handbook

3.  Report   of   Strategic   Planning   Implementation  Team  on
    Remodeling/Renovation Projects, College of Engineering, 1987.

4.  Office  of  Institutional  Research  and  Planning  Analysis,
    "Preliminary  Summary  of  the  Purchasing Survey," IRPA Vol.
    86-87, No. 81, April 1987.

5.  People interviewed included all of the  upper  administration
    (VP  and  higher),  all  academic deans, and heads of support
    services.  In addition, the heads of departments and academic
    units were written for specific opinions.
-end-

-chname-	
4- Undergraduate Educational Programs
                                            January 14, 1988
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4-1.0  Introduction
-txt-
At   the  time  of  the  current  University  Self-Study,  it  is
fashionable to talk of the crisis in undergraduate  education  in
the United States.  The newspapers and educational journals seem,
at times, to dote on this crisis; for example, the New York Times
of  12  April  1987  headlined,  "Changes  Sweeping Universities'
Curriculums," and went on to talk about such matters  as  "Trying
to  Reassert  Academic  Control,"  "Teaching  Students  How to Be
Thinkers," and "Past Assumptions Are Being Questioned."    Higher
Education  (December  1986)  contains  an  article  by  Harold L.
Hodgkinson, a former director of the National Institute of Educa-
tion, which  begins  stridently,  "God  knows  there  are  enough
reasons  for the United States to undertake a major reform of its
higher education effort."  And, of course, the  Carnegie  Founda-
tion  for  the  Advancement  of  Teaching's  report, CollegeggThe
Undergraduate Experience in America, offers a major  critique  of
universities  for  (among  other things) bowing to the demands of
the marketplace in curricular matters, for  fostering  careerism,
and  for  promoting  research  and  publication at the expense of
teaching skills.

It is  interesting  to  examine  attitudes  toward  undergraduate
education  at Virginia Polytechnic Institute and State University
and compare them to those  being  expressed  about  undergraduate
education  across the nation.  Regarding the item for the faculty
questionaire that "VPI&SU has  an  image  of  a  strong  academic
institution  on  the  leading  edge  in many academic areas," the
faculty tended to agree with a response of  3.01.    The  student
response  to  the  same item on the student questionaire was even
more positive, with a mean response of 3.32.   On the  matter  of
the undergraduate program maintaining a "balance between special-
ized  training,  aimed at preparing students for a single career,
and general education, aimed at ensuring a common cultural herit-
age and preparing students for life,"  faculty  tended  to  agree
with  a response of 2.86.  The mean response for the students was
3.07.    And,  finally,  for  the  item  "VPI&SU  graduates   are
adequately  prepared  to  enter  their  chosen  occupations," the
faculty concurred a response of 3.19.  The mean response for  the
students was 3.29.

While it would be unwise to make too much of these responses, if,
as  some  believe,  there  is  a national crisis in undergraduate
education, that view is not shared by most faculty  and  students
at  VPI&SU.    On  the  whole,  both groups seem to feel that the
University  has  a  good  image  in  academic  circles,  prepares
students  well for their "chosen occupations," and, to a slightly
lesser extent, balances career  training  and  general  education
effectively.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4-1.0  Introduction
-txt-
The  Self-Study  Committee  on Undergraduate Educational Programs
has found reasons for these prevailing opinions among the faculty
and student body:   SAT scores of  incoming  freshmen  have  been
rising  for  the  past  decade, computer facilities on campus are
clearly superior to those of most institutions, additional build-
ing activity has helped ease the space crunch of a few years ago,
the library has continued to expandggand automateggits  holdings,
and  the  enhanced  reputation  of the faculty, all of these, and
other factors suggest that undergraduate education at  VPI&SU  is
in better shape now than it was ten years ago.

However,  undergraduate education is obviously a dynamic, perhaps
amorphous thing:  once one set of problems has been solved, a new
set emerges.  As younger faculty are hired, perceptions of stand-
ards, of what is important, change.   This process of  change  is
vital  in education, and the controversies that accompany changes
are, paradoxically, vital to the whole educational process.   The
Self-Study  committee  has  found controversies and problems, and
some important issues that must be addressed.   Among these,  the
University  Core  Curriculum  is the most serious:  how "common,"
how "distributed," who should teach it, how  many  courses,  what
departments should offer core courses.  There are a whole host of
problems connected with the implementation of the Core Curriculum
yet, strangely, no apparent controversy over the idea of having a
Core  Curriculum.  The Honors Program is also an area of concern.
Why don't more studentsggespecially since we now have more gifted
students  at  the  Universityggenroll  in  the  Honors   Program?
Related concerns include the following:  should there be a person
in  the Provost's Office who deals exclusively with undergraduate
affairs (as is the case at  a  growing  number  of  other  insti-
tutions)?    Do  we do enough about advising?   Should there be a
University advising center?  Can our recruitment efforts be  more
refined, focused somehow, to attract more minority students?  Has
the  University  provided  for  all the problems likely to emerge
with conversion to the semester  system?    Why  are  there  some
significant variations from college to college in such matters as
grades and opinions about duplication of material in courses?

This  list of questions is not meant to be an exhaustive citation
of the problems found with  the  undergraduate  program,  but  to
suggest some of significant problems facing the University commu-
nity over the next decade.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.1   The Undergraduate Program "On Paper"
-txt-
As  a member of the Southern Association of Colleges and Schools,
the University is charged with  the  responsibility  of  ensuring
that  its "recruiting activities and materials portray the insti-
tution accurately and honestly"; full information must be  avail-
able to students who seek to enter the institution.  In addition,
students and faculty currently connected with the University need
all sorts of printed matter to go about their daily business.  To
these  ends,  VPI&SU  makes available a great deal of information
about the undergraduate program:   it issues  a  general  catalog
annually  and  timetables  of  courses quarterly, which describe,
among other things, the programs of study and constituent courses
offered throughout the University.  (Some individual  departments
provide  lengthier, more up-to-date descriptions of course offer-
ings during the various  registration  periods.)    Further,  the
Application  for  Admission  and  the  many  recruiting documents
issued by colleges and departments also to some  extent  describe
the undergraduate program.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.1   The Undergraduate Program "On Paper"
-subsub-
4-2.1.1.1  University Catalog
-txt-
The  Self-Study  committee  examined  the General Catalog 1987-88
with an eye as to how well  it  served  the  needs  of  potential
students,  current  students,  and  faculty,  and  as  to  how it
pictured the University as a whole.   The University  catalog,  a
handsomely  produced  document  of  about  300 pages, contains 13
sections, nine of which are devoted to the courses  and  policies
of  the  various  colleges (including the graduate school) within
the University; other sections deal  with  admissions  (including
financial aid), academics (core curriculum, honors program); "The
Virginia  Tech  Story"  (University purpose, campus life, facili-
ties); finally, there is a list of faculty and staff, a calendar,
an index, and a number of photographs.  The University catalog is
clearly  a  well-produced,  potentially  valuable  document  that
contains a wealth of important information.

However,  while the University catalog does not falsely advertise
the institution, there are some problems with the image  that  it
presents.   The catalog is a somewhat stylistically contradictory
document that tries, on the one hand, to tout the  University  in
the  loftiest terminologygg"strives for excellence," "best poten-
tial students," "enhancement  of  the  intellectual  atmosphere,"
etc.ggand, on the other hand, to explain some of the nitty-gritty
of  what  the University will, or will not, be responsible for in
such matters as housing and residence life  in  very  legalistic,
even  militaristic languageggstudents are informed that they "are
required to" or "must report to" various offices, as  though  the
catalog  is  something  like a manual for getting from point A to
point B.  It tries, in effect, to recruit students,  to  disclaim
legal  responsibility,  and  to  describe the program, all at the
same time.  As a result, the catalog, especially the first  three
sections  ("Virginia  Tech  Story,"  admissions, academics), is a
mixture of styles, tones, and  points  of  view  with  rules  and
regulations mixed with media hype.  This "cut-and-paste" approach
suggests  that  the  University  does  not have a central purpose
behind its catalog.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.1   The Undergraduate Program "On Paper"
-subsub-
4-2.1.1.1  University Catalog
-txt-
Some additional problems in the catalog are too much reliance  on
vague  terms  and  phrases  ("good  character,"  "proper academic
preparation," "willingness to study," "desire  for  a  university
education,"  "special consideration," "high academic standards");
a tendency to be less than completely  frank  about  some  issues
(the  racial  diversity  of the student body, the implications of
Cadet/ROTC  status);  and  a  general   lack   of   clarity,   or
specificity,  in  a number of places (e.g., the section on finan-
cial aid, credit-by-exam policy).

If part of the committee's concern with the catalog was just what
central purpose the University was trying to achieve by  publish-
ing  it,  another part was the uses to which students and faculty
are putting it.  Students apparently do not much use the  catalog
to  help  them  register  for  courses;  rather, they rely on the
timetable.   Thus, the role of  both  of  these  documents  needs
study.    There  is,  as  well, a certain amount of what might be
called "confusing diversity" among such documents as the Applica-
tion for Admission and the various recruiting brochures that  are
issued in great profusion by the various colleges and departments
of  the University.   How effective are these materials?  To what
extent does their variety diffuse and obscure the identity of the
University?  Just exactly what image does this University want to
project to the world?

One final matter of concern about the catalog provoked discussion
on the committee:  the question of which  catalog  a  student  is
held  to  for completing his or her program of study, the catalog
of the year of matriculation or the catalog of the year of gradu-
ation?  There is widespread belief on this campus that the former
(i.e. year of matriculation) is the case, yet the General Catalog
1987-88 states (p. 40) that the latter year applies.  The consen-
sus on the committee is that it is not fair to students to change
requirements on themggas well might happenggin the midst of their
undergraduate career, whatever the needs  of  the  University  to
reform  curricula,  drop  courses,  etc.    This  matter of which
catalog applies needs to be addressed immediately.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.1   The Undergraduate Program "On Paper"
-subsub-
4-2.1.1.1  University Catalog
-rec-
Recommendation 4-1:   That  a  standing  committee  composed   of
    academic  deans,  admissions personnel, students, and faculty
    members  be  appointed  to  analyze  critically  all  catalog
    material  meant to describe the policies and substance of the
    undergraduate  program,  to  coordinate  revision   of   this
    material,   and   to   determine   whether   the  catalog  of
    matriculation or the catalog of graduation applies to  deter-
    mine the requirements for a student's graduation.
-end-


-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.2   General Policies
-txt-
While  the  Board  of  Visitors establishes overall policies, the
Director of Undergraduate Admissions carries out those policies.

Admission  for  both  in-state  and  out-of-state  applicants  is
competitive  and is based primarily on the level of classes taken
and grades received, rank in high school class, SAT  scores,  and
to  a lesser extent, letters from counselors.  Educational oppor-
tunity and  financial  assistance  at  VPI&SU  are  available  to
students  without  regard  to  race,  religion,  sex, or national
origin, though applicants from Virginia receive special consider-
ation in the admissions process.   Between  1966  and  1986,  the
percentage  of  freshman  applicants accepted ranged from 54.2 to
73.3 percent (see Table 4-1), and in the case of transfer  appli-
cants,  the percentage of applicants accepted ranged from 42.2 to
75.1 percent (see Table 4-2).   Admission  of  qualified  out-of-
state  students is limited to 25 percent of the total undergradu-
ate enrollment.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.3   Undergraduate Admissions Requirements
-subsub-
4-2.1.3.1  General University Requirements for Freshmen
-txt-
Before being formally admitted to VPI&SU,  a  student  must  have
graduated  from  an accredited high school or private preparatory
school with a minimum of 18 units.  At least 14 of the  18  units
must   be   academic  or  college-preparatory  unitsggcourses  in
English,  language  studies,   mathematics,   natural   sciences,
history, and fine artsggdistributed as indicated below.  At least
a "C" (2.0) average is required in all academic courses.

Minimum Required Units

*   English -- four units, one unit in each year of high school.

*   Math  --  three  units,  including  algebra  II and geometry.
    Admission preference will be given to those who complete math
    beyond algebra II.

*   Social Science -- two units, one unit must be in history.

*   Laboratory Science (biology, chemistry, physics) -- two units
    required for all majors.

*   Additional Academic Units -- three  from  college-preparatory
    courses  electively  chosen  from  English, natural sciences,
    social  social  sciences,  history,   mathematics,   computer
    science, language studies, and fine arts.  These courses must
    be  comparable  in  content  and  purpose  to  other required
    academic or college-preparatory courses.  Particular emphasis
    in selecting elective  academic  units  should  be  given  to
    developing  written  communication,  analytic  reasoning, and
    research skills.

*   The remaining four units may  be  selected  from  any  course
    offerings  for  which  the  high  school grants credit toward
    meeting graduation requirements.

*   Freshmen entering in the Fall  of  1988  or  later  (students
    graduating  in  the  spring  of  1993  or  later) must meet a
    language study  requirement.    The  minimum  language  study
    requirement may be met by one of the following:

    -   Completing  two  units  of  a single foreign or classical
        language during high school.   Three units  of  a  single
        foreign or classical language are required by the College
        of Arts and Sciences.

    -   Earning  six  semester  hours of college-level foreign or
        classical language credit, such credits to be in addition
        to the number  normally  required  for  graduation  in  a
        student's program of study.

    -   Receiving   credit   by  examination  for  a  foreign  or
        classical language.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.3   Undergraduate Admissions Requirements
-subsub-
4-2.1.3.1  General University Requirements for Freshmen
-txt-
All freshman applicants must take the  Scholastic  Aptitude  Test
(SAT)  or  American  College  Test  (ACT), as well as the College
Entrance Examination Board's achievement  tests  in  English  and
mathematics.   Outstanding high school seniors are offered admis-
sion in January, rather than in February, March or April.    High
school  graduates  with exceptional qualifications may be consid-
ered for  admission  and  advanced-placement  credit  in  certain
subjects.

Exceptional  students who have completed only three years of high
school may be admitted, but such admission is avoided  unless  it
is  clear  that  the  senior  year in high school would be better
spent in a collegiate environment.   General  application  proce-
dures and deadlines are the same as for seniors, with the follow-
ing  additional documentation required:  written endorsement from
the director of guidance or principal; a letter from the  parents
or  guardian  supporting  the  decision; and a statement from the
applicant outlining the reasons why he or  she  wishes  to  begin
college  after  the junior year.  Each of these statements should
address  the  student's  academic  and  social  preparedness  for
college.    The  applicant  must  rank academically in the top 10
percent of the high school junior class (based on  six  semesters
of  academic  work)  and have official SAT scores on record of at
least 1200 with neither verbal nor mathematics below 550.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.3   Undergraduate Admissions Requirements
-subsub-
4-2.1.3.2  College and Departmental Requirements
-txt-
Each freshman applicant indicates preferred majors on the  appli-
cation  for admission.  This may influence the decision on admis-
sion, as additional preparation in  mathematics  is  required  of
potential  students in engineering and in several other mathemat-
ical and scientific curricula  and  student  demands  in  several
areas  exceed  the  University's  current  resources.   A foreign
language is suggested for all applicants.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.3   Undergraduate Admissions Requirements
-subsub-
4-2.1.3.3  Transfer Students
-txt-
Those applicants who have attempted 12 or more semester hours  of
course  work  following  their  graduation  from  high school are
considered transfer students.  Students wishing to transfer  from
other  accredited  colleges and universities are required to meet
the entrance requirements for  all  entering  freshman  students,
have  a  previous college GPA of at least a "C" (2.00), and be in
good  standing  at  all  colleges  and  universities   previously
attended.    A grade of less than "C" from another college is not
acceptable for transfer credit.  The individual college at VPI&SU
into which the student  transfers  designates,  at  the  time  of
transfer,  the  courses  and  credits that may be used to satisfy
degree requirements in the student's major.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.3   Undergraduate Admissions Requirements
-subsub-
4-2.1.3.4  Special Students
-txt-
This category applies to students  who  wish  to  continue  their
education  by  taking  special  courses  for college credit, or a
limited selection of degree-credit  courses.    Special  Students
include,  but  are not limited to, senior citizens, highly quali-
fied  high  school  students,  and  students  enrolled  in  other
colleges  or universities who may wish to enroll at VPI&SU during
summer school only.   Course work taken  as  a  special  student,
however,  may  not be applied toward a degree unless that student
applies for regular admission.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.3   Undergraduate Admissions Requirements
-subsub-
4-2.1.3.5  Academic Eligibility
-txt-
The minimum quality credit average (QCA) required  for  continued
enrollment  is based on a sliding scale that progresses from 1.50
after the completion  of  54  credit  hours  to  2.00  after  the
completion  of  105  credit  hours  (a decade ago, a more lenient
eligibility scale progressed from 1.25 after the completion of 42
credit hours to 2.00 after the completion of 146  credit  hours).
Normally, students are dropped for poor academic performance only
at  the end of the academic year.  After the first academic drop,
students may enroll in the summer session  immediately  following
the  spring term.   Those who are sucessful in making up academic
deficiencies may continue their  studies  in  the  fall  quarter.
However,  those  students  who  fail  to  raise  their QCA to the
minimum by the end of the summer session  are  not  eligible  for
readmission until the summer session one year later.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.3   Undergraduate Admissions Requirements
-subsub-
4-2.1.3.6  Credit by Examination
-txt-
Credit,  not  to  exceed  38  semester  hours, may be granted for
demonstrated  accomplishment  on  the  College  Board's  Advanced
Placement   exams  and  the  International  Baccalaureate  exams.
Credit by examination is allowed  by  special  examination  where
exceptional  command  of a subject is demonstrated, not to exceed
12 semester hours.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.4   Selected Characteristics of Enrolling Students
-txt-
Undergraduate enrollment, both by college and gender, has changed
over the years (see Table 4-3).  The enrollment of women  in  the
undergraduate  program has increased steadily from 7.6 percent of
the total enrollment in 1966,  to  35  percent  in  1976  and  42
percent  in 1986.  The gain or loss of students, by college, from
1966 to 1982, is as follows:  ALS -21%, AUS +18%, A&S  +12%,  BUS
 -17%,  EDUC -4%,  ENGR -1%, HR +50%, UNIV +1%.  Besides national
trends, the fluctuations in student numbers  among  the  colleges
are  in  part  due  to enrollment caps enacted as a result of the
last Self-Study.

The number of freshman applications received in 1986 was  13,642,
of  which  8,672 were accepted and 4051 enrolled (see Table 4-1).
While the number of applications  has  increased,  the  yield  of
those accepting the offer of admission has declined steadily from
66.8  percent in 1976 to 46.7 percent in 1986.  Transfer applica-
tions received in 1986 numbered 2023; of  the  applicants,  1,346
accepted with 55.9 percent enrolled since 1976 (see Table 4-2).

There  has been a substantial increase in the mean SAT scores for
entering freshmen since  1977  (see  Table  4-4).    Scores  have
increased  56  points  from  1047  to 1103 (Verbal, up 27 points,
Math, up 29 points) at a time when the national mean  SAT  scores
increased  7  points  from  899 to 906.   (The mean SAT score for
VPI&SU's freshman class of 1987  is  1121,  thus  continuing  the
trend seen in recent years.)
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.4   Selected Characteristics of Enrolling Students
-txt-
The  following  four  tables  (4-5  to  4-8)  provide an academic
profile of the class of 1990 by college.   Table 4-9  provides  a
20-year  review  of  the  class rank distribution of the entering
freshman class.  Table 4-10 contains projections of  high  school
graduates in Virginia for the period 1976-95.

Table  4-11   provides a view of on-campus enrollment by race for
the five years 1982-1986.  Table 4-12 provides an analysis of the
disposition of black, other minority, and white applications  for
admission  in  the  years  1979-1986.    Table  4-13 provides the
academic profiles of those freshman students entering  VPI&SU  in
the years 1979-1986.

Since  admission  is competitive, VPI&SU does not offer admission
to all "qualified" freshman applicants.  The level of competition
is determined by the enrollment  targets,  the  number  of  seats
available in high-demand areas, and the number of students apply-
ing  for  admission.    Several  of the University's colleges and
departments cannot accommodate all the qualified students  apply-
ing  for admission.  As a result, applicants offered admission to
these restricted areas will present  a  higher  academic  profile
than do applicants offered admission to other programs.

The  major  criteria  in every admissions decision, in descending
importance, are the following:   the level of  courses  completed
and  the  grades received, class rank, SAT scores (with consider-
ation of the major or majors selected), followed by  extracurric-
ular  activities,  and  recommendations.    The  strength  of the
applicant pool determines, to a great degree, the  overall  level
of student ability at the University.

The Self-Study committee examined responses to the faculty survey
statement  indicating admissions standards should be raised.  The
responses were distributed as follows:   Disagree -  11  percent;
Tend  to  Disagree  - 32 percent, Tend to Agree - 36 percent; and
Agree - 21 percent.  One might say, then,  that  there  is,  some
support  for  increasing  standards  (57 percent vs. 43 percent),
although relatively small groups (11 percent and 21 percent) feel
strongly about the matter.

Significant differences in responses were found by rank, years of
service, and college.  Assistant professors and  professors  were
more  likely  to  support  raising standards (the Agree + Tend to
Agree combination was 61 percent).    Similarly  those  here  0-5
years  and  those  here over 30 years were more likely to support
increased standards (the Agree + Tend to Agree combination was 63
percent).  As might be expected, those colleges currently  enjoy-
ing  a surplus of applicants to available spaces favor increasing
admissions standards, while the colleges experiencing a dearth of
applicants are reluctant to raise admissions  standards  further.
Among  the  colleges, faculty in Architecture, Arts and Sciences,
Business, Engineering, and Veterinary Medicine are more likely to
support raising standards than faculty in  Agriculture  and  Life
Sciences,  Education,  and Human Resources.  The highest combined
Agree percentages were in  Architecture  and  Arts  and  Sciences
(both  68  percent)  and  the highest Disagree combination was in
Education (69 percent).  Some faculty perceive raising  standards
as  an  opportunity  to  improve  the quality of classroom inter-
action, which would allow for a corresponding increase  in  their
level  of teaching.  Others perceive such action as forsaking the
University's land grant obligation to educating all  citizens  of
the  Commonwealth further.   (In 1976, by contrast, 67 percent of
the faculty felt that admission standards should be raised.)
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.5   Size of the University
-txt-
The  1976  Self-Study  revealed  much  sentiment  among  faculty,
students,  and  administrators  for  leveling  off  the   student
population  at 20,000, a figure that was surpassed just two years
later when overall University  enrollment  jumped  to  20,261  in
1978.   By 1986, enrollment was at 22,345, a figure substantially
in excess of the projection of a decade before (see Table 4-14).

It should be noted, however, that the  1976  Self-Study  tempered
its  recommendation  about  the  20,000 student limit by stating,
"Were growth to occur  past  that  objective,  it  would  be  for
purposes  of increasing the number of graduate students or adding
specialized curricula not now being taught  at  the  University."
Additionally,  the 1976 recommendation is couched in terms of the
"immediate future," a phrase that is never defined.

The data in Table 4-14 indicate that much of the growth above the
20,000 figure was indeed caused by an increase  at  the  graduate
level  (1,034  of  the 2,345 excess above 20,000) and specialized
curricula (319 of the excess), while the excess of undergraduates
is about a thousand students.  The increase in graduate  students
came  about because the University (faculty research commitments,
sponsored programs,  etc.)    and  the  Commonwealth  (SCHEV,  in
particular)  wanted  graduate enrollments to grow; the opening of
the College of Veterinary Medicine, of course, is responsible for
"specialized curricula" increase.

The Self-Study committee noted that there is currently much  less
controversy about the size of the University than was the case in
1976  when  the  enrollment  had  been increasing for a decade by
roughly a thousand students annually.    To  some,  it  may  have
appeared  that the University was "ballooning" out of all propor-
tion, at the expense of educational quality.  However, the growth
in student enrollment over this past decade has  been  modest  in
comparison with that of 1966-76.  The committee is very concerned
that  over  the past decade, especially since 1979, the number of
sections of classes offered by the University has  decreased  and
the  average  section  size has increased.  According to a report
prepared by the Office of  Institutional  Research  and  Planning
Analysis  (OIRPA),  "in  Fall  1979, the University offered 1,735
classroom sections with an average of 37  students  per  section.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.5   Size of the University
-txt-
In  Fall  1985,  with  1,157 more student registrations in lower-
division classes, the University offered 179 fewer sections, each
an average of 14 percent larger than in 1979."* Another study  on
 ----------------------------------------------------------------
*   Virginia Polytechnic Institute and State  University,  Office
    of  Institutional  Research  and  Planning Analysis, "Section
    Size Distributions," IRPA Vol. 86, No. 50, February 26, 1986.
 ----------------------------------------------------------------
the subject of escalating class size concludes "there is a dearth
of  information  on  'how large is too large,' that is 'When does
the size of a section negatively influence  learning?'    But  it
does  seem  appropriate  to ask the question:   If the University
grows in enrollment, how will  additional  students  be  accommo-
dated?"*
 ----------------------------------------------------------------
*   Virginia  Polytechnic  Institute and State University, Office
    of Institutional Research and Planning Analysis,  "Trends  in
    Increased  Section  Size at Virginia Tech," IRPA Vol. 86, No.
    42, January 22, 1986.
 ----------------------------------------------------------------
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.5   Size of the University
-rec-
Recommendation 4-2:   Given  no  particular  rationale  for   the
    on-campus  enrollment to grow beyond the current level, it is
    recommended that the "creeping inflation" in enrollment  over
    the  past  five years be stopped, and that in the future, the
    administration be more open in regard to policies that govern
    the number of students admitted each year.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.6   Recruiting of Students
-txt-
The University currently engages in  a  great  deal  of  activity
designed  to  recruit  students  in general and to recruit gifted
students and minority students in particular.  However, this  has
not  always  been  the  case.    The University has only recently
acknowledged that the role of the Admissions Office ought not  be
that  of a gatekeeper, but rather to attract, recruit, and enroll
an academically talented, and  socially  and  ethnically  diverse
student body.  Also, each of the colleges mails its own packet of
materials  (which,  by the way, vary widely in content, aesthetic
appeal, and professionalism of printing) to prospective students,
along  with  the  University  admissions  application.    Various
assistant/associate deans have considerable recruitment responsi-
bilities  on  behalf  of  their  respective colleges.   Among the
recruiting activities pursued by the  University  are  visits  to
high  schools  by  admissions  staff,  participation  in national
college fairs, open houses for prospective students, direct  mail
marketing  to prospective students through the use of the College
Board's Student Search Service.  Additionally, some colleges  and
departments have open houses at various times during the academic
year  to  provide  information  for  top  percentages of students
offered  admission,  while  others  actively   recruit   superior
students  through recruiting trips by college personnel.  Because
more than one office is  thus  involved  in  recruiting  efforts,
there  is some fragmentation in the whole effort.  This is unfor-
tunate because, as Tables 4-1 and 4-2  show,  there  has  been  a
steady  decrease in yield from the applicant pool over the years.
VPI&SU is obviously competing with more colleges and universities
for an academically more talented applicant pool than  it  was  a
decade  ago,  and  it  needs  a strong recruiting effort to do so
successfully.  To attract superior students,  the  University  at
the  present  time  invites 75-100 applicants to campus for tests
used to award one  $3,000  renewable  scholarship,  15  renewable
$2,000  scholarships,  and  35 non-renewable $1,000 scholarships.

In addition, the College of Engineering awards  between  200  and
300  $1,000  non-renewable  Marshall  Hahn Scholarships, based on
credentials and paper  applications  only;  and  the  College  of
Business  awards  37  $1,000 non-renewable R. B. Pamplin Scholar-
ships (35) and Charles M.   "Buddy"  Neviaser  Scholarships  (2),
based on credentials and on applications.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.6   Recruiting of Students
-txt-
The  Self-Study  committee has some concerns that 75-100 students
were asked to take additional tests for 16 scholarships  of  over
$1,000.    The  amount  of  these scholarships has not changed in
seven years  and  their  value  has  diminished  with  increasing
tuition.    Is  the  additional  testing  necessary for these few
awards?  Could the awards be made, as many collegiate awards are,
based on credentials?  Could the administrative  expense  of  the
current  competition  be  channeled  into  a  special non-testing
recruitment event,  summer-enrichment  programs,  or  other  such
programs  that  reach  a broader audience?   (The committee would
like to call attention to a recent report based on the admissions
class of the fall  of  1985.    Although  some  frequently-listed
factors  such  as  convenience of location and institutional size
are relatively fixed, other  common  reasons  for  not  attending
VPI&SU  included  academic  reputation and prestige and financial
aid.   Significantly, the respondents citing  financial  aid  and
special   programsggHonors,   Study   Abroadggwere  the  stronger
students.)*
 ----------------------------------------------------------------
*   Virginia Polytechnic Institute and State  University,  Office
    of  Institutional  Research  and  Planning Analysis, "Reasons
    Given by New Freshmen Applicants for Not  Attending  Virginia
    Tech," IRPA Vol. 86, No. 39, January 1986.
 ----------------------------------------------------------------

The  recruiting  of  minorities,  especially  black students, has
intensified in recent years with the University's  commitment  to
meeting  the  Commonwealth's goal of equalizing the college-going
rate of black and white Virginians.  Among such recruiting activ-
ities are:

*   special mailings to black high school seniors, based on lists
    obtained from sources like the National  Achievement  Program
    for  Outstanding  Negro  Students  and  the  College Entrance
    Examination Board;

*   interview sessions  sponsored  by  the  National  Scholarship
    Service  and  Fund  for  Negro  Students  and the Educational
    Opportunity Center of Washington, D.C.;

*   orientation programs (held on campus) in  the  fall  and  the
    spring to which prospective minority students are invited;

*   visits  by  University recruiters to high schools and college
    fairs; and

*   the general distribution of a black student  brochure,  which
    highlights academic and social aspects of the University from
    the perspective of the black student.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.6   Recruiting of Students
-txt-
Of  particular  interest in this area is a pilot program with the
Fairfax County school system, which targets black  seventh  grade
students for participation in an early intervention program.  The
AIMS  (Alliance  for  Increasing Minority Success) program has as
its incentive  for  participation  and  successful  completion  a
guarantee of admission to VPI&SU.  Various colleges, particularly
Engineering, Business, and Education, sponsor additional efforts.

While the University has enjoyed considerable success in attract-
ing more gifted students in the decade since the last Self-Study,
the  committee  is disappointed that the number of black students
enrolled at VPI&SU in 1987 is about the samegg738, down  slightly
from  762  in  1982ggas  it was five years previously.  A similar
situation, evidently, exists throughout the Commonwealth  and  in
much  of  the  rest  of the nation.   The Washington Post (22 May
1987), for example, reported that ". . . figures from the Depart-
ment of Education show that, 14 years after Virginia and  several
other  states  were  ordered  to  desegregate  their colleges and
universities, progress is scattered and tenuous."   Whatever  the
reasons  for  the failure of more blacks to enroll at VPI&SU (the
committee notes that it is fashionable to talk of  the  Universi-
ty's  rural  location  and  overall  "white"  orientation in this
regard), the University must continue to recruit minorities  with
vigor and imagination.

A  final  concern  to  the  institution on recruiting of students
generally should be the decline in  the  number  of  high  school
graduates projected for the Commonwealth of Virginia beginning in
1989  and  continuing  beyond 1995 (Table 4-10).   This projected
decline  coupled  with  the  increased  size,  stature,  and  the
expanded  recruiting  activities  of  such  institutions as James
Madison University highlight  the  need  to  increase  University
recruitment.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.6   Recruiting of Students
-rec-
Recommendation 4-3:   That  the  University  review  the  present
    staffing level of  the  Undergraduate  Admissions  Office  in
    light  of  its increased recruiting and programming responsi-
    bilities, and allocate to the  Admissions  Office  sufficient
    financial  and  personnel  resources  to  compete  with other
    institutions  in  the  Commonwealth  for  students  of   high
    academic quality.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.6   Recruiting of Students
-rec-
Recommendation 4-4:   That  a committee be appointed to study the
    whole matter  of  recruiting,  with  particular  emphasis  on
    greater  coordination  of the efforts of the various colleges
    and the Admissions Office.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.6   Recruiting of Students
-rec-
Recommendation 4-5:   That the University survey freshman  appli-
    cants  who  choose not to attend VPI&SU to reassess perceived
    relative strengths and weaknesses, and  share  these  results
    with the campus community.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.6   Recruiting of Students
-rec-
Recommendation 4-6:   That the University strengthen and increase
    its  efforts  to  attract, recruit, enroll, and retain to the
    point of graduation a substantially larger  number  of  black
    Virginians.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.7   Academic Eligibility
-txt-
For  the purposes of this Self-Study, the Office of Institutional
Research compiled IRPA Report #67, 1986-87, "Academic Continuance
Policies of Peer Institutions."  Fourteen other institutions were
contacted about minimum grade point averages for  good  standing,
timing  of  dismissal,  and criteria for readmission.   The other
universities were Duke,  University  of  Georgia,  University  of
Illinois, University of Maryland, University of North Carolina at
Chapel   Hill,  North  Carolina  State,  Ohio  State  University,
Pennsylvania State University, Princeton, Purdue,  University  of
Tennessee,  Texas  A & M, University of Virginia, and the College
of William and Mary.

Like VPI&SU, most of these 14 institutions used  grades  only  to
determine  an  academic drop.  However, unlike VPI&SU, most other
schools  administered  the  drop  more  than  once  a   year   to
non-freshmen,  required  more  than  a  specified  time  out  for
readmission, and did  not  automatically  permit  summer  session
attendance following a spring drop (see Table 4-15).
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.7   Academic Eligibility
-rec-
Recommendation 4-7:   That  a  committee composed of the academic
    deans, the registrar, the  associate  provost,  faculty,  and
    students  re-examine the current drop procedures and criteria
    for readmission for the  semester  calendar,  reconsider  the
    "year  out  only"  requirement  for readmission, consider the
    appropriateness of administering the drop  for  junior-senior
    students  after each semester, and make appropriate recommen-
    dations to the Commission on Undergraduate Studies.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.8   Attrition, Retention
-txt-
The 1975-76 Self-Study suggested that the University begin study-
ing the matter of student attrition:  if attrition was a problem,
then what were its causes?  The report of a 1984 ad hoc Committee
on Measures to Minimize Undergraduate Attrition showed  that  the
first-year  retention  rate  (approximately 87.5 percent) and the
five-year graduate rate (64.5 percent) for VPI&SU  students  were
well  above  national  figures  for  four-year  institutions with
selective admissions policies (see Table 4-16).

Obviously, there is a disparity in freshman-attrition and  gradu-
ation  rates  for  black  and white students at the University, a
disparity that some attribute to VPI&SU's environment, the  small
number  of  black  students, and the academic preparation of many
black students.

To address this  disparity,  the  University  has  implemented  a
number  of retention intervention activities.  Two activities are
the  Summer  Transition  Program  (STP)  and  the  Virginia  Tech
Academic  Success Program (V-TASP), both of which serve high-risk
black and white students.  The major intervention activity, which
benefits all students, is the Freshman Rule, a policy implemented
in 1986, "intended to assist students who, during their  freshman
year,  are enrolled in courses for which they are ill prepared or
are initially enrolled in majors that they subsequently change."*
 ----------------------------------------------------------------
*   Virginia Polytechnic Institute and State University,  General
    Catalog 1987-88 (Blacksburg, 1986), 34.
 ----------------------------------------------------------------
The Freshman Rule allows students to omit up to six hours of F or
D  course  work  from their freshman-year QCA calculation.  It is
anticipated that this policy will help  first-year  students  who
have trouble making the jump from secondary school to university-
level  work,  or those who have chosen their major without proper
consideration of their  intellectual  strengths  and  weaknesses.
Initial,  and  partial,  statistics  from the College of Arts and
Sciences on  usage  of  the  Freshman  Rule  during  the  1986-87
academic  year  indicate  that  the rule is being used heavily to
remove  grades  of  F,  in  mathggespeciallyggand  some   science
courses, from QCA calculations; it is thought that this will have
considerable impact on attrition statistics.

It  is the opinion of the Self-Study committee that attrition and
retention are not problems at  VPI&SU  when  this  university  is
compared to other highly selective public institutions.  However,
the committee is concerned that the Summer Transition Program and
the  Virginia  Tech Academic Success Program are currently funded
by the State Council of Higher Education and that such funding is
"soft" in nature.  The committee therefore  makes  the  following
recommendation:
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.8   Attrition, Retention
-rec-
Recommendation 4-8:   That the University demonstrate its ongoing
    commitment  to student retention, especially minority student
    retention, by arranging "hard" funding for the STP and V-TASP
    programs.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.9   Scholarships and Financial Aid
-txt-
Scholarships and financial aid serve several purposes,  including
recruitment  of gifted and minority students, retention, recogni-
tion, program support,  and  emergency  support.    Additionally,
scholarships  and  financial  aid  are  regulated  by  University
policies, which currently require students to be enrolled for  at
least  12  credits  each  term, to pass a total of 38 credits per
academic year, to meet the University academic eligibility sched-
ule with respect to credits attempted or transferred and QCA, and
to be limited to 15 quarters of aid or scholarships, with the two
terms of summer school counting as one quarter.

Through the Office of  Scholarships  and  Financial  Aid,  VPI&SU
administers  a  comprehensive  financial  aid program that totals
$43.3 million a year.   Undergraduate students  receive  approxi-
mately  $24  million  (56  percent)  of  the total.   This amount
includes $11.5 million  in  grants  (including  $2.2  million  to
University-generated  merit  scholarships), $10 million in loans,
and $2.5 million in employment.   Fifty-seven percent  of  VPI&SU
students  receive  some  form  of student aid.   In terms of both
total aid dollars and unduplicated recipients,  the  University's
financial  aid  program is significantly larger than those of the
other state-supported universities in Virginia.

However, a number of problems  appear  to  hinder  the  program's
overall effectiveness and impact.

First,  despite  the  superior computing facilities at VPI&SU and
the conscientious efforts of  the  staff  to  utilize  them,  the
Office  of  Scholarships  and  Financial Aid continues to provide
less than satisfactory service to aid  recipients  due  to  gross
understaffing.    The  office  has  a staff of 13, including four
administrative faculty.   By  comparison,  Virginia  Commonwealth
University,  which  administers a program less than half the size
of VPI&SU's, employs a staff of 28 to 30, including  10  adminis-
trative  faculty.   Moreover, new federal regulations now require
increased verification and reporting  for  billing  purposes,  as
well  as  increased  services and information flow to aid recipi-
ents.   Failure to comply with  these  regulations  in  a  timely
fashion could result in a loss of future funding or costly delays
in reimbursements.  The office at present has neither the systems
capability  nor  the  staff  to  run  comprehensive  aid  package
simulations needed if it is to best serve the aid applicant.   In
some  instances,  prospective  freshmen  and  their  parents  are
receiving critical aid award information too late to  be  assured
of support before being required to make an admissions acceptance
decision.    This situation has a particularly negative impact on
attempts to attract financially disadvantaged minority students.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.9   Scholarships and Financial Aid
-rec-
Recommendation 4-9:   That the University upgrade support of  the
    Office  of  Scholarships  and Financial Aid by increasing the
    size of its professional staff and allocating operating funds
    for computer support software and services.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.9   Scholarships and Financial Aid
-txt-
Second, it is apparent in view of recent (ca. June 1987)  revela-
tions in the press that a number of recipients of athletic schol-
arships are not making "normal progress toward a degree."
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.9   Scholarships and Financial Aid
-rec-
Recommendation 4-10:   That  the  definition  of "normal progress
    toward a degree" be expanded to include the  selection  of  a
    reasonable sequence of degree-oriented courses by the recipi-
    ent when applying eligibility policies for the continuance of
    aid or scholarships.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.9   Scholarships and Financial Aid
-txt-
Third,  VPI&SU does not currently have sufficient funding to meet
adequately the standard scholarship and financial  aid  purposes,
i.e.,  recruiting,  retention, etc.   Scholarship funds at VPI&SU
total $2.2 million a year, of which $1.1 million are for athletic
scholarships (see Table 4-17).  The Virginia Tech Foundation  has
about  182  named,  endowed  scholarships, the total endowment of
which is $15.9 million, which should generate at least $754,000 a
year.   Over one-half the  total  endowment  is  in  four  funds:
Distinguished  University Scholars, Cunningham, Powell, and Seay.
In addition, the Foundation has about 318 scholarships which  are
not endowed, for a total of approximately 500 scholarships.

The College of Engineering and the Athletic Association have been
relatively  successful in raising funds for scholarships compared
to the other colleges.   The College of Engineering  has  a  long
history  of  successful  alumni,  has  kept in close contact with
them, and has given prominent notice to both major achievers  and
major  donors.  The Athletic Association has also been successful
in raising  scholarship  funds  through  constant  promotion  and
contacts  with  potential  supporters.   The Association solicits
funds in all amounts, and is able to recognize major donors  with
various  perquisites,  ranging  from plaques to parking spaces to
indoor seating.  Perhaps the techniques that have led to  success
for  the  College  of  Engineering  and  the Athletic Association
should be studied for potential adaptation by all colleges of the
University to raise scholarship funds.

The fact that one-half of the VPI&SU scholarships funds are  used
for  athletes  is a strong commentary on the University's failure
to secure adequate funding for academic scholarships  (see  Table
4-18).  This statistic is a sobering reminder that the University
must  demonstrate  more vividly its commitment to academic excel-
lence by seeking and obtaining additional resources for  academic
scholarships.

The  data in tables 4-17 and 4-19 indicate that scholarship funds
grew from $1,446,752 in 1982-83  to  $1,872,017  in  1986-87,  an
increase  of $400,000.  The largest growth was in athletic schol-
arships, which increased by over $347,000.   The  data  in  these
tables  also  indicate  that  growth  in  scholarship funding was
consistent across the five-year period for athletic  scholarships
as  well  as  for  the  categories  "Admissions and Competition,"
"Engineering," and "Non-University."   For  the  category  "Other
University/Departmental,"  there  was  a decrease in funding from
1982-83 to 1983-84, but a steady  increase  almost  back  to  the
1982-83 level.

A very specific shortcoming in scholarship funding is the absence
of any  University-level  scholarship  that  recognizes  superior
performance  at  VPI&SU.    That  is,  all University merit-based
scholarships are tied to freshman recruitment.   The  recognition
for  performance  is  in  the  form of a renewal of a recruitment
scholarship, which is based on a 3.0-3.4 QCA, a grade achievement
that is not unusual for many students.    It  was  noted  by  the
Self-Study  committee  that at a recent Founders Day, outstanding
seniors in each college were recognized; none of these  outstand-
ing  students  had received a recruiting scholarship and none had
been honored with a University-wide scholarship during their four
years at VPI&SU.   However, several  had  received  college-level
scholarships.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.9   Scholarships and Financial Aid
-rec-
Recommendation 4-11:   That  the  University increase its funding
    for scholarships to recruit gifted and minority students,  to
    retain  promising students, to support special endeavors like
    the Honors Program, and to provide discretionary funding  for
    students confronted by unusual, emergency circumstances.
-end-
     
-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.9   Scholarships and Financial Aid
-txt-
Finally,  because  only insignificant funding exists for interna-
tional students, the number of  international  undergraduates  is
likely to remain small.  These students tend to be among the most
severely  screened  of  all  students  enrolled.   Their academic
records are superior to any other major "ethnic group" at VPI&SU.
These students are deserving of academic scholarships  and  often
exhibit  high financial need.  As the University seeks to develop
its international  dimension  and  reputation,  the  presence  of
international  students  on campus becomes an important bridge to
international understanding.  Modest funds are needed  to  recog-
nize and assist international students.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.9   Scholarships and Financial Aid
-rec-
Recommendation 4-12:   That   the   University  seek  scholarship
    funding for international students from former  international
    students,  from international businesses located in Virginia,
    and from carefully selected individuals with special interest
    in international students.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.1  Admissions
-sub-
4-2.1.10   Student Records
-txt-
The VPI&SU Office of  the  Registrar  maintains  permanent  grade
transcripts  for  all  students who have enrolled at this univer-
sity.  Admission files are also retained for two years  following
graduation or five years following termination of enrollment.

Since  1976,  when  a  student information computer data base was
brought into existence, VPI&SU has become increasingly reliant on
computer "files," rather than  on  paper  records;  however,  the
University continues to maintain a complete backup system in case
of  destruction  or failure of the computer system.  In addition,
the University implements and publishes standards for release  of
and  for  access  to  the  information in adherence to the Family
Rights and Privacy Act of  1974.    These  standards  cover  such
matters  as  the  type  of  information  that will be part of the
permanent transcript, as well as the type of information that may
be released without the  written  permission  of  the  individual
concerned.    Users  in  academic  offices  are made aware of the
rights of the individual as stipulated in the Privacy Act and  of
the consequences to the University if a violation occurs.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.1   The University Core
-txt-
Among  the  many  suggestions  in  the 1975-76 Self-Study was one
asking the University "to ascertain whether  the  general  educa-
tional  requirements  of the colleges are adequate."  In response
to this and other stimuli,  a  University  Committee  on  Liberal
Education  and  the  Professions (dubbed the "Collins Committee,"
for its chair, University  Distinguished  Professor  Emeritus  of
Physics  George B. Collins) recommended on 24 November 1981 "that
the faculty adopt a University-wide  required  Liberal  Education
Curriculum,  which  will  give  the  same  force,  coherence, and
purpose to liberal education and the pursuit of  critical  intel-
lectual  skills  that  core  curricula in the colleges afford our
special  education  and  the  pursuit  of  specific  professional
skills."    The result of this recommendation was launched in the
1985-86 academic  year  as  the  University  Core  Curriculum,  a
distribution  of  requirements  in  such  basic areas as English,
foreign languages, mathematics, the natural  sciences  (including
laboratory  work),  the  social  and behavioral sciences, and the
humanities and arts.  The Collins Committee recognized  the  need
to  have  a  central university-wide thrust administered from the
Provost's office in implementing the  Core  and  in  creating  an
environment that would attract the senior and experienced faculty
into  the  adaptation  of existing courses and development of new
courses appropriate to that curriculum.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.1   The University Core
-txt-
Perhaps predictably, the University Core in its  infancy  is  now
being  subjected to a number of growing pains.  In the transition
to  the  semester  system,  the  Provost's  office  requested   a
50-percent  reduction  in  the  number  of courses offered in the
humanities and fine arts areas,  a  process  that  has  not  been
without  difficulties.   One such difficulty can be seen in these
words from a letter to the committee from faculty in  the  Center
for  Programs  in  the  Humanities  in  the  College  of Arts and
Sciences:

   Despite the fact the Collins Report . . . cites the courses
   of the Humanities Center as  models  for  interdisciplinary
   work  throughout  the  curriculum,  the  Center.  . . . was
   allowed [by the College of Arts  and  Sciences]  to  submit
   only   two  'internal'  and  two  'external'  groupings  of
   courses.  This limitation goes against the  very  grain  of
   the  Collins  Report.    We  object  to  what appears to be
   arbitrary numerical quotas for  courses  submitted  by  the
   departments and to the shortsightedness of this policy.

A  different  sort of apparent problem is evident in the concerns
voiced in the spring term of the 1986-87 school year  by  student
representatives  on the Commission on Undergraduate Studies about
the number of University Core courses being  taught  by  graduate
teaching  assistants.    (The response from the Provost indicated
that (1) many graduate teaching assistants are  excellent  teach-
ers,  and (2) we [the University] have an obligation to teach the
graduate assistants how to teach.)

Still another type of problem  centers  on  the  availability  of
undergraduate courses that have achieved the unofficial status of
University-wide  core  courses.    For  example, Public Speaking,
taught by the Department of Communications Studies,  is  required
or strongly recommended by nearly every college in the University
and  the  difficulty of getting into a Public Speaking section is
the subject of much complaint.  In fact, the  SACS  accreditation
guidelines  clearly state that institutions must have a core that
provides  competence  in  oral  communication  (an  echo  of  the
Carnegie  Commission's  report  on undergraduate education, which
states "proficiency in the written and the  spoken  word  is  the
first  prerequisite  for  a  college-level  education").   Public
Speaking at VPI&SU has become, in effect, a de facto core  course
and  the  Department  of  Communication Studies struggles to meet
this service obligation without  the  committment  of  sufficient
University resources to meet the enrollment demand.

There  are, obviously, faculty and students who believe there are
problems with the University Core and the  manner  in  which  the
transition  to  the  semester  system is being handled.  There is
also some question about the commitment of the University to  the
concept  of  a University Core, despite the fact that the faculty
and student responses on the Self-Study questionnaires, 3.33  and
3.14 respectively, were very strongly in favor of the proposition
"The  University-wide  core  curriculum  should  continue  to  be
required for all undergraduate students."
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.1   The University Core
-txt-
Clearly, during implementation of the Core momentum  has  lagged.
In  a memo from the President's office (Policy Memorandum No. 44,
January 31, 1983) dealing with implementation, the discussion was
in terms of "current financial and  other  constraints  upon  the
University making it impossible to implement, at the outset, much
in  the  way  of new courses, new staffing, or new administrative
structures called for in the (Collins) Report",  and  "Initially,
course sequences or clusters in the core curriculum will be drawn
from  existing  course offerings."  In spite of the stress in the
Collins Report on the fact that existing courses alone would  not
be  sufficient,  the  program was launched using existing courses
with a clear message that new development was not  being  encour-
aged in any way.

During  the  year  that preceded the launching of the Core, given
the directive from the President's office,  it  was  business  as
usual in many of the departments.  Sequences and/or clusters were
submitted  that  were  precisely the courses that had been taught
for years with no widespread attempt to adapt or modify offerings
to better meet the spirit of the Core.  As 1987 draws to a close,
there are, indeed, many indications that all is not well with the
University Core Curriculum.

The fire and excitement that accompanied the  original  recommen-
dations  coming  out of the Collins Report must be fanned back to
life.  If the concept of a University Core Curriculum  is  impor-
tant,  then  it  deserves some of the support that was originally
called for in developing new courses,  new  teaching  techniques,
and  in providing a forum for experienced, distinguished teachers
in the University community.

For the record, some concerns being voiced within the  University
community are the following:

*   Not  all the sequences or clusters are being taught according
    to the commitments at the time the Core was approved,  making
    the  scheduling  and completing of the requirements difficult
    for the students.

*   There is no uniform and consistent evaluation of  the  effec-
    tiveness  of  the  Core offerings across the various colleges
    and departments offering the courses.

*   Even though the Core is a University  program,  colleges  are
    being  allowed to impose restrictions on the University Core,
    thus denying students access to some  of  the  sequences  and
    clusters  associated with the University Core.  This suggests
    the  Collins  Committee  was  correct  in   emphasizing   the
    university-level administration of the core.

The  Committee  concludes that the University Core is not serving
the purpose for which it was initiated:  instead of being a "core
of liberal education," the Core is little more  than  a  distrib-
ution  requirement.   The Core needs to be examined, revitalized,
and changed as needed to improve its contribution to  the  educa-
tional process of the University.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.1   The University Core
-rec-
Recommendation 4-13:   That  the Office of the University Provost
    assert its control over the administration of the  University
    Core  Curriculum;  establish and operate a proper set of Core
    offerings; evaluate the wisdom of the mandated  reduction  in
    the number of Core offerings which was established to facili-
    tate  the  semester  conversion; and ensure that Core courses
    are offered regularly.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-txt-
While it is the responsibility of the University Council to  give
final approval to all academic programs and policies, the Commis-
sion  on  Undergraduate  Studies  (CUS) has been charged with the
review of proposals and the formulation of policies  that  relate
to undergraduate study.  The Commission is comprised of:

*   the Provost as chair

*   the following voting members:

    -   the deans of the undergraduate colleges,

    -   one   elected  faculty  member  from  each  undergraduate
        college,

    -   three faculty senators,

    -   the  Chairperson  of  Academic  Affairs  of  the  Student
        Government Association, and

    -   three   students  selected  by  the  SGA  President  from
        nominations by the colleges.

In practice, the deans delegate  their  responsibility  to  their
respective  assistant/associate deans for undergraduate programs;
and a number of other members of the  administration  customarily
meet with the CUS in a non-voting capacity:  an assistant provost
(as secretary), the director of admissions, the associate provost
for student systems, and the assistant to the provost.

Pursuant   to   its   charge,   the   CUS   has   three  standing
committeesggFaculty-Authored Textbooks, Course Criteria, and Core
Curriculumggeach of which reviews  proposals  that  originate  in
departments  and,  after approval by the curriculum committees of
the  respective  colleges,  makes  recommendations  to  the  full
Commission.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-subsub-
4-2.2.2.1  Faculty-Authored Textbooks
-txt-
This committee, chaired by a member of the CUS, reviews proposals
to  use  textbooks  authored by VPI&SU faculty.   Customarily the
approval is initially for one year, then renewed for a  four-year
period provided there are sufficient adoptions at other universi-
ties.    This  procedure seems to be working well, and no changes
are recommended.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-subsub-
4-2.2.2.2  Course Criteria
-txt-
This committee provides orderly review of  undergraduate  courses
and programs, which ensures consistency of standards and expecta-
tions,   coherence   of   programs,  and  minimizes  duplication.
Additionally, it  monitors  changes  in  graduation  checksheets,
which  ensures  that  students  and  other  affected  departments
receive timely notice of changes in graduation requirements.   It
is  chaired  by  one of the college assistant/associate deans for
undergraduate programs and comprised  of  the  faculty  represen-
tatives from the undergraduate colleges.

Curriculum  proposals typically originate at the department level
and are passed by the appropriate college  curriculum  committee,
after  which they are circulated to the deans of all the colleges
for a 30-day review.   The Course Criteria  Committee  makes  its
recommendation  to  the  CUS for action before ultimate consider-
ation by University Council.  The 1975-76 Self-Study  found  this
procedure to be unnecessarily time-consuming and recommended ways
to  improve  its  efficiency  and  to keep the faculty more fully
current on the progress of proposals.

Two innovations have been  implemented  to  make  the  curriculum
review  process  more  efficient.   The creation of the Committee
itself has  allowed  for  a  substantive  consideration  of  each
proposal  while  the  CUS  is  free  to concentrate on matters of
policy.  Further, the use of PROFS  to  transmit  and  store  the
proposals  themselves  has  aided in regularizing the format, has
reduced the number of hard copies that need to be generated,  and
has  made  recommended  changes  much easier to implement.   This
increased efficiency has had the unintended side effect, however,
of reducing the visibility of the  proposals  during  the  30-day
waiting  period.    In order to minimize the potential for course
duplication under such a system of passive  review,  some  proce-
dural  changes  might  be  considered.    For example, during the
30-day review period, hard copies might be provided for the  dean
(or  the  undergraduate  assistant/associate dean) of each under-
graduate college as well as for each member of the Course  Crite-
ria  Committee.    As  well,  a  line could be added to the PROFS
format, requiring the proposer to identify similar courses in the
University, if any, to explain how the proposed course is  suffi-
ciently  different  to justify its approval, and to indicate that
the other department has been notified and a  letter  of  support
solicited.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-subsub-
4-2.2.2.2  Course Criteria
-rec-
Recommendation 4-14:   That  the  Course Criteria subcommittee of
    the CUS improve the course review  and  approval  process  by
    adopting the following practices:

    *   Streamline the course approval format.

    *   Require  that  faculty  representatives  to  the CUS (who
        comprise the membership of the committee) also  serve  on
        the  Curriculum  Committee of their colleges.  This would
        reduce the delays and confusion that sometimes occur when
        a Committee member is not aware of the background  for  a
        proposal.

    *   Notify  departments when a proposal has been approved and
        can be listed in the timetable and catalog.

    *   To minimize course  proliferation,  place  a  significant
        burden  of  proof  on  a  department  wishing to retain a
        course that has not been offered in a 3-year period.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-subsub-
4-2.2.2.2  Course Criteria
-txt-
While  the  Committee's  function  with  regard  to  courses  and
programs  can  be  made  more  effective,  it seems to be working
rather well on the whole.   The  same  cannot  be  said  for  the
oversight  of graduation checksheets, where the responsibility of
the Committee is less clear and the notification by  the  depart-
ment less consistent.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-subsub-
4-2.2.2.2  Course Criteria
-rec-
Recommendation 4-15:   That  a  clear set of procedures be estab-
    lished to monitor changes in graduation checksheets.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-subsub-
4-2.2.2.3  Core Curriculum
-txt-
This committee reviews proposals and makes recommendations to the
CUS regarding proposals for the Core Curriculum.   The  committee
is chaired by the assistant provost, who serves as CUS secretary,
and  includes  faculty,  administration,  and  student  represen-
tatives.    Like  the  other  standing  committees,  it  receives
proposals  originating  with  departments  and  approved  by  the
respective college; but there  is  an  additional  step  in  this
approval  process.    Between  the  college  committees  and this
Committee is interposed a committee for each  area  of  the  Core
Curriculum:    Mathematical  Sciences,  Natural  Sciences, Social
Sciences, Arts and Humanities,  Freshman  English.    While  this
extra  step  may  have  been necessary as the Core Curriculum was
being developed and  the  proposals  in  each  area  weighed  for
consistency,  coherence,  and  appropriateness, now that the Core
Curriculum is in place the approval process  seems  unnecessarily
burdensome.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-subsub-
4-2.2.2.3  Core Curriculum
-rec-
Recommendation 4-16:   That  the Core-Curriculum approval process
    be streamlined, by the elimination of the Area Committees.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-subsub-
4-2.2.2.3  Core Curriculum
-txt-
In the matter of developing academic policies for undergraduates,
the procedures are less formal and less likely  to  percolate  up
through the department and college levels as curriculum proposals
do.    Although issues can be brought to the attention of the CUS
by any member of the University community, the likeliest  sources
of  policy  proposals  are  the  Provost  or  assistant/associate
provosts, the SGA (the assistant provost  currently  attends  the
meetings   of  the  SGA  Academic  Affairs  Committee),  and  the
assistant/associate deans for undergraduate programs  (who  meet,
unofficially,  as  a group every two weeks throughout the year to
ensure  consistency  of  treatment  for  students  in   all   the
colleges).  When an issue arises that may require CUS action, the
Provost  appoints  an  ad  hoc committee that reports to the CUS.
Once a policy has been formulated and  passed  on  to  University
Council,  the  Faculty  Senate may request a six-week deferral of
final action to investigate the matter.   In theory,  this  means
that  advice  through the Faculty Senate is purchased at the cost
of considerable delay; in practice, this has not  been  the  case
because  the  Provost currently meets regularly with the Senate's
Cabinet, apprising them of issues that may be forthcoming so  its
members  can  begin their own deliberations, if necessary, before
the policy is placed on the University Council agenda.

Thus, while no formal procedure exists  to  identify  issues  and
seek  advice  on  the formulation of policy, a number of informal
practices have developed that contribute  to  the  need  both  to
establish  avenues  to the CUS for its various constituencies and
to work with all deliberate speed.  What remains to be  developed
is  a  mechanism  whereby  the  faculty at large can be given the
opportunity to contribute to the  debate  on  matters  of  policy
before they are adopted.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.2   Role of the Commission on Undergraduate Studies
-subsub-
4-2.2.2.3  Core Curriculum
-rec-
Recommendation 4-17:   That  the  current  informal  practices of
    consultation about CUS business be maintained and, if  possi-
    ble, formalized, including the process for the timely notifi-
    cation  of the total faculty about policy matters that affect
    them.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.3   Honors Program
-txt-
An Honors Program was established at  VPI&SU  in  the  mid-1960s.
The  scope  was  "revitalized"  and  expanded in the mid-1970s to
include the current Freshman Honors Program  and  the  University
Honors  Program,  which leads to a bachelor's degree "in Honors."
These two programs, along with  several  activities  designed  to
attract  outstanding  high  school seniors to the University, are
administered by the Honors Program  office.    This  office  also
coordinates  the  University  Honors Colloquia series of seminars
and has directed Virginia's Governor's School for  the  Giftedgga
summer academic enrichment programggsince 1983.  This program has
been  a  highly  sucessful  tool  in  recruiting  gifted/talented
students to VPI&SU.

Freshman Honors Admission Requirements

Prospective Honors students are invited to join  the  program  on
the  basis  of their high school records and entrance examination
scores; the specific criteria are SAT score of 1200 with  neither
math  nor verbal score below 550 and rank in the upper 10 percent
of their high school graduating class.    Normally,  the  top  10
percent of the entering freshman class is invited to participate.
In  recent years, approximately 600 entering freshmen have quali-
fied for the Freshman Honors Program.  In addition, students  who
have  completed  at  least  one  quarter of work at VPI&SU, or at
another college, with a QCA of 3.4 or above are  eligible  to  be
admitted  to  the  Honors  Program,  while students with superior
creative ability are also considered on an individual basis.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.3   Honors Program
-txt-
University Honors Program

Upon completion of the freshman year, all students with an earned
minimum QCA of 3.4 are invited  to  join  the  University  Honors
Program.    This  group  is  usually  the  top  10 percent of the
"rising" sophomore class.  At the end of the  sophomore  year,  a
limited  number  of  students  may be admitted to candidacy for a
bachelor's degree "in  honors."    This  program  is  focused  on
independent  study  and  research in the student's major field of
interest.    Total  participation  by  sophomores,  juniors,  and
seniors averages about 600 annually.  Additional features include
a  number  of  academic privileges, such as the waiving of normal
course prerequisities (with the  approval  of  advisor,  academic
dean,  and  Honors  director), greater access to graduate courses
(including certain graduate student privileges  in  the  library)
and  special  advising programs, and the possibility of reshaping
degree requirements.

Any academic unit within  the  University  may  offer  a  program
leading  to  a  degree  "in  honors,"  subject to approval of the
Faculty Honors Advisory Committee.    At  present,  nearly  every
academic  department  offers  a degree "in honors."  Admission to
candidacy for a degree "in honors" is based on completion  of  90
to  145  quarter  hours  of  college credit, at least 15 hours of
which must have been completed at VPI&SU, an overall QCA  of  3.4
or  above,  and approval of the appropriate college, division, or
department committee.

Requirements for the degree  are  established  by  each  college,
division,  or  department,  subject  to  approval  of the Faculty
Honors  Advisory  Committee.    Minimum  requirements  include  a
minimum  of  9  hours of independent study (H4970), Undergraduate
Research (H4990), and/or graduate courses taken for undergraduate
credit, and an honors thesis, carrying a maximum of 6  additional
credits.  As a department or division option, a thesis may not be
required, and a minimum of 15 credits must be taken in supervised
independent  study and/or graduate study.  Other requirements are
a minimum of 6 credits in University  Colloquia  (UH3000)  and  a
comprehensive  departmental examination that may be based in part
on the department's Honors Reading List.

Administration of the Honors Program

The administration of the program is coordinated by the  Director
of  the Honors Program, according to regulations and requirements
established by the  University.    The  Faculty  Honors  Advisory
Committee  and  the Student Honors Advisory Committee serve in an
advisory capacity to the Director.  The Faculty  Honors  Advisory
Committee  is  composed  of the Director of the Honors Program, a
faculty member from each of  the  seven  undergraduate  colleges,
recommended  by the college dean and appointed by the Provost for
a three-year term, and four  students  from  the  Student  Honors
Advisory  Committee,  including the Chairman and Vice-Chairman of
the committee.  The Student Honors Advisory Committee has a total
of eight members; two students from each academic levelggfreshman
through seniorggselected each November through a process  similar
to that used for the Faculty Honors Advisory Committee.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.3   Honors Program
-txt-
Perceptions of the Honors Program

Reports  from  the  Director  of the Honors Program and an ad hoc
committee  appointed  by  the  Provost   have   provided   useful
background  information about the organizational structure of the
Honors Program.  The Faculty and Student  Surveys  conducted  for
the  University  Self-Study  contain data that help to illuminate
the current perceptions of the  Honors  Program  on  the  campus.
Finally,  a  draft  of a memo from the Academy of Teaching Excel-
lence to the Provost has been useful in  crystallizing  recommen-
dations.

Responses  on  the Faculty and Student surveys suggest that there
is some uncertainty about the extent to which "The Honors Program
at the University plays an adequate role in meeting the needs  of
academically  talented students."   Mean responses of both groups
were between Tend to Agree and Tend to  Disagree  (2.60  for  the
faculty  and  2.85  for the students, standard deviation 0.90 for
both groups).

Discussion with faculty, administrators,  and  students  eligible
for  the Honors Program reflects concern about the Honors Program
as presently  structured  and  administered.    Comments  include
statements  such as:  "This is an Honors Program that is no honor
to be in; the rewards are unclear to negligible."  "Participation
in the Honors courses is a good experience, but  to  have  to  go
through  the  tightly  structured program is a high price to pay,
especially since the only way for students in at  least  some  of
the  professional  colleges  to  participate in the honors degree
program is to carry overloads in credit each quarter."    "Gradu-
ation    'in    Honors'   has   no   value   to   a   prospective
employergggraduation  with  distinction   does   have   meaning."
Questions  raised  in  the  course of discussion about the Honors
Program with faculty members reflect uncertainty about the  "fit"
between  the  courses  in  the  Honors  Colloquium and a "normal"
curriculum.  For example, should 15 credits in independent study,
specified in the Honors Program, replace 5 required courses in  a
student's  curriculum?    Ideally,  the 15 credits in independent
study might replace electives, but,  in  the  tightly  structured
curricula  common in many departments, 15 credits of electives is
a luxury.  Another area of uncertainty concerns the intent of the
courses in the  Honors  Colloquiaggshould  they  be  "enrichment"
courses?    and  what  is  a  reasonable level of expectations of
students' performance?

Finally, the resources allocated to administer  the  program  are
extremely  limited.    Faculty  members  selected to teach in the
program frequently do so in addition to their normal departmental
responsibilities.   The $1300 remuneration paid  to  the  faculty
member's  department  often  is  not  adequate to hire someone of
similar caliber to replace  the  professor  who  teaches  in  the
Honors Program.

A  university  of  the caliber of VPI&SU should have a program to
stimulate and challenge the most able  students.    However,  the
rewards  should  be  consistent  with  the  costs  involved.   At
present, that is not the case, and the Honors Program  should  be
restructured.    Restructuring would provide clarification of the
purpose of the program and should include a mechanism for curric-
ular control that is clearly communicated to all members  of  the
University's  academic  community.    Such  steps  should help to
answer questions about who selects the courses to be  taught  and
the professors who teach in the Honors Program.

Additionally,  the level of resources committed by central admin-
istration to the Honors Program should be at a level that matches
the expectations for achievement.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.3   Honors Program
-rec-
Recommendation 4-18:   That the five  recommendations  concerning
    the Honors Program made by the Academy of Teaching Excellence
    (sent  20  April  1987  in  a  memo  to the President and the
    Provost) be implemented, namely:

    1.  the prestige and profile of the program must be upgraded,

    2.  a more creative grading scheme must be  used  for  honors
        courses,

    3.  the  Academy  of  Teaching  Excellence should serve as an
        honors review board,

    4.  resources must be  provided  for  students  doing  honors
        projects, and

    5.  honors  students  must  be  integrated into the main-line
        program  of  the  University  by  participating  in  such
        functions  as  seminars  and receptions for distinguished
        visiting scholars.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.4   Grades and Grade Escalation
-txt-
One of the concerns of  the  1975-76  Self-Study  was  the  rapid
escalation  of  student  grades;  however, during the past decade
this escalation has been arrested.  The quality  credit  averages
for  all  University  courses  during  the Fall Quarter for years
1966, 1967, 1971, 1972, 1973, and 1976 through 1986 is  shown  in
Figure 4-1.  These data indicate that the mean University QCA for
the past 10 years has remained almost constant at just under 2.7,
or about a B- grade.  The data also indicate that the adoption of
the  + and - grading system in the Fall of 1979 had little effect
on the grade distributions or upon the mean University QCA.

Another concern expressed in the 1975-76 Self-Study was the  lack
of  consistency  in  the  grading  practices  among  the  various
colleges within the University.  The distributions of the  grades
assigned  by  the  various  colleges in upper-division (3000- and
4000-level) courses during the Fall Quarter of 1986 are shown  in
Figure  4-2;  the corresponding QCA for these grade distributions
is shown in Figure 4-3.   Since  these  are  only  upper-division
courses,  these  grades  are  primarily  the grades that colleges
assign to their own majors.   These  data  indicate  that  little
progress  has been made toward eliminating the inconsistencies in
the grading practices among the colleges.

Some additional data were  obtained  in order to  examine further
the inconsistent  grading  practices among various colleges.  The
performance   of  college  majors  as   measured  by  the  grades
assigned  by  the  colleges  during  the  Fall  of 1986 (QCA) was
compared with the entrance credentials of the  students  admitted
to  that  college in the Fall of 1984 (SAT and high school rank).
Except for students who transfer, the  grades  assigned  in  1986
were  assigned  to  those  students who were admitted in 1984.  A
negative relationship between the student performance  (QCA)  and
the  student potential (SAT scores and high school class rank) is
illustrated in Figure 4-4.   Those colleges where  students  have
the  lower mean SAT scores tended to have the higher mean QCA and
vice versa.  It is apparent that  the  current  grading  policies
result in a negative relationship between student performance and
student  potential.    Further,  as  part  of  the exit interview
conducted by the Placement Office, the students are  asked  about
their  perception  of  duplication  of material in courses within
their curriculum, and their responses are shown  in  Figure  4-5.
The  two  colleges  which  have the highest student perception of
course duplication are the same  two  colleges  that  assign  the
highest grades.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.2  Curriculum
-sub-
4-2.2.4   Grades and Grade Escalation
-rec-
Recommendation 4-19:   That the administration take stepsggwithin
    the  limits of academic freedomggto encourage the elimination
    of inconsistent grading practices among the various colleges,
    including, perhaps, the publication for all faculty of grades
    assigned each semester by the individual colleges.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.1   Evaluation of Instruction
-txt-
After  the  1975-76  Self-Study,  efforts were made to change and
refine the system of student evaluations  of  faculty.    It  was
believed  that  a  uniform  mechanism  for  evaluation  would  be
helpful, and a common form was devised, using elements  extracted
from  the questionnaires that the various colleges had developed.
This resulted in a questionnaire available for use throughout the
University,  and  its  contents  were  approved  by  a  committee
appointed by the Provost.

While this form is available for instructor use, some departments
and  colleges  (for  example, Engineering, English, Architecture,
and Economics) prefer to use forms of their own design, which may
better suit their particular needs.  Also, there is at present no
University-wide  requirement  for  in-class  student  evaluation.
Different  colleges  and  programs  have  established  their  own
requirements, ranging from the  expectation  that  every  faculty
member  be  evaluated  in  every  course  (as  in  the College of
Business) to no requirement at all.  The University  does  recom-
mend  that  untenured  faculty  be evaluated frequently (once per
quarter), while tenured faculty may be evaluated less frequently.
Despite the lack of requirement for the tenured faculty,  experi-
ence  indicates  that a good proportion do request student evalu-
ation more or less regularly.

Evaluations may be sent to college administrators, to  department
heads,  and/or to the individual faculty member privately.  There
is no University-wide policy as to who receives  the  results  or
what  use  is  made of them.  There are no aggregated data on the
results for the faculty as a whole, but a given  run  of  depart-
mental  evaluations  will  yield  means,  and  it  is possible to
compare faculty performance within departments.

As with the use of teaching  evaluation  forms,  peer  review  of
teaching  varies  by colleges.  Some colleges indicate that it is
used  systematically  (i.e.,  Agriculture  and  Business),  while
others  leave the matter to individual departments.  For the most
part it is a rather informal process, coming more  often  in  the
context  of  guest-lectures  or  team-teaching,  rather than as a
formal observation of one instructor by another.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.1   Evaluation of Instruction
-txt-
The 1975-76 Self-Study report indicated that "Student  evaluation
of  faculty  remains  controversial,"  and this is still, to some
degree, the case.  Students generally express support of the  use
of  the in-class evaluation form as one means of assessing teach-
ing quality.  On the Self-Study questionnaire, they approved  its
use  with  a  ranking of 3.16 (standard deviation 0.88).  Faculty
members were somewhat less supportive, ranking the value  of  the
in-class written evaluation at 2.86 (standard deviation of 0.90).
However,  the  fact  that  there  is  so much variation among the
colleges in the extent and the use of the  forms,  and  the  fact
that   the  Student  Government  Association  issues  a  student-
developed guidebook to classes at Tech indicates  support  for  a
variety of evaluation mechanisms and for considerable latitude in
their frequency and use.

The  pre-graduation interview is another source of information on
the evaluation of faculty, and has yielded responses  from  about
95  percent  of  students  during  the past three years.   To the
question,  "The  teaching  in  my  department   has   been   very
good,"response has been:

                              A       TA     TD      D
          1985-86             32      51     13      4
          1984-85             29      51     13      5
          1983-84             31      48     14      5

These  responses  lead to a rather ambivalent set of conclusions,
and can be interpreted in at least two ways.  It is notable  that
about  80  percent  of all students either Agree or Tend to Agree
that the teaching has been  very  good.    However,  it  is  also
notable that about half the responses fall into the Tend to Agree
category,  indicating  that there is room for improvement.  These
responses generally held true for the individual colleges as well
as for the entire University.  (Agriculture represented the  only
exception,  with  more than half the students agreeing fully with
the statement.)
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.1   Evaluation of Instruction
-txt-
There is a widespread perception on the part of both students and
faculty that the University system of rewards does not adequately
recognize and reward faculty who are  involved  in  undergraduate
education.   To the item on the student survey, "The University's
current reward system and  working  environment  do  not  support
faculty  involvement  in  undergraduate education or its improve-
ment,"  students  responded  at  the  level  of  2.93   (standard
deviation  0.79).  Faculty were even more convinced that involve-
ment in undergraduate education is not  sufficiently  encouraged,
responding  at  the  level  of  3.03  (standard  deviation 0.84).
Support for increasing the recognition given to  teaching  is  so
strong  as  to  be  virtually universal.   To the question on the
student survey, "The weight given to  teaching  in  decisions  on
promotion,  tenure,  and  salary  should  be increased," students
responded at the level of 3.51 (standard deviation 0.68).    This
was  the  single  most strongly-supported statement on either the
student or the faculty surveys.  While it is not surprising  that
students  would  support the statement, faculty as well indicated
strong agreement.  To the comparable question on  increasing  the
weight  given  to teaching in personnel decisions, faculty agreed
at the level of 3.14 (standard deviation 0.94).  (This contrasted
sharply with a tendency to disagree with  increased  emphasis  on
research when salary and personnel decisions are made.)

University Certificates of Teaching Excellence are awarded within
colleges,  with  recipients  generally  chosen by student-faculty
committees.  The system of awarding the certificates has  changed
since  the 1975-76 Self-Study.  It was previously the policy that
each college might award the certificate to as many as 10 percent
of its faculty members.  This was changed because of a perception
that the certificate had been devalued, and a policy was  adopted
of  allowing  the smaller colleges a single certificate each, and
the larger colleges a  proportional  number.    There  is  now  a
perception  that  too few certificates are available, and that in
any year each college  has  at  least  two  individuals  who  are
deserving of recognition.

The  University's top teachers are honored through and designated
by the Academy of Teaching Excellence.    The  Academy's  primary
activity  has  been  the  support of the Honors program.   It has
expressed concern about and interest in the means by which under-
graduate instruction is evaluated and improved, but has  not  yet
defined its appropriate role in these areas.

In conclusion, opinions about undergraduate instruction at VPI&SU
range  from  generally  satisfactory  to  quite  good,  with some
individuals and programs offering exceptional instruction.   Both
students  and  faculty  have  given  strong  support to increased
recognition of outstanding undergraduate teaching, with students,
understandably, unanimous in their support.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.1   Evaluation of Instruction
-rec-
Recommendation 4-20:   That the University emphasize its  commit-
    ment to the quality of undergraduate instruction by attaching
    a  greater  weighting  to  teaching  when  making  salary and
    personnel decisions.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.1   Evaluation of Instruction
-rec-
Recommendation 4-21:   That a committee be appointed to study the
    whole   matter   of   student   and   peer   evaluation    of
    teachingggespecially     teaching    in    core    curriculum
    coursesggwith  a  view  toward  adopting  a   University-wide
    consistent mode of such evaluation.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.2   Faculty Competence
-txt-
Competence of undergraduate instruction cannot be measured by any
single  criterion,  but some sense of the state of faculty compe-
tence at VPI&SU may be derived from the numbers  and  proportions
of  faculty  holding  terminal  degrees,  the diversity of insti-
tutions represented among  the  highest  held  degrees,  and  the
perceptions   of   the  student  body  and  the  faculty  members
themselves.

The full-time teaching faculty of  VPI&SU  is  distributed  among
eight  colleges  and  the  administration (see Table 4-20).   The
earned doctorate, held by 75.8 percent  of  the  total  full-time
faculty,  is  evidence  of  a high degree of demonstrated ability
(though not necessarily  teaching  competence).    It  should  be
noted,  however,  that  in  some  fields  and  in many instances,
another degree or experience may be of equivalent value in  terms
of teaching competence.

Age,  sex,  and  race  have no direct relationships to competence
because these parameters are not related to learning or teaching.
They may become important, however, to the extent that  they  may
influence  the  degree  to  which  students are able to develop a
rapport with, identify role models in, and relate experiences to,
the faculty.  That is, the more diverse the faculty, the  greater
the likelihood that all students will identify and participate in
a  positive learning experience.  The distribution of the faculty
by rank, by sex, race, and by date of final degree  is  given  in
Table  4-21.    It  is  apparent  that  the University faculty is
predominantly male, white, and holds an earned doctorate.    That
more  than  75 percent of the total faculty and 87 percent of the
teaching faculty (administration excluded) hold earned doctorates
is, indeed, an indication of a high degree of faculty competence.

The diversity and recognized standing of institutions from  which
the  University  faculty  members  hold  their highest degrees is
another measure of the competency of  undergraduate  instruction.
The  Office  of  Institutional  Research  and  Planning  Analysis
analyzed the distribution  of  the  University's  faculty  (1,384
full-time  faculty  and  administrators  at  or above the rank of
assistant professor) in August 1983 and found that 1,176,  or  85
percent,  of  these  individuals had earned their highest degrees
from one of three major groups of institutions:    (1)  AAU,  the
52-member  American  Association  of Universities; (2) LG, the 50
Land Grant  Universities;  and  (3)  NCHEMS-1A,  the  57  "major"
research  universities  as  classified by the National Center for
Higher Educational Management Systems.  (See Table 4-22.)

Two of the best measures of faculty competence  in  undergraduate
instruction  are the perceptions by the students being taught and
by the faculty itself.   The only available  student  perceptions
are  the  responses  to  question  6 in the pre-graduation survey
reports.  The question is:  "The teaching in  my  department  has
been  very  good,"  and  the  responses  indicate a rather strong
measure of agreement (see Table 4-23).  Student rankings  of  the
quality  of  teaching  are highest for the College of Agriculture
and Life Sciences and lowest in the College of Education.

Unfortunately, there was no question on  the  Faculty  Self-Study
questionnaire directly addressing the competence of undergraduate
teaching.   Many departments conduct peer evaluation of teaching,
but these data are  not  presently  available.    Future  Faculty
Self-Study   questionnaires   should  incorporate  at  least  one
question on faculty perceptions of the competence of  undergradu-
ate instruction.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.3   Advising of Students
-txt-
In  the  decade  since the last Self-Study, the University made a
major effort to examine the state of advising within  the  under-
graduate  program.  An advising subcommittee of the Commission on
Undergraduate Studies in 1981 surveyed  student  opinion  on  the
matter  and  concluded  that  it  was "clear that the students do
perceive a need for a  more  workable  and  adequate  system  (of
advising)."    Student  comments  cited  a  variety  of problems,
ranging from a lack of information about programs  of  study  and
career choices to questions about the interest, availability, and
competence of advisors.

On  16  April 1982, the Provost asked the faculty to respond to a
survey by the CUS  advising  subcommittee,  observing  that  "the
academic advising of individual students remains a persistent and
often  cited  weakness  in  the  life of most universities."   He
further acknowledged that good advising was difficult to come  by
and "too often is little heeded and less appreciated even when it
is  good and readily available."  The CUS questionnaire, to which
566 people responded (approximately one-fourth of  the  faculty),
probed the extent to which advisors "should feel responsible" for
selecting  an  appropriate  schedule,  developing  study  skills,
career advice, personal problems,  resolving  academic  difficul-
ties,  and  dealing with the university bureaucracy.  As well, it
solicited opinions about the strengths, weaknesses,  and  overall
quality  of  the advising done by the individual faculty member's
department.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.3   Advising of Students
-txt-
The faculty response  to  the  questionnaire  indicated  that  it
shared  the  student-body  opinion  that there were problems with
advising, but, perhaps predictably, many faculty felt that  these
problems  were caused by student indifference and lack of cooper-
ation; others felt that students were old enough, and responsible
enough, to take care of themselves,  that  there  was  "too  much
hand-holding  at  VPI&SU"; and some felt that as long as students
did not have to follow the  advice,  they  would  never  take  it
seriously.  A great many faculty felt that the University, in one
way  or another, merely paid lip service to advising:  it was not
rewarded at salary or promotion/tenure time.

In its report, dated 24 January 1983, the CUS advising subcommit-
tee did not recommend  any  "sweeping  changes  in  the  system";
instead,  it  called  attention  to  the  "importance  of student
responsibility for meeting the requirements  of  their  programs,
and  the accountability of individual faculty members, department
heads and deans for seeing that students receive accurate  infor-
mation and informed, considered advising when they seek it."

It  is  still  too  early  to  judge  whether  the  compromise of
student/faculty/administration responsibilities envisioned by the
CUS subcommittee in 1983 has  been  achieved.    This  self-study
committee  notes  the  increasing  availability of guidebooks and
other descriptive material being produced by the academic depart-
ments, much of which may be  appearing  in  connection  with  the
coming  of  the semester system.  But we do note that the faculty
and student questionnaires issued in connection with  this  self-
study  both  contain  very  similar  responses  on  the statement
"Undergraduate  course  advising  adequately  serves   students":
Faculty  mean 2.48, Student mean 2.44 (on a scale of 1 to 4, with
1 meaning "disagree" and 4 meaning "agree").  This would seem  to
indicate that both faculty as a group and students as a group are
divided  down  the  middle  about  the  state  of advising at the
University.  Among the faculty of the various colleges, those  in
Human  Resources  and  Engineering  feel most strongly that their
advising "adequately serves students,"  while  those  faculty  in
Architecture  tend  to  lack  confidence  that  their advising is
adequate.   Student responses  from  the  1985-86  Pre-Graduation
Survey  Report  tend to back the faculty opinion that advising is
in good shape  in  Human  Resources,  with  Agriculture  a  close
second, and Education third; students seem most dissatisfied with
advising in Business (see Figure 4-6).

Interestingly in all of the  colleges,  students  frequently  are
more  disappointed  with  their  advisors'  knowledge  of courses
offered by other  departments  than  with  such  matters  as  the
advisor's availability.  This Self-Study committee reiterates the
request  of the CUS subcommittee of three years ago for a "strong
stand by the administration on the necessity for a strong  advis-
ing  program.    The  Provost's  office should make it clear that
deans and  department  heads  are  responsible  for  seeing  that
students  have  access  to competent advising.  In the past, when
mandates  have  come  down  from  the  administration  they  have
produced  results  (e.g., clearer understanding of the importance
of publications for  receiving  tenure).    Such  directivesggand
careful monitoring of their implementationggshould alleviate most
of the recurring problems in the advising program."
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.4   Use of Computers
-txt-
Several  computer  options  are  presently  available  on campus.
These include the mainframe, the minicomputer, and  the  personal
computer  (PC).    Based on a recent survey (1986), undergraduate
students favor the personal computer.  That is, student responses
(1,693) to a recent survey indicate that the personal computer is
most commonly used, with 83 percent of those responding  indicat-
ing  that  they  spent some time with a PC, while only 28 percent
reported using the mainframe and 20 percent  reported  using  the
minicomputer.

According  to the Chronicle of Higher Education (1987), VPI&SU is
one of 17 American colleges where students are either required to
purchase  a  personal  computer  or  are   supplied   with   one.
Presently,  two  academic units at VPI&SU require freshman majors
to purchase computers:  the Computer Science Department  and  the
College  of Engineering.   A third unit, the College of Business,
highly recommends that its students purchase a personal computer.
Still other units, such as Forestry and special English sections,
are presently considering such a move.

The  decision  by  VPI&SU  officials  to  encourage  students  to
purchase  personal  computers,  rather  than to develop extensive
computer laboratories, was a critical one, and it  is  not  clear
how  advantageous  the  choice  has  been.    Some  faculty  have
suggested that more teaching  laboratories  are  needed  to  help
students  learn  to make better use of the microcomputers they do
own.  This idea gains support from student responses to a  recent
survey  about computer use (1986).  In response to items concern-
ing the  most  frequent  uses  for  computers  for  homework  and
personal  use,  students  ranked word processing/text editing and
program  software  development  relatively  high;  however,  they
indicated   much   less   frequent   use  of  computer  analysis,
simulation, graphics or computer art,  spreadsheet  calculations,
data base management, computer-aided design and electronic commu-
nication.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.4   Use of Computers
-txt-
Several computer laboratories do exist to promote computer liter-
acy  and  stimulate communication among computer users.  One such
example is found within the College  of  Education.    There,  an
education  microcomputer  laboratory  (EML) provides students and
faculty access to personal computers and  software.    Laboratory
staff  members offer instruction in educational uses of microcom-
puters through courses and workshops.  Additionally, the  college
has   a  high-technology  classroom  located  in  its  Self-Paced
Instructional Curriculum Laboratory (SICL).    Instructors  using
this classroom can switch between inputs from two computers, both
VHS  and  3/4-inch  computer VCRs and the campus cable television
channel.   An instructor can  switch  between  these  sources  by
remote control to project images on a large screen.

Although  students  may  be required to purchase computers, there
are some questions about the extent to which  course  assignments
actually  support  or  necessitate computer use.   That is, among
students taking the courses identified in the recent survey,  the
majority  reported  that  they used the computer little or not at
all for that particular class.* This response is consistent  with
 ----------------------------------------------------------------
*   The courses involved were:   ESM 2000, ESM  2020,  ESM  2030,
    MATH  2211,  MATH 2212, MATH 2213, PHYS 2171, PHYS 2172, PHYS
    2173, IEOR 2150, EE 3010, and MaTE 2030.
 ----------------------------------------------------------------
the students' report that their most frequent use of the computer
was  word  processing  and text editing.   There is some question
among college educators as  to  whether  such  use  promotes  the
problem-solving  skills  hoped  for  as a consequence of computer
access.   Survey data suggest that  undergraduates  believe  that
such skills have improved as a result of their use of computers.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.4   Use of Computers
-rec-
Recommendation 4-22:   That  the  University  devise  a  means to
    monitor and study the use of computers in  the  undergraduate
    program   to   determine   how  effective  computers  are  in
    inculcating problem-solving skills.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.5   Honor System
-txt-
A significant ingredient of the undergraduate educational experi-
ence at VPI&SU is the honor system first  put  into  practice  in
1908.    The  system  "provides  students  with an opportunity to
decide and maintain their own guide for personal conduct."   Over
the  years,  the  honor system has evolved from a university-wide
honor-court concept to  one  in  which  judicial  panels  in  the
various colleges administer an honor code that "expressly forbids
cheating,   plagiarism,   falsification,  or  attempts  thereof."
Though based on very lofty ideals, e.g., "To trust a person is  a
positive  force  in making that person worthy of that trust," the
honor system, or the implementation of it, is not  looked  on  by
the faculty, at least, with anything like total approbation:  the
MEAN  response  on  the faculty-staff self-study questionnaire to
the statement "The implementation of the Honor Code is  fair  and
equitable"  was  2.59,  indicating only a very slight tendency to
agree with the statement.   Many, obviously, have  some  problems
with the honor system.

The  number  of infractions has remained reasonably constant, and
honor system violations are not increasing or decreasing (consid-
ering that the size of the student body  has  risen  considerably
since  1979,  the  percentage  of violations has certainly dimin-
ished).  (See Table 4-24.)

One problemggwhether perceived or  realggwhich  may  explain  the
split  faculty opinion about the honor system is some uncertainty
about the penaltiesggwhich range from probation, a  grade  of  F,
suspension,    and    even    permanent    dismissal   from   the
Universityggmeted out by the system.  If some think these  penal-
ties  are too harsh, others are concerned about their consistency
and accountability.  Additional concern has been expressed  about
the  overturning  of  honor  system verdicts and the reduction of
sentences by the Provost's Office, which acts as the final  voice
in  all such matters.  Such administrative action may, thus, mean
the overturning by one individual of decisions  reached  by  many
involved more closely with the specific case.

This  committee  is  certainly concerned that the faculty did not
give a more resounding vote of confidence to  the  honor  system.
However,  it  is  noted  that  the  Honor System Constitution was
revised by committee action in 1986-87 (to take effect in Septem-
ber 1987), and this action was approved by  the  Faculty  Senate.

The  changes,  among other things, attempt to establish specific,
published sanctions for specific offenses and to  clarify  proce-
dures  when  the  Provost's  Office overturns verdicts or changes
sanctions.  This committee hopes that the  effects  of  this  new
constitution will be monitored at some time in the near future.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.6   Graduate Teaching Assistants
-txt-
The  use  of graduate teaching assistants (GTAs) in the classroom
in service of the undergraduate program  is,  at  this  time,  as
controversial  an  issue  as  it  was  at the time of the 1975-76
Self-Study.  The mean responses on the faculty (2.65 on  a  scale
of  1  to4)  and  student (2.74) questionnaires suggest only that
there is a slight tendency by both groups to agree that "Too many
undergraduate courses at the University are  taught  by  graduate
students   or   part-time  teachers."    The  1975-75  Self-Study
carefully balanced the weaknesses ("not  interested,"  "inexperi-
enced,"  "lack  the  time,")  it  felt  GTAs  might have with the
"beneficial results to the University":   better  student-teacher
ratios,  budgetary  economies,  the gaining of important teaching
experience by graduate  students,  providing  released  time  for
faculty,  and financial aid for graduate students.  (To this list
of pros and cons might be added the fact that GTAs  win  teaching
awards  and  the  praise  of their students just like experienced
faculty, and that, in fact, there may  be  in  many  introductory
courses   no  palpable  difference  in  the  learning  experience
provided by GTAs or full-time faculty.)

The 1975-76 Self-Study cited some  statistics  from  the  English
Department,  a  department  that  has  traditionally utilized the
services of large numbers of GTAs in teaching  freshman  English:
50  percent  of  freshman English sections were taught by GTAs in
the fall of 1975, reduced to 30 percent in the fall of 1976.   In
the  fall  quarter  of  1986,  the  English Department taught 184
sections of freshman English, 35 of which were taught by graduate
teaching assistants, a percentage of 19 percent.    (The  average
size  of  those  184  sections,  incidentally,  was 23, above the
National Council of Teachers of English recommended class size of
20.)

This committee notes that some  departments  provide  orientation
programs  for new GTAs, obviously a sound practice that should be
followed by all departments with  extensive  responsibilities  in
the  undergraduate  program.    The  fact that the University has
instituted an English oral-competency exam for GTAs beginning  in
1986  is  a welcome additional factor in the matter, which should
do much to remove  a  nagging,  persistent  criticism  that  some
non-native  speakers  of English among the GTA population are not
competent teachers.  (The importance of this oral-competency test
greatly increases as the University continues with  its  goal  of
expanding  international programs.)  The committee also notes the
existence of  courses  like  EdCI  6640,  College  Teaching,  and
English 5060, Teaching College Composition, and makes the follow-
ing recommendation:
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.6   Graduate Teaching Assistants
-rec-
Recommendation 4-23:   That  departments  which  rely  heavily on
    graduate teaching assistants to teach large numbers of under-
    graduates consider putting into place a  required  course  or
    some  type  of  GTA orientation program, which will ensure an
    adequate  level  of  teaching  competence  in   undergraduate
    classes.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.7   Cooperative Education Program
-txt-
The  Cooperative  Education program is unique among the universi-
ty's academic opportunities in  that  it  alternates  periods  of
employment  with  normal  classwork  in  a  structured  five-year
program.   Since its origin in 1952,  it  has  thus  offered  the
student  on-the-job  experience,  the  opportunity  to  develop a
record of employment consistency, the chance to learn and  incor-
porate  practical aspects of employment with academic principals,
and the opportunity to earn funds  to  pay  for  yearly  academic
expenses.

The  CO-OP  program,  administered  by  a  director, an assistant
director, and  three  coordinators,  presently  has  about  1,100
active  student  participants.    Although it fluctuates with the
national economy, reaching a high of more than 1,300 students  in
1982  and  a  low  of  about 601 students in 1974, the program is
relatively healthy (see Table 4-25).  The Spring 1987  enrollment
figures  reveal  that  the  CO-OP  program  is  most active among
engineering students (especially electrical and mechanical)  (see
Table  4-26).  The program, which currently has approximately 380
active employers, is ranked 14th among the 1,049  CO-OP  programs
in  the  United States and Canada.  The success of the program is
seen in part by the offering of positions by the CO-OP  companies
to  approximately  70  percent  of the students who apply and the
return of 53-57 percent of the students to  full-time  employment
with their CO-OP employers upon graduation.

The  CO-OP  program was initially administered under the Academic
Vice President but was shifted to Student Affairs in 1976, appar-
ently because the program was thought of as a personnel  activity
rather  than  as  an  alternative  academic program for students.
This shift is now viewed by the CO-OP  staff  as  an  unfortunate
move  because  it de-emphasizes the academic aspects of the CO-OP
experience and reduces the visibility of the  attendant  in-class
scheduling problems.  For example, some CO-OP participants, being
out  of phase with students in a standard four-year program, have
problems with the availability of classes that must be  taken  in
specific  sequences;  as  a result, some must take classes out of
order, or must substitute  or even omit classes.

The large number of CO-OP students (about 1,100) being handled by
a small staff of advisors  (4)  results  in  the  students  often
receiving   little  time  with  their  advisors.    Despite  this
situation, it is probable that there is as close,  or  closer,  a
relationship between the students and their advisors as exists in
most  departments.    This  develops because the advisors help so
directly to coordinate jobs and serve as  the  students'  primary
links to campus while on the employment site.

The CO-OP office physical facilities are cramped and often result
in  conflicts  for  use  of the single, moderate-sized room where
orientation sessions and discussions are held and the  files  and
listings   of   available  positions  are  located.    The  staff
constantly attempts to increase student awareness  by  presenting
the program at summer orientation, by having CO-OP advisors in 40
academic departments, by placing notices in the Collegiate Times,
and by displaying 4,000 posters and notices.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.7   Cooperative Education Program
-rec-
Recommendation 4-24:   That  the  shift  of  the  position of the
    CO-OP program from Student Affairs to  an  academic  position
    under the Associate Provost be considered.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.7   Cooperative Education Program
-rec-
Recommendation 4-25:   That  the  number  of  CO-OP  advisors  be
    increased to better accommodate the students.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.7   Cooperative Education Program
-rec-
Recommendation 4-26:   That increased space be made available  so
    the CO-OP records and files may be located in a room separate
    from that used for orientation sessions.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-txt-
The  activities  of  the University have generally been viewed in
the time frame of the traditional  academic  yearggFall,  Winter,
and   Spring   Quartersggextending   from  late  September  until
mid-June.  Although many of the usual functions of the University
cease or operate in a reduced capacity, a goodly portion  of  its
educational mission is carried out in the summer.

Under  the  purview  of  the Vice Provost, the majority of summer
school academic programs are stable, a fact borne out  by  summer
school  enrollment  data  for the past 10 years (see Table 4-27).
Total summer enrollment peaked in 1980 with  12,876  students  in
attendance and was at its lowest level in 1984 with 10,334.  Over
the  period  from  1977 through 1986, the total summer enrollment
remained between 51 and 66 percent of spring enrollment.

Perusal of the two previous  Self-Study  reports  indicates  that
rather  limited  attention was given to summer school issues.  In
the  1965-66  Self-Study,  five   lines   under   "Miscellaneous"
addressed a desire for a broarder summer program on behalf of the
Department  of  History  and  Political Science.   In the 1975-76
Self-Study, parts of three pages were devoted to  Summer  School.
The  primary  information  presented was a one-page table listing
the summer-school attendance for the years  1973-75  by  college.
The  significant  messages that emerged from that report were: 1)
offerings were uneven  across  departments  and  often  based  on
tradition  rather  than  need; 2) summer school may be a means of
relieving some of the space problem; and, 3) students  should  be
encouraged  to  use  the  summer  session as a "regular" quarter,
taking one of the other quarters off for vacation,  thus  helping
to alleviate some of the space problem.

The  present committee believes that the potential of the summer-
school program for students and faculty across the University has
been only minimally fulfilled and that regular surveys should  be
conducted  to  help  estimate the specific need for summer offer-
ings.  Attention should be paid  to  undergraduate  and  graduate
students, as well as faculty in both teaching and advising capac-
ities.    Although  this seems to be done in some programs, it is
not done campus wide.  As programs develop, needs may emerge  for
funding  and other resource allocations that have not been tradi-
tional.  For example, although many graduate student  enroll  for
research  credits  in  the  summer, they often find courses of an
appropriate level unavailable in the summer.   Also,  undergradu-
ates  who  want  to  advance their programs during the summer, in
contrast to those who want to make up  deficiencies,  often  find
offerings  limited  to  basic  courses, and so they choose not to
attend.  While it may not be possible  to  offer  the  range  and
scope  of  course offerings in the summer that are offered during
the academic year, departments should be encouraged to provide  a
representative selection of courses during the summer term.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-rec-
Recommendation 4-27:   That  a  needs  assessment  be  done,  and
    periodically  redone,  to  understand  how  current  policies
    about,  and  offerings  in,  summer school are viewed by both
    students and faculty.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-txt-
As the faculty has matured, there seems to be a trend,  at  least
in  some departments, for members not to want to teach during the
summer, and to move from calendar-year to academic-year  appoint-
ments.  The former instance may be due, in part, to funding caps,
and  differing  personal  financial  needs.    Faculty find that,
although summer  school  offers  additional  pay,  they  may  not
receive  "full  pay  for  a  full load," or fringe benefits.  For
example, summer school earnings are not calculated in the retire-
ment benefits.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-rec-
Recommendation 4-28:   That the University explore ways  to  make
    compensation  and  fringe  benefits  for summer teaching more
    attractive to faculty.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-txt-
A particular concern with  regard  to  the  graduate  program  is
related  to  the  scheduling  of  examinations.    Although it is
theoretically possible to complete  degree  requirements  in  the
summer,  many  graduate  students find it very difficult to bring
together  their  committee  members  who  are  on   academic-year
appointments.  Although this varies from department to department
and   individual   to  individual,  summer  study  opportunities,
personal travel, and  summer  conferences  frequently  complicate
summer completions.  As graduate enrollments become even greater,
this issue will become more prominent.

At the undergraduate level, most advisors are nine-month faculty.
While  most  departments  have  designated  advisors  for  summer
school, the course and program advisement  is  limited  to  these
persons.    In  addition, undergraduate field study and practicum
experiences may be only minimally supervised.   Some  departments
and  programs  have  been  able  to deal with this issue via 7990
assignments or as part of special advising funding.  Although  an
expanded  number  of non-course assignments and equivalent credit
assignments might be used to help meet the  needs  expressed,  at
least temporarily, a more regularly budgeted way would seem to be
an appropriate means of funding such activities.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-rec-
Recommendation 4-29:   That  provisions  be  made to have faculty
    available for advising and student committee work during  the
    summer.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-txt-
Although  summer school has been seen by many as a way for under-
graduates to make up academic deficiencies that came about during
the regular year, a more  positive  approach  would  be  to  view
summer  school  as a time to accelerate programs.  Also, it could
be a time for special offerings not usually found in the  regular
year.   This dual approach would undoubtedly call for a change in
current university/departmental thinking and funding about summer
school.

Because of the necessity to alternate  academic  terms  and  work
periods  and  to  complete  all  of the requirements for both the
degree and the  Cooperative  Education  Certificate,  it  becomes
necessary  for the students participating in the CO-OP Program to
attend summer sessions to make up course work which they normally
would have taken had they not been  away  from  campus  for  work
periods.   The semester school/work schedule indicates that CO-OP
students  on  campus  must  be  provided  with  Sophomore  I  and
Sophomore  II  course  work during the summer.   In addition, the
schedule also indicates that CO-OP students  on  campus  must  be
provided  with  Junior  I course work during the spring semester.
In the past years there has been no problem  in  providing  CO-OP
students  with  the  course  work they need if they remain on the
regular schedule.  It is even more important to have this  sched-
ule continued under the semester system for students to have this
opportunity  because  they  will  have  fewer  chances to make up
necessary courses.

The summer program might  also  attempt  to  meet  the  needs  of
returning  adult  students in a variety of professions.  Teachers
and other school personnel have  often  returned  to  the  campus
during the summer, but is the University creative enough to offer
innovative  courses in typical time sequences in order to draw an
even greater variety  of  professionals,  and  perhaps  the  "lay
public"?
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-rec-
Recommendation 4-30:   That  summer  school  offerings be made to
    accommodate the needs of:  1) students attempting to make  up
    academic  deficiencies;  2)  students  seeking  to advance in
    their normal  academic  programs;  3)  cooperative  education
    students regularly scheduled for summer school; and, 4) adult
    professionals  seeking  to  upgrade  their  skills during the
    summer term.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-txt-
Some graduate programs utilize the summer session  for  on-campus
residency  requirements.  The summer offerings will need to be of
sufficient length and offered in a time frame  which  will  allow
this  practice to continue.  Starting dates for extended sessions
should keep in mind the schedules of  those  involved  in  public
education.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-rec-
Recommendation 4-31:   That  the  summer school calendar accommo-
    date the special needs of  students  returning  for  advanced
    degrees  or  for upgrading their skills, as well as regularly
    enrolled students.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-txt-
Graduate students are quite typically enrolled year  around,  but
funding  for assistantships is relatively minimally available for
them during the summer.  Some programs, such as the Marriage  and
Family  Therapy  doctoral program, require year-around enrollment
to meet accreditation standards.    However,  summer  funding  is
rarely available for these students.  This funding issue is often
particularly  acute  for  international  students  whose language
skills may not allow them to fulfill teaching assignments.    The
expanded  course offerings commented on related to Recommendation
4-30 above, may help, in that  they  should  generate  additional
monies  through  expanded enrollments.  This alone, however, will
not cover the needs being discussed here.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-rec-
Recommendation 4-32:   That funding  opportunities  for  graduate
    students during the summer needs be increased.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.8   Summer School
-txt-
Although  there are some classrooms that can comfortably accommo-
date summer  classes,  additional  resource  allocation  must  be
considered to air condition classroom and laboratory space.  This
could  be  accomplished  on  campus,  or  via  arrangements  with
off-campus resources.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.9   The Study-Abroad Program
-txt-
One aspect of summer school that deserves special mention is  the
Study-Abroad  Program, administered through the Cranwell Interna-
tional  Center.    The  University  regularly  sponsors  overseas
programs   in  English  and  Architecture,  and  occasionally  in
Spanish,  Environmental  and  Urban   Systems,   and   Electrical
Engineering (see Table 4-28).  Further, the International Student
Exchange  Program  permits  VPI&SU  to exchange undergraduate and
graduate students with  about  70  overseas  universities  in  30
countries.    (The  University has had at least one of its under-
graduates receive a Fulbright grant  for  graduate  study  abroad
every  year  since 1980.)   Though all of the summer programs are
operating smoothly, the study-abroad programs appear to be under-
utilized, perhaps because of  parochial  attitudes,  insufficient
faculty encouragement, and expense.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.9   The Study-Abroad Program
-rec-
Recommendation 4-33:   That   summer   study-abroad  programs  be
    better publicized among undergraduate  faculty  and  students
    and  that  some  partial  scholarships  be  made available to
    qualified students.
-end-

-chname-	
4- Undergraduate Educational Programs
-major-
4- 2. Undergraduate Educational Programs
-minor-
4-2.3  Instruction
-sub-
4-2.3.10   Conclusion
-txt-
In  closing,  the  committee  would  like to make mention of some
special efforts in the area of instruction that are  not  specif-
ically  covered  in the preceding discussion.  In particular, the
ongoing good work of the Learning Resources Center on  behalf  of
the  undergraduate program should be cited.  The center continues
to   provide   audiovisual   equipment,   a   test-scoring    and
questionnaire-processing  service  (as  well as assistance in the
design and development of tests), and production services  for  a
great  variety  of  classroom  needs.   (The committee notes, for
example, that color-slide production at the center as risen  from
39,569  in 1975-76 to 95,827 in the 1985-86 academic year.)  Of a
different nature is the evidence that the University is  reacting
favorably  to  current concerns about classroom environment.  For
example, several workshops on teaching effectiveness  have  taken
place  in  the last decade:  an ongoing series on "Black Students
and White Teachers" has attempted to  probe  the  problems  black
students   face  in  a  predominantly  white  institution;  these
workshops  and  othersgge.g.,  "Creating  a  Favorable  Classroom
Climate  for Women" (3 April 1987)ggexamine potential bias in the
classroom, of course, but also such matters as bias in curricular
materials and relationships between teacher behavior and  student
performance.    Finally, this committee acknowledges the contrib-
ution made by the Office of Institutional Research  and  Planning
Analysis to the undergraduate program in such matters as analyses
of  attitudes  and  problems;  indeed,  the  committee  has found
helpful a number of documents from Institutional Research in  the
writing of this report.
-end-

-chname-
5- Graduate Programs and Research
                                            January 28, 1988
-end-

-chname-
5- Graduate Programs and Research
-toc-
Table of Contents

5-1.0  Introduction  . . . . . . . . . . . . . . . . . . 5-1
5-1.1  Charge Of The Committee On Graduate And Research
 Programs  . . . . . . . . . . . . . . . . . . . . . . . 5-1
5-1.2  An Overview Of The General Environment  . . . . . 5-2

5-2.0  Graduate Programs   . . . . . . . . . . . . . . . 5-4
5-2.1  Background On The Graduate Programs   . . . . . . 5-4
5-2.2  Role Of Graduate Programs   . . . . . . . . . . . 5-4
5-2.3  Organization And Administration Of Graduate
 Programs  . . . . . . . . . . . . . . . . . . . . . . . 5-5
  5-2.3.1   Role of Department and College-Level Units   5-5
  5-2.3.2   The Larger University Structure to Guide and
   Administer Graduate Programs  . . . . . . . . . . . . 5-7
    5-2.3.2.1  Commission on Graduate Studies  . . . . . 5-7
    5-2.3.2.2  Administrative Organization   . . . . . . 5-7
  5-2.3.3   The Graduate School  . . . . . . . . . . . . 5-9
5-2.4  Development And Growth Of Graduate Programs   .  5-15
  5-2.4.1   Graduate Curricula and Degrees   . . . . .  5-15
  5-2.4.2   Interdisciplinary Programs   . . . . . . .  5-25
5-2.5  Graduate Students   . . . . . . . . . . . . . .  5-27
  5-2.5.1   Enrollments  . . . . . . . . . . . . . . .  5-27
  5-2.5.2   Admissions   . . . . . . . . . . . . . . .  5-28
  5-2.5.3   Recruitment  . . . . . . . . . . . . . . .  5-34
  5-2.5.4   Impact of University Name Recognition  . .  5-36
  5-2.5.5   International Graduate Students  . . . . .  5-36
  5-2.5.6   Maintaining a Balance Between U.S. and
   International Students, and in the Character of the
   International Student Population  . . . . . . . . .  5-37
  5-2.5.7   Women Graduate Students  . . . . . . . . .  5-38
  5-2.5.8   Minority Graduate Students   . . . . . . .  5-38
5-2.6  Undergraduate Student Involvement In Research    5-40
5-2.7  Off-campus Graduate Program   . . . . . . . . .  5-40
  5-2.7.1   The Off-Campus Program   . . . . . . . . .  5-41
  5-2.7.2   Enrollments  . . . . . . . . . . . . . . .  5-42
  5-2.7.3   Student Admissions and Status  . . . . . .  5-43
  5-2.7.4   Instruction  . . . . . . . . . . . . . . .  5-43
  5-2.7.5   Scheduling of Courses  . . . . . . . . . .  5-43
  5-2.7.6   Advising   . . . . . . . . . . . . . . . .  5-44
  5-2.7.7   Northern Virginia Graduate Center  . . . .  5-44
  5-2.7.8   Promotion and Tenure for Permanent Faculty
   at Northern Virginia Graduate Center  . . . . . . .  5-45
  5-2.7.9   Possible Innovations in Off-Campus Programs 5-45

5-3.0  Research  . . . . . . . . . . . . . . . . . . .  5-46
5-3.1  Background On Research At VPI&SU  . . . . . . .  5-46
5-3.2  The Research Mission  . . . . . . . . . . . . .  5-46
5-3.3  Organization Of The Research Program  . . . . .  5-47
5-3.4  Quality Control Measures And Support Services Of
 The Research Division And Office Of Sponsored Programs 5-49
  5-3.4.1   Quality Control Measures   . . . . . . . .  5-49
  5-3.4.2   Support Services   . . . . . . . . . . . .  5-49
5-3.5  Core Research   . . . . . . . . . . . . . . . .  5-54
5-3.6  Sponsored Research  . . . . . . . . . . . . . .  5-61
  5-3.6.1   Need For "Program Funding"   . . . . . . .  5-63
  5-3.6.2   Professional Staff Levels and Development   5-66
  5-3.6.3   Integration of Research Mission into
   University Systems  . . . . . . . . . . . . . . . .  5-66
  5-3.6.4   Need For Flexibility In Use of Research
   Overhead Funds  . . . . . . . . . . . . . . . . . .  5-67
5-3.7  Departmental Research   . . . . . . . . . . . .  5-67
5-3.8  Interdisciplinary Research Programs   . . . . .  5-68
5-3.9  Space   . . . . . . . . . . . . . . . . . . . .  5-70
5-3.10  Equipment  . . . . . . . . . . . . . . . . . .  5-72
5-3.11  Support Services   . . . . . . . . . . . . . .  5-73
5-3.12  Research Within The Academic Context   . . . .  5-76

5-4.0  The Virginia-Maryland Regional College of
 Veterinary Medicine   . . . . . . . . . . . . . . . .  5-78
5-4.1  Introduction  . . . . . . . . . . . . . . . . .  5-78
5-4.2  History   . . . . . . . . . . . . . . . . . . .  5-79
5-4.3  Accreditation Status  . . . . . . . . . . . . .  5-80
5-4.4  Purpose   . . . . . . . . . . . . . . . . . . .  5-82
5-4.5  Educational Program: DVM  . . . . . . . . . . .  5-83
  5-4.5.1   Admission  . . . . . . . . . . . . . . . .  5-85
  5-4.5.2   Curriculum   . . . . . . . . . . . . . . .  5-86
  5-4.5.3   Completion Requirements  . . . . . . . . .  5-87
  5-4.5.4   Instruction  . . . . . . . . . . . . . . .  5-87
  5-4.5.5   Contract Relationships and Off-Campus
   Classes   . . . . . . . . . . . . . . . . . . . . .  5-88
5-4.6  Graduate Program  . . . . . . . . . . . . . . .  5-89
  5-4.6.1   Master's and Doctorate Programs  . . . . .  5-90
  5-4.6.2   Parallel Program   . . . . . . . . . . . .  5-91
  5-4.6.3   Residency Program  . . . . . . . . . . . .  5-92
  5-4.6.4   Internship Program   . . . . . . . . . . .  5-93
5-4.7  Research Program  . . . . . . . . . . . . . . .  5-94
5-4.8  Public Service Program  . . . . . . . . . . . .  5-96
  5-4.8.1   Veterinary Teaching Hospital   . . . . . .  5-96
  5-4.8.2   Continuing Education And Extension   . . .  5-96
5-4.9  Faculty And Staff   . . . . . . . . . . . . . .  5-97
5-4.10  Educational Support Services   . . . . . . . . 5-100
  5-4.10.1   Library   . . . . . . . . . . . . . . . . 5-100
  5-4.10.2   Instructional Support   . . . . . . . . . 5-100
  5-4.10.3   Computer Services   . . . . . . . . . . . 5-101
  5-4.10.4   Student Development Services  . . . . . . 5-101
5-4.11  Administrative Processes   . . . . . . . . . . 5-102
  5-4.11.1   Organization and Administration   . . . . 5-102
  5-4.11.2   Institutional Advancement   . . . . . . . 5-104
  5-4.11.3   Financial Resources   . . . . . . . . . . 5-105
  5-4.11.4   Physical Resources  . . . . . . . . . . . 5-107

5-5.0  Reference Sources   . . . . . . . . . . . . . . 5-111

List of Illustrations

Figure 5-1. Organizational Structure of the Office of
              University Provost   . . . . . . . . . . . 5-8
Figure 5-2. Responsibilities of the Vice Provost for
              Research and Graduate Studies  . . . . .  5-11
Figure 5-3. Organizational Structure of the Graduate
              School at Virginia Polytechnic Institute
              and State University   . . . . . . . . .  5-14

List of Tables

Table 5-1. Graduate School Activities and Functions  .  5-13
Table 5-2. Approved Graduate Curricula and Degrees   .  5-18
Table 5-3. Master's Degrees Awarded By Program,
             1977-1986   . . . . . . . . . . . . . . .  5-20
Table 5-4. Doctor's Degrees Awarded By Program,
             1977-1986   . . . . . . . . . . . . . . .  5-23
Table 5-5. Master's Degrees Approved, 1976-1986  . . .  5-25
Table 5-6. Doctorate Degrees Approved, 1976-1986   . .  5-25
Table 5-7. Full-Time Equivalent Graduate Students  . .  5-30
Table 5-8. Graduate Applications Received, Accepted,
             and Enrolled, 1977-1986   . . . . . . . .  5-31
Table 5-9. Graduate Admissions By College  . . . . . .  5-32
Table 5-10. Average Standardized Test Scores and Grade
             Point Averages  . . . . . . . . . . . . .  5-33
Table 5-11. Non-Resident Alien Graduate Students Fall
             1976 to Fall 1986, On Campus  . . . . . .  5-37
Table 5-12. Graduate Enrollments by Gender, 1976-1986   5-39
Table 5-13. Minority Enrollments in Graduate Programs,
             1981-1986   . . . . . . . . . . . . . . .  5-40
Table 5-14. FTE Graduate Student Counts For The
             Off-campus Program, 1977-1986   . . . . .  5-42
Table 5-15. Total Enrollments in Television Courses  .  5-42
Table 5-16. Summary of Policies and Procedures Adopted
             by the Commission on Research   . . . . .  5-52
Table 5-17. Research Expenditures:  1974-75 Through
             1984-85   . . . . . . . . . . . . . . . .  5-57
Table 5-18. USDA Formula Fund Expenditures   . . . . .  5-60
Table 5-19. Core Research Support:  College of Agricul-
             ture and Life Sciences  . . . . . . . . .  5-60
Table 5-20. Number of Principal Investigators with
             Sponsored Research Projects   . . . . . .  5-63
Table 5-21. NSF Data for Virginia Tech -- FY 77 and FY
             80 Through FY 86  . . . . . . . . . . . .  5-64
Table 5-22. Research Proposals and Awards:  1976-77
             Through 1985-86   . . . . . . . . . . . .  5-65
Table 5-23. Equipment Expenditures:  FY 75-76 Through
             FY 85-86  . . . . . . . . . . . . . . . .  5-73
Table 5-24. Student-Faculty Ratios and Student-Staff
             Ratios  . . . . . . . . . . . . . . . . .  5-98
-end-

-chname-
5- Graduate Programs and Research
-major-
5-1.0  Introduction
-txt-
One  of  the  principal  factors that distinguishes research at a
university from that performed at a research institute or govern-
ment laboratory is the relationship  between  graduate  education
and  research.   Research at a university is integrally linked to
education, and the graduate student is typically at the  core  of
this  effort.    Many problems that affect the improvement of the
environment for graduate education and research are similar,  but
there are specialized issues that require separate consideration.

Virginia Polytechnic Institute and State University is one of two
institutions  in  the Commonwealth designated to conduct research
and provide graduate education.   VPI&SU also  is  a  land  grant
school,  which tends to shape the research and graduate education
efforts of the university and to  make  them  unique  within  the
Commonwealth.

The  Self-Study  Committee  concludes that the University and the
Commonwealth are at an important juncture in their commitment  to
graduate  education and research.  Growth over the past decade in
graduate programs  and  research  at  this  University  has  been
impressive,   and   the  University  and  the  Commonwealth  have
responded to many changes with positive developments.    However,
future  progress  depends  on overcoming further obstacles within
the University structure, especially the lack of  key  facilities
needed for graduate education, and the increased competition from
other  academic institutions and private industry.  Further, this
progress has put VPI&SU in  competition  with  more-sophisticated
institutions.  This in turn suggests that the policies and proce-
dures that enabled earlier progress may need to  be  modified  if
they  are  to  be  successful in the future.  The University must
recognize that, at present, it is unable to  compete  with  other
major  research universities in some areas.  Insisting on contin-
ued growth in the future without  remedial  action  may  lead  to
serious  strains  on  the  faculty  and graduate students.   Such
circumstances could create an environment where  quality  is  not
the  first  objective  or  could  lead  to complacency or fear of
aspiring to higher goals.  The following sections  address  those
aspects common to both research and graduate education.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-1.0  Introduction
-minor-
5-1.1  Charge Of The Committee On Graduate And Research Programs
-txt-
The  SACS criteria for accreditation in the graduate and research
programs include the following:

*   Procedures to evaluate effectiveness of graduate programs,

*   Provisions for adequate resources,  libraries,  computer  and
    laboratory facilities, and administrative organization,

*   Proper and well-publicized admissions criteria,

*   Established procedures for evaluation of admissions by recog-
    nized professionals,

*   Established policies for completion requirements,

*   Well-defined,  distinctive  curricula  for  the  master's and
    doctoral levels,

*   Provisions for frequent and systematic evaluation of graduate
    curricula and graduate instruction, both on and off campus,

*   Productivity of faculty involved with graduate education,

*   Academic integrity of off-campus courses and instruction,

*   Well-defined  policies  to  ensure  that  funded  grants  and
    research  conform  with the stated objectives of the institu-
    tion,

*   Policies to explain the faculty member's obligation in  terms
    of a division of effort towards research and teaching,

*   Institutional control of policies regarding research relative
    to the demands of the sponsoring agency,

*   Independence of the institution from indirect cost allowances
    from grants and contracts.

The charge of the committee included the specific instructions to
consider  the  SACS  criteria  and  to direct attention to issues
related to the  development  of  the  University's  graduate  and
research programs over the next decade.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-1.0  Introduction
-minor-
5-1.2  An Overview Of The General Environment
-txt-
As  information presented later in this chapter will demonstrate,
the graduate and research programs  at  VPI&SU  have  multiplied,
matured,  and  diversified  over the past decade.  Interestingly,
this progress evolved within a national context largely unfavora-
ble to graduate education and research.  National statistics  for
the  past  decade indicate a decrease in graduate enrollments and
reduction in support for university research.* At the same  time,
 ----------------------------------------------------------------
*   Pelczar, M. J., Jr., and L. C. Solmon, eds. Keeping  Graduate
    Programs     Responsive     to     National     Needs.    San
    Francisco:Jossey-Bass Inc. Publishers, 1984.
 ----------------------------------------------------------------
more  universities  are  gearing  up to compete for the shrinking
pool of graduate  students  and  research  funds.    Also,  major
funding  agencies  are  reorganizing their approaches to research
support with new emphases on funding larger centers and a concur-
rent  de-emphasis  on  working  with  individual   investigators.

Finally,   private  industry  is  increasing  its  resources  and
capabilities to compete with academia at a time when VPI&SU, like
many other universities, faces a struggle to keep its  facilities
up  to date.   Accordingly, strategies that once served a growing
university well may not do so in the future.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-1.0  Introduction
-minor-
5-1.2  An Overview Of The General Environment
-txt-
Superimposed onto these circumstances are rapid  changes  in  the
larger society.  Alvin Toffler suggests that we are evolving from
a  "second  wave" culture, built on the thrusts of the industrial
revolution, to a "third wave" culture, in which vast increases in
information, new methods of communication and  computation,  more
extensive  global  competition,  and problems yet unforeseen will
dominate.* In a statement to a recent  meeting  of  the  National
 ----------------------------------------------------------------
*   Toffler, Alvin, The Third Wave. New York:Morrow, 1980.
 ----------------------------------------------------------------
Association  of State Universities and Land-Grant Colleges, David
Saxon, Chairman  of  the  Board  of  Massachusetts  Institute  of
Technology,  discussed the coming changes to the needs for gradu-
ate and research programs to adapt to the future:*
 ----------------------------------------------------------------
*   Pelczar and Solmon.
 ----------------------------------------------------------------

   The pace today is so rapid  in  so  many  fields  that  the
   requirements  for providing students with a truly fundamen-
   tal base of knowledge on  which  they  can  build  for  the
   future  constantly  change.    The  pressure,  in short, is
   inexorably for flexibility of academic programs  and,  even
   more  importantly, for flexibility of people - not least in
   the faculties and staffs  of  our  own  institutions.  .  .
   .Finding the right mechanism for meaningful new educational
   arrangements  will require time and experimentation, but it
   is imperative that the process begin.

In the present environment in which the  competition  is  getting
better organized, the University must be in a position to respond
to  these  changes  and  challenges.    Policies must be adopted;
facilities must be built; established programs must  be  reviewed
and  new  programs  must be nurtured; and financial packages must
become increasingly more attractive to both the best students and
faculty.   Additionally, the degree  to  which  the  Commonwealth
determines  that  its  self-interest would be served by assisting
VPI&SU with the next generation of challenges will affect how the
University will be able to address the future.   If the  resource
base  does  not  expand,  it  will be necessary to make difficult
choices about which programs to support.   Strict  accountability
also  will  be  necessary to ensure that if only scarce resources
are provided, the highest levels of productivity and quality will
be maintained.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.1  Background On The Graduate Programs
-txt-
Virginia  Polytechnic  Institute   and   State   University   has
maintained  a long commitment to graduate education, granting its
first graduate degree, an M.S. in Bacteriology,  in  1892.    The
Board of Visitors established in 1928 a University-wide Committee
on  Graduate  Programs  and  Degrees and an Office of Director of
Graduate Studies.  This eventually led to provision for  doctoral
programs,  and  in  1943,  the  first Ph.D. degree was granted in
Chemistry.  In 1964, the first full-time  Dean  of  the  Graduate
School  was  appointed.    This  coincided  with the general move
toward a larger university concept with more emphasis on graduate
studies and research, a movement that  continues  to  this  date.
Before  this  time,  the  University  graduate  effort was small.
Today, however, the University is dedicated  to  the  development
and  maintenance  of  a  well-subscribed,  high-quality  graduate
program.

As of 1986, VPI&SU had 63 approved master's  level  programs,  15
percent  of  which  were  added  during the past decade.   At the
doctorate level, there are now 50 programs of study,  24  percent
of  which  were approved during the last 10 years.  The number of
full-time equivalent graduate students on  and  off  campus  grew
from  2,682 in 1977, to 3,716 in 1986.  Also in 1987, the largest
number of degrees in University history were awarded both at  the
master's  and  doctorate  level.    While these data indicate the
increase in  quantity  and  diversity  of  the  graduate  student
population,  at the same time the quality of the student body has
been maintained or increased.  In 1977, 66 percent of  the  2,700
applications were accepted, while in 1986, only 44 percent of the
5,300  applications  were accepted.   Also, even as more students
are admitted, qualifying grade point  averages  and  standardized
test scores remain high.

The ratio of master's to doctoral degrees granted is a measure of
the  maturity  of  the graduate program.   In 1977, the ratio was
6:1, by 1986 the ratio had fallen to 3:1.   While the  number  of
master's  degrees granted has remained relatively stable over the
time period, the number of doctoral degrees has increased.  A low
ratio reflects greater emphasis on advanced  research  activities
by faculty and students.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.2  Role Of Graduate Programs
-txt-
The graduate programs of a major university fill many roles.  For
the  student,  the  programs  create  an  opportunity  to develop
specialized skills, and provide an introduction to  the  creative
process  of  independent  research.    The graduate programs also
allow the faculty to teach subjects of  an  advanced  nature  and
produce  the  young  scholars  who  serve  as an extension of the
faculty in the research arena.  For the university, the  graduate
programs  are the key to a national and international reputation.
At the state level and  beyond,  the  graduate  programs  produce
experts  to  deal  with  the  increasingly  complex structures of
society.  Without superior graduate programs, a  state  is  at  a
disadvantage   in   competing   for  the  best  of  new  industry
(especially firms that are  willing  to  invest  capital  and  to
create jobs in areas of highly technical activity).

The impact of the graduate programs goes far beyond the students,
however.    They affect the nature of the faculty who are willing
to teach at VPI&SU and the scope of the  research  programs  that
they  may  conduct.    High-quality  graduate  programs  help the
university attract scholars of the  first  rank;  these  scholars
perceive  that they can do high-level research and have access to
a pool of students willing and able to assist them.  Furthermore,
the nature of the research programs are directly related  to  the
size,  quality,  and  make-up  of  the graduate student body.   A
significant pool of advanced-level graduate students  helps  fuel
the  abilities  of  the  faculty  to undertake more-sophisticated
research.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-txt-
Graduate programs are different from undergraduate programs; they
are more individually tailored and require  more  direct  faculty
involvement.    For  example,  the  recruitment  of undergraduate
students is done largely by the central administration, while the
recruitment of graduate students  is  done  by  the  departments,
groups  within  departments,  and even individual faculty.  Also,
since  graduate  studies  are  so  specialized,  the   day-to-day
decisions  about  curricula  and  research topics are largely the
domain of units from the department level  down.    In  the  end,
faculty  expertise and reputation create the vitality of a gradu-
ate program.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.1   Role of Department and College-Level Units
-txt-
Departments  have  the  administrative  control  closest  to  the
faculty  in  the  graduate  effort.    At VPI&SU, the departments
maintain a copy of all graduate records, receive graduate  appli-
cations from the Graduate School and direct them to the appropri-
ate  persons for evaluation, make recommendations to the Graduate
School for  admission,  advertise  individual  programs,  prepare
graduate  programs  of  study,  coordinate the design of graduate
curricula, choose  graduate  degree  programs  within  University
guidelines, transmit instructions from the Graduate School to the
faculty,   and   establish   the   requirements  for  educational
background for potential  students.    The  graduate  student  is
informed  about  continuation and completion requirements through
information transmitted by the Graduate School  and  the  depart-
ments.

The  faculty  involved  in  admissions and advising of theses and
dissertations must meet certain criteria, spelled out  in  Presi-
dent's  Policy  Memorandum No. 14 (PM14).  The departments define
and implement the policies in the memorandum.  As the  University
has  increased  its graduate role and hired new faculty, a larger
percentage  of  the  faculty  now  meet  the  criteria  of  PM14.
However,  there remains a need to have this type of policy state-
ment in place, especially in view of the likelihood of a  growing
role  for adjunct faculty who might serve on thesis and disserta-
tion committees for the expanding off-campus effort.  The present
PM14 is dated and needs  to  be  reviewed  to  determine  whether
revision is necessary.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.1   Role of Department and College-Level Units
-rec-
Recommendation 5-1:   That Policy Memorandum No. 14 be revised to
    include  a  statement that calls for the periodical review of
    departmental plans.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.1   Role of Department and College-Level Units
-txt-
For graduate students to continue in  the  graduate  program  and
receive  a  degree, they must maintain a 3.0 grade point average.
Each quarter, the Graduate School provides the departments with a
list of all students with an average below 3.0.   The  department
administration  then  must  decide whether the student will go on
probation, continue as is, or be dismissed.    Some  latitude  is
provided  in  this  decision  because of the possibility that one
quarter of performance may not be  indicative  of  the  student's
overall abilities.

Because  of  the  immediacy  of  their  positions to the graduate
faculty and students, and the number of areas of direct  decision
making, the departments and their administrators are important to
the  process  of  maintaining  quality  in  the graduate program.
However, it is not clear that this role is  adequately  explained
to the departments or is reinforced on a regular basis.  It would
be  useful  to  have  an  early orientation of all new department
administrators to explain exactly how the  system  works  and  to
emphasize their role in the process.

Matters  on  curriculum  decisions  are  mainly  handled  through
college-level curriculum committees.   Colleges  and  departments
disburse  resources, which include assistantships, instructional-
fee  scholarships,  faculty  positions,  equipment  monies,   and
computer  funds.    In this way, these units affect the viability
and direction of graduate offerings.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.1   Role of Department and College-Level Units
-rec-
Recommendation 5-2:   That all newly appointed staff  members  in
    departmental  positions involved with graduate admissions and
    progress assessment be  required  to  attend  an  orientation
    presented  by  the  Graduate School.   The orientation should
    inform people about standards, reviews, and  procedures,  and
    emphasize  the  maintenance of quality.  It should take place
    shortly after the appointment of new personnel.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.2   The Larger University Structure to Guide and Administer
Graduate Programs
-txt-
The University has  a  well-defined  administrative  and  faculty
governance  structure,  the  final  pieces of which were set into
place in the past ten years.   Many features  of  this  structure
were  developed  as  an outgrowth of the 1975-76 Self-Study.  The
administrative  structure  reaches  from  the  President  of  the
University,  through the Graduate School, and to the colleges and
departments.  The Commission on Graduate Studies  serves  as  the
forum in the governance structure for discussion of policy issues
related  to  the  organization  and  administration  of  graduate
programs.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.2   The Larger University Structure to Guide and Administer
Graduate Programs
-subsub-
5-2.3.2.1  Commission on Graduate Studies
-txt-
At the time of the  1975-76  Self-Study,  there  was  a  combined
Commission  on  Graduate Studies and Research.  However, with the
growth of research activities and the graduate program, it became
obvious that one group could not focus on all the issues  related
to  these  two areas.   So in 1982, two separate commissions were
created.  The constitution for the Commission on Graduate Studies
is set forth in the Policies and Procedures Manual of the Univer-
sity, dated 1987-1988.  The Dean of the  Graduate  School  chairs
the  Commission ex officio.  The Commission is made up of faculty
representatives from each of the Colleges and  from  the  Faculty
Senate.  Members are also drawn from the administrative staffs of
the  Office of the Provost and the Colleges.  Student members are
selected by the Graduate Student Assembly.

The Commission on Graduate Studies  meets  regularly  during  the
academic  year.    It  recommends  policy  and makes decisions on
subjects such as procedures  for  admission,  programs,  courses,
degree  requirements, and related issues.  Actions of the Commis-
sion are subject to approval by the University Council.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.2   The Larger University Structure to Guide and Administer
Graduate Programs
-subsub-
5-2.3.2.2  Administrative Organization
-txt-
The organizational structure of the Office of University Provost,
of which the Graduate School is an integral  part,  is  shown  in
Figure  5-1.    The  responsibility  for  graduate programs rests
ultimately with the President of the University.  The direct line
of authority for the Graduate School runs from the  Provost,  who
is  the senior academic officer, to the Vice Provost for Research
and Graduate Studies, then to the Dean of  the  Graduate  School.
Figure 5-2 is a detailed view of the responsibilities of the Vice
Provost for Research and Graduate Studies.

The Provost, chief academic officer of the University, has a role
that can have a significant impact on the graduate program.   The
Provost is involved in the day-to-day decisions about the general
allocations of key resources to the colleges and departments, and
thus  is  in a position to support or initiate larger initiatives
in the graduate program.

The Vice Provost for Research and Graduate Studies reports to the
Provost.  This position exists at VPI&SU because of the  expecta-
tion  that  the  missions  of  research  and graduate studies are
intimately linked, and that one office should oversee both activ-
ities.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.3   The Graduate School
-txt-
The University officer most  directly  involved  with  day-to-day
decisions  for  the  graduate program is the Dean of the Graduate
School.  The organization of the staff of the Graduate School  is
shown in Figure 5-3.

The primary function of the Graduate School is to provide leader-
ship  and  to  ensure  quality  of  graduate  programs across the
campus; the specific activities and functions are listed in Table
5-1.  At VPI&SU, the Graduate School assumes  these  responsibil-
ities  for  both the on- and off-campus graduate programs.  Since
the 1975-76 Self-Study, the decision was made to consolidate  all
formal  off-campus  courses,  for  which credit is earned, in the
Graduate School, making it responsible for both the on-campus and
off-campus graduate programs.  This change, which applies to both
admission criteria and retention standards, grew out of a concern
that off-campus efforts should meet the same requirements as  the
on-campus programs.

The  Graduate School provides each graduate student with a Manual
of Policies and Procedures, which explains the  portions  of  the
graduate program that are important to the student.

The work load of the Graduate School staff has increased steadily
over  the past decade.  Growth has come through larger numbers of
applications, student records, additional international students,
and the responsibility for off-campus graduate programs.  To cope
with the increasing load of applications and student records, the
Graduate School has placed all pertinent information in a comput-
erized data base.  The latest information on the status of appli-
cations can be  sent  to  departments,  and  a  range  of  useful
comparisons  can be made to assess the quality levels of graduate
programs.  A full-time systems analyst is on  the  staff  of  the
Graduate  School  to  maintain the computerized system.  However,
with the projected increased enrollments in the various  graduate
programs  over  the  next  decade,  the  time  is  appropriate to
re-evaluate the operational and staffing needs  of  the  Graduate
School.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.3   The Graduate School
-rec-
Recommendation 5-3:   That  a  committee  of  faculty members and
    administrators be appointed to determine  future  operational
    and staffing needs of the Graduate School.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.3   The Graduate School
-txt-
The  maturation of the graduate programs has increased the impor-
tance of the Graduate School to the University.  The significance
of the impression conveyed to the University's graduate  students
by the Graduate School cannot be underestimated.  That impression
is  undoubtedly affected by the physical facilities of the Gradu-
ate School.  Presently these facilities are lacking;  lacking  in
size,  location, and quality.  For example, while the Undergradu-
ate Admissions is located in Burruss  Hall,  in  well-maintained,
air conditioned office suites, the admissions staff of the Gradu-
ate  School is located in an old, un-air conditioned office suite
in Sandy Hall, at the lower end of the Drill Field.  Correctly or
not, this implies that the Graduate School, and its  services  to
the graduate students, are secondary to the undergraduate effort.
This situation must be rectified as the University moves into the
new era of graduate program development.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.3  Organization And Administration Of Graduate Programs
-sub-
5-2.3.3   The Graduate School
-rec-
Recommendation 5-4:   That  the  physical facilities and location
    of  the  Graduate  School  need  to  be  improved  and   made
    commensurate  with the growing importance of this unit to the
    University.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.4  Development And Growth Of Graduate Programs
-sub-
5-2.4.1   Graduate Curricula and Degrees
-txt-
The  University  currently offers programs leading to 17 advanced
degrees, which are as follows:

     Master of Accountancy            Master    of    Engineering
Administration
     Master of Architecture           Master    of    Information
Systems
     Master of Architecture in Urban Design  of Fine Arts
     Master of Arts                   Master of Landscape  Archi-
tecture
     Master of Business AdministrationMaster of Science
     Master of Arts in Education      Master of Urban Affairs
     Master of Science in Education   Master    of    Urban   and
Regional Planning
     Master of Engineering

                      Doctor of Philosophy
                       Doctor of Education

The  University  also  offers  a  post-master's  Certificate   of
Advanced Graduate Study (CAGS).  There are 86 curricula of gradu-
ate study offered by the University (see Table 5-2).

The  total  number  of master's degrees awarded from 1977 through
1982 is 9,102,  compared  to  4,744  for  the  previous  ten-year
period.    During  the  last  ten  years,  the number of master's
degrees awarded has remained  at  a  relatively  constant  level,
although  the  demographics  of the degree concentrations by area
and college have changed considerably (see Table 5-3).   Only  in
the  College  of Human Resources did the numbers remain constant.
In the colleges of Agriculture, Architecture, and Education,  the
numbers  have declined.  Master's degrees granted in the Colleges
of Business, Engineering, and Arts and Sciences have increased.

The total number of doctoral degrees awarded  from  1977  through
1986 is 2,244, which is nearly double the 1,176 awarded from 1967
through  1976.    The  number of degrees awarded increased in the
colleges of Agriculture, Arts and Sciences, and Engineering,  and
remained  relatively constant in the other colleges.  At both the
master's and doctoral levels, the  growth  trend  is  continuing;
1,170  master's  degrees and 320 doctoral degrees were awarded in
1987, which are record highs for the University.

The continued growth of the graduate  program  is  evidenced  not
only  in terms of greater numbers of students, but also in diver-
sity of the degree programs.   During the past  ten  years,  nine
master's   degree   programs,  nine  Ph.D.  programs,  two  Ph.D.
programs, and the CAGS program in Curriculum and Instruction were
authorized (see Table 5-5 and Table 5-6).
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.4  Development And Growth Of Graduate Programs
-sub-
5-2.4.1   Graduate Curricula and Degrees
-rec-
Recommendation 5-5:   Given the competitive nature of the  future
    environment  and the changing student interest in the various
    graduate programs, it is recommended that allocation formulas
    for graduate resources be assessed carefully and  updated  to
    reward quality.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.4  Development And Growth Of Graduate Programs
-sub-
5-2.4.2   Interdisciplinary Programs
-txt-
Interdisciplinary  graduate  study  in  an  informal  setting has
always been possible at  VPI&SU.    There  has  been  nothing  to
prevent  students who have the qualifications from taking courses
in departments other than the "home" department  or  college,  as
long  as  it is coordinated with the advisor, and does not inter-
fere with proper  progress  in  the  designated  degree  program.
There  are  also a number of programs with formal status that are
based on an  interdisciplinary  concept,  such  as  Environmental
Sciences and Engineering, Science and Technology Studies, Materi-
als  Engineering  Science,  and Anaerobic Microbiology.   In some
cases, these programs have degree-granting authority.

Nonetheless, there are certain inherent conditions in the Univer-
sity structure and the degree authorization system of the Common-
wealth that discourage interdisciplinary graduate work.    First,
University  assistantships  (as  opposed  to  grant  or  contract
assistantships) and instructional-fee  scholarships  are  largely
dispensed through the departments.  The departments, not surpris-
ingly,  tend  to support students with a vested interest in their
programs.  Second, recognized degree programs require  a  concen-
tration  of  the student's work in the "home" department or area.
This is natural and  reflects  the  fact  that  advanced  studies
normally  relate  to  an  area  of specialization.   Finally, the
process required by the Commonwealth to formalize  a  new  degree
option  is  complex and lengthy.  The typical time to authorize a
new degree  is  five  to  six  years.    Thus,  interdisciplinary
programs  have  a difficult time in obtaining an identity outside
the conventional departmental structure.

Due to the rapid changes that are occurring in many fields, it is
entirely possible that interdisciplinary programs can accommodate
the new thrusts better than conventional programs.  In  addition,
a  number  of  major  research-funding  agencies  are predicating
support for highly sought-after umbrella grants on the  implemen-
tation  of  interdisciplinary  graduate  programs.   A variety of
centers and laboratories  already  have  been  developed  at  the
University  that  can  accommodate  and nurture interdisciplinary
studies and research.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.4  Development And Growth Of Graduate Programs
-sub-
5-2.4.2   Interdisciplinary Programs
-rec-
Recommendation 5-6:   That interdisciplinary groups  and  centers
    that are formally endorsed by the University be listed in the
    undergraduate  and  graduate  catalogs  to  acquaint entering
    students with their locations and contact persons.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.4  Development And Growth Of Graduate Programs
-sub-
5-2.4.2   Interdisciplinary Programs
-rec-
Recommendation 5-7:   Given the present environment, it is recom-
    mended that the nature and need of interdisciplinary programs
    be reassessed, with the goal to formalize  University  policy
    on their formation, operation, and termination.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.1   Enrollments
-txt-
There have been significant increases in the resident (on-campus)
graduate  enrollments  from 1977 to 1986 at both the master's and
doctorate levels.    The  on-campus  enrollment  at  both  levels
increased  from  1,988  in 1977 to 3,165 in 1986 (see Table 5-7);
the total on-campus and off-campus graduate enrollment  increased
from  2,682  in  1977  to 3,716 in 1986.   The 1986 enrollment is
important because it places VPI&SU into the category of  a  major
research  university.  It is also important because of the exist-
ence at the University of a  semisacrosanct  graduate  enrollment
goal  of 4,000.  This target was set many years ago apparently on
the basis of what was perceived as a reasonable  balance  between
the undergraduate and graduate enrollments at a research-oriented
land-grant  university.    It  is  likely  that the 4,000-student
figure will be exceeded in the  near  future  if  present  trends
continue.    This  raises many issues, such as how the University
will deal with the total enrollment cap that has been imposed  by
the  Commonwealth.    To  allow for future growth in the graduate
enrollment, either the cap will have to increase  or  the  under-
graduate enrollment will have to decrease.  On the other hand, if
4,000  graduate  students is a fixed limit, then distributions of
graduate students among programs will have to be  set  and  goals
for  research  activities will have to be adjusted to reflect the
stable graduate student population.  Clearly, the time  has  come
to  reassess  the  graduate  enrollment  plans  within the larger
context of the University.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.1   Enrollments
-rec-
Recommendation 5-8:   That the goals for graduate enrollments  be
    studied  as  to  their  implications  on the character of the
    University, the requirements for offices and facilities,  the
    growth  and development of new programs, and possible limita-
    tions that might exist at the state level.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.1   Enrollments
-txt-
The larger  graduate  student  enrollment,  particularly  in  the
doctoral  programs,  also has serious implications for laboratory
space and facilities,  and  offices  for  the  advanced  graduate
students.    Efforts  have  been  made  by the University and the
Commonwealth to provide additional space, but these efforts  have
simply  been  unable  to keep up with the growth and evolution of
the graduate programs.  The shortage of space, which  is  covered
in  more  detail  in  the  next section on Research Programs, has
reached a level that will halt the growth and development of  the
graduate  programs.   (The space deficit is also discussed in the
Financial Resources chapter.)  In a number of programs, the space
shortage is already having an impact.   Several  departments  are
working  under self-imposed graduate enrollment limits because of
the lack of space for student offices  and  research  facilities.
Graduate  students  in  other  departments  are  either  entirely
without office space or are housed in inferior locations.   There
is a distinct shortage of research and teaching-laboratory space;
much  of  the space that is available is second class and in need
of renovation.  The implications of this  situation  are  vitally
important to the recruitment of new graduate students and quality
faculty.    This is an overriding issue relative to the future of
the graduate effort, and deserves major emphasis from the Univer-
sity administrators and state officials and legislators.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.1   Enrollments
-rec-
Recommendation 5-9:   That additional quality space  be  provided
    to  address  the  needs  of the graduate student body, and to
    accommodate growth in the graduate programs.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.2   Admissions
-txt-
The number of applications to the  graduate  program  has  almost
doubled  from  1977  to  1986 (see Table 5-8).  The percentage of
applicants accepted  has  declined  from  50.4  percent  to  42.4
percent, which indicates a growing selectivity in admissions.

The  basic  criteria  for  admission to graduate school are a 3.0
grade point average for the last  90  quarter  units  of  college
work, supportive recommendation letters, and a logical reason for
wanting to attend graduate school.  Some colleges and departments
also  require Graduate Record Exam (GRE) scores, although usually
not for all applicants.    International  students  must  present
scores from the Test of English as a Foreign Language (TOEFL).  A
TOEFL  score  of 600 is used as a general basis for admission for
international students.   Scores below  this  are  acceptable  if
other  qualifications  of  the student are outstanding and if the
student takes a preparatory, intensive English course in the U.S.

There are two  other  routes  to  graduate  school  that  may  be
followed  by  U.S. students, both of which place the student in a
probationary status.    These  exceptions  to  normal  admissions
guidelines  are  usually  applied  to applicants who have a grade
point average lower than 3.0 and who have been out of school  and
have worked for one or more years, or who need to make up certain
background  work before entering the graduate program.  A promis-
ing student who has an undergraduate grade point average  between
2.75  and  3.0  may  be  admitted as a Provisional student.  Upon
matriculation, a student must earn a 3.0 grade point  average  on
his  first 18 units of course work to be moved to Regular status.
During the probationary period,  a  student  in  the  Provisional
category  is  not eligible for an assistantship or other forms of
financial aid.

For a student who applies to  graduate  school  after  some  work
experience,  but  with an undergraduate grade point average below
2.75, the chances of admission are low.  However, in  some  cases
where the student has otherwise excellent qualifications and work
experience,  the  student  may  be admitted as a Special student.
This category is also used for students who require one  or  more
quarters to make up background deficiencies.  The Special student
must  maintain  a  3.0  average while taking 18 units of courses,
although the units will not be applied to the number  of  credits
needed to graduate.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.2   Admissions
-txt-
A  quantitative  analysis of graduate student admissions data was
done for 1981 and 1986, the period of largest growth in  graduate
enrollments  (see  Table 5-9 and Table 5-10).  Both the data from
the Graduate Record Examination and the  TOEFL  examination  were
considered.  It must be noted, however, that the number of appli-
cants who take the GRE varies by college.  The mean scores listed
in  Table 5-10 represents slightly more than half of the students
admitted.  All international students must take the  TOEFL  exam;
thus  the  mean  scores reflect the total number of international
students admitted.

The data in Tables 5-9 and 5-10 indicate several positive trends:

*   The percentage of students admitted with provisional  status,
    and especially Special student status, was small.

*   The  average  grade  point  average  of all admitted master's
    students for 1981 and 1986 was 3.3.

*   The lowest average TOEFL scores in 1981 for any  college  was
    545;  in 1986, the lowest average was 570.  The average TOEFL
    scores in 1986 were near 600.  Only the colleges of Education
    and Agriculture showed a decrease in TOEFL  scores  over  the
    period 1981-1986; however, these scores still indicate a high
    level of performance.

*   GRE  scores  have generally increased over the period 1981 to
    1986.

These trends suggest that overall quality  is  being  maintained,
even as the number of graduate students increases.

At the same time, these data also illustrate that the grade point
averages  and  the  standardized  test  scores for several of the
colleges are lower than for others and  have  declined  over  the
five-year period from 1981 to 1985.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.2   Admissions
-rec-
Recommendation 5-10:   That  the  Commission  on Graduate Studies
    review the admissions data  for  graduate  students  admitted
    each year to the various colleges and departments.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.3   Recruitment
-txt-
Although  the admissions qualifications of graduate students have
remained high, greater emphasis must be placed on the recruitment
and retention of students of the highest quality.  The University
will be faced with added competition, and efforts must be mounted
to enhance the diversity and  quality  of  the  graduate  student
body.    To  achieve  both  will  require that excellent graduate
programs exist in a variety of fields of  study.    In  order  to
recruit  excellent  graduate  students,  VPI&SU must attract them
from  other  institutions  through  various  means,  including  a
competitive financial aid package.

Applications  for admission to the Graduate School have increased
steadily since 1977, but the percentage  of  accepted  applicants
who  actually  enroll has been declining.  A survey of applicants
accepted for Fall 1983, but who did  not  enroll,  revealed  that
two-thirds of the respondents had enrolled at other institutions.
The  offer  of  a  better  financial  aid  package  was the most-
frequently cited reason for attending another institution.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.3   Recruitment
-txt-
As reported to the Commission on  Graduate  Studies  in  February
1986 by an Ad Hoc Committee on Concerns of Graduate Students, the
biggest  single concern of VPI&SU graduate students is financial,
particularly the relatively high fee structure at the University.
During the past five years, the University instructional fee  per
quarter increased 119 percent (from $333 to $729).  This dramatic
increase  is  a  result  of  inflation  as well as the increasing
proportion of the cost of instruction that students are  expected
to  bear.    This  is  a  state-wide problem and is not unique to
VPI&SU.  In 1980-81, students paid 28.7 percent of  the  cost  of
instruction; by 1985-86 this had increased to 37.8 percent.  In a
1985  survey  conducted by the Graduate School, it was discovered
that  graduate  students  at  peer  institutions  are   typically
expected  to pay approximately 25 percent of the cost of instruc-
tion through tuition.  Additionally, many institutions offer  fee
waivers for graduate students.

VPI&SU  does  offer  assistantship  stipends to eligible graduate
students.  In 1980, the stipend for the first  step  of  Level  A
(beginning  rate  for  many  master's  students)  was  $4,860 per
academic year.  This rate has been raised, so that  in  1985,  it
was  $6,165  (a 27 percent increase over five years).  Net income
for a student at this step in 1980 was  $3,753  [$4,860  -  (3  x
$369)].    In  1985,  it  was  $3,978  [$6,165 - (3 x $729)], a 6
percent increase over  the  5-year  period;  but  far  below  the
increase  in  the  cost  of living for that period.  Clearly, the
graduate students are losing ground  financially  and  VPI&SU  is
thus  experiencing  an  erosion of its ability to compete for the
top graduate students.

Raising stipends is not in itself  a  solution  to  the  problem.
VPI&SU's  current  stipend levels are comparable to those paid by
many of its peer institutions; but the stipends are not  adequate
in  relation  to  fees.    Furthermore, not all students are paid
stipends,  and  the  ever-increasing  tuition   cost   has   been
especially   burdensome   to  them.    Also,  when  stipends  are
increased, it places a burden  on  faculty  members  to  generate
sufficient grant and contract monies to support the higher rates.
The  University  must  break out of the spiral of ever-increasing
costs and the attendant increases in stipends if it is to  remain
competitive  for  the best students.  The university's costs also
must remain in line with those of its  competitors  in  order  to
maintain its success in securing grants and contracts.

Although  an  effort  has  been made to provide instructional-fee
scholarships (1460 quarters of scholarships were provided through
the Graduate School for the  1985-86  academic  year),  more  are
needed  if top-quality students are to be recruited and retained.
On a questionnaire distributed at the Graduate Student  Forum  in
November  1985, the most-frequently cited need at VPI&SU was more
instructional-fee scholarships or a reduction in fees.

In addition to instructional-fee scholarships,  more  University-
wide  scholarships  and  fellowships  should  be  provided.    At
present, the Cunningham Dissertation Fellowships and  the  Presi-
dential Fellowships are the only University-wide graduate student
awards  available.  Funds now available provide for only seven or
eight Cunningham Fellowships  and  six  Presidential  Fellowships
annually.   By providing additional scholarships/fellowships, the
University will be able to better compete for applicants and will
generate favorable publicity for its graduate programs.

The funds generated by the University's Capital  Campaign  should
provide  tuition  assistance  and  scholarships/fellowships.   In
future  campaigns,  graduate  education  needs  should  be   more
strongly highlighted.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.3   Recruitment
-rec-
Recommendation 5-11:   That  the  University  must offer a better
    financial aid package, which includes:   more  instructional-
    fee  scholarships for graduate students (this form of support
    should be more readily extended to  non-Virginia  residents);
    and  more  University-wide scholarships and fellowships to be
    awarded on a merit competition basis.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.3   Recruitment
-txt-
In addition to concerns about financial aid, graduate students at
VPI&SU have also expressed concern over lack of housing, insuffi-
cient medical care and health insurance, space (graduate  student
office space, laboratories, library space for graduate research),
insufficient  recognition  by the University of the contributions
of  graduate  students,  poor  definition  of  assistantship  and
employment  status,  and  insufficient extracurricular activities
targeted specifically at graduate students.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.3   Recruitment
-rec-
Recommendation 5-12:   That  improvements  be  made   in   fringe
    benefits  packages for graduate students (with special atten-
    tion to housing, medical care and health insurance).
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.3   Recruitment
-rec-
Recommendation 5-13:   That the contributions and achievements of
    outstanding graduate students be given increased emphasis  at
    University functions, such as Founder's Day.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.4   Impact of University Name Recognition
-txt-
A concern with the name of the institution surfaces repeatedly in
the  Self-Study.    In  recent years, the University has promoted
itself as Virginia Tech.   This name in many  circles  is  itself
perceived  to  narrow  the  focus  of the University to technical
programs only, even as the University is working to establish its
image as  a  comprehensive  institution  with  a  full  range  of
programs.    In  many  international circles, a "tech" suggests a
school of narrow scope.   On the other  hand,  the  same  circles
recognize a "polytechnic" as a school of the highest caliber.  As
a  result,  the  name  Virginia  Tech  can  be detrimental in the
recruitment of graduate students.    The  Committee  on  Graduate
Studies   and   Research   recommends   that  the  name  Virginia
Polytechnic Institute and State University be used in the future,
and that Virginia Tech be dropped from official  use  in  actions
related to the graduate program.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.5   International Graduate Students
-txt-
The  overall  importance  of  international  involvement  in  the
Commonwealth and in the nation has had  a  tremendous  impact  on
graduate  education  at  Virginia Polytechnic Institute and State
University.  Programs in agriculture, engineering, urban studies,
and business, among others, seem to be  of  special  interest  to
international  students.    As  a  result, international graduate
student applications have increased.   Only  20  percent  of  the
international applicants are admitted annually; capability in the
English language is a crucial admissions factor.

Each  college  has international graduate students enrolled, with
the highest  proportion  with  respect  to  non-foreign  students
occurring  in  Engineering  and Veterinary Medicine; both have 50
percent.   Patterns emerging  from  the  data  collected  by  the
committee indicate that VPI&SU has kept pace with the nation with
respect  to international graduate enrollments.  Based on figures
for 1985, for example, the national average for graduate  schools
of engineering is over 50 percent.

International  students  add  to  the  diversity  and richness of
University life.  They fill vital roles in VPI&SU's capability to
conduct research, given the shortfall of U.S.  students  who  are
going  on to graduate study, especially in engineering.  Interna-
tional students on graduate assistantships are usually  supported
through  research activities as opposed to teaching.  At the same
time, they also require a number of  special  services,  such  as
assistance  with visas, English language proficiency testing, and
in some cases, English language proficiency courses.  The  inter-
national  students  involved in classroom and laboratory teaching
are required to take the Test of Spoken English.  If they do  not
pass, they are required to enroll in the course English 003, Oral
Reports.    These  factors  need  to be considered in determining
staffing levels for the Graduate School.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.6   Maintaining a Balance Between U.S. and International
Students, and in the Character of the International Student
Population
-txt-
For the sake of their mutual  benefit,  especially  in  terms  of
cross-cultural  influences,  it  is  in  the interest of both the
international and U.S. students that a reasonable balance be kept
between enrollments of these populations,  just  as  it  is  also
important  to develop a diversity in the countries from which the
international students are drawn.   Attempts should  be  made  to
increase  the  relatively  low number of applicants from Britain,
countries in Western Europe, Korea and Japan.
Attracting more U.S.  applicants  to  VPI&SU  might  involve  the
University  developing  more  competitive financial aid packages,
improving available facilities, and  continuing  to  enhance  the
quality  and  reputation the faculty enjoys.  Each of these areas
is amplified below with suggestions for improvement.

First, the Graduate School could conduct a survey of universities
to locate appropriate international graduate student pools.  This
could in part be achieved through contacts of  VPI&SU's  faculty.
Second,  appropriate  literature  might  be  produced (in foreign
languages if necessary) to inform students  of  the  programs  at
VPI&SU.    Third, encouragement might be provided for cooperative
research programs with universities where desirable students  are
located.    This undertaking need not rely entirely on University
resources, since the Fulbright  programs  and  the  international
programs  of  the  National  Science  Foundation,  among  others,
provides support for such efforts.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.6   Maintaining a Balance Between U.S. and International
Students, and in the Character of the International Student
Population
-rec-
Recommendation 5-14:   That the Graduate School undertake a study
    of issues involved in achieving the desired  balance  between
    U.S. and foreign graduate students, as well as a diversity of
    countries from which graduate students are drawn.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.7   Women Graduate Students
-txt-
Women constituted approximately one-third of the graduate enroll-
ment from 1976 to 1986 (see Table 5-12).  An increasing number of
women  graduate  students  enrolled  each  year from 1976 through
1982; there was a slight decline  from  1982  to  1984,  but  the
number  increased  again  in 1985 and 1986.  In the coming years,
efforts to  attract  highly  qualified  women  graduate  students
should continued.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.8   Minority Graduate Students
-txt-
VPI&SU encourages participation in graduate programs by qualified
minority students, which include blacks, Alaskan Americans, Asian
Americans,  and  Hispanics.    The  number  of  minority students
enrolled in graduate school has increased from 85 to 145 over the
period 1981 to 1986 (see Table 5-13).

There are a number  of  opportunities  for  special  support  for
highly qualified minority students through the University.  These
include:

*   Graduate Deans Fellowships for Black Doctoral Students

*   State Council of Higher Education Graduate Fellowship Program

*   Graduate School Instructional-Fee Scholarships

The University recently joined the National Consortium for Access
to  Education, an organization of universities with direct affil-
iations with primarily black institutions  of  higher  education.
The  consortium  facilitates  the  flow  of information among the
schools on graduate programs and qualified students.    There  is
also a fund for fellowships.

Although  the enrollment of minority graduate students has under-
gone recent growth, and although  the  University  is  making  an
effort to provide attractive support for them, much remains to be
done.    The  long-term state goals for the University call for a
minority enrollment that  reflects  the  larger  context  of  the
Commonwealth's  demography.  Additional fellowships and financial
support packages may be needed to  achieve  this  balance.    The
colleges  should  set  goals for minority enrollments and college
administrators must be made aware of the need to meet them.  This
is particularly true for colleges with minority enrollments below
the University average.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.5  Graduate Students
-sub-
5-2.5.8   Minority Graduate Students
-rec-
Recommendation 5-15:   That the University and the colleges  work
    to increase minority representation in the graduate program.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.6  Undergraduate Student Involvement In Research
-txt-
Most departments provide opportunities for undergraduate students
to  participate  in research activities.   Undergraduate research
courses (4990) are  an  established  vehicle  to  grant  academic
credit  for  undergraduate  research.    For this mechanism to be
activated, the student must have the consent of a faculty  member
who is willing to supervise the work along with approval from the
faculty  member's department.  A student can earn up to six units
of 4990-type work for credit toward graduation.  Although  gradu-
ate  research  typically  receives more attention, the University
should encourage its undergraduates to become  more  involved  in
research.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-txt-
The  nature of the off-campus program has changed much during the
10 years since the 1975-76 Self-Study.  In 1980,  the  off-campus
program  was  put  under  the  exclusive  control of the Graduate
School, a change  that  was  intended  to  bring  the  off-campus
program in line with the standards and regulations applied to the
on-campus  graduate  program.   In 1983, a television network was
established  to  teach  graduate  courses  in  engineering;  thus
off-campus  teaching  could  reach  many  more locations than the
fixed, "live" facilities.  At the same time, the  network  intro-
duced  a  new  set  of variables to be dealt with by the Graduate
School and the faculty.  The end result of the changes has been a
rapid growth in certain segments of the off-campus  program,  and
an  increase  in  the standards required for students who wish to
take courses.  Additional pressures and  opportunities  exist  to
expand  the  off-campus  effort  through both live and television
offerings.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-rec-
Recommendation 5-16:   That a clear, concise, and direct  mission
    statement for the off-campus program be developed by a repre-
    sentative faculty committee.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.1   The Off-Campus Program
-txt-
Besides  the  television  network  system, the off-campus program
offers courses in three  major  locations:    Northern  Virginia,
NSWC-Dahlgren,  and Richmond, with the Northern Virginia Graduate
Center having by far the largest number of students.  Most of the
courses are supported through tuition payments by  the  students,
although  some  courses are of the contract form, where an entity
(or entities) pays to have the  course  offered  for  a  body  of
students  drawn primarily from the sponsor.  Courses at the other
locations are primarily of the contract-type, and in  most  cases
are sponsored by government agencies.

The  television  network  began  in  the  Fall of 1983 as a joint
effort of VPI&SU  and  the  University  of  Virginia  to  provide
engineering  courses  to  the Richmond area via a microwave link.
In this effort, Virginia  Commonwealth  University  provided  the
local  support in Richmond.  In 1983, six courses were offered by
VPI&SU and four by the University of  Virginia.    In  1984,  the
system  capability  was expanded to include the Northern Virginia
and Tidewater areas.  In that year, 18 courses  were  offered  by
VPI&SU,  and  12  courses  offered by the University of Virginia,
George Mason University and Old Dominion University.    In  1986,
the television transmission was switched from microwave to satel-
lite.  Use of the satellite allows for many options for reception
centers, and the network now includes over 25 locations, three of
which are outside the Commonwealth.

In  all  cases,  the  classroom  site  must  have  not only video
capability, but provisions for two-way audio, so that students in
remote locations are able to ask questions of the teacher in  the
TV  broadcast classroom.   Television courses presently originate
from two specially equipped classrooms in Whittemore Hall.  It is
required that a television course  have  both  an  on-campus  and
off-campus enrollment.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.2   Enrollments
-txt-
The  largest  FTE  graduate student enrollment for the off-campus
program, as of 1986, was in the College of Education, followed by
Engineering and Business (see Table 5-14).  Engineering has shown
the largest recent growth, most of which can be attributed to the
television network (see Table 5-15).   Primarily because  of  the
television courses, the Engineering FTE increased from 59 in 1982
to 197 in 1986.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.3   Student Admissions and Status
-txt-
Students  are  admitted  to  the  VPI&SU off-campus program under
normal graduate school procedures.   The same rules  for  initial
student   status  generally  apply  as  for  on-campus  students.
However, the one exception in the television program and some  of
the  contract programs allows a student to take up to 15 units in
a non-degree status, while elsewhere, this option is extended for
3 units only.   Should a student  ask  for  degree  status  after
taking  15 units, his application is subjected to a second evalu-
ation by the degree-granting unit.

Students in the television network courses are  admitted  through
four  state  institutions, and may take up to 50 percent of their
courses outside the host institution.  Thus, because students  of
uneven  abilities may be enrolled in the same course, the content
and level of teaching of the course may vary significantly.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.3   Student Admissions and Status
-rec-
Recommendation 5-17:   That the program of televised  courses  be
    assessed  with  input from instructors actively involved with
    television instruction.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.4   Instruction
-txt-
At least 50 percent of the faculty used in an off-campus  program
are  required  to  be either permanent VPI&SU faculty or resident
faculty.  Permanent faculty may be on-campus faculty who  commute
to  the  off-campus  location,  or  in  a few cases, tenure-track
faculty with a permanent  station  at  the  off-campus  location.
Resident  faculty are adjunct professors who teach in the program
on a regular basis.  Regular evaluations are  obtained  from  the
students  in  both  live  and  television  courses  to assess the
quality of instruction.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.5   Scheduling of Courses
-txt-
The growth of the off-campus program has led to an  expansion  of
course   offerings   in  some  areas,  particularly  engineering.
Additionally, students  taking  courses  through  the  television
network may choose from course offerings from both VPI&SU and the
University of Virginia.

In  spite of the expansion of courses available to students, some
problems remain for off-campus students  who  are  serious  about
earning  degrees.    Because  only  a  broad  base  of courses is
typically offered, it is difficult to provide  enough  depth  for
the  student to focus in a single area.  As more students advance
in degree options, course offerings must be  better  coordinated.
At  locations  such  as  the  Northern  Virginia Graduate Center,
television courses should be compatible with those offered live.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.6   Advising
-txt-
Inevitably, off-campus students have less access to faculty  that
their  on-campus  counterparts,  and  this puts the students at a
serious disadvantage.    This  situation  might  be  improved  by
providing  the  off-campus student with an advisor as he advances
towards a degree.  Providing effective faculty  advising  to  the
off-campus  student  is  more  difficult  than  for the on-campus
student.  This is particularly true for students working  towards
degrees through the television network, where direct contact with
faculty members is rare.  The Graduate School should require each
department  that participates in the television network to advise
students taking television courses  and  who  have  expressed  an
interest in working to earn a degree.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.7   Northern Virginia Graduate Center
-txt-
The  Northern  Virginia  Graduate Center is unique in the Common-
wealth.  The fact that it is an extension of the Graduate  School
(and  not  extension or continuing edcuation, which is typical of
most such programs)  and  houses  a  resident  faculty  with  the
associated  academic  resources  and services (such as computing,
library, full degree programs, GA's,  etc)  clearly  defines  the
differences  between  VPI&SU  and others.   This model won praise
from the State Council of Higher Education in its report  to  the
Commonwealth's  Joint  Legislative  Audit  and  Review  Committee
(JLARC) on off-campus programs in 1982 as  the  "way  to  conduct
off-campus  programs."   The general perception of the quality of
the programs offered at the Center is quite good  from  students,
employers, and other institutions in the immediate area, although
this view may not be shared by all on the Blacksburg campus.  Yet
the  potential  of  this  Center  and  VPI&SU's entire off-campus
programming is far greater than has been realized.   Where do  we
go  from here?  How far to we want to go?  When do we want to go?
The  answers  will  not  be  easy  and  the  debate  must   begin
immediately.  The following is a short list of issues to consider
in the planning for the off-campus programs:

*   Organizational  relationship  of  the  Center to the Graduate
    School;

*   The role and place of the Center in long-range planning;

*   Targets for growth (how big  does  the  University  want  the
    Center  to  become  --  the  potential  is  unlimited with an
    adequate resource base);

*   Additional resources  (faculty,  staff,  library,  equipment,
    etc.) for the Center

*   Research  links with industry in the greater Washington, D.C.
    area;

*   Technology (primarily telecommunications).
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.8   Promotion and Tenure for Permanent Faculty at Northern
Virginia Graduate Center
-txt-
As enrollments at the  Northern  Virginia  Graduate  Center  have
increased,  a number of permanent faculty have been added.  These
faculty are evaluated by the same rules and  regulations  as  the
on-campus  faculty  with  regard to promotion and tenure.  At the
same time, they do not  have  the  same  opportunities  as  their
on-campus colleagues for research and publication activities.  If
departments  hire  certain  faculty  to  serve specifically their
off-campus options, they should provide all possible support  for
these faculty to attain tenure and promotion.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.9   Possible Innovations in Off-Campus Programs
-txt-
Many  faculty feel that the off-campus program contributes little
to the main campus.  Although there is in fact little interaction
between the programs, it is possible that the situation could  be
improved  by  encouraging off-campus students, particularly those
in the television program, to  arrange  with  their  employers  a
"sabbatical"  semester  on campus.   The student could accelerate
progress toward a degree, and  could  undertake  some  supervised
research  on campus.  This option would also add to the diversity
of  the  graduate  student  body  and  could  provide  beneficial
contacts  between  faculty and industrial interests.  The Univer-
sity could facilitate this type of program by maintaining  leases
on  apartments  for  the students.   A precedent for this sort of
arrangement exists in support for faculty visitors.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-2.0  Graduate Programs
-minor-
5-2.7  Off-campus Graduate Program
-sub-
5-2.7.9   Possible Innovations in Off-Campus Programs
-rec-
Recommendation 5-18:   That  the  University  develop  a   formal
    on-campus semester program for off-campus students.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.1  Background On Research At VPI&SU
-txt-
The  implementation  of  policies  that  encourage  research, the
growth of the graduate student enrollment, and faculty dedication
to research have produced a tremendous increase in  the  research
component of the University.  University research expenditures in
1966-1967  totaled  about  5  million dollars. In 1985-1986, this
figure was over 65 million dollars and the University was  ranked
49th  in  the  country.    Clearly  the  climate for research has
changed substantially over the past decade.

During this time, the  University  has  emphasized  hiring  young
faculty  capable  and  willing  to undertake research activities.
Furthermore, one of the criteria for promotion and tenure is  the
degree  to  which a faculty member is involved in research and is
able to attract  funds  for  research.    A  faculty  member  who
contributes  equally  in  the  areas  of  teaching,  professional
service, publications, and research is considered well-rounded.

The increased involvement of larger numbers of faculty has led to
diversification of the research efforts at the University.    The
research  program  is  vigorous,  and  serves  an ever-increasing
constituency at the state and national levels.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.2  The Research Mission
-txt-
The land-grant tradition embraces both basic and applied research
which are essential ingredients in the development of  an  accom-
plished  and intellectually curious faculty and student body.  It
is expected that the research will help to establish new technol-
ogies, will lead to the creation of new companies and  jobs,  and
will  increase  the  standard  of  living  in  the  Commonwealth.
Research programs also serve to finance many aspects of  instruc-
tion,  particularly in graduate programs by providing some of the
means to acquire state-of-the-art equipment for laboratories.

The University Faculty Handbook identifies  three  categories  of
research, as follows:

1.  "Core  Research," which is supported by biennial state appro-
    priations to match federal formula funds under the Hatch  and
    McIntire-Stennis  Acts, the Water Resources Research Act, and
    the Surface Mining Control and Reclamations Act;

2.  "Sponsored Programs" funded by numerous external sources  and
    organized in over 2,000 projects, each with specific research
    objectives;

3.  "Departmental  Research,"  which  includes an array of activ-
    ities undertaken at the initiative  of  the  faculty  and  is
    often tied to their academic assignments.

These  categories  are  often  used  for the sake of convenience,
since many research projects may fall into two or  all  three  of
these categories.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.2  The Research Mission
-txt-
In   the  land-grant  tradition,  Core  Research  activities  are
concerned with areas vital  to  the  overall  well-being  of  the
economy  of  the  State,  and  to the quality of the lives of its
citizens.   It focuses on agriculture  and  forest  productivity,
food  safety and quality and related consumer problems, conserva-
tion of environmental and water resources,  utilization  of  coal
and  other energy resources, and industrial and economic develop-
ment concerns.

Sponsored Research is less focused than Core Research,  since  it
represents  whatever  the  Principal Investigator and the sponsor
mutually agree to, as long as this  conforms  to  guidelines  for
viable  and  reasonable  research  within  the University.   Such
research may fall into the category of basic or applied research.
Sponsors may be from private industry, state  and  local  govern-
ment,  or the federal government.  Funding can be arranged by the
sponsor contacting the University or a specific principal  inves-
tigator,  by  a  principal investigator submitting a solicited or
unsolicited proposal.

Departmental Research, a key element in the University, does  not
necessarily  have  a  direct sponsor, but relies on the resources
normally available  in  the  University.    These  resources  may
consist  only  of  the  ideas of a scholar and the library of the
University.  Sometimes the research may attract funding, but just
as often, the research is undertaken without outside sponsorship.

The outcomes of investigations under core, sponsored, or  depart-
mental research are ultimately judged through the process of peer
review in the form of publications, presentations, awards, judged
shows,  and letters from respected peers.  The University has set
into place a system where all faculty are required to bring their
research results to a  variety  of  public  forums.    Inadequate
levels  of publication and recognition result in negative impacts
in the promotion and tenure process and on salary levels.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.3  Organization Of The Research Program
-txt-
The Research Division was established at VPI&SU in 1966 by action
of the Virginia  General  Assembly,  to  encompass  the  research
missions  of the Virginia Agricultural Experiment Station and the
Virginia Engineering Experiment Station.   The Research  Division
was authorized to:

   Conduct  researches  and  investigations  and to establish,
   publish and distribute results in such forms as  will  tend
   to  increase  the  economy,  efficiency,  and safety of the
   various enterprises and activities of interest to the State
   and  the  Nation,  and  to  promote  the  conservation  and
   economic  utilization  of  its natural and human resources.
   (Code of Virginia, 23-135.2)

The appointment of Randall Robertson as the  first  Dean  of  the
Research  Division  in  1970  was  an attempt to help the faculty
develop more sponsored research.  Dr. Robertson  brought  experi-
ence  from  the national level through service at both the Office
of Naval Research and  the  National  Science  Foundation.    His
tenure  was  characterized  by  a  rapid expansion of the faculty
involvement in sponsored research.

At the time of the 1975-76 Self-Study, the Research Division  had
the responsibilities of providing institutional-level program and
policy  administration for research, as well as fostering efforts
to earn sponsored grants.   Working  closely  with  the  Research
Division,  but  separate from the office, was the office of Grant
and Contract  Administration.    That  office  handled  budgetary
matters connected with sponsored research.

In  1981, the Research Division and Graduate School were reorgan-
ized under the Dean of Research  and  Graduate  Studies.    While
changes  in the direct operations of each unit were minimal, this
merger enhanced  the  symbiotic  relationship  between  scholarly
research  and  graduate  studies at VPI&SU.   This reorganization
reinforced the necessity of having sponsored research projects to
attract good graduate students in many areas, and  to  have  good
graduate students to complete sponsored projects.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.3  Organization Of The Research Program
-txt-The  appointment  of  a  Vice  Provost  for Research and Graduate
Studies in 1984 further emphasized  the  integrated  responsibil-
ities  of these units in the University.  The position of Dean of
the Graduate School was re-established and a position of  Associ-
ate  Provost for Research was created.  Both these administrators
report to the Vice Provost for  Research  and  Graduate  Studies.
The  current  arrangement  has  increased  the attention given to
policy questions and  planning  issues  as  they  relate  to  the
research and graduate missions of the University.

In  1982,  certain functions and responsibilities of the Research
Division and the Office of Contract and Grant Administration were
merged and consolidated into an Office of Sponsored  Programs  to
provide integrated support for faculty pursuing external funding.
The Office of Sponsored Programs now provides pre- and post-award
support   for  all  extramurally  funded  programs  in  research,
instruction, and extension/public service.  This support includes
help where needed with proposal preparation, budgeting,  contract
negotiations,  and  financial  management of project awards.  The
Associate Provost for Research also serves  as  the  Director  of
Sponsored Programs.

The  Research  Council  was elevated in 1982 to commission status
within the University governance system (see the General  Catalog
for Commission membership).  The Commission on Research serves as
the  primary  policy advisory body for the research enterprise of
the University and has been instrumental in  the  formulation  of
many  of the new policies and procedures outlined in this section
(see Table 5-16).

The College Administrators for Research (CARs) meet on a  monthly
basis  to  discuss problems and opportunities associated with the
administration of the University's  research  enterprise.    This
group  serves as the primary conduit for information and feedback
to the faculty on matters that relate to research administration.
An information series was initiated in 1978 to  provide  a  more-
detailed  examination  of  certain  aspects  of research adminis-
tration, such as the basis for indirect  cost  calculations,  the
establishment  of  specialized  service  centers,  procedures for
subcontracting, and so forth.  In 1985, this series was  expanded
to include a quarterly newsletter, Insight.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.4  Quality Control Measures And Support Services Of The
Research Division And Office Of Sponsored Programs
-sub-
5-3.4.1   Quality Control Measures
-txt-
While  mechanisms to encourage research are well established, the
University must maintain an oversight capability to  ensure  that
the  nature  of  the  research is consonant with the purposes and
goals of the University.  Guidelines guard against the assumption
of work not suited to an academic environment:

1.  The research results of a  thesis  or  dissertation  must  be
    subject to public scrutiny and made available for publication
    no later than one year after the work is completed.

2.  The research should possess academic merit.

These  policies  are further described in the University's Manual
of Procedures.

The first policy is designed to protect the  student  engaged  in
research  activities; in many cases, the future livelihood of the
student may depend on an ability to present the research  to  the
public.    The  second  policy  is directed toward the conduct of
unsuitable work under the guise of research.   To  enforce  these
policies,  the Research Division is responsible for checking each
proposal to determine that the intent of the work is acceptable.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.4  Quality Control Measures And Support Services Of The
Research Division And Office Of Sponsored Programs
-sub-
5-3.4.2   Support Services
-txt-
The University's Manual of Procedures for sponsored programs  has
been  computerized and can be updated to ensure that all federal,
state,  University,  and  sponsor  policies  and  procedures  are
current.    The  Manual provides comprehensive guidelines for the
preparation  and  management  of  sponsored  activities.      The
thoroughness  of  coverage of this compendium has been recognized
by the adoption of its format by other universities  in  Virginia
and elsewhere.

The University Proposal Monitoring System (UPMS) was developed to
provide a computerized  data  base  to  track  sponsored  program
activities.    Data  on  over 3,000 currently funded projects and
over 11,000  proposals  submitted  over  the  past  5  years  are
maintained  in  the UPMS.   It can be searched for information by
sponsor,  department/college,  principal  investigator,   funding
categories  (e.g.,  federal, state, and local government; commer-
cial; foundations, etc.), size of awards, duration of awards, and
so forth.   Monthly reports are  provided  to  the  colleges  and
departments  and  special  reports  are  generated for University
administrators on an almost daily basis.

The Project Authorization Notice (PAN) has been  computerized  to
provide  quicker  turnaround in the establishment and updating of
sponsored  project  information  in  the  University   Accounting
System.    The  PAN  provides  faculty  and administrators with a
budget breakdown for each project account  and  identifies  cost-
sharing  expectations.    All  funding  adjustments  are recorded
through the distribution of an up-dated PAN.

A "flagging system" was developed to minimize project overruns in
which charges to sponsored accounts exceed available funds.  This
system provides principal investigators  with  timely  notice  of
potential  financial  management  problems  so  that these can be
averted or dealt with before the project deadline.

An Accounts Receivable system is under development and will be in
place before the end of 1987 to expedite the tracking of billable
charges under sponsored projects.   This system  is  designed  to
ensure  an adequate cash flow to prevent interruptions in sponsor
funding.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.4  Quality Control Measures And Support Services Of The
Research Division And Office Of Sponsored Programs
-sub-
5-3.4.2   Support Services
-txt-
A Faculty Expertise system has been developed to provide informa-
tion  about  the  research  and  academic  interests  of  faculty
members.   This system is available on-line through the mainframe
computer to all faculty and administrators on campus.  In January
1987, a connection to this data base was provided in  the  Office
of  the  Governor.    Similar  linkages  will  be provided to the
offices of the Center for Innovative  Technology  (CIT)  and  the
State Council for Higher Education.  A Research Facilities Direc-
tory  has also been developed to provide a compendium of research
support facilities available on  campus.    These  data  will  be
available electronically by the end of 1987.

An  Opportunities  Officer  was  appointed  in  1985  to  provide
researchers and graduate students with information  and  special-
ized  services  regarding  funding  opportunities.    A number of
workshops  and  conferences  with  representatives   of   federal
agencies  have  been organized and conducted through this office.
The Opportunities Officer  has  also  been  instrumental  in  the
preparation  of  major  funding  solicitations  to  the  National
Endowment for the Humanities, American Telephone  and  Telegraph,
and  other  public  and private funding sources.   This office is
responsible for the operation  of  the  SPIN  (Sponsored  Program
Information  Network)  System,  a  computer-based  data system on
sponsored program opportunities maintained by the  State  Univer-
sity of New York in Albany.

The  University  Council  adopted  a  new "Policy on Intellectual
Property" in 1986 to consolidate and update earlier policies  and
procedures on patents and copyrights.  An Intellectual Properties
Officer has been appointed within the Research Division to facil-
itate the opportunities of faculty and staff to develop, protect,
and  market inventions and copyrightable materials.  This officer
will work closely with  Virginia  Tech  Intellectual  Properties,
Inc.,  a corporate entity established by the Board of Visitors in
1985 to develop and market discoveries made by  the  University's
faculty and staff.

A  number  of  "early  alert" notations have been included on the
Proposal Internal Approval Form to provide pre-award  information
about  space needs, the use of human subjects, equipment acquisi-
tions, security issues, and hazardous materials.  These notations
are intended to enable various administrative support units to be
more responsive to the needs of sponsored research projects.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.5  Core Research
-txt-
The Core Research Program at VPI&SU has existed  for  nearly  100
years.  The Virginia Agricultural Experiment Station received its
first  research allotment under the Hatch Act in 1887.  The focus
of these activities became more explicit under subsequent  amend-
ments  to  the  Act,  culminating  in the 1955 mission statement,
which states:

   It shall be the object and duty of the  State  agricultural
   experiment   stations.....to  conduct  original  and  other
   researches, investigations and experiments bearing directly
   on and contributing to the establishment and maintenance of
   a permanent and  effective  agricultural  industry  in  the
   United  States,  including  the  researches  basic  to  the
   problems of agriculture and its broadest aspects  and  such
   investigations  as  have  for their purpose the development
   and improvement of the rural home and rural  life  and  the
   maximum  contributions by agriculture to the welfare of the
   consumer.....

Congress  passed  the   McIntire-Stennis   Cooperative   Forestry
Research  Act  in  1962 to encourage and assist in the conduct of
forestry research, including reforestation,  land  and  watershed
management, wildlife habitat improvement, outdoor recreation, and
harvesting  and  marketing  of  forest products.   Thus, a second
major formula-funded program was added to the research mission of
land-grant institutions.

The concept of Core Research was first  articulated  in  1976  as
part  of the first Program Budget Exhibit submitted to the Gover-
nor and General Assembly by the Research Division.   The  program
focus  included  research  efforts  in  agriculture  and forestry
research, rural development, family resources, coal  and  energy,
environmental and water resources, industrial and economic devel-
opment, and supporting areas.  A subprogram in veterinary medical
research was added in 1984-85.

In  1975-76,  funding for the Core Research Program (state appro-
priations and federal formula funds) accounted for  51.6  percent
of  the  total  research expenditures at VPI&SU (see Table 5-17).
In 1985-86, however, funding for Core Research  represented  45.4
percent  of the University's total research expenditures.  During
this  10-year  period,  total  research  expenditures  at  VPI&SU
increased   by  220  percent--from  $20,476,368  to  $65,535,344.
Sponsored Research expenditures increased  by  261  percent--from
$9,915,948  in  1975-76  to $35,779,619 in 1985-86--while funding
for the Core Research Program increased by 192 percent.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.5  Core Research
-txt-
The aggregate expenditure  data  in  Table  5-17  belie  a  major
problem  that has emerged in the 1980s concerning the foundations
of the Core Research Program.  In the land-grant  tradition,  the
research  agenda  of  this  Program has been supported jointly by
federal funds from the Department of Agriculture, allocated on  a
fairly  complex  formula  basis, and state matching funds.  While
the matching commitment varies from state  to  state,  there  has
been  some  consistency  over  the  years in the relative balance
between the state and federal funds supporting these activities.

From 1975-76 to 1980-81, federal formula funds  increased  by  65
percent,  closely  paralleling  the  71 percent increase in state
appropriations.   Since that  time,  however,  support  from  the
federal formula programs has remained relatively unchanged, while
state appropriations have increased by 84 percent in an effort to
keep pace with rising costs and new program initiatives.

This  problem  has been exacerbated by recent cutbacks in federal
funds brought on by  the  deficit  reduction  provisions  of  the
Gramm-Rudman-Hollings  Act.  However, for the past several years,
USDA formula funds have not kept pace  with  increases  in  costs
incurred  by the research activities that these formula funds are
intended to support.  For the past five years, the  increment  in
USDA  funds has been either negative or well-below inflation (see
Table 5-18).  The cumulative increase in USDA funds since 1979-80
is only 21 percent, which averages out to an annual  increase  of
only 3.2 percent over this period.

During this same period, faculty salaries (to which  these  funds
are  largely  applied)  have  averaged  annual  increases  of 7.6
percent.  In short, an increasing  segment  of  activities,  once
funded  by  these  USDA  programs,  has  been  shifted  to state-
appropriated funds.  Put another way, the "buying power"  of  the
$3.676 million in USDA formula funds expended in 1985-86 is about
60 percent of the equivalent value of these funds in 1979-80.  To
keep  pace  with the increases that have occurred in salaries and
related employee benefits, the level of support from  these  USDA
funds for the current year should be around $6 million.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.5  Core Research
-txt-
Core  Research  activities in the College of Agriculture and Life
Sciences are most directly impacted by this change in USDA funds,
as illustrated by a 10-year comparison (see Table 5-19).    Total
funds  in support of Core Research activities in the College have
increased by 154 percent from 1976-77 to 1985-86.   The  increase
in  USDA  funds  during  this  same  period, however, was only 51
percent.  At the beginning of the period,  USDA  funds  accounted
for  30.5  percent of the total Core expenditures in the College.
In 1985-86, however, these  funds  contributed  only  18  percent
toward the Core Research Program in the College.

The  consequence  of  this situation is not difficult to predict.
By 1995-96, the funding requirements for  Core  Research  in  the
College  of  Agriculture  and  Life  Sciences  (assuming a modest
annual  increase  of  7  percent)  will  be  approximately  $36.5
million.    Assuming  the  current  "no increase" trend, the USDA
share of this funding requirement will be less than  10  percent.
At  that point, the USDA funds in all likelihood will be insuffi-
cient to pay the utility bills of the outlying research stations.

To  sustain  the  land-grant  mission   of   the   University--as
envisioned  in  the  last  Self-Study Report--the Commonwealth of
Virginia must assume an increased share of the fiscal obligations
for the support of the Core  Research  program.    This  expanded
commitment has several related components:

*   Operating  Funds:  The  Core Research Program has experienced
    "level funding" for operations over the past  three  biennia.
    However,  since  the University has no mechanisms to increase
    the Nongeneral Fund portion of the Core Research  and  budget
    (i.e.,  tuition  cannot be increased, as has been done in the
    academic budget), the impact of "level funding" has  been  an
    absolute and significant decline in operating support.

*   Additional  Core  Research  Positions:  No new positions have
    been authorized for the Core Research Program in the past  10
    years,  except  for positions allocated in support of the new
    Veterinary Medical Research (VMR) subprogram.   In  fact,  17
    classified  positions were eliminated in the early 1980s as a
    result of the state's Manpower Utilization  Plan.    In  this
    10-year  period,  however, new and expanded research expecta-
    tions have been identified as appropriate to the overall Core
    Research mission, while other research concerns have  contin-
    ued.  If VPI&SU is to provide the research support envisioned
    by  the new land-grant mission espoused by its leadership and
    its supporters throughout the Commonwealth, additional  staff
    resources must be provided.

*   Greater   Flexibility   in  Position  Assignments:  The  Core
    Research Program must be responsive to emerging problems that
    face the Commonwealth and the nation.  The policy  of  "fixed
    allocations"  of faculty and classified positions to colleges
    and departments needs to be re-examined.

The goals and objectives of the Core Research Program are subject
to review each biennium as part of the state budget process.  The
overall mission of the program, however, has not been examined in
detail since 1980.  Continued efforts must be made to examine and
make recommendations as to the appropriateness, flexibility,  and
responsiveness  of  the  current subprograms within Core Research
with respect to the changing/emerging problems facing the Common-
wealth and the nation.  These efforts must involve both  adminis-
trators  and  faculty  representatives  in  the identification of
potential areas of new development.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.5  Core Research
-rec-
Recommendation 5-19:   That the Core Research Program be reviewed
    by a committee of administrators  and  faculty  to  determine
    whether the subprograms are still appropriate and whether the
    staff  and  operating  resources  are  sufficient to meet the
    research programs envisioned under the University's contempo-
    rary land-grant mission.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-txt-
Sponsored Research plays  a  significant  role  in  the  academic
mission  of  the  University.    In addition to strengthening the
education and training of  future  researchers  through  graduate
programs, research on the "leading edge" provides an exposure for
all  students  to  knowledge in the making--a vital function of a
university.

A mutually beneficial relationship exists between  the  Core  and
Sponsored  Research  Programs: each adds to the knowledge base of
the other and refines  the  other's  objectives  and  strategies.
Sponsored   Research  often  defines  emerging  or  high-priority
problem areas that need to be addressed through the Core Research
Program.  Sponsored Research also extends the research  endeavors
of the Core Program to broader applications.  Such a relationship
focuses  resources  and  promotes  the achievement of the overall
research mission of the University, as set forth in the  Code  of
Virginia (Section 23-135.2).

Sponsored  research  at VPI&SU is the product of the broad schol-
arly interests of faculty and their students, acting individually
and  collectively,  tempered  by  the  interests   of   potential
sponsors.    The  data  in  Table  5-20  illustrate the extent of
faculty  involvement  as  principal  investigators  in  sponsored
research.    Ensuring  that these research activities enhance the
scholarly climate at the graduate  level  is  also  an  important
component of this process.

VPI&SU  has  achieved national recognition in a number of fields.
According to a recent survey of the National Science  Foundation,
the University ranked:

*   22nd  nationally  in  terms  of  expenditures for engineering
    research;

*   19th in terms of research support from the U.S. Department of
    Agriculture;

*   15th in terms of research expenditures from state  and  local
    government sources; and

*   6th in percent of research expenditures from industry.

Overall,  the  University  ranked  49th in the nation in terms of
research  expenditures,  according  to  the  latest  NSF  survey.
Further  detail  is  given  on expenditures by funding agency and
college in Table 5-21.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-txt-
The vitality and perseverance of the faculty have  further  built
upon the research capacity.  In FY 85-86, some 1,600 new research
awards  were  received for total funding in excess of $41 million
(see Table 5-22).

Sponsored Research expenditures increased from $11.2  million  in
1976-77  to  $35.8  million  in 1985-86 (see Table 5-17), for the
equivalent of an annual increase of 13.8 percent.    During  this
same period, research awards increased by 324 percent, from $9.68
million to $41 million.  This significant growth in awards trans-
lates  to  the  equivalent of an annual increase of 17.4 percent.
Both these annual  rates  of  increase  are  above  the  national
averages for the period.

In  spite of these positive trends, some important issues must be
addressed for VPI&SU to achieve the next important  threshold  in
its  development  and  maturation  as  a  comprehensive  research
university.  Issues relating to interdisciplinary research, space
and equipment, and  support  services  are  outlined  in  further
detail  in  subsequent  sections.   These issues -- applicable to
Core Research as well as Sponsored Research -- are  of  paramount
concern.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-sub-
5-3.6.1   Need For "Program Funding"
-txt-
With over 1,500 new sponsored research awards received in each of
the  past  three years, the University's research agenda has been
characterized by a multiplicity  of  relatively  small  projects,
averaging  less  than  $30,000  per award.   In some cases, these
awards represent continued support from  a  single  sponsor  over
several  years.  If VPI&SU is to achieve a place among the top 40
universities in terms of research funding, some  of  the  present
activities  need  to  be  redirected  toward  larger  "blocks" of
support -- in terms of both dollars and time.  In several sectors
of the University, it will be necessary to move from a pattern of
individual faculty members (each with several small projects), to
teams of faculty, professional staff, and students  funded  on  a
sustained basis over a three- to four-year period.

The block or umbrella grant concept is being encouraged through a
number  of  funding  agencies,  including  the  National  Science
Foundation, the Department of Defense, and Virginia's Center  for
Innovative Technology.  While the first phases of this trend have
focused on large centers, it is also possible that "mini-centers"
may  also receive support in the future.  This will allow smaller
groupings of faculty to compete for funding--a situation that  is
positive  for VPI&SU where the research strengths are only begin-
ning to emerge in many areas.   In all these  endeavors,  cooper-
ation  is  needed among faculty groups.  This may require faculty
members to give up some of the  independence  they  once  enjoyed
while  working  on  individual-funding, but the opportunities are
significant.  The faculty should be alerted to the possibilities,
and encouraged to consider working towards center concepts  where
appropriate.

The  preparation of block grant proposals requires more work than
individual grants or contracts.    The  concept  also  often  may
involve more than one university, and may call for development of
industry  matching funds or other contributions.  Thus, consider-
able travel may be required, and significant coordination may  be
involved.    To  assist  faculty  who apply for such support, the
University must assist with  proposal  preparation  by  supplying
financial  support  and  staff  assistance.   This support may be
predicated on contributions from the  faculty  members'  colleges
and departments.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-sub-
5-3.6.1   Need For "Program Funding"
-rec-
Recommendation 5-20:   That  the  Commission  on Research and the
    Faculty Senate address the issue of block grants and how  the
    University can be positioned to deal with this development.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-sub-
5-3.6.1   Need For "Program Funding"
-rec-
Recommendation 5-21:   That  the University establish a mechanism
    to assist faculty groups and support the preparation of large
    block-grant proposals.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-sub-
5-3.6.2   Professional Staff Levels and Development
-txt-
Many major research universities, the  company  of  which  VPI&SU
aspires  to  achieve,  have  the  capacity to engage professional
staff members to participate in  sponsored  research  activities.
Such  professional  staff  members function both in technical and
administrative capacities and require salary and  related  fringe
benefit  considerations  competitive with the scales available in
industry and business.  Measures have been taken to provide  this
capacity  at  VPI&SU  through  the  expanded  definition  of  the
category of Research Associate  and  the  additional  appointment
categories  of  Research Scientist and Senior Research Scientist.
However, these efforts  must  be  extended  to  include  parallel
opportunities  to  employ  first-level  professional personnel in
positions that currently are unavailable in the State  Classified
Personnel System.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-sub-
5-3.6.2   Professional Staff Levels and Development
-rec-
Recommendation 5-22:   That   the   University  establish  better
    mechanisms for scholars at the staff level to  be  recognized
    and compensated for their efforts.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-sub-
5-3.6.3   Integration of Research Mission into University Systems
-txt-
It  has  been  said  that  university research is "big business."
With Sponsored and Core Research expenditures of over $75 million
in 1985-86, this assertion is certainly true at VPI&SU.  Many  of
the  University's support systems, however, are not geared to the
"business cycles" of Sponsored Research.  For example, the close-
out of University accounts involving General Fund  appropriations
at  the  end of the state fiscal year comes at a time (June) when
Sponsored Research activities are beginning to expand to accommo-
date the  availability  of  academic-year  faculty  and  graduate
students  in the summer months.  The year-end financial reporting
requirements of the state must take precedence over the  account-
ing and management information requirements of sponsored projects
(under  current procedures).  In so doing, however, the "business
of research" often is left with incomplete or inaccurate informa-
tion regarding the status of available  funds.    Similarly,  the
purchase  of  equipment  or  other  critical  items in support of
research projects may come into  conflict  with  the  procurement
time-table  required  to  meet year-end close-out requirements of
the state.  In short, many policies and  procedures  are  enacted
and/or  maintained  without  full cognizance of their detrimental
impact on the research enterprise of the University.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-sub-
5-3.6.3   Integration of Research Mission into University Systems
-rec-
Recommendation 5-23:   That the University re-assess its  general
    financial  administrative procedures relative to the research
    mission and eliminate or modify those that are a detriment to
    the conduct of research.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-sub-
5-3.6.4   Need For Flexibility In Use of Research Overhead Funds
-txt-
The Commonwealth of Virginia in theory has an enlightened  policy
involving  return  of  overhead funds generated through sponsored
research.  The state allows 70 percent of the overhead to be used
to fund "research  and  related  activities."    Such  funds  can
provide  an  invaluable  tool  to help research programs grow and
respond quickly to changing environments.  For example, the funds
may be applied to help  write  new  proposals,  replace  obsolete
equipment,  renovate  areas  for new research tasks, or construct
entirely new facilities.  For the last  three  biennial  budgets,
however,  the  University has had a fixed operating budget.  This
has come in the face of rapidly growing research  activities  and
graduate  student  enrollments.    To  handle the larger workload
engendered by this situation, administrative units have gradually
become dependent on the research overhead monies to fund a  range
of support activities.  This situation defeats the purpose of the
original  policy,  and flexibility in application of the overhead
funds has significantly diminished.  It has a negative effect  on
faculty  morale  and, in the long run, will become a roadblock in
the development of research at the University.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.6  Sponsored Research
-sub-
5-3.6.4   Need For Flexibility In Use of Research Overhead Funds
-rec-
Recommendation 5-24:   That the Commonwealth and  the  University
    bring  operating  budgets  to levels that will allow overhead
    return monies to be used for research-related  activity,  and
    serve to enhance research facilities and encourage faculty to
    do high-level research.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.7  Departmental Research
-txt-
While  the  research expenditures for core and sponsored research
are indicative of increased activities in these  programs,  there
is  no  similar  simple measure that would show that more depart-
mental research is being done than in  previous  years  (see  the
section  in the Faculty Chapter on productivity.)  However, there
are ample reasons to believe that this is true.   First,  depart-
mental research often is part of the development of material that
will  ultimately  serve  as  the  basis  of a proposal for funded
research.  Second, graduate students who  are  not  supported  as
graduate  assistants  work  with faculty in departmental research
activities  to  complete  degree  requirements  for   independent
studies,  theses  and dissertations.   Given that funded research
has increased, and the  number  of  graduate  students  has  also
increased, it stands to reason that more departmental research is
being done than in the past.

Departmental  research  is  a  key element in the University.  In
some disciplines, it may be the primary type of research that  is
possible,  given that research funding tends to be more attracted
to technological areas.  Departmental research is highly  depend-
ent  on  the availability of quality resources through facilities
such as the library, the computing center, and basic laboratories
and supplies.   The  problems  associated  with  level  operating
budgets  mentioned in the preceding section on sponsored research
also apply to  the  performance  of  departmental  research,  and
perhaps  more so, since there is no recourse to returned overhead
funds in this case.   This  situation  particularly  affects  the
ability  of  the  faculty  to  publish the findings of department
research and travel  to  meetings  to  present  the  information.
Thus,  with  constrained operating budgets, departmental research
tends to be squeezed hardest, and  a  valuable  resource  in  the
University is diminished.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.7  Departmental Research
-rec-
Recommendation 5-25:   That the University continue and, whenever
    possible,  expand  the  support  for  non-funded departmental
    research.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.8  Interdisciplinary Research Programs
-txt-
In the chapter on Graduate Programs, the issues  associated  with
the  conduct of interdisciplinary graduate studies are presented.
Many of these issues are also applicable to the subject of inter-
disciplinary research.  At the same time, many  of  the  opportu-
nities   discussed   previously  for  interdisciplinary  graduate
studies are also applicable to interdisciplinary research.  Thus,
these points will not be repeated  here,  and  instead  focus  is
placed on some unique aspects of the research picture.

The University largely has been served well, as have universities
across  the  country,  by  strong department units arranged along
traditional lines.   However, research  problems  do  not  always
align  themselves  conveniently  along  traditional  disciplinary
lines, and the departmental structure is not always adaptable  to
this situation.  There are strong forces in the present sponsored
research  environment  that  support  interdisciplinary  research
efforts.  As mentioned previously, many government  agencies  are
in  essence  setting  as a requirement that center or block-grant
funding be  based  on  interdisciplinary  research  and  teaching
programs.   In the Commonwealth of Virginia, the General Assembly
in 1984 enacted legislation to create the Center  for  Innovative
Technology  (CIT).    While  the CIT is headquartered in Northern
Virginia, research coordination is provided by  four  institutes,
two of which are located at VPI&SU.  The CIT typically encourages
interdisciplinary  research  through  its  funding  of centers of
excellence.  Because of the opportunities offered in the  present
environment,   the  University  should  ensure  that  unnecessary
roadblocks do not exist for interdisciplinary research,  and,  in
fact, that such efforts are encouraged.

Interdisciplinary  research  is  done  through  the activities of
individual faculty members, and via more formal organizations.  A
study in  1986  by  the  Commission  on  Research  identified  51
separate  centers, laboratories, institutes, and groups at VPI&SU
that espouse interdisciplinary research and/or educational goals.
Two of these, the Virginia Water Resources  Research  Center  and
the  Virginia  Center  for  Coal and Energy Research, were estab-
lished by action of the Virginia General Assembly.  Eight centers
have been formally recognized by the Board of Visitors as Univer-
sity Centers.  The remainder are either college  or  departmental
in nature.  The funding for these groups is largely from external
sources  through  research grants and contracts.  The accumulated
grant funds of these centers and groups represents more than half
of the total external funding for the University.   Only  minimal
support is provided by general University funds.

Most of the centers and laboratories have served, and continue to
serve,  as  positive  agencies  for  research  at VPI&SU, and are
essential  to  maintain  the   University's   competitive   edge.
However,  in  some  cases,  the original purpose of the group may
have  been  outlived,  and  their  activities  have  fallen   off
drastically.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.8  Interdisciplinary Research Programs
-rec-
Recommendation 5-26:   That  the  Commission on Research be given
    oversight responsibilities  for  dissolving  centers,  insti-
    tutes, and interdisciplinary groups when their activities are
    completed.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.8  Interdisciplinary Research Programs
-txt-
Special  problems  can develop when faculty take it on themselves
to become involved in interdisciplinary research.   They  may  be
"disfranchised"  from  receiving resources if the departments are
not in complete agreement with the directions of the work.  Also,
the faculty may find it difficult to receive full endorsement for
promotion, tenure, and merit pay increases.  Given the likelihood
of increased attention to interdisciplinary research  efforts  by
major  funding  agencies, it is reasonable that careful attention
be given to the circumstances for interdisciplinary  research  at
the University.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.8  Interdisciplinary Research Programs
-rec-
Recommendation 5-27:   That  the  University establish a position
    with broad  authority  and  responsibility  to  assist,  help
    organize,  manage,  and coordinate interdisciplinary research
    and to assist in developing proposals for block  grants  that
    might support interdisciplinary research.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.9  Space
-txt-
Space to conduct research and support graduate programs is one of
the  most  critical  issues the University faces.  This situation
was highlighted as a problem in the last self-study, and  despite
some  modest  progress,  the  growth  of  research  and  graduate
programs has far outstripped the  gains.    In  addition  to  the
problems of a simple lack of space, there is a desperate need for
laboratories  that  can  provide  the special facilities that are
needed for many of today's research activities - high head  room,
clean  environments  with  humidity  and temperature control, and
hazardous-materials-handling capabilities to  name  only  a  few.
Finally,  much  of  the space that is available is not suited for
research and graduate student purposes because of a lack  of  air
conditioning,  proper  electrical  power,  and  lighting.    This
situation is illustrated by the following data:

*   A recent study identified a research space deficit of 230,000
    square feet in the College of  Engineering  and  showed  that
    relative  to  44 engineering programs at comparable universi-
    ties, VPI&SU ranks last in space, even  considering  the  new
    Architecture-Engineering infill building.

*   Based  on  data  obtained  from the Association of Collegiate
    Schools of Architecture, VPI&SU's Architecture program  ranks
    81st  out  of  87  programs in the country in terms of studio
    space per student.

*   Space needs for already funded research  in  the  College  of
    Arts and Sciences are 100,000 square feet.

*   Space  needs  for  research in Agriculture and Life Sciences,
    including biotechnology, are  in  excess  of  100,000  square
    feet.

*   Other  Colleges,  including Veterinary Medicine, report needs
    in excess of 50,000 square feet.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.9  Space
-txt-
The lack of space has already  had  an  impact.    Recently,  the
University   missed   several  excellent  research  opportunities
because of space deficiencies.  For example, projects  valued  in
excess  of $81 million were proposed by VPI&SU in response to the
University Research Initiative  of  the  Department  of  Defense.
Only  one  project,  valued  at  $2 million, was funded, however.
Others were declined with specific reviewer  comments  about  the
inadequacy  of  facilities  and space at the University.  A grant
from the Department of Energy for over $1.2 million was  delayed,
and potentially could have been reassigned to another university,
while  emergency  provisions  were made to meet the special space
requirements of the project.

The space available for research at VPI&SU is simply not consist-
ent with the level of research activity at the University and the
research mission assigned to it.  Faculty morale is suffering  as
a  result.  In the self-study questionnaire to the faculty, space
was identified as one of the top issues of concern.

The University has attempted to provide a range  of  conventional
and  unconventional stop-gap solutions to the space problem.  For
example, dormitories have been converted into offices for  gradu-
ate  students.    This  process  is  only  partially satisfactory
however, since the graduate students are housed in a building not
associated with their departments, and not in  proximity  to  the
laboratories  and  departmental facilities.  Another approach has
been to move administrative support groups off-campus,  often  to
facilities  that  must  be rented by the University.  The vacated
space has then been made available to research groups.  This too,
has a negative side in that the space may not be well adapted  to
the  research  purpose, and the monies for needed renovations are
often not available.  Finally, inexpensive buildings of one  type
or  another  have been built at locations off-campus.  While this
is a useful solution to short-term  needs,  the  buildings  often
leave much to be desired, and their locations lead to problems in
moving  personnel and equipment from the main campus.  Facilities
often have to be  duplicated  on  the  main  campus  and  in  the
off-campus location.

The  research  park  being  developed by the University will have
some positive impact on space needs.  However, the space  has  to
be leased by the research investigators, a circumstance that most
research  sponsors will not accept.  Also, the space costs in the
research park are expensive relative to that available  in  other
areas that can be used by researchers.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.9  Space
-txt-
Research  space  requirements  at  VPI&SU  can  be categorized in
several ways:

*   Research activities that require  controlled  environments  -
    e.g.,  clean  rooms for electronic circuit studies, computing
    rooms, biotechnology labs.

*   Research activities that require isolation because of consid-
    erable noise, heat, or safety hazards that may require unique
    physical structures.  These requirements are often  incompat-
    ible with existing older buildings or are extremely costly to
    provide  in  such  buildings.    Extensive  remodeling or new
    buildings are required.

*   Research projects suitable for existing,  standard  laborato-
    ries.    Space needs are less demanding than above and may be
    met with less extensive renovation of existing facilities  in
    older buildings.

*   Research  emphasizing personnel rather than instruments.  May
    be carried out in standard office or slightly modified space.

There are no viable alternatives to the construction of new space
specifically dedicated to  research  activities.    While  it  is
possible  to convert classrooms into laboratories, classrooms are
also in short supply, and the conversion would not be cost effec-
tive.  Laboratories usually require the  availability  of  hoods,
water  and  gas supplies, heavy-duty electrical service, environ-
mental control systems, and other utilities which are  costly  to
install on a retrofit basis.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.9  Space
-rec-
Recommendation 5-28:   That  the  University and the Commonwealth
    determine realistic goals for the  research  mission  of  the
    University,   and   develop  long-range  plans  for  new  and
    renovated research space consistent with these goals.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.9  Space
-rec-
Recommendation 5-29:   That the University  continue  to  explore
    every  avenue  to provide additional short-term space, on and
    off campus, to relieve the present urgent needs.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.9  Space
-rec-
Recommendation 5-30:   That the University plan to allocate  some
    of  the new research space to the Research Division which can
    be shifted, from time to time, to uses other than the initial
    ones.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.10  Equipment
-txt-
The University has committed over $32.9 million in research funds
during the past 11 years to the acquisition of research equipment
(see Table 5-23).   The  $4.66  million  spent  in  1985-86,  for
example,  represents  about  $1  million  more  than was recently
allocated to VPI&SU as part of the Equipment Trust  Fund.    Over
half  of these equipment acquisitions ($17.9 million) were funded
from Sponsored Research projects.   And over  20  percent  ($6.87
million)  were funded from the indirect cost recoveries generated
by Sponsored Research projects.  In short, a major segment of the
University's research capacity has been the direct consequence of
faculty efforts to garner  externally  funded  research  opportu-
nities.

According  to the inventory maintained by the University Control-
ler's Office, 30 percent of  the  equipment  currently  available
on-campus  (in  terms  of  acquisition  value)  was acquired with
research funds.    A  complete  compendium  is  provided  in  the
Research Facilities Index maintained by the Research Division.

Maintenance  of  research  equipment, especially computing equip-
ment, is a continuing concern for  researchers  and  departments.
With experience, people will learn what maintenance contracts are
necessary  and  where risks can be taken.  Furthermore, expertise
will develop  on  campus  to  handle  some  of  the  maintenance.
However,  the  reality  that maintenance is expensive, but neces-
sary, must be faced.  It is unrealistic to think that departments
can cover maintenance costs  from  current  levels  of  operating
money.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.10  Equipment
-rec-
Recommendation 5-31:   That  the Commission on Research study the
    issue of maintenance costs for  equipment  to  determine  how
    costs  can  be controlled, and what can be done to distribute
    the impact of the costs between various administrative units.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.11  Support Services
-txt-
Support services are essential to  the  performance  of  research
activities.    In  addition  to  the services provided within the
departments,  colleges,  and  the  Research  Division/Office   of
Sponsored  Programs,  many  other units within the University are
involved.  These include:  Accounting, Purchasing, Physical Plant
(Buildings  and  Grounds),  Employee  Relations,  the   Computing
Center,  Library,  Learning  Resources Center, Laboratory Support
Services, Central Stores, Information Services, the  Controller's
Office,  and  the  Department of Health and Safety.  All of these
organizations are important, but, with the possible exception  of
the  Computing  Center,  the  growth  of  research activities has
outstripped the resource capacity of these units to serve in some
cases, even the most critical needs.

There is particular concern about the  need  for  more  efficient
procurement   practices,  and  more  responsive  assistance  from
Physical Plant.  Research is driven by needs that more often than
not require purchases of equipment and materials,  and  small  to
large  building renovations to accommodate new facilities.  It is
important that purchases and renovations be handled in a  reason-
able  time  with  a  minimum  of hassle to the researcher and any
assistants.  The more time spent on these aspects by researchers,
the less time they will be able to  spend  on  research  and  the
development  of  new  research  resources.    Also, problems with
purchasing and  renovations  lead  to  frustration  and  loss  of
morale.

The  state personnel system is designed to accommodate the staff-
ing needs of the many governmental agencies  that  provide  vital
public services to the citizens of the Commonwealth.  The classi-
fied  personnel  system is very responsive to these public needs.
However, beyond the classifications of office support  personnel,
the  system fails to recognize adequately the unique requirements
of the research enterprise, which must compete with business  and
industry  for  qualified  individuals  with  technical skills and
experiences.  There is a demonstrated need for greater  flexibil-
ity  in the recruitment of qualified professional support person-
nel.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.11  Support Services
-rec-
Recommendation 5-32:    That the University work  to  expand  the
    classified staff system to meet the new challenges and oppor-
    tunities of the research efforts.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.11  Support Services
-txt-
The  current  accounting system of the University is outdated and
unresponsive to the management information and  control  require-
ments  of the highly complex organization that VPI&SU has become.
These shortcomings have been  recognized  and  a  new  accounting
system  is under development.  Unfortunately, at this stage it is
unclear whether this new system, which is geared  to  the  annual
cycle  of  the University's financial reporting needs, will serve
the more diverse cycles of sponsored research.  Sponsored  activ-
ities  start  and  end  at different times of the year and/or may
overlap several fiscal cycles. With over 3,000 project accounts--
each  of  which  is  unique  accounting  entity--the  management
information/control  needs of the faculty engaged in research are
quite different from those of academic departments or administra-
tive units that are tied  to  the  state's  annual  appropriation
cycle.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.11  Support Services
-rec-
Recommendation 5-33:   That   the   new   accounting   system  be
    re-assessed annually  to  determine  how  well  the  research
    community is being served by it.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.11  Support Services
-txt-
University research offers a number of unique challenges in terms
of  procurement  of materials, supplies, equipment, services.  On
the one hand, the time  lines  of  individual  research  projects
require  greater  flexibility  in  purchasing, much as businesses
need flexibility to remain  competitive.    On  the  other  hand,
university  research  is supported, in large measure, with public
funds, and therefore, the stewardship of these funds must  adhere
to   practices   and  procedures  applicable  to  all  government
agencies.  Procedures must be devised  to  operate  within  these
dual and often contradictory parameters.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.11  Support Services
-rec-
Recommendation 5-34:   That  a study be made of the resources and
    responsibilities allocated to all of the  support  groups  to
    ensure  that  these  allocations  are appropriate to meet the
    changing  needs  of  the  University's   expanding   research
    programs.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.11  Support Services
-rec-
Recommendation 5-35:   That  a  unified  and  concerted  plan for
    administrative support services be developed in  addition  to
    the  plans  developed  developed  by  the  individual support
    units.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.11  Support Services
-rec-
Recommendation 5-36:   That administrative procedures be  updated
    and  improved  to address the relative short turnaround needs
    of contemporary research endeavors.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.11  Support Services
-txt-
In recent years, a number of safety and regulatory-related issues
have begun to have a significant impact on  research  activities:
For example, disposal of hazardous wastes and removal of asbestos
in  renovation projects.  In the current fiscal year, the cost to
dispose of waste chemicals  and  radioactive  materials  will  be
between  $150,000  and  $200,000.    Although  a  surcharge of 10
percent has recently been added to  the  purchase  price  of  all
hazardous  chemicals  to  help  pay  for  the increased cost, the
surcharge does not recover all of the cost, and to attempt to get
these monies from individual researchers  will  adversely  affect
the  competitive  position  of  the  University  in some research
areas.   In the coming years, this  issue  will  require  careful
examination, since changes are likely to come and they may worsen
the  problem.    In  addition  to  the costs associated with this
issue, it is now necessary to obtain a review and  approval  from
several  safety  and  regulatory  groups  in  some  areas  before
research can be done.  Among these committees are:  Animal  Care,
Institutional  Biosafety, Institutional Review Board for Research
Involving Human Subjects, and Radiation  Safety.    In  addition,
several  oversight  units (e.g., University Legal Counsel, Insur-
ance   Office,   Office   of   Risk   Management,    the    Equal
Opportunity/Affirmative  Action  Office,  and  the  Vivarium) now
affect the costs and boundaries of research.  Requiring a  check-
list  for  sponsored proposals and applying other methods help to
inform researchers and the committees of  the  need  to  maintain
communications on research matters.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.12  Research Within The Academic Context
-txt-
Outstanding  research  endeavors  are no easier to start and stop
than other complex, intense operations of the University.   Well-
functioning  research  operations  need  continuous funds to keep
groups together.  The continual pressure for money, coupled  with
the  desire of potential sponsors to attract researchers to study
their problems, can place researchers in awkward positions.    As
noted  by  Derek  Bok, ". . . one senses an unease an many scien-
tific circles, a fear that sheer size, complexity, and expense of
modern science may have a corrupting effect on  quality.  .  .  .
Whatever  the  reason, the concerns do exist, and must be watched
with the greatest care because the maintenance  of  standards  is
essential to the quality of the scientific enterprise."

Researchers  must guard against accepting contracts for work that
has little or no academic merit.   They must also  guard  against
accepting  grants  that  will  restrict  the research of graduate
students or use them as menial assistants.    While  these  basic
guidelines  seem  appropriate  and fairly easy to observe, when a
short-term grant allows a research team to remain  together  long
enough  to  earn another "good" grant, the principles may be lost
in the face of the reality of the situation.  These conflicts are
addressed by the policies  of  the  University  that  state  that
grants  that  do  not  contain  academic merit are improper for a
University.  However, all the offices that endorse proposals must
check to see that the policies are followed.

Another issue is the dilemma of faculty members  in  professional
programs.    On the one hand, their graduate-level involvement is
in applications of their disciplines.   On the other  hand,  they
must  feel  that  they  are  expected  to  maintain research that
pursues new knowledge and principles.   The University  needs  to
receive   advice  from  the  full  disciplines  in  these  areas.
Internal reviews of professional accomplishments  of  individuals
need  to  apply  the  criteria of their disciplines in the evalu-
ations.  A proper goal for evaluations is appropriate  levels  of
attainment  within  disciplines,  not  the application of uniform
criteria to all disciplines.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.12  Research Within The Academic Context
-rec-
Recommendation 5-37:   That the University re-assess the role  of
    professional  programs  and  how  (and if) they can or should
    contribute to the research effort.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.12  Research Within The Academic Context
-txt-
As the University strives to remain competitive in  the  research
environment,  there  is  a tendency to over-emphasize those areas
capable of generating large sums of funded research.  It  remains
in  the  University's  best  interest  to maintain a balance with
recognition of all programs that contribute to the larger goal of
maintaining a comprehensive environment.  Endeavors of  scholarly
merit  and teaching should be publicized and given recognition in
all appropriate forums (for further discussion, see  the  produc-
tivity section of the Faculty Chapter).
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.12  Research Within The Academic Context
-rec-
Recommendation 5-38:   That  the University continue to recognize
    all meritorious scholarship and professional activities.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-3.0  Research
-minor-
5-3.12  Research Within The Academic Context
-txt-
The outlook for research is very positive.   Faculty  members  in
increasing  numbers are becoming involved in research efforts and
these efforts, in turn,  have  a  very  positive  impact  on  the
quality  of  the  academic  programs.    Students who can witness
first-hand the intellectual breakthroughs such  research  efforts
can  produce  are  far ahead of their contemporaries who may read
about  these  findings  several  years  hence  in   journals   or
textbooks.   To capitalize fully on this potential, however, will
require increased flexibility and the best efforts of the Univer-
sity's administration.  As one researcher observed, "Tech has the
horses to get the job done, but now we have to make sure they are
hitched up in the right team and the reins are held correctly."
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.1  Introduction
-txt-
The Virginia-Maryland Regional  College  of  Veterinary  Medicine
(VMRCVM) is unique in both national and local terms.  It is truly
a  regional  Veterinary  School with physical resources, faculty,
state funding and students originating from both the Commonwealth
of Virginia and the State of Maryland.  Facilities are located at
the Blacksburg campus of Virginia Polytechnic Institute and State
University, the Marion duPont  Scott  Equine  Medical  Center  in
Leesburg, Virginia, and the College Park campus of the University
of  Maryland.    The VMRCVM is one of the newest of 26 veterinary
schools in the United States and is the newest college at VPI&SU.
It has a highly  structured  course  of  professional  study  and
operates a Veterinary Teaching Hospital that serves both instruc-
tional  and patient care functions.  The College is still growing
with significant funding and  capital  construction  required  to
meet original needs projected almost 10 years ago.

The Veterinary College at VPI&SU, located on the edge of the main
campus,  is an integral part of the University.  Interaction with
the rest of the University occurs through  teaching  programs  at
the  undergraduate,  graduate,  and  professional student levels;
collaborative research; veterinary school and University  commit-
tees;  shared  extension  activities; and the provision of animal
health  services  to  University  flocks,  herds  and  laboratory
animals.    Such  interactions must be considered in light of the
operational integration of the three widely-separate parts of the
VMRCVM and to the necessity  of  accreditation  by  the  American
Veterinary  Medical Association.  For the purpose of this Univer-
sity Self-Study, major emphasis is given  to  that  part  of  the
VMRCVM located at VPI&SU.

This  report,  prepared by a subcommittee of the Graduate Program
and  Research  Committee  of  the  University  Self-Study,  deals
specifically   with  a  single  college  within  the  University.
Precise wording of statements in accreditation criteria  do  not,
in  all  cases,  apply directly to the VMRCVM.  The curriculum of
the VMRCVM is highly structured  with  courses  that  are  unique
within  the  University  in content and audience, and lead to the
professional degree  of  Doctor  of  Veterinary  Medicine  (DVM).
Considerable  influence is necessitated by a professional accred-
iting agency and national and state graduate  licensing  authori-
ties.    However, all courses offered by the College are approved
by the Graduate Course Criteria Committee of the University.   In
addition,  the  College  is  now  developing  a separate graduate
program (master's & doctoral degrees).

Most of the information, conclusions and recommendations included
in this report are presented in general terms in  the  hope  that
specific  plans  will be formulated after these have been consid-
ered.  The report is based largely  on  a  more  extensive  study
referenced  at  the end of this document.  Because time and space
limitations precluded detailed analysis and presentation  of  all
options,  the  committee  has  distilled  the  most essential and
pertinent information from the large report.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.2  History
-txt-
Establishment of the  VMRCVM  was  a  collaborative  effort  that
evolved over several years.  It was based on an agreement between
the  Commonwealth of Virginia and the State of Maryland to create
a college of veterinary medicine to serve the region.  The  first
Dean  of  the  College  was  appointed in September 1974, and the
College utilized, as its  base,  the  Departments  of  Veterinary
Science  of  VPI&SU  and the University of Maryland.  The plan to
establish a  regional  college  that  would  offer  a  Doctor  of
Veterinary Medicine (DVM) degree program was formally approved by
the  State  Council  of Higher Education for Virginia in November
1978.  However, it was not until February 1980, that  the  Gover-
nors  of Virginia and Maryland formally ratified the agreement by
signing the Agreement of Regional Cooperation.

The College admitted its first class  of  students  in  September
1980,  and  currently admits 80 students each year.  Based on the
agreement between the states, each entering class is composed  of
50  students  from  Virginia  and 30 students from Maryland.  The
College has graduated four classes of 62, 73, 79 and 80  students
each year respectively since 1984.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.2  History
-txt-
When  the  first  class  of veterinary students was admitted, the
College was given the old buildings which had been the Department
of Veterinary Science of the College of Agriculture.  The College
was allocated some space for teaching and research on a temporary
basis in several other buildings  on  campus.    The  lack  of  a
dedicated  physical  facility  of  appropriate  scale, design and
construction at the outset was an unusual  situation  for  estab-
lishment of a new veterinary school and has necessitated funding,
design  and  construction  in several phases.  This situation has
also created numerous  operational  difficulties  throughout  the
entire period of existence of the College.

Phase  I, the interim clinic, was the first new veterinary facil-
ity constructed on the VPI&SU campus and was occupied in  Septem-
ber  1981.  This facility provided limited small and large animal
clinic space but did not provide a  convenient  or  full  service
hospital  for  faculty or patients.   Phase II was opened in July
1983, and  included  space  for  offices,  didactic  instruction,
research, and support services.  Phase III construction should be
completed  in  1988  and  provides  expanded hospital facilities,
diagnostic labs and student space as well as  relief  of  general
overcrowding  that has developed in Phase II.  Phase IV, the next
step in construction,  will  provide  nonclient  animal  housing,
research  laboratory  space,  a  clinical isolation facility, and
expanded instructional facilities.  At this time, funding for the
complex has not been appropriated.

The  Marion  duPont  Scott  Equine  Medical  Center   (EMC)   was
officially  opened  in October 1984.   This complex is located in
Leesburg, Virginia, and resulted from a donation of $4.0  million
by  the  late Mrs. Marion duPont Scott and a gift of 200 acres of
the Morven Park estate by the Westmoreland Davis Memorial Founda-
tion.  The EMC is a hospital solely for horses.   Although it  is
primarily  a  referral hospital, it is also used for teaching and
conducting research.

The Department of Veterinary Preventive Medicine of the VMRCVM is
located at the campus of the University of  Maryland  at  College
Park.    It  is  also  an  administrative  unit of the College of
Agriculture of the University of Maryland.   The  department  has
been  accommodated  with  limited  facilities,  but  the Maryland
legislature has recently made an $11.5 million appropriation  for
the  Avrum  Gudelsky  Veterinary  Center  at  the  University  of
Maryland.  Ground has been broken for  this  center,  which  will
provide  research  facilities  for  the  Department of Preventive
Medicine and will house the Maryland State Department of Agricul-
ture Animal Health Diagnostic Laboratory.

Following the appointment of the present  Dean  in  the  fall  of
1985,  the  VMRCVM  undertook  an  extensive  self-study aimed at
assessing its administrative structure, programs  and  resources.
The  most significant initial result from this study was a change
from what had been a matrix system of organization  and  adminis-
trative   structure   to   a   more   traditional,  departmental,
discipline-oriented system.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.3  Accreditation Status
-txt-
Professional accreditation status  of  a  college  of  veterinary
medicine  is  granted  by The American Veterinary Medical Associ-
ation (AVMA) following evaluation by  its  Council  on  Education
(COE).  AVMA accreditation of a college is required for graduates
to  be  eligible  for  licensure examination.   Following initial
evaluation, the VMRCVM was granted a status of "Reasonable Assur-
ance" in 1977.   This led  to  an  implication  that  the  VMRCVM
appeared capable of meeting criteria essential for the foundation
of  a veterinary school.  The College was again evaluated in 1982
and was granted a status of "Provisional Accreditation."  At  the
time  of  that  evaluation,  specific  concerns  of the AVMA were
expressed "regarding  adequate  funding,  completion  of  planned
construction, development of a budget for the veterinary library,
admission  requirements,  increased  faculty,  and  plans for the
fourth year of the curriculum."  Adequate funding, completion  of
planned  construction,  and increased numbers of faculty continue
to be difficulties faced by the VMRCVM.   Admission  requirements
and the library will be addressed later in this report.  In 1982,
the  College  did not yet have a fourth year class.  However, the
complete curriculum is currently in place and is in  the  process
of continued evolution and review.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.3  Accreditation Status
-txt-
The College was again evaluated by the AVMA in 1984.  This evalu-
ation  led  to  a  status  of "Limited Accreditation" which has a
maximum 5-year term.  The evaluation report stated the following:
(1) the organizational structure  was  complex  but  met  present
needs,  (2)  library  and learning resources appeared adequate at
that stage of development, (3)  the  curriculum  appeared  to  be
progressing  satisfactorily,  and  (4)  continuing  education met
essential requirements.  The College's accreditation  status  has
been limited based on marginal compliance with essential require-
ments  of  finances,  physical facilities and equipment, clinical
resources, and faculty.  Components at the Blacksburg  campus  of
the  College  were  felt  to  be  underfunded, and funding of the
College had not kept pace with enrollment.   Physical  facilities
of  the  hospital  were  felt  to be inadequate for the number of
professional students enrolled.  Deficiencies were also noted  in
didactic  laboratories  and  in  housing for farm animals used in
teaching and research.    Clinical  resources  were  felt  to  be
limited  by  inadequate  numbers  of hospital patients.   Faculty
numbers were  felt  to  be  insufficient  based  on  slower  than
expected  filling  of  faculty  positions.    Additional areas of
concern were noted relative to specifics of admissions  prerequi-
sites, lack of elective opportunities in the curriculum, and lack
of  a  graduate  program  (post-DVM)  at  the  Blacksburg campus.
Student enrollment had increased at a faster pace than had facil-
ities, faculty, and clinical accessions.

It is anticipated that the accreditation visit in 1989 will be an
evaluation for "Full Accreditation."  Due to the AVMA 5-year time
limit  on  "Limited  Accreditation,"  failure  to  achieve  "Full
Accreditation"   would  lead  to  serious  consequences  for  the
College, its students and its faculty.

Of the concerns noted above, many have been  rectified.    Others
are  being  addressed,  with resolution identifiable.   Specifics
will be noted in appropriate  sections  in  this  report.    Some
concerns  cannot  be  immediately  controlled  by the VMRCVM, but
require a concerted joint effort on the part of the College,  the
University  and  the legislatures of the Commonwealth of Virginia
and the State of Maryland.   Of the goals  noted  later  in  this
report, full accreditation status should be of the highest prior-
ity,  since  failure  to achieve this status would render College
programs inoperable and bar graduates from licensure  within  the
United  States and Canada.  Concerned parties must recognize that
this is an inescapable process and must  coordinate  all  efforts
toward the College's full, professional accreditation status.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.3  Accreditation Status
-rec-
Recommendation 5-39:   That  funding, physical facilities, educa-
    tional resources  and  personnel  be  brought  to  acceptable
    standards by 1989 to meet "Full Accreditation" by the Council
    on Education of the American Veterinary Medical Association.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.4  Purpose
-txt-
Missions  of the VMRCVM are defined in accordance with the tradi-
tional   missions   of   land-grant    universities--instruction,
research,  and  service.   In this light, goals were described as
follows:  "(1) improvement of animal health and  welfare  through
increasing  the level and quality of veterinary medical care both
directly and also by providing referral, diagnostic and  continu-
ing  education  services  for  private  practitioners  in the two
states,  (2)  the  development  of  basic  and  applied  research
programs  to  serve  the  region, and (3) the provision of educa-
tional opportunities for . . .  Virginia  and  Maryland  students
seeking  careers  in  veterinary medicine."   Specific goals have
been listed as follows:

*   To increase and improve the health and welfare of the  region
    by  improving  the  level  and  quality of veterinary medical
    services available to the public and  its  agencies,  and  by
    conducting relevant biomedical research.

*   To  provide  consultative  referral  and  diagnostic  back-up
    assistance to the private  veterinary  practitioners  in  the
    region so that they may better serve their clients.

*   To  provide  educational opportunities for the many excellent
    young people who wish to study this important health  profes-
    sion.

*   To   provide   continuing  education  and  the  upgrading  of
    techniques for the private practitioners in the region.

*   To provide access for the public,  veterinary  practitioners,
    and  state  agencies  in the region to modern, sophisticated,
    and excellent veterinary medical facilities."
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.4  Purpose
-txt-
The purposes of  the  VMRCVM  appear  appropriate  to  collegiate
education  and  specifically  to  the  educational  roles  of the
College; these are described in various promotional and  informa-
tional brochures.  However, the current goal statement and objec-
tives  need  to  be  reviewed  and  updated, although the mission
statement represents the official posture  and  practice  of  the
College.    However,  faculty  are  not  generally aware of these
stated goals.  A review of collegiate  objectives  has  begun  as
noted below.  Educational programs and support services appear to
be  designed  to accomplish appropriate goals, but limitations on
financial and physical resources have hampered these efforts  and
are likely to continue to do so.

The  VMRCVM  recently began to readdress its specific missions by
creating a more detailed statement of goals and objectives.  This
detailed statement of goals is currently  in  its  initial  draft
stage.    At  this  point, initial goal statements are relatively
broad and still do  not  include  all  activities  desired  in  a
college  of  veterinary  medicine.    These initial goals must be
stated more specifically and  concisely,  and  must  address  the
following:    (1) the relationship of the VMRCVM with the rest of
the University communities and their missions; (2) the roles  and
relationships  of the Veterinary Teaching Hospital and the Equine
Medical Center;  (3)  post-graduate  programs  including  intern,
resident,  master's  and  doctorate  programs;  and (4) extension
activities.  Care should be exercised in differentiating  general
missions from specific goals of the College.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-txt-
Broad,  introductory statements about the educational program are
listed below.

*   The principal focus of the professional instructional program
    of the VMRCVM is the education of students through a specific
    course of study leading to the DVM degree and  preparing  the
    student  for a professional career in the field of veterinary
    medicine.     Although  this  statement   sounds   relatively
    straightforward,   the   breadth  and  future  scope  of  the
    veterinary field place pressures on the students,  curriculum
    and  College  and  will  be  further  discussed later in this
    report.

*   New, continuous or expanded programs are supported by  suffi-
    cient  student  enrollment,  curriculum and resources.   This
    statement appears to be true, but limitations  are  necessary
    and will be discussed later.

*   Students  admitted to the veterinary program must meet stated
    entry requirements.  As expected, current entry  requirements
    continue to undergo evaluation.

*   Policies  and  procedures  for  admission,  requirements  for
    graduation, instructional methods and procedures, and quality
    of student work required are generally  consistent  with  the
    purpose of the College.

*   The  VMRCVM does provide its veterinary program with a compe-
    tent and  productive  faculty,  with  library,  computer  and
    laboratory  facilities,  and with an administrative organiza-
    tion  adequate  to  support  its  needs.    However,  limited
    resources restrict support in certain areas.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-txt-
A  general  understanding  of the veterinary program and societal
pressures exerted on it are essential to a discussion  of  admis-
sion,   completion   requirements,  curriculum  and  instruction.
Traditionally,  veterinarians  have  been  trained   as   general
practicing  veterinarians  with  broad-based knowledge with which
they might  diagnose  and  treat  diseases  of  all  domesticated
animals.   Veterinarians have generally been perceived by society
as  medical-surgical  practitioners  for  pets   and   livestock.
However,  three  significant factors now place additional burdens
on veterinary educational programs.   The first and  most  widely
recognized  of  these  factors  is the growth of knowledge taking
place in all  scientific  fields.    The  second  factor  is  the
increasing  tendency  towards  specialized  rather  than  general
practice.  The third factor is the expanding growth and need  for
veterinarians in non-traditional (non-private practice) fields.

The  usual  requirements for admission to most veterinary schools
have been two to three years of undergraduate study with  various
specific  prerequisite  courses.   The veterinary curriculum is a
four-year program of study providing a broad base of knowledge to
meet general needs.   Graduates from an  accredited  school  must
then pass a national board examination and individual state board
examinations  to  meet  licensure  requirements necessary for the
private practice of veterinary medicine.  Graduates who  wish  to
specialize  in  various  disciplines  must  then enter additional
training programs and undergo examination to  obtain  discipline-
oriented certification or graduate degrees.  This may then neces-
sitate  a total of eight to eleven years of collegiate education.
National and state licensing authorities have not yet  recognized
limited  licensure with discipline- or species-restricted licens-
ing.   National and state board  examinations  have  considerable
influence  on  the  structure  of  the  curriculum  and on course
content.   Thus, pressures on the  veterinary  curriculum  relate
primarily  to the knowledge that must be taught in a limited time
frame and the need to train  veterinarians  capable  of  entering
non-traditional fields, while still meeting the general knowledge
base  imposed  by  licensing  authorities  for private veterinary
practice.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-txt-
Veterinary curricula throughout  the  U.S.  continue  to  undergo
self-study  and revision to meet needs noted above.  Expansion of
scientific knowledge continues to exert pressure on programs  and
faculty  to teach and modify what is appropriate and necessary in
ever more efficient ways.  Material must still be presented in  a
four-year  format  and  delivered  in  a manner that students can
manage.  Introduction of non-traditional disciplines will compete
with time needed for traditional disciplines.   Potential  routes
for relief of some of this expanding pressure are being discussed
and  will  alter  the  curriculum of the VMRCVM over the next ten
years.  By altering prerequisites for admission, the  VMRCVM  may
be  able  to  alter  the veterinary curriculum to better meet its
curricular needs.   However, the converse argument  is  to  avoid
prerequisites  that  are  too stringent, that limit the applicant
pool, and that would cause applicants to  limit  their  field  of
study  in a narrow path that may be counterproductive should they
not gain admission to veterinary school.    Compromise  solutions
exist  and  are  being  discussed  at  present.   English, social
studies, and humanities requirements have recently been added  as
prerequisites  and are felt to contribute to a broad and balanced
liberal education and a  broad  cultural  perspective  needed  to
complement   the  professional  curriculum.    Many  faculty  and
students feel that these areas are very important and should  not
be sacrificed at the expense of additional science prerequisites.

Students   with   strong   liberal   arts  or  without  extensive
animal/biological  science  backgrounds  appear  to  adjust   and
perform  well in the veterinary curriculum.  However, it has also
been suggested that basic science and some animal science  should
be  prerequisites  for  entry  into the veterinary program, since
this would allow  corresponding  adjustments  in  the  veterinary
curriculum.

The  training  of  veterinarians  for non-traditional fields also
poses perplexing problems.  Applicants appear to  be  unaware  of
many  of these fields and most enter the program with traditional
goals in mind.    Since  licensing  authorities  still  emphasize
traditional roles, it is difficult to minimize traditional fields
in  the  curriculum  in  order  to  expand non-traditional areas.
Further attention is also being directed at defining those  areas
that  should  comprise  a  core  curriculum  and those areas that
should be  considered  as  electives.    Competing  factors  will
continue  to  shape  the curriculum and admission policies of the
VMRCVM as they evolve over the next ten years.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-sub-
5-4.5.1   Admission
-txt-
Admission of students to the VMRCVM is the responsibility of  the
Dean.    Administration  of the admission process is delegated to
the Associate Dean for Academic Affairs and  the  Admissions  and
Standards  Committee.    This  standing  committee is composed of
faculty members from both VPI&SU and the University  of  Maryland
and  is  appointed  by the Dean.  Additional faculty members help
evaluate applications, and a few  non-College  veterinarians  and
private  citizens also participate in the interview process.  The
major goal of the admission process is to select  "students  with
appropriate  intellectual, personal, moral, and ethical qualities
to  meet  the  demands  of  the  profession,  and  who  have  the
dedication   to   become  responsible  professionals  capable  of
responding to the needs of the society they will serve."

Admission is limited by formal agreement to 50  Virginia  and  30
Maryland  residents.    The review process includes evaluation of
academic achievement and  aptitude;  experiences,  knowledge  and
achievements  relating  to  animals and to the veterinary profes-
sion;  experiences  and  achievements  not  directly  related  to
veterinary  medicine;  and  personal  qualities  such as determi-
nation, maturity, integrity, and interpersonal and  communication
skills.   Specific prerequisite academic courses and achievements
are necessary.   Applicants  are  scored  quantitatively  on  the
following:    academic  record; Graduate Record Exam; background,
achievements and work activities; applicant's  written  statement
of  purpose; and the interview.  Consideration is given to disad-
vantaged or minority students.  Admission decisions are based  on
collaborative   evaluations   by  individuals  representing  both
Virginia and Maryland.   Minimum  entry  requirements  include  2
years  of  collegiate education.   However, students entering the
program have an average over 3 years and most  have  4  years  of
collegiate education.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-sub-
5-4.5.2   Curriculum
-txt-
The  curriculum  will  always  offer  opportunities for continued
debate.   The professional veterinary  program  has  a  specific,
unique,  highly  structured curriculum with a well-defined course
sequence and content leading to the  DVM  degree.    Contemporary
veterinary  curricula  usually  have the following general objec-
tives:

*   Acquisition of a "core curriculum" or a  fundamental  general
    knowledge base.

*   Development of clinical competency and skills.

*   Development of a professional code of behavior.

Curricular goals of the VMRCVM are as follows:

*   Presentation  of basic fundamental biomedical concepts as the
    knowledge base on which to structure  future  problem-solving
    activities, using an interdisciplinary-body systems-approach,
    to  facilitate  integration of this information and to empha-
    size its relevance to veterinary problem-solving activities.

*   Provision of effective core and  elective  clerkship  experi-
    ences  to  introduce  students  to the practice of veterinary
    medicine and the attendant professional responsibilities.

*   Provision of  opportunities  to  acquire  and  develop  study
    skills,  work  habits,  and attitudes that will be of lasting
    value to the student in terms of  professional  growth  after
    graduation.

The  Curriculum  Board  of the VMRCVM, which has both faculty and
student representation, is chaired  by  the  Associate  Dean  for
Academic Affairs and is responsible to the Dean for establishment
and  review  of the curriculum.  Administration of each course in
the curriculum is the responsibility of a  particular  department
and  is  assigned  to  a faculty member.   However, coordination,
space, supplies, and equipment for  preclinical  courses  is  the
responsibility  of the Multidisciplinary Laboratory section under
the authority of the Associate Dean for Academic Affairs.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-sub-
5-4.5.2   Curriculum
-txt-
The curriculum of the VMRCVM is divided into preclinical  courses
and  clinical  clerkship courses.  Preclinical courses occupy the
first three years of the program and consist of didactic  lecture
and   laboratory  instruction.    Most  preclinical  courses  are
designed on a body system approach, with integration  of  various
disciplines  in  the  study of each.   Thus a single-system block
course may be team taught by numerous faculty  members.    A  few
courses  are  discipline  oriented.    Courses are presented in a
block format, with only one or two courses presented each  block,
which lasts approximately four weeks.  The clinical curriculum is
presented  throughout  the  last  12  months  of  the program and
consists of various clerkship rotations, both within and  outside
the  Veterinary  Teaching Hospital.   Clerkships vary from 3 to 4
weeks in length.   Clerkship  offerings  include  a  sequence  of
required  clerkships  common  to  all  students  (core) and a few
elective clerkships chosen  at  the  student's  discretion.    In
clerkships,  students  are  in  groups  of  no  more than six and
receive close supervision and instruction.

The curriculum  is  currently  undergoing  extensive  review  and
revision and will be modified over the next few years.  The first
step  must  be  to define what material needs to be taught to all
students as part of a core education for all veterinarians.  This
must be undertaken in light of general  requirements  imposed  by
licensing  authorities  as  noted previously, as well as societal
needs.  Next, the College must decide on  the  best  approach  to
deliver  this  material  to  students in a format or with methods
that will enhance both immediate and long-term  learning.    With
these  factors  determined,  and assuming adequate resources, the
College can then look to elective materials to allow students  to
track toward various fields of special interest.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-sub-
5-4.5.3   Completion Requirements
-txt-
Requirements  for  degree  completion  are  clearly  described in
materials distributed to all incoming students.   Courses,  grade
point  averages,  and  time  sequences  are also specified in the
student handbook.   Completion requirements are  related  to  the
purpose  of  the College.  However, as noted previously, emphasis
of material and disciplines will continue to  be  questioned  and
probably  modified  as the College evolves its curriculum to meet
student and societal needs over the next ten years.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-sub-
5-4.5.4   Instruction
-txt-
Instructional techniques and policies are generally felt to be in
accordance with purposes of the College as well as specific goals
of individual courses.  Some variation may exist between individ-
ual instructors.    Specific  criteria  for  successful  academic
progress exist and are distributed to all entering students.  The
College  has  provisions  to monitor students' academic progress,
which is coordinated through course leaders but is also monitored
by, and is the ultimate responsibility of, the Associate Dean for
Academic Affairs.  Student progress generally appears to be  well
monitored.    However,  some concern has been expressed that more
attention could be devoted to identifying and  aiding  individual
students having academic difficulties.

Instructional evaluations are of high priority within the VMRCVM.
Thus,  attempts  are  made to evaluate instruction regularly, and
evidence is collected to demonstrate that efforts are being  made
to  improve  it.    The  principal  focus  of  such evaluation is
feedback to instructors generated by students at the end of  each
course.   Numerical scores in various categories are collated for
the individual instructor, the Department Head and the  Associate
Dean  for Academic Affairs.  Additional comments on the question-
naires are for the benefit of the individual instructor.   Evalu-
ations  are  also used during annual evaluation of faculty and in
promotion and tenure deliberations.   The  College  is  currently
discussing  the  possibility  of instituting a peer-review system
for evaluation of instruction.    Although  many  concerns  exist
about  such  a  system, it is likely to be instituted in the very
near future.  Such a system would initially be aimed at providing
constructive critique  for  instructors  and  hopefully  overcome
criticisms of bias sometimes expressed relative to student evalu-
ations.

The  VMRCVM  annually evaluates the effectiveness of its instruc-
tional program by performance of its  students  on  national  and
state  licensing  board  examinations.    Graduates  must  pass a
national examination to be  eligible  to  take  individual  state
licensing  examinations.   They must then pass the specific state
licensing examination to be licensed to practice in  that  state.
These  results  are  of  obvious  importance, but questions exist
about the validity of using these results as a specific indicator
of  instructional  effectiveness.    Placement  of  graduates  in
advanced training programs is also evaluated, but is more depend-
ent  on  a  long-term  reputation of the individual school rather
than on true instructional effectiveness.  Assessment of perform-
ance of graduates by employers and sampling of opinions of former
students are also done.   However, the process  is  informal  and
inconsistent.    This  latter  area  of  assessment  offers great
promise and  should  be  developed  more  systematically  in  the
future.    The  VMRCVM  should  make  specific efforts to develop
techniques to evaluate the  effectiveness  of  its  instructional
program,  since  this  information and documentation may become a
critical factor in accreditation of veterinary colleges.

Questions about collegiate support for  the  educational  program
draw  varied responses.   Faculty are generally felt to be compe-
tent but too few in number.   The library  appears  adequate  but
limitations  are noted.  Computer resources are available but are
limited.  Adequate didactic instructional materials and equipment
are provided.  Physical facilities continue to be  a  significant
concern  in  the  instructional  program.    This limitation will
continue to be  a  concern  in  the  medium-term,  but  long-term
solutions may be available.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-sub-
5-4.5.5   Contract Relationships and Off-Campus Classes
-txt-
The  VMRCVM utilizes external rotations of veterinary students as
part of clinical training in the fourth year of  the  curriculum.
External  clerkships  are  required  in  some  private and public
practice preceptorships and may be elected in a variety of  other
external  choices.   Contracts for these educational services and
programs appear to be consistent with the purposes, policies, and
procedures of  the  College.    Although  courses  offered  under
contract  are  ultimately  controlled  by the College, day-to-day
control is questioned.  The College recognizes the need  for  and
the  importance  of  these  external classes.   However, concerns
exist  about  the  effectiveness  and  costs  of  some  of  these
programs.    These concerns are being addressed by the Curriculum
Board and resolution will be a part of the  projected  curricular
revision.    In  addition,  the  College has recently created and
filled a position at the College Park  campus  to  establish  and
oversee  a  variety  of  external  clerkships  in both public and
private fields.

Courses taught in off-campus locations are integrated as fully as
possible with the on-campus curriculum.   Variance  predominantly
relates to efficacy of instruction which is difficult to control.
There  is  also the question of whether similar material could be
more completely and  efficiently  taught  on-campus  rather  than
off-campus.    Off-campus  courses  appear  to  be  regularly and
systematically  evaluated,  although  some  concerns  have   been
expressed.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.5  Educational Program: DVM
-sub-
5-4.5.5   Contract Relationships and Off-Campus Classes
-rec-
Recommendation 5-40:   That  the  College  continue review of the
    DVM  program  to  reassess  admission  criteria,  curriculum,
    methods of instruction, and evaluation of instruction.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.6  Graduate Program
-txt-
The  entire  graduate  program  within  the  College at VPI&SU is
administered as a single department.  Thus all  graduate  program
affairs  are  the responsibility of the Dean and are delegated to
the Associate Dean for Research and Graduate Studies.

The College offers six programs to  veterinarians  interested  in
post-DVM  training.    The  master's  and  doctorate  degrees are
offered in Veterinary Medical  Sciences  at  the  VPI&SU  campus.
These  are  college-wide interdisciplinary programs.  A residency
program is offered at the VPI&SU campus and at the Equine Medical
Center leading to board eligibility in a  variety  of  veterinary
disciplines.   Residents will eventually pursue a master's degree
in conjunction with this program.  A rotating internship  program
is  offered  in the Veterinary Teaching Hospital (VTH) at VPI&SU.
Students pursuing a  veterinary  degree  who  already  possess  a
four-year  bachelor's  or a master's degree may pursue a master's
or doctorate degree in the Parallel Program.  Lastly, the Depart-
ment of Veterinary  Preventive  Medicine  at  the  University  of
Maryland  campus  of  the  College  offers master's and doctorate
degrees through a combined program with the Department of  Animal
Sciences  there.    This  program is presently not related to the
graduate program administered by VPI&SU.  It is a major challenge
to the College to organize and integrate these  programs  into  a
cohesive whole to avoid confusion, redundancy and inequity.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.6  Graduate Program
-sub-
5-4.6.1   Master's and Doctorate Programs
-txt-
Prior  to  the  founding  of  the College, selected veterinarians
received graduate  training  at  VPI&SU  in  various  disciplines
through  the  former  Department  of  Veterinary  Sciences in the
College of Agriculture.  This continued through initial  planning
stages  of  the  College.    The  original College administration
proposed, with University  support,  initiation  of  a  doctorate
program to begin in the fall of 1982.  However, the State Council
for  Higher  Education  in  Virginia  recommended  initiating the
program in the fall of 1984, after the first class of  veterinary
students  had graduated.   This program would lead to a doctorate
degree in Veterinary Medical Sciences and would be comprehensive,
integrating various academic disciplines of the College.  In line
with this, initial plans were formulated to develop  20  graduate
level  courses  between 1983 and 1986.  However, courses were not
developed as anticipated.  Lack of an adequate number of faculty,
research space, and research funding plagued the  College  during
these  formative  years,  and initiation of the doctorate program
was delayed until July 1,  1986.    On  September  1,  1987,  the
master's  degree  in  Veterinary  Medical  Sciences  was added to
complement the doctorate program and the residency program.

The major objective of the master's and doctorate programs is  to
enable  graduates  to  develop  research capabilities so they can
conduct independent research aimed at solving biomedical problems
related to veterinary medicine.    This  reflects  the  College's
recognition  of  the integral role of research in expanding basic
and clinical knowledge, and the College's commitment  to  provide
appropriate  postgraduate  training  for  careers  in  both basic
sciences and clinical sciences.  It is anticipated that graduates
will find employment in educational institutions, the  industrial
sector,  and  various  federal,  state, and local agencies, among
others.  This graduate program is focused clearly on  the  educa-
tion  of  students  and  is  related  directly to missions of the
College.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.6  Graduate Program
-sub-
5-4.6.1   Master's and Doctorate Programs
-txt-
Presently, there are 22 students enrolled  in  the  master's  and
doctoral  programs at the College, and plans have been formulated
to expand that number to between 30 and 40 over the next  several
years.    Graduate stipends are determined by the Graduate School
of VPI&SU.  Graduate stipends have been included in the 1986-1988
biennial budget and should continue to be included in the future.
However, the majority of  graduate  stipends  are  provided  from
sponsored  research grants and contracts.  As stated, the program
is an interdisciplinary program designed  to  take  advantage  of
various academic disciplines within the College and to capitalize
on  the  strengths  of existing complementary programs in various
other academic departments at VPI&SU.   Graduate course  develop-
ment  is  presently  integrated  with  graduate  course offerings
already available.  Ten new courses were  available  starting  in
the  summer of 1987, and many additional courses are being devel-
oped.

Organizationally, the Associate Dean for  Research  and  Graduate
Studies  chairs  the  Research and Graduate Studies Board and its
subcommittee, the Graduate Studies Committee.   These  committees
are  composed  of representative, elected faculty whose responsi-
bilities include the development of graduate admission  policies,
oversight  of  admissions  to the graduate program, evaluation of
the appropriateness of departmental graduate programs,  assurance
that  departmental  programs  comply with all necessary rules and
regulations of the University, and evaluation of  the  effective-
ness   of  graduate  instruction.    Additional  responsibilities
include oversight of graduate curricular development and develop-
ment of long-range goals and objectives for the program.  Follow-
ing the advice and approval of these  committees,  the  Associate
Dean  coordinates  graduate  programs,  while  actual  day-to-day
management of specific student programs should rest with individ-
ual department heads and student advisory committees.

Facilities available for graduate students are inadequate and are
of significant concern.  Research facilities within  the  College
will  be discussed in the following section.  However, an overall
shortage of research space continues to have a negative impact on
the graduate program.  Classroom facilities are also limited, and
what is  available  is  primarily  dedicated  to  instruction  of
veterinary students.  Office accommodations for graduate students
have  been makeshift and temporary.  In addition, faculty numbers
are low for a college of veterinary medicine.  It is questionable
whether adequate manpower exists to support the  fully  developed
graduate program as it has been envisioned.

An  additional  graduate  program  exists  at  the  University of
Maryland, College Park campus  of  the  College.    This  program
offers  master's and doctorate degrees in a variety of veterinary
related disciplines,  and  degrees  are  offered  in  a  combined
program  with  the  Department of Animal Sciences.   Faculty from
veterinary  medicine  and  animal  sciences  participate  in  the
program.  This program has no formal relationship at present with
programs  at the VPI&SU campus of the College.  However, prelimi-
nary discussions  have  begun  to  develop  some  integration  of
programs  of  the  two  campuses.    This may become particularly
important as graduate programs  develop  at  the  Equine  Medical
Center,  which  is  situated in northern Virginia and is close to
the College Park campus.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.6  Graduate Program
-sub-
5-4.6.2   Parallel Program
-txt-
The Parallel Program, introduced in early 1986, was developed for
exceptional veterinary students admitted  into  the  College  who
already  possess a four-year baccalaureate degree in a biomedical
discipline or a master's degree in an appropriate subject.  These
students  pursue  both  the  veterinary  degree  and  either  the
master's  or doctorate degrees in parallel.  They take veterinary
medical courses during the  "regular"  academic  year  (September
through  May)  and  master's  or  doctorate  courses and research
during summer semesters.  In order to complete  the  master's  or
doctorate  degree,  students  in the parallel program must attend
graduate school  for  one  to  one-and-one-half  years  following
completion  of their veterinary medical program.  Students enter-
ing the parallel program are carefully screened for aptitude  and
must  maintain  a  3.3  QCA in professional and graduate studies.
Four students are presently enrolled in  this  program.    It  is
anticipated  that two or three new students will enroll annually,
providing a "steady state" of 10 to 12 students by 1990.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.6  Graduate Program
-sub-
5-4.6.3   Residency Program
-txt-
Developmental plans for  clinical  residency  programs  began  in
1984.    These  programs  are  structured  around requirements of
veterinary specialty boards and under  direct  supervision  of  a
diplomat  of  that specialty.   In July 1986, five residents were
admitted to the College, three  in  Blacksburg  and  two  at  the
Equine  Medical  Center.    Four  additional  residents  (two  in
Blacksburg and two at  the  EMC)  were  admitted  in  July  1987.
Residents entering in 1986 and 1987 were not required to pursue a
master's  degree  but will be expected to meet clinical training,
research  and  publication  requirements  of   their   respective
discipline-oriented  residency  programs.   Residents admitted in
1988 and after will be required to enter the graduate program and
to concurrently pursue a master's degree or,  in  certain  cases,
the  doctorate degree.   Resident recruitment is competitive on a
national basis and is managed  through  a  national  recruitment-
matching   program  sponsored  by  the  American  Association  of
Veterinary Clinicians.

Objectives of residency programs  are  to  provide  veterinarians
with  advanced clinical education, training, and research experi-
ence needed to meet requirements of specialty boards.   Specialty
board  certification is traditionally the terminal requirement of
clinical veterinary disciplines.  The master's degree is  desira-
ble and complementary.  Examples of certifying Colleges or Boards
include the American College of Veterinary Anesthesiologists, the
American  College  of  Veterinary Internal Medicine, the American
College  of  Veterinary  Surgeons,  the   American   College   of
Veterinary  Radiology,  and  the  American  College of Veterinary
Pathologists.    Within  the  VMRCVM,  residency   programs   are
presently   limited  to  anesthesiology,  small  animal  internal
medicine, small animal  surgery,  equine  internal  medicine  and
equine  surgery,  and veterinary pathology.  Residencies in food-
animal medicine and surgery will be developed in the near future.
Funding for  residencies  has  been  included  in  the  1986-1988
biennial  budget.  To fully execute residency programs, positions
must be filled sequentially so that residents  are  staggered  in
three-year  programs.   To accomplish this in several disciplines
will necessitate significant additional state funding.  Immediate
needs are present for seven more positions for 1988 to complement
and  maintain  already  established  programs  and  to   initiate
projected  new residencies.  An additional ten positions would be
required for 1989.

Oversight of the residency program rests with the Associate  Dean
for  Research  and  Graduate  Studies,  the Research and Graduate
Studies Board, and the Graduate Studies Committee.  The Associate
Dean and these committees review and approve residency  programs.
However,  day-to-day planning, organization, and execution of the
program  rests  with  the  departments,  department  heads,   and
specialty diplomats who serve as resident advisors.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.6  Graduate Program
-sub-
5-4.6.4   Internship Program
-txt-
Four  internship  positions  are currently available, two each in
small and large animal clinical sciences.  Internships  typically
consist  of one year of advanced clinical training and experience
following completion of the DVM degree.  Interns typically rotate
primarily through medicine and surgery sections and  spend  minor
rotations  in other sections of the Veterinary Teaching Hospital.
Intern recruitment is  competitive  and  needs  to  be  conducted
through the national recruitment-matching program executed by The
American  Association  of Veterinary Clinicians.   Interns are an
integral part of the VTH  and  completion  of  an  internship  is
usually  a  necessity  prior  to a candidate entering a residency
program.  The current number of interns is minimal but  adequate.
An  increasing  hospital  case  load  will  probably  necessitate
additional intern positions in the future.  Internships have been
funded by faculty  salary  savings  and  are  not  identified  as
specifically  funded positions.   Thus, funding is not stable and
availability of positions is not known until after  the  national
matching  program  is  completed.   Stable funding of internships
should be established so that nationally  competitive  candidates
can be sought.

The  College  has  two  modern  training facilities available for
residency and  internship  training.    The  Veterinary  Teaching
Hospital  at  the  VPI&SU  campus  is  the main clinical teaching
facility for the College.   When completed,  this  facility  will
allow for adequate resident and intern training in most, although
not  all, disciplines.  The second facility is the Equine Medical
Center at Leesburg.  This facility is a  state-of-the-art  equine
hospital with complete medical, surgical, radiologic, and labora-
tory  support areas and is physically excellent for comprehensive
training of veterinary residents and interns in  equine  medicine
and surgery.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.6  Graduate Program
-sub-
5-4.6.4   Internship Program
-rec-
Recommendation 5-41:   That  the  College continue to develop the
    graduate program in Veterinary Medical  Sciences  by  comple-
    menting  and  completing  programs  initiated, and that these
    graduate efforts be collaborative and integrated  with  other
    graduate educational programs throughout the University.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.7  Research Program
-txt-
VPI&SU  has been involved in veterinary research since the incep-
tion of the Department of  Veterinary  Sciences  in  1891.    The
objective  of  the  research mission of the College is to perform
basic biomedical and applied  clinical  research  to  help  solve
problems  facing  the animal and human populations of the region.
Faculty are encouraged to be original,  to  use  state-of-the-art
technology  and  to  be  aggressive  and  wide-ranging in seeking
financial support.   Researchers have established  a  significant
record,   particularly   in  the  area  of  infectious  diseases,
especially of poultry.  With incorporation of the  Department  of
Veterinary  Sciences  into  the new College in 1974, the research
effort became a College responsibility.   Initially  the  College
declared  four research areas as major areas of emphasis in which
the College wished to  establish  significant  research  efforts.
These   included   gastrointestinal,  respiratory/cardiovascular,
nervous, and reproductive systems.   Faculty recruitment  was  to
some   degree  centered  on  these  areas  in  order  to  recruit
anatomists, physiologists, pathologists, internists, and surgeons
that had common areas of research interest.

Currently, the College has  re-defined  the  areas  of  emphasis,
which  now  include  gastrointestinal  and nervous systems, food-
animal diseases, poultry disease, and  equine  diseases.    These
appear  to  more  adequately  reflect  the  needs of agricultural
communities of the region.  It is still the intent of the College
to recruit faculty to establish a critical mass of three to  five
researchers  in  each  declared area of emphasis.   Three to five
faculty are considered a reasonable minimum number necessary  for
good  professional interaction.  Faculty are encouraged to become
involved in these areas, but are by no means channeled into  them
or  prevented  from  pursuing additional directions of inquiry as
their professional curiosity and interests dictate.

The Associate Dean for Research and Graduate Studies, with advice
and approval of department heads and the  Research  and  Graduate
Studies  Board,  develops  and  coordinates implementation of the
overall research budget for the College, manages  state  research
resources that need to be accessible to all faculty on a College-
wide  basis,  assigns research laboratory space according to need
and funding, and develops long-range goals and objectives for the
research program.   Additionally,  the  Associate  Dean  and  the
Research  and  Graduate Studies Board manage a peer review system
for grant proposals, set equitable policies  for  utilization  of
federal  formula  research  funds  and  indirect  cost funds, and
provide advice and  assistance  to  faculty  in  preparing  grant
applications.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.7  Research Program
-txt-
Funding  for  research  programs and individual research projects
comes from state and federal formula funds,  federal  competitive
grants  and  contracts,  and  private  grants  and contracts from
foundations, associations and the commercial  sector.    For  the
fiscal  year 1985-1986, total College research funding approached
$3 million, with $1.6 million  coming  from  federal  grants  and
contracts,  $158,000 from private grants and contracts, and $1.18
million from Agriculture Experiment Station monies.  The College,
as part of the University, has well-established policies  related
to  external  funding  and  rigorously maintains control of these
policies when accepting funding from outside agencies.

All College faculty members are expected to  actively  pursue  an
independent research effort.  This effort can vary from fundamen-
tal  biomedical  research to applied clinical research, including
case studies, as long as it is truly creative activity.  Success-
ful publishing is considered an indispensable requirement.   When
new  faculty  are  recruited,  the  ability  to  be successful in
research is an important criterion.  As the instructional load is
accentuated  within  the  clinically  oriented  departments,  the
research  load within the College is accentuated within the basic
science and paraclinical departments.

The department at the University of Maryland has a well-developed
and highly successful research program, particularly in the areas
of viral and poultry disease research.   Researchers  there  have
developed   collaborative   efforts  with  a  number  of  federal
agencies, including USDA, NIH, AFIP, Walter Reed  Army  Hospital,
and others.  To date, little collaborative effort has been estab-
lished  between the University of Maryland and VPI&SU campuses of
the College.  However, discussions aimed at achieving effectively
integrated research activities at  the  two  campuses  have  been
initiated.

Two  persistent  and  significant  problems have a major negative
impact on the research program.  The first, and perhaps foremost,
is the lack of available research space.  This has prevented  the
College from meeting commitments originally made at the inception
of the College to support veterinary medical research, especially
for  food-animal  sectors  of the state and region.  This lack of
facilities  has  also  hampered  the  College's  ability  to  use
advanced  biotechnology  in  research of infectious agents.   The
additions of Phase IV  and  the  Gudelsky  Center  would  greatly
enhance research capabilities of the College.  The second signif-
icant  problem  is  related  to  the  first,  the lack of a well-
coordinated College-wide research  effort.    Because  there  are
three widely separated campuses of the College and resources have
been  limited, it has been difficult to develop a well-integrated
effort to tie all three together.    Effort  should  be  directed
toward  interdisciplinary  research team programs among the three
campuses.   Modern electronic and  biomedical  technology  should
also  be  used  optimally  to  assure  coordinated, complementary
research activity  that  takes  maximum  advantage  of  expertise
disbursed among the three locations.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.7  Research Program
-rec-
Recommendation 5-42:   That renovation and modification of exist-
    ing  facilities  progress  as  rapidly as possible to provide
    needed animal  holding  facilities  and  research  laboratory
    space,  and  that  continued effort be directed at developing
    collaborative, integrated research efforts  among  the  three
    campuses of the College and the University at large.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.8  Public Service Program
-sub-
5-4.8.1   Veterinary Teaching Hospital
-txt-
The  Veterinary  Teaching  Hospital  is a full-service veterinary
hospital that provides patient care for both local  and  referral
clients.    The  VTH  is  essentially  a  teaching laboratory for
professional students, interns, residents, and graduate students.
Instruction is provided through the diagnosis  and  treatment  of
patients presented to the hospital under the direction of faculty
within  the College.   The VTH also provides service to the local
community, to referring and consulting  veterinarians  throughout
Virginia and Maryland, and to the university community of VPI&SU.
Activity  of  faculty  within  the  VTH  is thus directed at both
instruction and public  service  missions,  and  the  distinction
between  these  missions is often difficult to make.  The College
currently  perceives  this  Hospital  activity  as  approximately
two-thirds instructional and one-third service-oriented activity.
However,  since most activity, even indirectly, promotes instruc-
tion, the College should re-evaluate this activity distribution.

The VTH wishes to provide full veterinary services with state-of-
the-art veterinary medical technology to enhance its capabilities
as a regional resource for its constituencies in  the  states  of
Virginia  and Maryland.   Difficulties are encountered in meeting
these goals due to equipment and manpower shortages.   Additional
equipment  is  required  to  provide  newer medical technologies.
However, finances have not been available to meet desired  goals.
The  problem  is  further  compounded  by  the need to distribute
equipment funds to also  provide  for  replacement  of  worn  and
outdated  equipment.  Both faculty and classified staff shortages
create staffing difficulties.  To adequately  provide  year-round
coverage  of  needed medical disciplines, additional faculty will
be needed.  Current clinical, instructional, and service  respon-
sibilities of some faculty leave inadequate time to meet research
needs.    Conversely,  limiting the former creates conflicts with
service expectations of communities served.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.8  Public Service Program
-sub-
5-4.8.2   Continuing Education And Extension
-txt-
Continuing education and extension activities of the  VMRCVM  are
organized  and  managed  by the Director for Continuing Education
and Extension.  Clear and specific goals have been formulated for
these programs.    However,  initial  financial  expectations  of
continuing  education  programs  have  not been realized and were
probably not practical.   Principles and execution  of  Extension
activities  are in accordance with those set forth by the Common-
wealth.  Non-credit continuing education programs  appear  to  be
appropriately  identified  and  recorded  by  means of Continuing
Education Units (CEU), and the number of CEU's is  determined  in
advance  for  each  activity.    Administrative responsibility is
usually well defined for each  activity,  but  exceptions  occur.
Difficulties  exist  in financing, arranging, and executing local
efforts that are not specifically programmed through the Continu-
ing Education Center.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.8  Public Service Program
-sub-
5-4.8.2   Continuing Education And Extension
-rec-
Recommendation 5-43:   That  public  service  missions   of   the
    College   be  re-evaluated  and  funded  to  adequately  meet
    clinical, extension, and continuing education expectations.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.9  Faculty And Staff
-txt-
General criteria for AVMA accreditation of a  veterinary  college
include  the following:   "The faculty must provide competence in
all subject areas of the curriculum . . . There shall be evidence
of a balanced program of teaching, research and public service  .
.  .   Faculty time must be scheduled to provide for professional
development of the individual."

There were 85  faculty  and  119  classified  staff  state-funded
positions  allocated  to  VPI&SU when the VMRCVM was established.
Of  the  85  positions,  80  were  designated  for   instruction,
research,  and  public  service  and five were for administrative
faculty.   These faculty are  expected  to  cover  all  essential
disciplines   comprising   a  professional  academic  program  of
veterinary medicine.  The College has not yet filled all  faculty
positions.   Difficulties in recruitment have been encountered in
the past, due primarily to limited physical facilities, financial
uncertainties of a new school, and a negative impact created by a
previous hiring freeze.  The AVMA has called for the  College  to
complete  recruitment  as  soon  as  possible.   With progressive
completion of physical facilities and stability following  admin-
istrative  reorganization,  the VMRCVM appears well on the way to
completing its faculty  recruitment.    Six  open  positions  are
designated,  and  searches  have  been  initiated.   However, new
financial uncertainties may again temporarily prevent  completion
of full recruitment.

It  is  also  felt  that initial allocations of faculty and staff
numbers are probably inadequate for the College  to  realize  its
potential  and  accomplish all of its goals.  To provide adequate
academic programs, the AVMA uses a general working guideline of a
student-faculty FTE ratio of 4:1 as a minimum.  However, absolute
numbers of faculty and staff may be as,  or  more  critical  than
student-faculty  and student-staff ratios since adequate manpower
must be available to cover all necessary disciplines  for  teach-
ing, research, and service in the veterinary programs.  See Table
5-24 for comparisons.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.9  Faculty And Staff
-txt-
It  is felt that even though the full allotted manpower will meet
minimum criteria for AVMA accreditation, the College  will  still
be  below  the  national  average  and  comparable colleges noted
above.  What has been accomplished to date  has  been  done  with
less than the full manpower allotment, and faculty deserve praise
for these accomplishments.

Additional  difficulties  have  been  created  by distribution of
faculty effort and funding for the College.  During establishment
of  the  VMRCVM,  rough  guidelines  projected  total  veterinary
college  distribution  of effort as follows:  50 percent Instruc-
tion, 30 percent Research and  20  percent  Public  Service.    A
similar  classification  for faculty funding was adopted, and the
total College budget is disbursed to the same three divisions  in
order  to  proportionately conform to the accounting structure of
VPI&SU.  However, these figures were not intended to represent  a
programmatic  declaration  and  should  be reassessed.   Based on
experience of the VMRCVM and on recent comparative data from  the
AVMA,  academic  faculty  paid  with  state funds actually have a
distribution of effort as follows:   78 percent  Instruction,  16
percent  Research,  and 6 percent Extension.  Differences between
the initial forecasted distribution of effort and current figures
are probably due to many reasons.   One  difference  may  lie  in
interpretation  of  categories.    Most  colleges  of  veterinary
medicine, like most other academic disciplines, include scholarly
research effort within the instructional category, and  sponsored
research  is  therefore not specifically identified in the calcu-
lation.   Thus misinterpretation may  have  revolved  around  the
inclusion  of  faculty  funded from sponsored research as part of
the 85 faculty positions allotted.   It is felt  that  additional
faculty  positions  required to conduct sponsored programs should
be incremental to the base of 85, and  should  be  allocated  and
managed  in  a  manner  similar  to  other colleges.   Additional
differences also exist in  interpretation  of  instructional  and
service  components of effort in veterinary teaching hospitals as
noted previously.

To realize the full potential of the VMRCVM, provisions should be
made to assign  additional  state  supported  faculty  and  staff
positions  to  the College.   This will allow for a more complete
fulfillment of instructional, research, and service  commitments,
as  well  as  for  the  full  range  of clinical and paraclinical
specialties expected in a  major,  fully  operational  veterinary
college.    Projections  have included the need for 15 additional
faculty and 30 additional staff positions for the  VPI&SU  campus
of  the  VMRCVM  over  the next few years in order to accommodate
necessary growth  and  expansion  of  clinical  programs  and  to
support  anticipated  growth  in  clinical residency and graduate
programs.  A total of 16 faculty and 32 staff positions are  felt
to  be  needed at the Equine Medical Center of the VMRCVM to meet
fully operational needs over the next few years.

There is concern within the faculty of the  VMRCVM  that  faculty
size is inadequate to support the instructional program and still
provide  faculty  with adequate time for research endeavors.  The
instructional load is disproportionate within  the  College,  and
teaching  and service loads are accentuated within the clinically
oriented departments.   Conversely, the  needs  and  desires  for
research   growth  are  hampered  by  the  necessity  to  include
sponsored  research  efforts  within  the  original  85   faculty
positions.  Due to a shortage of faculty members in the past, and
due to the matrix organization, faculty responsibilities were not
always  equitably  distributed,  and  faculty  members  were  not
adequately protected from excessive responsibilities.    However,
as  the  College  approaches full recruitment, and as departments
become better organized, there should  be  a  shift  toward  more
equitable   assignments   and   better   oversight   for  faculty
protection.  Calculation of instructional loads  has  not  always
taken into account factors such as number of preparations, nature
of  the  subject,  and  resources  available.    This in turn has
occasionally led to perceptions of  inequity.    Again,  however,
with a new departmental organization and with a new annual evalu-
ation process, many of these concerns will soon be resolved.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.9  Faculty And Staff
-rec-
Recommendation 5-44:   That   provisions   be   made   to  assign
    additional state-supported faculty and staff positions to the
    VMRCVM to allow more complete fulfillment  of  instructional,
    research,  and  service commitments, and that distribution of
    effort be  reassessed  within  the  VMRCVM  to  more  closely
    approach  past experience of the College and comparative data
    from the American Veterinary Medical Association.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.10  Educational Support Services
-txt-
The VMRCVM and VPI&SU provide a wide  variety  of  services  that
support  educational  programs.   However, curricular and faculty
limitations noted previously and physical and  financial  limita-
tions  noted  later in this report necessitate some restrictions.
Support  services  include  library   facilities,   instructional
support  services, and services that attempt to compliment educa-
tional, social, moral,  and  physical  development  of  students.
However,  social,  moral, and physical development of students is
not directly addressed within the College.  Students can  and  do
avail  themselves  of University programs.  However, the relative
physical isolation of  the  College  and  the  intensity  of  the
program of study make it difficult for students to participate in
many  University  activities common to the student body at large.
Instead, veterinary students and the College  promote  veterinary
student  organizations  that in turn add to professional develop-
ment of students.  Staffing, programs, and services are generally
felt to reflect the nature of  the  student  population  and  the
general  educational  goals  of  the  College.   However, limited
resources should be noted.   Financial burdens  on  students  are
compounded  by  requirements  to  purchase  certain instructional
aids.  Additional concern has been expressed that  there  may  be
inadequate  support for students who feel stressed in an intense,
demanding program.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.10  Educational Support Services
-sub-
5-4.10.1   Library
-txt-
The VMRCVM has access to the main University library as well as a
veterinary medical library within the College.   As  a  medically
oriented  facility, the library within the College is also avail-
able to individuals outside the VMRCVM.  Physical distance limits
the value of the main campus library.    Space  limitations  have
adversely  affected  the  library  within  the  College until the
recent move into the Phase III building.  Although library  space
has now been expanded in the College, limitations still exist and
are  being  addressed  in future building plans.   Facilities are
very limited at The Equine Medical Center in northern Virginia.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.10  Educational Support Services
-sub-
5-4.10.2   Instructional Support
-txt-
The VMRCVM provides a variety  of  facilities  and  instructional
support  services  to  complement its curriculum.   These include
educational equipment, laboratories, audiovisual and  duplicating
services, and learning skill centers.  These services are felt to
be  appropriately  organized and administered.  Exceptions relate
primarily to limitations of physical facilities.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.10  Educational Support Services
-sub-
5-4.10.3   Computer Services
-txt-
VPI&SU has a great deal of computing resources power  and  exper-
tise;  these  resources  are beginning to play a significant role
within the VMRCVM as equipment becomes  more  available.    Plans
appear  to  be  available  for  allocation of these resources and
assignment of priorities.  The College administration has  estab-
lished  these  priorities  for  computer  usage  and  balance  of
services and keeps records  to  determine  profiles  of  computer
resource  use.   However, specific policies are not yet available
in the VMRCVM and plans are not widely known.   Many faculty  and
departments desire individual computing work stations, but finan-
cial  resources have not been available.  Students are not suffi-
ciently encouraged as a whole to  make  practical  use  of  these
resources,  but  individuals  have  been  so  encouraged.    Some
students have recently formed an interest group and are receiving
administrative  encouragement.    Administrators  of  the  VMRCVM
recognize  the need for improved computing resources and instruc-
tion.    This  problem  has  recently  been  addressed  and  will
hopefully be rectified in future plans of the College.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.10  Educational Support Services
-sub-
5-4.10.3   Computer Services
-rec-
Recommendation 5-45:   That  computing  resources  be expanded to
    meet faculty and department needs and  to  encourage  student
    use.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.10  Educational Support Services
-sub-
5-4.10.4   Student Development Services
-txt-
Student development services are available within the University,
but  with  a  time-demanding curriculum and physical isolation at
the edge of campus, veterinary students have  little  opportunity
to  avail themselves of these services.  Students felt that these
services are limited in the VMRCVM.  Such services generally fall
under the auspices of the Associate Dean  for  Academic  Affairs,
and attempts are made to allocate resources appropriately.

Academic advising is perceived by students to have not been given
high  priority  within  the  College.   Each class of students is
assigned a group of faculty  advisors,  but  roles  and  interre-
lationships  are  not  clearly  defined  and may be too broad and
general.  Students feel that they receive  little  individual  or
personal  advising.    An  important  fact  in the VMRCVM is that
students have no choice in course offerings until the fourth year
of the curriculum, and most courses are team  taught  by  several
faculty  each month in a block format.  Thus rapport is difficult
to  establish,  and  faculty  may  have  difficulty   identifying
individual  students.   Students with academic or personal diffi-
culties may not be recognized and thus may not receive  appropri-
ate  help.  Students do receive an effective orientation program.
The University is thought to have a  competent  counseling  staff
that  is  available  to veterinary students, but the students may
not be adequately aware of these services.

Students within the VMRCVM  essentially  do  not  participate  in
university-wide student government activities, and they feel that
their extracurricular needs are not completely met by the Univer-
sity  at  large.    This  is probably due to the relatively small
number of veterinary students, their  physical  isolation,  their
different   needs,  and  their  discretionary  time.    They  are
concerned that a significant portion of their  activity  fees  do
not promote activities for their benefit.

Within  the  VMRCVM, students have access to a variety of profes-
sionally oriented organizations.   The  Student  Chapter  of  the
American   Veterinary   Medical   Association   (SCAVMA)   serves
informally as their student government,  and  each  of  the  four
classes  elects  a  slate of class officers.   However, roles and
relationships of these organizations within the College  are  not
always  clear.    Activities  and programs within the College are
felt to be appropriate to their purposes and do encompass a  wide
range  of  student  interests.    Student publications exist, but
neither their role nor their control is clearly defined.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.10  Educational Support Services
-sub-
5-4.10.4   Student Development Services
-rec-
Recommendation 5-46:   That the  VMRCVM  more  formally  address,
    define,  and  attempt  to  meet  student  development service
    needs.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.1   Organization and Administration
-txt-
The College is one of eight colleges of VPI&SU and  has  autonomy
and  recognition  comparable to other colleges within the Univer-
sity.  The College is headed by a Dean who reports to the Univer-
sity Provost and thus indirectly to the President and  the  Board
of  Visitors.    The College has representation on the University
Council, Faculty Senate, Commission for Graduate Studies, Commis-
sion on Research, Graduate Course Criteria Committee, and Univer-
sity Promotion and Tenure Committee.    Individual  faculty  also
serve on a variety of other University committees.

In  April 1986, the VMRCVM underwent a complete reorganization of
its administrative structure.   In the  initial  modified  matrix
system,  faculty were interspersed in four heterogeneous academic
divisions:   three  at  VPI&SU  and  one  at  the  University  of
Maryland.    Programs  were  directed  by various boards and were
managed by administrators (associate  deans)  who  functioned  as
program  managers.    The  College  Cabinet  served to review and
coordinate activities of the College.   The  system  appeared  to
serve  a useful role in the early development of the College, but
it was felt that the  matrix  system  resulted  in  diffusion  of
authority  and  accountability,  led  to slow decision-making and
implementation of programs, and was labor-intensive for  faculty.
Thus the current organizational structure was implemented.

At  VPI&SU, veterinary faculty numbers are aligned in four tradi-
tional,  discipline-oriented  departments,  which   include   the
departments of Veterinary Biosciences, Pathobiology, Large Animal
Clinical  Sciences  (LAS)  and  Small  Animal  Clinical  Sciences
(SACS).   Faculty  members  at  the  Equine  Medical  Center  are
included  in the Department of Large Animal Clinical Sciences.  A
fifth department, is that of Veterinary Preventive  Medicine  and
is  located  at  the University of Maryland.   Each department is
headed by a department head.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.1   Organization and Administration
-txt-
Associate deans at VPI&SU include  those  for  Academic  Affairs;
Research  and  Graduate  Studies; and Facilities, Development and
Information Systems.   Program areas  of  responsibility  are  as
traditionally  noted  by their titles.  The Council of the VMRCVM
is composed of the Dean, three associate deans,  four  department
heads,  Director of the Veterinary Teaching Hospital, Director of
the Equine Medical Center, and the  Administrative  Assistant  to
the Dean.  The associate dean/department head from the University
of Maryland campus also serves on the Council.  Major boards that
oversee  program  areas are the Curriculum Board, Hospital Board,
Research and Graduate Studies Board, and Facilities Board.    The
Curriculum  Board  is  chaired  by the Associate Dean of Academic
Affairs and has departmental faculty and student  representation.
The  Hospital  Board is chaired by the Director of the Veterinary
Teaching Hospital and is composed of section  chiefs  within  the
hospital,  as well as the pharmacist and the Hospital Administra-
tor.  The Research and Graduate Studies Board is chaired  by  the
Associate  Dean  of Research and Graduate Studies and has depart-
mental faculty and graduate student representation.  The  Facili-
ties  Board  is  chaired  by the respective associate dean and is
further divided into subcommittees.  Representation is by various
administrators and faculty.   Additional committees  and  various
support and resource sections exist within the College.

The  VMRCVM  is a regional school with financial, administrative,
and academic affiliations with both VPI&SU and the University  of
Maryland.      The   physical,  administrative,  and  legislative
separation of the two schools has led  to  some  difficulties  in
collaboration  in the past.  Recent developments have been initi-
ated to further enhance the regional concept and promote  collab-
oration  in  programs.    The  Dean  of  the  VMRCVM has recently
received a joint appointment at the University of  Maryland,  and
the Associate Dean of the Veterinary Faculty at the University of
Maryland  has  received  a  joint appointment at VPI&SU.   VMRCVM
faculty  within  Maryland's  College  of  Agriculture  and   Life
Sciences  have been reorganized into a Department of Preventative
Medicine.  The head of this department also serves as an  associ-
ate dean within the College and on the Council of the VMRCVM.  In
addition,  the  College  has  recently  created  and filled a new
position at the College Park campus to establish  and  oversee  a
variety  of  external  clerkships  in  both  public  and  private
practice fields.  It is hoped that these changes will be positive
steps to enhance programmatic collaboration between the faculties
of these two universities.

With physical, administrative, and legislative separation between
the schools, dedicated effort should  be  directed  at  enhancing
programmatic  collaboration.  With a limited, narrow objective of
training professional students in veterinary medicine, the  State
of  Maryland  has  begun  to  study the cost-effectiveness of the
bi-state,  regional  school  concept.    Maryland  has   recently
reaffirmed  its  commitment to the VA-MD regional school, and the
two  universities  are  working  together  to  develop   a   more
integrated,  regional program.  Analysis will inevitably continue
in the future.  It will be important for the VMRCVM not to merely
develop collaborative programs but to also document the  benefits
of these collaborative efforts to both states.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.1   Organization and Administration
-rec-
Recommendation 5-47:   That VPI&SU and the University of Maryland
    continue  to  develop  collaborative  efforts in instruction,
    research, and service to the benefit of both institutions and
    both states, and that efforts be continued to define the most
    appropriate and sound relationships between the universities.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.2   Institutional Advancement
-txt-
The VMRCVM has a program of institutional advancement as part  of
the  program  of VPI&SU.   Most efforts to date have been concen-
trated on fund raising.  Success of fund-raising efforts has been
essential to development of the College.  Roughly 40  percent  of
all  capital construction to date has been generated from private
support.   This approaches $9 million.    Additional  significant
private support has been made available for land at the EMC, some
equipment  purchases,  and  small  research  projects.   However,
significant  needs  still   exist.      Completion   of   capital
construction  allocated  in  the  master plan of the VMRCVM still
requires building an additional 65,000 gross  square  feet  (gsf)
(Phase  IV).    A request for this building has been submitted to
the University, but the request has not progressed to the  legis-
lature  of the Commonwealth.  If approved by the Virginia General
Assembly, there would probably  remain  a  significant  need  for
continued fund-raising efforts on the part of the College and the
University.

With  efforts  so  directed toward fund raising, other aspects of
institutional advancement may have been neglected  in  the  past.
Collegiate  efforts and relationships are enhanced by a Citizen's
Advisory Board, and both  the  Veterinary  Teaching  Hospital  in
Blacksburg  and  the  Equine  Medical  Center in Leesburg utilize
liaison committees, which are becoming more active and  valuable.
Additional efforts are necessary in alumni affairs.  Based on the
essential  needs  of the College to continue fund-raising efforts
and to develop an alumni affairs program, a  development  officer
has been appointed for the College.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.2   Institutional Advancement
-rec-
Recommendation 5-48:   That  the  VMRCVM  continue  to  develop a
    systematic approach to alumni  affairs  and  a  collaborative
    relationship with its alumni.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.3   Financial Resources
-txt-
The initial plans for the VMRCVM led to an estimated distribution
of  activities that is probably inaccurate for the College at the
present time.  Budgetary accounting by the University in conjunc-
tion with initial activity estimates led to what is felt to be  a
disproportionate allocation of money and faculty time to research
and extension missions.  The result is perceived to have led to a
relatively  low  commitment  of  support  by general funds of the
Commonwealth.  It has been recommended as noted  previously  that
positions  and funding be reallocated to the three missions based
on the average  distribution  at  other  colleges  of  veterinary
medicine  in the United States and that the budget be viewed as a
total college resource with appropriate review  of  the  distrib-
ution of general and nongeneral funding.

Comparative  data are available.  For 1985-86, veterinary schools
at public institutions received an average  of  74.3  percent  of
their  operating  budget  from state-collected revenues.   During
1986-87, general funds from Virginia supported  61.9  percent  of
the  total  budget  of  the  VMRCVM.    Considering  the Maryland
contribution, total general fund  support  would  approximate  75
percent.  However, the 61.9 percent figure from Virginia included
a  $1.0  million  special  equipment trust fund allotment and the
State of Maryland has not  contributed  it's  full  proportionate
share  of  funding.    It  is  felt that state funding with "hard
money" should exclude patient care  revenue,  sponsored  research
and  continuing  education  revenue,  and  special physical plant
assessments.  Excluding these sources, the  VMRCVM  has  received
limited  "hard  money" for educational programs compared to other
veterinary  schools  of  similar  student  body  size,  benchmark
comparative  schools  for VPI&SU and the seven veterinary schools
of the southeastern United States.   In  light  of  inflationary,
developmental,  and  accounting  changes,  the VMRCVM has revised
budgetary projections for coming years  with  the  goals  of  not
including sponsored research and continuing education revenues in
base  support of core programs and allowing support for growth of
clinical and research programs.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.3   Financial Resources
-txt-
Additional financial concerns have involved the Veterinary Teach-
ing Hospital.   Veterinary  teaching  hospitals  are  essentially
teaching   laboratories   for   professional  students,  interns,
residents, and graduate students.  Such hospitals provide quality
patient-care  services,  as  well  as  referral  and   consulting
services  that  support  veterinary practitioners.   However, the
very nature of a teaching  hospital  is  to  provide  a  clinical
setting  for  all  levels of veterinary education.  Such academic
veterinary hospitals are generally not expected to be financially
profitable due to instructional goals and necessities, limits  on
caseload, the nature of the cases, hours of operation, the avoid-
ance of competition with local private practices, and the facili-
ties  and  equipment expected of a large, modern referral center.
For these reasons, many veterinary teaching hospitals  receive  a
separate  appropriation  of  state  funds  to  supplement revenue
generated from client fees.   The VTH does  receive  supplemental
financial  input  from the VMRCVM, and the VMRCVM is beginning to
reassess instructional costs as part of the budget  of  the  VTH.
The  two  significant  areas  of  concern  involve  budgeting for
instructional  fees  incurred  in  the  VTH  and  budgeting   for
"instructional overhead."  The former is recognized and accounted
for  as  a Clinical Instruction budget account based on clerkship
courses.  Difficulties persist with limited funds.    The  latter
category  must  be  recognized  and  take  into account supplies,
expendables, and  equipment  necessitated  by  the  instructional
nature of the VTH but not recoverable from clients.

A  major financial concern within the VMRCVM concerns the stabil-
ity of funding support provided by the State of Maryland.  In the
initial plans for the College,  the  State  of  Maryland  was  to
provide  full  instructional costs for students from the state of
Maryland and thus share proportionately in financial responsibil-
ities of the College.   For the past  two  years,  the  State  of
Maryland  has  provided  less  than the full proportion of educa-
tional costs, which has led to  financial  difficulties  for  the
College.    This problem has been noted previously in this report
and will continue to require collaborative efforts on  the  parts
of faculty, administrators, and legislatures of both states.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.3   Financial Resources
-txt-
Of final financial concern is funding for Phase IV of the central
complex  at  VPI&SU  and needed physical facilities at the EMC as
noted previously.

Based on information presented above, it is felt that the  VMRCVM
does  not  possess  sufficient  financial resources to adequately
support all of its programs and  that  recent  history  does  not
demonstrate  financial  stability.    Although adequate financial
resources are theoretically judged in relation to basic purposes,
scope of programs and number of  students,  comparative  national
data  suggest that this may not yet be happening at this institu-
tion.

Business and financial functions of the  College  are  under  the
control  of  the  University.   Within the College, budgeting and
personnel functions are under the  direction  of  the  Dean,  are
managed  by  the  Executive  Assistant  to  the Dean, and receive
collaborative input from the College Council.   Accounts  payable
and purchasing functions of the College are under the supervision
of  the College Business Officer.  Accounts receivable and hospi-
tal business functions are under the supervision of the  hospital
administrator  with  oversight  authority by the College Business
Officer.

Preparation and execution of an annual budget is not yet felt  to
be preceded by appropriate planning in that detailed goals of the
College  may  not  be translated into specific budgetary requests
presented to appropriate officials.  The College budget  distrib-
ution  from  the  University  does  not occur until well into the
fiscal year.  This creates a good deal of uncertainty  and  makes
smooth  execution  of programs difficult.  Budgeting of available
funds is primarily developed by the Dean, Executive Assistant  to
the  Dean,  and  associate  deans.    With the new administrative
organization described previously, department heads  should  have
appropriate  input, the College will develop prospective program-
based budgets, and the College Council will have  review  of  the
budget.

Broad  financial  control  of  the VMRCVM is exercised by general
University policies, procedures and allocations; policies of  the
Commonwealth  of  Virginia and the State Council on Higher Educa-
tion; and the guidelines of the Agreement of Cooperation  between
the  State  of  Maryland  and the Commonwealth of Virginia.  Once
funds are appropriated, budget making, establishment  of  priori-
ties  and  control  of expenditures are the responsibility of the
College operating under policies and jurisdiction of the  Univer-
sity  with  recognition of audit and budgetary laws.  Established
educational functions of the College are not controlled by finan-
cial officials outside the University.  However, establishment of
new programs that require additional  funding  are  dependent  on
politics and economics of state agencies and legislatures.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.3   Financial Resources
-rec-
Recommendation 5-49:   That  state funding for VMRCVM educational
    programs be similar to  that  received  by  other  comparable
    veterinary  schools, that financial stability be established,
    and that funds be distributed in a timely manner.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.4   Physical Resources
-txt-
The VMRCVM has buildings in three locations in  the  Commonwealth
of  Virginia.    These include the central veterinary complex and
the Veterinary Research  Center  in  Blacksburg  and  the  Marion
duPont  Scott  Equine  Medical Center in Leesburg, Virginia.  The
1978 plan for the College called for a total  physical  plant  of
350,000  gsf, of which 250,000 gsf was to be new space.  To avoid
possible duplication of specialized equine facilities, the  total
was  reduced  to  225,000  gsf  following  the gift of the Equine
Medical Center in 1980.  Total new construction to  date  on  the
Blacksburg  campus has provided 160,000 gsf.  Thus 65,000 gsf are
still needed to complete the physical plant  of  the  College  as
approved by the Commonwealth in the initial plan.

The  Veterinary Research Center is adjacent to the VPI&SU Depart-
ment of Anaerobic Microbiology  and  is  essentially  the  former
VPI&SU  Department  of  Veterinary Science building.   The Center
consists of several research and service laboratories,  a  series
of small outbuildings and limited animal holding facilities.  The

central  complex  of  the  College is located on the southwestern
edge of the main campus of VPI&SU and consists of  Phase  I,  II,
and  III  buildings.    Phase  I was 27,500 gsf and served as the
interim clinic for the teaching hospital since its completion  in
1981.        Phase    II    is    64,500   gsf,   is   the   main
administrative/teaching/research building in the complex, and was
completed  in  1983.    Although  the  building  serves  multiple
functions,  limitations  are  recognized  in teaching facilities,
offices, and  research  space.    Phase  III  was  scheduled  for
completion  in  August-October 1986 and has been mostly occupied,
but is still unfinished.  This building is 66,000  gsf  and  will
greatly  enhance  the  capabilities  and  space of the Veterinary
Teaching Hospital.   The  building  also  houses  the  veterinary
medical  library,  the  media  center,  a  college  center, and a
central supplies and storage area.   This in turn  relieves  some
space  problems  in  Phase II created by full faculty recruitment
and a growing graduate program.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.4   Physical Resources
-txt-
Significant concerns must still be  addressed  to  meet  accredi-
tation standards of the AVMA and collegiate needs.  Many of these
needs are addressed in a current plan to develop the fourth Phase
of  the  complex,  which  will  complete the remaining 65,000 gsf
allotted in the initial plans.  Limited funding is available  for
a  small  segment  of  Phase IV, and planning money has been made
available to develop initial plans for the majority of Phase  IV.
A  request has been submitted to the University for approval with
matchup funding.   This phase of  the  College  is  perceived  as
essential  for accreditation by the AVMA as well as for continued
growth and  development  of  the  College.    However,  even  the
approval  and  completion  of  Phase  IV will not solve all space
needs of the College.  Additional space is  currently  recognized
as  needed  for  large animal hospital and field services mainte-
nance.  Open land and complimentary barns are needed  for  animal
grazing  and  herd maintenance.  Continued growth and development
of the College will undoubtedly continue to create pressures  for
continued  growth and development of physical facilities.  Diffi-
culties have been compounded by the  staged  development  of  the
College's  physical plant over the years which in turn has neces-
sitated significant renovation and relocation and made  planning,
coordination and development difficult.

The  Marion duPont Scott Equine Medical Center was built entirely
with private donations  and  is  generally  accepted  as  a  well
designed  and  equipped facility.   However, major physical plant
concerns exist.

Physical plant development will also occur at the  University  of
Maryland.   The Maryland legislature has appropriated $12 million
for the Avrum Gudelsky Veterinary  Center  on  the  College  Park
campus  with construction started in October 1987.  This facility
will provide research facilities for the Department of  Preventa-
tive  Medicine  of  the  VMRCVM  and will also house the Maryland
State Department of Agriculture, Animal Health Diagnostic Labora-
tory.

In summary, physical resources of the VMRCVM, including buildings
and equipment, are not felt to be adequate to serve the needs  of
the  College  in  relation  to  its  stated purpose, programs and
activities.  Limitations have existed and continue  to  exist  in
physical facilities of all program areas that affect instruction,
research  and  service.   Although improvement has been realized,
limitations must be quickly resolved.   Instructional efforts  of
faculty and students and research and service accomplishments are
noteworthy in light of these limitations.
-end-

-chname-
5- Graduate Programs and Research
-major-
5-4.0  The Virginia-Maryland Regional College of Veterinary
Medicine
-minor-
5-4.11  Administrative Processes
-sub-
5-4.11.4   Physical Resources
-rec-
Recommendation 5-50:   That  Phase  IV  be  approved,  funded and
    built as soon as possible to meet physical plant  needs  that
    were called for in the initial plans of the College, and that
    the  VMRCVM  and  the  University develop long-range plans to
    meet current and future physical resource needs  in  addition
    to Phase IV.
-end-

-chname-
5- Graduate Programs and Research
-major-
-chname-
5- Graduate Programs and Research
-major-
5-5.0  Reference Sources
-txt-
Admissions.    Virginia-Maryland  Regional  College of Veterinary
Medicine, 1986-87/1987-88.

Faculty Handbook.    Virginia  Polytechnic  Institute  and  State
University, 1983.

Interim  Report  to  the  AVMA  Council on Education.   Virginia-
Maryland Regional College of Veterinary Medicine.  April 1986.

Memorandum:   Plans  for  the  College  of  Veterinary  Medicine.
Roselle D, McGovern P. January 14, 1985.

Report  of  Evaluation:    Virginia-Maryland  Regional College of
Veterinary Medicine.   American Veterinary  Medical  Association:
Council on Education.  1984.

Report  of  Evaluation:    Virginia-Maryland  Regional College of
Veterinary Medicine.   American Veterinary  Medical  Association:
Council on Education.  1982.

Review  of Accreditation.   Virginia-Maryland Regional College of
Veterinary Medicine.  February 1984.

Self-Study Report of the Virginia-Maryland  Regional  College  of
Veterinary Medicine. Fall 1985.

Student   Handbook.      Virginia-Maryland  Regional  College  of
Veterinary Medicine.  1986-87.

The Virginia-Maryland Regional  College  of  Veterinary  Medicine
(VMRCVM):    Current Status and Future Development II.  Report to
the State Council on Higher Education  of  Virginia.    September
1986.

University  Self-Study:   In-Depth Report of the Subcommittee for
Study of the Virginia-Maryland  Regional  College  of  Veterinary
Medicine.  November 1987.
-end-

-chname-
6- The Faculty
                                            January 27, 1988
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-txt-
The status, qualifications, interests, and needs of  the  faculty
can  be  viewed  from  at least two perspectives.  The first, and
narrowest, treats the faculty  as  university  personnel  charged
with  diverse  responsibilities, which, in the aggregate, address
the three missions of the institution.  In this view, faculty are
both employees and principal service  providers.    The  emphasis
here  is  on  their salaries and working conditions, the distrib-
ution  of  their  responsibilities,  and  the  effectiveness  and
efficiency with which they perform.

The second, and broader, perspective recognizes that a university
is  a  unique  social  institution whose quality and value may be
determined largely by the less tangible aspects of academic life.
More  than  a  collection  of  employees  organized  to   provide
services,  a  true  university  is  a relatively coherent social,
cultural, and intellectual  entity  that  involves  its  faculty,
students,  administrators, support staff, and larger community in
the enterprise of creating and disseminating  knowledge  for  the
betterment  of society.   Here, the emphasis is on the nature and
quality of the professional environment, the cultural milieu, and
the general intellectual life of the institution;  the  relation-
ships  among  the  various  constituent  groups  that make up the
faculty and the University community generally;  and  the  struc-
tures and processes that govern social and other interactions.

In  the  present  chapter, the faculty of VPI&SU will be examined
from both perspectives by reviewing the recent history of faculty
development at the University and by describing  in  quantitative
and  qualitative  terms  the  current  condition  of the faculty.
Several issues pertaining to observed or proposed changes in  the
defined  role  of  the  faculty  when  viewed from the relatively
narrow  "occupational"  perspective  will   also   be   reviewed.
Although some opportunities for further development of the VPI&SU
professoriate do remain in this area, these are not, for the most
part, the most pressing issues confronting the University and its
faculty  now, nor do they present the greatest challenges.  Those
challenges arise instead from a variety of issues that  are  best
defined  within  the  broader  "professional"  perspective, which
receives attention in the remainder of the chapter.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.1  Charge and Organization of the Committee on the Faculty
-txt-
This committee  was  charged  with  evaluating  the  university's
performance  regarding SACS criterion 4.4.  This section incorpo-
rates:

*   the selection of faculty,

*   professional and scholarly preparation,

*   compensation,

*   academic freedom and professional security,

*   professional growth,

*   the role of the faculty  and  its  committees  in  university
    decision-making,

*   faculty loads,

*   criteria and procedures for evaluation,

*   part-time faculty, and

*   graduate teaching assistants (GTAs) and teaching fellows.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.1  Charge and Organization of the Committee on the Faculty
-txt-
The  committee  was  constituted  to include representatives from
each college, the university library, the  non-collegiate  Exten-
sion  Division  faculty,  the  staff, the administration, and the
graduate and undergraduate student bodies.  The committee  organ-
ized its effort around eight task forces focused on the following
areas:

*   description of the faculty,

*   productivity,

*   recognition structures and procedures,

*   benefits,

*   equal opportunity and affirmative action,

*   professional environment,

*   sense of community and academic integration, and

*   faculty governance.

Each  task  force conducted inquiries and addressed issues within
its purview and  developed  appropriate  recommendations.    Each
reported  regularly to the full Committee on the Faculty, and all
recommendations incorporated in the  present  chapter  have  been
reviewed  and approved by the full committee.  A detailed listing
of sources consulted during  these  proceedings  appears  at  the
conclusion of the chapter.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.2  The Faculty:  An Overview
-txt-
More  than  two  decades ago, the 1965-66 Self-Study report noted
that VPI&SU was in the initial stages of developing from a prima-
rily undergraduate institution to one emphasizing graduate  study
and  high-quality  research.    By  the time of the 1975-76 Self-
Study, the reorganization of the University and  the  composition
of the faculty reflected considerable progress toward the univer-
sity's  goal of becoming a widely respected, comprehensive insti-
tution of higher learning.

The  present  Self-Study  indicates  that,  with  regard  to  the
faculty,  the  University  has  matured  both demographically and
professionally.  This chapter documents that maturity, and points
out its implications for the present operation and future  devel-
opment of the University.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.2  The Faculty:  An Overview
-sub-
6-1.2.1   Demographics
-txt-
In  the  Fall of 1976, VPI&SU had 1,351 full-time, ranked faculty
members.  In the years since, the faculty has grown  by  some  17
percent,  to  1,581  full-time, ranked members.   During the same
period, aggregate FTE student enrollment has grown from 20,753 to
23,846, a 15 percent increase.   As a result, there  has  been  a
very  slight  improvement  in  the  student/ranked faculty ratio,
which  now  stands  at  approximately  15:1.    Also,  there  are
currently  181  non-instructional  faculty and 324 salaried part-
time, or non-permanent,  faculty.    Of  the  324  part-time,  or
non-permanent  faculty,  154  (47.5  percent)  are  designated as
Research Associates.

Also in the Fall of 1976, 164 faculty members (12.1 percent) were
women.  This percentage has increased  gradually  over  the  past
decade to a present level of 15.4 percent among full-time, ranked
faculty.  The number and proportion of blacks on the faculty have
increased  only modestly, from 15 blacks (1.1 percent) in 1975-76
to 24 blacks (1.5 percent) in 1985-86.  The proportion  of  other
minorities   (Asians,   Pacific  Islanders,  Hispanics,  American
Indians, and Native  Alaskans)  on  the  faculty  has  more  than
doubled, moving from 2.0 percent in 1975-76 to 5.0 percent.

One  important  demographic  indicator of the "maturation" of the
faculty is simply its chronological age.  In 1976, more than half
of the faculty (53.6 percent) were 40 years of age or  less,  and
only  one-fifth (20.0 percent) were over age 50.  In 1985-86, the
comparable figures are 38.8 percent at or under age 40, and  28.3
percent over age 50.  This "maturation" reflects a national trend
in  the  aggregate ages of university faculty.  It contributes to
both the changing expectations that characterize the  faculty  at
VPI&SU and the emergence of some policy issues that will confront
the  University  in  the  intermediate future.   The most notable
issues are   those  relating  to  retirement,  health  care,  and
pensions,   as  well  as  governance  of  the  university.    The
demographic characteristics of  the  faculty  are  summarized  in
Tables 6-1 and 6-2.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.2  The Faculty:  An Overview
-sub-
6-1.2.1   Demographics
-txt-
Consistent  with  the  aging  of  the faculty, an increase in the
proportion of its members who hold tenure and who are in the more
senior ranks is also observed.    The  proportion  of  full-time,
ranked  faculty  who  hold  tenure now stands at two-thirds (66.5
percent).  In 1975-76, slightly under one-fourth  (24.1  percent)
of  the faculty held the rank of Professor, and 27.6 percent held
the rank of Associate Professor.   In 1985-86,  almost  one-third
(32.9  percent) were classified as Professors and one-third (33.6
percent) as Associate Professors.   Promotion  and  tenure  rates
average  about 75 percent (Table 6-3).  Between 1982 and 1986, 76
percent of mandatory tenure decisions for males  and  69  percent
for females were positive.  In 1986, 78 percent of such decisions
for males and 87 percent for females were positive.  Between 1982
and  1986,  83 percent of such decisions for minority faculty and
74 percent for others were positive.  Promotion rates over  these
five  years were 70 percent for males, 75 percent for females, 69
percent for Caucasian faculty members, and 89 percent for minori-
ties.  These data are summarized in Table 6-3.    Note,  however,
that  the denominators in Table 6-3 are conservative estimates of
the actual number of eligible cases,  since  they  exclude  those
faculty  members who are not sent forward by their departments or
those faculty members who elect to withdraw from the University.

Additional analysis (data not shown) indicates that  the  propor-
tion  of  Associate Professors with more than seven years in rank
has increased noticeably in recent  years.    This  suggests  the
emergence  of  a growing class of faculty who were recruited at a
time  when  the  expectations  for  research  productivity   were
somewhat different from now, and may represent for the University
an issue of self-definition that will increase in importance over
the next several years.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.2  The Faculty:  An Overview
-sub-
6-1.2.2   Professional Credentials
-txt-
The  academic  degree  level  of the faculty has improved signif-
icantly over recent years.  In 1965-66, fewer than  half  of  the
faculty  (48.0  percent) held doctoral degrees; in 1975-76, about
two-thirds (68.0 percent) held doctoral degrees; and  in  1985-86
almost  four-fifths  (79.1  percent)  of  the  full-time,  ranked
faculty held doctorates.  Here, too, we find an indication of the
maturing of the faculty, this time  on  an  indicator  with  more
directly  qualitative implications.   The distribution of faculty
by highest degree held is shown in Table 6-4.

Another indicator of "maturity" is the percentage of  faculty  in
the academic units of the University who hold the terminal degree
in  their  respective disciplines.  These data are shown in Table
6-5, along with the proportion of  graduate  teaching  assistants
with  direct  teaching responsibility who have completed at least
27 quarter hours of graduate work in their teaching fields.    In
the  vast  majority  of  cases,  both indicators reach or closely
approximate 100 percent.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.2  The Faculty:  An Overview
-sub-
6-1.2.2   Professional Credentials
-txt-
Table 6-6 provides another view of the use of  graduate  teaching
assistants  in teaching.  In the Fall Quarter, 1986, 169 sections
of non-laboratory courses were offered in which graduate  assist-
ants  were  the  principal  instructors.   In 90 percent of these
sections, the graduate  assistants  had  completed  at  least  27
quarter-hours  of  graduate work.  (Those graduate assistants who
had  not  completed  27  hours  were  teaching  in  Horticulture,
English, Accounting, and Physical Education.)

An additional indicator of professional maturity is the scholarly
productivity  of  the faculty.  One measure of such productivity,
publication rates in selected disciplinary  areas,  is  shown  in
Table  6-7.    These  data  show  that in science and engineering
fields, the VPI&SU faculty outproduces similar faculties in  peer
land-grant  institutions  with  similar characteristics.   In the
social sciences, the faculty of this  University  produces  at  a
rate  significantly above the average of these peer institutions.
In the arts and humanities, the faculty's performance is near the
average -- slightly above Iowa State and Oregon State, and  below
North  Carolina  State and Purdue.  However, these data require a
cautionary noteggcomparisons between fields should not be made in
as much as various disciplines possess dramatic differences  both
quantitatively  (e.g.  the  number  of  journal publications) and
qualitatively  (e.g.  other  types  of  scholarly  and   creative
products).

On  balance,  these  and  other  data gathered during the current
Self-Study and available  as  supplemental  materials  portray  a
productive  faculty whose numbers have grown more slowly over the
last decade than in the past.  The faculty is still predominantly
white and male, and is gradually aging.  But above all, it  is  a
faculty  whose  aggregate  qualifications  have improved markedly
over the past two  decades;  whose  work  is  achieving  national
prominence   with  increasing  regularity;  and  whose  potential
contribution  to  the  University  is  enriched  by  its  growing
demographic  and  professional  maturity.   These characteristics
will provide the foundation upon  which  the  remainder  of  this
chapter rests.

*   Each is a public institution.

*   Each is a land-grant institution.

*   Each has a veterinary school but neither a medical nor a  law
    school.

*   Four of the five institutions are single campus institutions;
    in the case of Purdue, only main campus data are reported.

*   Each  is  large  "flagship"  institution  in a state with one
    other large "flagship" institution.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.3  Faculty Productivity
-txt-
As the 1987-88  General  Catalog  states,  "Virginia  Polytechnic
Institute and State University strives for excellence in fulfill-
ing all three missions of a comprehensive land-grant institution:
instruction, research, and extension."  Though the lines separat-
ing  these  missions are hardly drawn as clearly as this succinct
statement would suggest, the University's faculty contributes  to
the  purposes  of the institution through productivity in each of
these areas.  And like the missions themselves,  productivity  in
each  area  must  be recognized as a complex phenomenon with both
quantitative and qualitative aspects.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.3  Faculty Productivity
-sub-
6-1.3.1   Assessing Productivity:  Instruction
-txt-
The  teaching  of  traditional  courses,  and  the  providing  of
tutorial  instruction  for  undergraduate,  graduate, and profes-
sional students working independently or in small groups, consti-
tutes the major instructional  role  of  the  faculty.    Faculty
productivity  in  the  instructional  mission  is  measured using
Student Credit Hours (SCH).  The data in Table 6-8 indicate  that
the  teaching load for instructional faculty increased during the
period 1978-1985.  While the ratio of students to faculty,  which
declined  from  16.2:1 in 1976 to 14.7:1 in 1978, has stabilized,
Table 6-8 shows that the teaching load for instructional  faculty
increased   during   the   period  from  1978-1985.    Since  the
student/faculty ratio had remained constant, the increase in  SCH
suggests  an increase in average class size (for more discussion,
see Chapter on Undergraduate Programs).

These data reflect, to some degree, a portion of faculty  produc-
tivity.    Other  aspects  of  instructional  productivity can be
evaluated through such devices as student assessment, peer evalu-
ation, textbook publications and  adoptions,  and  the  faculty's
commitment  to  teaching  as  evidenced  by participation in such
activities as special studies, curriculum club advising, academic
and career advising, and special seminars.   However, some  other
aspects  lend  themselves  less  readily  to  direct quantitative
assessment of educational outcomes.  Among them arguably are some
of the more important areas, such as supervision of special study
projects, independent  research,  clinical  work,  advising,  and
graduate research.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.3  Faculty Productivity
-sub-
6-1.3.1   Assessing Productivity:  Instruction
-txt-
Table  6-9  summarizes  a  variety of additional quantitative and
qualitative indicators that might be applied to measure  instruc-
tional  productivity  at the University.  Other components of the
instructional role, however,  show  significant  changes  in  the
structure  of  faculty  loads,  at  least  for some faculty.   In
particular, the size and number of graduate-level  sections  have
increased  since  1979.    Graduate  student  FTEs,  for example,
increased some 31 percent between 1979 and 1985.   This has  been
accompanied  by  a  12  percent decline in the number of sections
offered at the lower  division  and  a  17  percent  increase  in
average  section  size  (from  36  to  42  students per section).
Increases in lower-division section sizes  have  been  especially
marked in the Colleges of Human Resources (82 percent), Engineer-
ing  (47  percent),  and  Business  (31  percent), though in some
instances these effects are compounded by enrollment increases in
existing large sections.

The observed shift in the nature of teaching  loads  has  had  at
least three effects.  First, it has freed time for the faculty to
pursue  research,  extension, and service activities.  In effect,
the classroom-time commitment of the average faculty  member  has
been  reduced  by  approximately  one  hour  per week during this
period, while instructional production has increased.

Second, while aggregate SCH distributions within the faculty have
shifted, those teaching lower division  courses  have  assumed  a
greater share of the instructional mission of the university.  If
continued,  this  pattern  may generate a division of the faculty
between those who conduct research and  teach  primarily  at  the
graduate  level,  and those who assume primary responsibility for
undergraduate education.  This outcome is not  adequately  recog-
nized  within the University, and, given the present structure of
rewards at the University, virtually assures increasing dissatis-
faction among the latter group.

Third, those faculty members teaching the lower division  courses
in  some  academic  units  tend  to  be  the less senior and less
experienced.  To the extent that this is true, one net effect  of
this division is to provide an institutional incentive for reduc-
ing  the  quality  of  instruction in lower-division courses.   A
majority (55 percent) of the faculty surveyed indicated a concern
that too many undergraduate courses are taught by GTAs  or  part-
time  faculty.  In the fall of 1986, direct involvement of gradu-
ate students accounted for 8 percent of the total teaching  load,
however,  most GTAs teaching undergraduate courses have completed
at least 27 hours of graduate work in their respective fields.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.3  Faculty Productivity
-sub-
6-1.3.2   Assessing Productivity:  Instruction
Scholarship, Creative Activities
-txt-
The  faculty also carries out the research mission of the Univer-
sity through the conduct of its own creative  activities,  exten-
sion,  scholarship,  and  research,  and of research initiated or
supported  by  external  agencies.    Quantitative  measures   of
research   accomplishment,  including  the  number  of  scholarly
research publications and citations and  the  number  and  dollar
amounts  of  grants  and contracts awarded, are readily available
and are widely  used  by  the  University  in  assessing  faculty
productivity.    Table  6-10  summarizes  the University's recent
success in grant writing.

Steady growth in  scholarly  productivity  can  be  seen  in  the
increased number of faculty serving as Principal Investigators in
sponsored  projects  (478  in  1982-83;  528  in 1985-86) and theincreased number of successful proposals (266  averaging  $36,000
each  in  1976-77;  1611  averaging $25,000 in 1985-86).   In the
period from 1982-83 to  1985-86,  all  colleges  increased  their
ability  to  attract outside funding.  These increases in outside
monies generated for scholarship represent substantial  increases
in faculty productivity.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.3  Faculty Productivity
-sub-
6-1.3.2   Assessing Productivity:  Extension, Research, 
Scholarships, Creative Activities
-txt-
Selected peer comparisons (Table 6-7) suggest that VPI&SU faculty
members  are highly productive.  In 1985 alone, faculty published
163 books and 2491 journal articles.  In addition,  faculty  held
259  journal  and  89  series  editorships,  an  indicator of its
national and international  prestige  and  influence.    Numerous
faculty  members have been named to professorships in recognition
of their research accomplishments, and faculty  members  received
508  national  or international awards or honors between 1981 and
1985.  A selected listing of these awards is found in Table 6-11,
and suggests the diversity  and  significance  of  the  faculty's
accomplishments.

Taken  alone,  however,  even  these  measures  can significantly
understate  the  contribution  of  university  researchers.    Of
growing  importance  in  this regard, for example, is the role of
the faculty in guiding graduate student research at the master's,
doctoral, and post-doctoral levels.  The impact of this  work  on
the  people  of  Virginia,  the nation, and the world is a poten-
tially valid  indicator  of  the  research  productivity  of  the
faculty.

The number of study-research leaves granted by the University has
increased from 7 in 1976 to 35 in 1986, and the Board of Visitors
has  approved  a  total  of 226 such leaves since the time of the
last Self-Study.  The length of leaves varies from  one  to  four
quarters,  and  averages approximately 2.5 quarters.  Most of the
leaves have been taken by faculty in  the  College  of  Arts  and
Sciences  (119,  or  26 percent of those eligible).  In 1987, the
University adopted a  policy  supporting  fully  funded  research
assignments.

Research  productivity  is  dependent  on  such  factors  as  the
academic environment, faculty and  graduate  student  space,  and
support  services  such  as those provided by the Library and the
Research Division.  There has been  considerable  improvement  in
the perceived conduciveness of the academic environment to schol-
arly growth since the last Self-Study, with 79 percent of current
respondents  assessing  it favorably.   Satisfaction with library
collections for research use has increased  from  37  percent  in
1976 to 73 percent now.

A  continuing  shortage  of  space, however, is seen as hindering
faculty productivity by delaying or discouraging certain types of
projects.   This lack of space  was  viewed  most  critically  by
faculty  in  Arts and Sciences, Engineering, Human Resources, and
Veterinary Medicine.  Finally, 60 percent  of  respondents  agree
that the Research Division works effectively with faculty members
in obtaining research support.  However, nearly two-thirds of the
Engineering  faculty, and half of all professors University-wide,
felt that the Division could do more to assist them.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.3  Faculty Productivity
-sub-
6-1.3.3   Assessing Productivity:  Extension
-txt-
The faculty is also charged under  the  land-grant  mission  with
extending  the educational resources of the University to all the
citizens of the Commonwealth,  and  with  exchanging  information
with  other  states and nations where this is in the interests of
the Commonwealth.   This extension/public service  role  is  most
apparent  for,  but  by  no  means exclusive to, those faculty on
extension appointments.

Besides extension/public service, faculty  members  also  provide
service  to  and  through  their  respective professional associ-
ations, and provide service to the University and  the  community
in   a  myriad  of  ways.    Since  this  service  constitutes  a
definitional component of the  mission  of  the  University,  the
contribution  of  the faculty to its achievement must be incorpo-
rated into any assessment of productivity.

Guidelines for the assessment of Extension Division  faculty  for
continued  appointment, promotion, and annual review were revised
in 1985, and are both extensive  and  straightforward.    Various
evaluations of extension programs have been reported (e.g., Jones
and  White,  1981;  Coffey  and Norton, 1982; Norton, Coffee, and
Frye, 1984).  The internal rates of return for Virginia  agricul-
ture based on marginal products and benefit distribution patterns
were  58  percent  for  research, 52 percent for teaching, and 48
percent for extension (Norton, Coffee and  Frye,  1984).    These
figures  measure  the  annual percentage rate of "real" return on
public support for the indicated activities, and are higher  than
return rates found in other sectors of the economy.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.3  Faculty Productivity
-sub-
6-1.3.4   Assessing Productivity:  University Service
-txt-
University service is among the least understood and least appre-
ciated  areas  of  faculty  activity  and productivity.   Service
ranges from departmental committee assignments to involvement  in
University-level governance.  Many of these assignments are quite
arduous and time-consuming.  Such service usually carries with it
a decrease in departmental mission productivity during the period
of faculty participation.

However,  by  their  involvement  in  service activities, faculty
members enrich the University and the  unit-level  at  which  the
service  occurs.  This point will be addressed more directly in a
later discussion of  university  governance.    For  the  moment,
however,  it is important to note that time devoted to University
service is, and should  be  seen  as,  an  important  element  of
faculty productivity.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.3  Faculty Productivity
-sub-
6-1.3.5   Assessing Productivity Of The Missions
-txt-
The  Self-Study  questionnaire  asked  faculty  to  evaluate  the
relative weights that should  be  given  to  research,  teaching,
extension  effort, and service in decisions on promotion, tenure,
and salaries.  Of those responding, 64 percent expressed a belief
that  the  relative  weight  assigned  to  teaching   should   be
increased, 46 percent supported increasing the weight accorded to
extension  activities, and 41 percent supported increased weight-
ing for service.  In contrast, only 24 percent of the respondents
supported an increased weighting for research.

These figures represent a collective view of the faculty that, in
defining itself as  a  "research  university,"  VPI&SU  may  have
over-extended  itself  in  the  direction  of  rewarding research
effort.  This is not to say that the research  effort  should  be
reduced,  but rather, that emphasis on it should be returned to a
more balanced relationship with the other missions of the univer-
sity.   This would be facilitated were  the  state  to  lift  its
half-decade  freeze  on operating budgets.  VPI&SU serves diverse
constituencies, and it is the implication of the survey responses
that the reward and support structures currently in place do  not
provide  incentives for the faculty to serve them all with appro-
priate vigor.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.3  Faculty Productivity
-sub-
6-1.3.5   Assessing Productivity Of The Missions
-rec-
Recommendation 6-1:   That, consistent with its  diverse  mission
    and  with the highest standards of performance in each compo-
    nent thereof, the University adopt a set of criteria by which
    faculty productivity will be evaluated, and assure that these
    criteria  are  effectively  incorporated  in   decisions   on
    promotion,  tenure,  and  faculty  salaries;  these criteria,
    developed in broad consultation with faculty, should  provide
    appropriate  recognition  to faculty effort in fulfilling the
    instructional and service  missions  of  the  University,  in
    conjunction  with  maintaining  emphasis  on  scholarship and
    research.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.4  Recognition Structures and Procedures
-txt-
Closely related to the productivity of the faculty in general  is
the  manner  in  which  the University defines and recognizes the
outstanding accomplishments of individual faculty members.   Such
recognition establishes the standards of performance toward which
all  faculty  should aspire, and rewards the efforts of those who
best achieve them.

Over the past 10 years, VPI&SU  has  made  important  strides  in
honoring  its most outstanding faculty.  In the area of research,
for example, the number of honored positions available to faculty
in the form of endowed chairs and professorships has been greatly
increased, from 6  (3  endowed)  to  35  (33  endowed),  with  an
additional  46 that are either fully or partially endowed but not
yet filled.    Similarly,  the  number  of  Alumni  Distinguished
Professors  has  increased  from  two to eight.   The awarding of
Certificates of Teaching Excellence has been  made  more  signif-
icant  by  raising  the  standards  used  in awarding them, and a
diversity of other awards for outstanding teaching (summarized in
Table 6-12) have been developed.

In the area of service, the first step toward  recognizing  those
faculty  members  who  have contributed to the University through
extraordinary University service has been taken with formation of
the Academy of Faculty Service.   Also, outstanding  faculty  are
recognized   through  the  University  and  Alumni  Distinguished
Professorships and the Alumni research and extension awards.  The
university should continue to  develop  ways  of  honoring  those
faculty members who have made major contributions in the areas of
research,  teaching,  extension  and service, for by so doing, it
encourages the faculty to develop in these areas.   At  the  same
time,  such  recognition allows the University to retain its best
people and to attract outstanding individuals to the faculty.

To a  large  degree,  the  individuals  who  hold  these  honored
positions  define  the excellence of the University both to those
within the University community and to those outside it.   Conse-
quently,  it  is important that the procedures followed in making
these awards be regular, public, and  consistently  applied,  and
that  the implications of establishing and selecting members of a
class of honored faculty be fully appreciated.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.4  Recognition Structures and Procedures
-sub-
6-1.4.1   Selection Procedures
-txt-
At  the collegiate level, a variety of methods are used to select
faculty members to be  honored  with  professorships  or  endowed
chairs.    Some of these involve faculty participation throughout
the process, while others hardly involve faculty peer  review  at
all.  Moreover, the university has no specific guidelines regard-
ing  the qualifications that should be required of candidates for
such positions.

There are two levels of  teaching  awards.    The  first  is  the
Certificate  of  Teaching  Excellence.    Twenty Certificates are
awarded each year; the awards are made  by  the  colleges.    The
number of Certificates that can be given by each college is based
upon  proportional  representation  of  the  total faculty.   The
second level of awards includes the seven major University teach-
ing awards; these are the two Alumni Teaching Awards,  the  three
W.E.  Wine Awards, the University Sporn Award for teaching intro-
ductory subjects and the Engineering  Sporn  Award  for  teaching
engineering  subjects.    Each  year,  the winners of the Alumni,
Wine, and University Sporn Awards are inducted into  the  Academy
of  Teaching  Excellence for a three-year term.  Thus, at any one
time, the Academy has 18 members.  These awards are summarized in
Table 6-12.

The selection of the Certificate winners is the responsibility of
the respective colleges.   However, the Academy  has  recommended
the following criteria to the colleges:

*   teaching  evaluations  in all courses over an extended period
    of time;

*   letters from students and alumni;

*   letters from peer review committees and department heads;

*   curriculum vita that emphasizes the faculty member's teaching
    contributions to  the  department,  college,  University  and
    profession.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.4  Recognition Structures and Procedures
-sub-
6-1.4.1   Selection Procedures
-txt-
The  Alumni Award winners are selected by the Academy of Teaching
Excellence.  All Certificate winners from the previous years  are
eligible  for  these awards.  The Wine Award winners are selected
from nominees, one from each college, by a committee of  previous
Wine  Award winners.  Sporn Award winners are chosen by a commit-
tee  of  faculty  and  students  from  candidates  nominated   by
students.

The  involvement  of  multiple committees in the selection of the
various teaching award  winners  has  created  some  problems  of
coordination.    In  addition,  some  segments  of the University
appear to have received a disproportionate share  of  the  awards
(see  Table 6-13).  This may be due to the fact that some depart-
ments are more effective at preparing and presenting the  creden-
tials  of their nominees.  Also, certain colleges fail to use the
criteria suggested by the Academy.  For example, several  depart-
ments  in  the College of Arts and Sciences make extensive use of
peer reviews and  quantitative  student  evaluations,  while  the
College  of  Engineering  primarily uses student evaluations.  On
the other hand, the College of Architecture refuses  to  use  any
form  of  quantitative student evaluation.   To some extent, such
disparities are inevitable due  to  the  diverse  nature  of  the
courses offered at the University.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.4  Recognition Structures and Procedures
-sub-
6-1.4.1   Selection Procedures
-rec-
Recommendation 6-2:   That the University, through the Commission
    on  Faculty  Affairs  and  the  faculty associations, develop
    guidelines for the criteria and procedures to be  applied  in
    selecting   faculty  for  named  professorships  and  endowed
    chairs.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.4  Recognition Structures and Procedures
-sub-
6-1.4.1   Selection Procedures
-rec-
Recommendation 6-3:   That the University examine  the  selection
    processes for University-level teaching awards; specifically,
    a committee should be charged to clarify the selection crite-
    ria  for each award, publicize these to the University commu-
    nity,  and  provide   guidelines   for   departments   and/or
    committees  for  complying  with  criteria  and in assembling
    effective dossiers for candidates.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.4  Recognition Structures and Procedures
-sub-
6-1.4.2   Retention of Honored-Faculty Status
-txt-
The position of Alumni Distinguished Professor is stated to be  a
permanent  appointment that is conferred for the remainder of the
honored professor's active service as a member  of  the  faculty.
The  custom  has  been  to  treat  an appointment as a University
Distinguished Professor as permanent as well, and the same is  in
all  likelihood  true  of  appointments  to  endowed  chairs  and
professorships.  However, no provision is  made  for  encouraging
retirement  from  the  honored  appointment,  despite the limited
availability of these positions.  It is clearly in the  interests
of the University to address this issue.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.4  Recognition Structures and Procedures
-sub-
6-1.4.3   Role of Honored Faculty Members
-txt-
For  whatever  aspect  of  the  faculty  experience  a particular
faculty member is honored, that  faculty  member  represents  the
University  at  its  best.    Consequently, these honored faculty
members constitute a great resource for the  advancement  of  the
University  and  should  be  intimately involved in its life.  In
particular, they should interact with the student  body  and  the
faculty  by  teaching  courses at all levels and by giving public
lectures, and they should be put forward to represent the Univer-
sity in their respective spheres of  excellence.    In  addition,
such  individuals  should  be  encouraged  to  participate in the
governance system of the University and to involve themselves  in
University decision making through established channels.

By  the  same  token, it is not necessarily the case that honored
positions recognizing research accomplishments are awarded on the
basis of wide experience in  affairs  outside  one's  discipline.
Rather,  such  recognition  tends to go to those who have focused
most of their attention on theory and research in their field  of
expertise.    Accordingly,  such  individuals,  or groups of such
individuals, may serve the University community as appropriate to
their expertise.  Moreover, it is inappropriate for the  adminis-
tration to consult such individuals or groups of such individuals
as  a substitute for consultation with the appropriate governance
bodies, particularly the Faculty Senate, which have  been  chosen
to represent the faculty.

The  several categories of honored faculty are based on differing
criteria and emphasize particular aspects of faculty  service  to
the University.  All of these forms of service are of great value
to  the  University,  and  no  one  of these categories should be
perceived as having greater eminence than any other.  No  Univer-
sity  materials or publications should suggest the existence of a
hierarchy of eminence.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.4  Recognition Structures and Procedures
-sub-
6-1.4.4   Additional Recognition for Teaching Excellence
-txt-
Over the past decade, increasing emphasis has been placed on  the
value  of  research  to  the  University.    This  has created an
environment in which faculty members are not encouraged to  spend
the  extra time needed to develop their teaching skills.  Indeed,
77 percent of self-study respondents indicated that the Universi-
ty's reward system and working environment do not support faculty
involvement in the improvement of undergraduate education.    The
recently  released  report of the Carnegie Commission makes clear
that this is a national trend rather than one peculiar to VPI&SU.

One of the remedies suggested  in  the  Carnegie  report  is  the
establishment  of  positions  recognizing distinguished teaching,
which would be roughly equivalent in stature  to  the  University
Distinguished  Professor designation and would be administered in
roughly the same manner.   That is to say,  the  honored  faculty
member  would  receive substantial salary benefits and University
resources.  Such professors might be expected to  offer  teaching
workshops  and  demonstrations  to interested faculty, to partic-
ipate in the Honors Program, and to present lectures on  and  off
campus.    The  establishment  of  such positions at VPI&SU would
constitute an important symbolic statement  of  the  University's
commitment to excellence in the classroom.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.4  Recognition Structures and Procedures
-sub-
6-1.4.4   Additional Recognition for Teaching Excellence
-rec-
Recommendation 6-4:   That  the  University consider establishing
    honored appointments which recognize excellence  in  instruc-
    tional  activities for those who also contribute to the other
    missions of the University.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.5  Faculty Compensation
-txt-
In recent years, the Commonwealth of Virginia has made a substan-
tial commitment to improving the salaries of  faculty,  with  the
result that salaries at the University are now reasonably compet-
itive  with  those  offered at peer institutions.  While room for
improvement remains, salary levels are  not  generally  an  issue
now.

This  condition could change markedly if the state were to impose
upon the University, as it has shown an inclination to do, a list
of peer institutions based principally on quantitative indicators
of similarity rather than on qualitative ones.   As is  the  case
with  individual  faculty  members,  the overall character of the
institution must be judged in both quantitative  and  qualitative
terms  if  that  judgment  is to be meaningful.  VPI&SU is unique
among land-grant universities in both its accomplishments and its
aspirations, and that uniqueness  represents  an  asset  for  the
Commonwealth of Virginia.

The  University provides a comprehensive benefits package as part
of its overall compensation program.  This package is designed to
address the needs  of  faculty  and  staff  by  providing  income
replacement  in certain situations, by providing security through
financial protection, and by providing such special  services  as
sick  leave,  vacation  pay,  and  related  programs.    Benefits
programs are developed and evaluated by the  Office  of  Employee
Relations  in  cooperation  with a faculty and staff committee on
benefits.  Progress in recent years has included the offering  of
the  Teacher's  Insurance  Annuity Association/College Retirement
Equity Fund (TIAA/CREF) retirement program as an  alternative  to
the  state  retirement system.   In addition to these programs, a
number of additional benefits have been developed locally.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.5  Faculty Compensation
-txt-
A well-designed benefits package accommodates the  current  needs
of  faculty and staff and provides a recruiting tool that assists
in attracting highly qualified faculty to the University.   As  a
state agency, the University offers certain benefit programs that
are  mandated through legislation or executive order with control
maintained at the state level.

Among the several programs  currently  under  review,  for  which
local action is sufficient, are the following:

*   Faculty and Staff Assistance

    This  program  would  include crisis intervention, individual
    counseling, and group intervention.

*   Comprehensive Retirement Planning

    With the elimination of mandatory retirement, a comprehensive
    retirement program  that  considers  the  broad  spectrum  of
    retirement  planning is in order.  The ramifications of early
    retirement, phased retirement, and part-time work, along with
    discussion  of  such  issues  as  relocation,   psychological
    aspects of retirement, and health during retirement should be
    included.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.5  Faculty Compensation
-txt-
Among  the  several  programs  currently  under review, for which
state action is required, are the following:

*   Cafeteria Benefits

    Currently, Internal  Revenue  codes  permit  the  payment  of
    certain  benefits  with  pre-tax dollars.   Such programs can
    enhance the overall benefits package, e.g., by including such
    items as child care, while at the  same  time  providing  the
    faculty and staff of the University with a tax advantage.

*   Retirement Health Care

    Both  to  protect  retired faculty and staff and to provide a
    possible incentive for early retirement, health care benefits
    should be provided for retired personnel and  for  those  who
    wish to phase into retirement by part-time arrangements for a
    period near their careers' ends.

*   Summer Salaries

    Summer  school  salaries  should  be included in the determi-
    nation of  retirement  benefits.    The  University  recently
    adopted  an optional defined contribution retirement plan for
    faculty who preferred such a plan  over  the  Virginia  State
    Retirement  System  (VSRS),  a  defined benefit plan based on
    salary and length of service.  With summer school pay serving
    as an integral part of  the  compensation  package  for  many
    faculty,  and  with  many faculty continuing their University
    responsibilities during the summer months,  it  is  important
    that retirement credit be provided for that service.

*   Tuition Waiver

    A  tuition  waiver  for  spouses  and  dependents  should  be
    provided by the University.  Such a benefit would  be  useful
    in attracting and retaining faculty and staff.

*   Benefits for Part-Time Personnel

    At  present,  part-time  personnel  are  not eligible for any
    University benefits.   A comprehensive benefits  package  for
    part-time personnel should be instituted.

*   Early Retirement

    Because  of  the elimination of the mandatory retirement age,
    the University should work toward establishment of an attrac-
    tive early retirement plan.

*   Medical Examinations

    Annual   paid    medical    examinations    and    no    cost
    physical/psychological  check-ups  might  be considered as an
    additional fringe benefit for faculty.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.5  Faculty Compensation
-rec-
Recommendation 6-5:   That the  University  continue  its  recent
    progress  in  improving benefits available to the faculty and
    staff, with particular attention to the items  listed  above,
    and in developing a benefits package for part-time employees.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-txt-
A  commitment to the principles of equal opportunity and affirma-
tive action is inherent in the very nature of a land-grant insti-
tution, for such entities were initially created for the  express
purpose  of  extending  the  benefits  of  education  and  of new
knowledge to segments of the society that lacked access to  them.
In  the  contemporary  era, that same philosophy calls upon us to
extend access to the University to women and  to  racial  minori-
ties, most notably blacks.  As an expression of the basic mission
of  VPI&SU,  efforts in this direction deserve the highest prior-
ity.

In truth,  the  University  has  not  always  accorded  to  these
concerns  the  attention  they  warrant.   The 1975-76 Self-Study
report, for example, devoted only seven lines to the  subject  of
affirmative  action.  In following years, however, the University
has devoted substantial amounts of time,  energy,  and  financial
resources  to  the recruitment and retention of women and minori-
ties, and this needs to  be  sustained.    Much  of  the  initial
impetus  for this effort derived from an order from the Office of
Civil Rights of the Justice Department,  directing  that  certain
goals  be set and attained regarding numbers of minority students
and faculty.  Most recently, this external pressure has given way
to a firmer indigenous commitment to the same principles.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-txt-
The University first instituted an Equal  Opportunity/Affirmative
Action  (EO/AA)  component in 1973.   An EO/AA officer was named,
and an affirmative action plan was designed and implemented.   In
1979, two assistant EO/AA officers were hired, with another added
in  1980.    This  brought the staff of the office to its present
level of four,  all  holding  administrative  faculty  positions.
Assignments  include  EO/AA  Director,  Disabled Student Services
Counselor, Minority  Concerns  Counselor,  and  Women's  Concerns
Counselor.

A  University  EO/AA  Committee, first appointed in 1975, remains
active.  Its purposes are to recommend  policy,  guidelines,  and
procedures,  and  to  provide  leadership  for the entire area of
EO/AA.   The Director and counselors of  the  EO/AA  Office  have
indicated  that most of their time is spent in processing, inves-
tigating, and resolving complaints and problems that arise.   The
Director  expressed  concern  that the available resources do not
permit the staff to  address  EO/AA  issues  before  they  become
critical.

The  EO/AA  programs  at  VPI&SU are aimed first at expanding the
services of the University to all segments of the population, and
second at improving the quality of education at  the  University.
The first purpose is achieved by better involving minorities, who
have  not been adequately represented heretofore, in instruction,
research, and extension programs of the University.   The  second
is achieved by enhancing the quality of education by developing a
diverse,  multi-cultural environment among students, faculty, and
staff that is more representative of  the  population  at  large.
The  program  is undertaken with the realization that the Univer-
sity itself, and the  affected  groups,  will  benefit  from  its
success.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.1   Recruitment and Retention of Women and Black Faculty
-txt-
Table   6-14,   which   includes  both  instructional  and  other
positions, summarizes the number of faculty at the University  by
race  and sex for the academic years 1980-81 through 1985-86.  In
1987, of 181 total positions in the administrative faculty, which
includes all librarians, 68 were held by women and 10 by  blacks.
Of the 32 such positions at the college level, seven were held by
women and none by blacks.  These figures provide a background for
understanding   the   issues   of  recruitment,  advancement  and
retention.    Comparing  these  data  with  those  in  Table  6-1
indicates  that  both women and minorities are disproportionately
represented in non-full  time  faculty  teaching  positions  (see
section 1.8.5 for further discussion).

The  Self-Study  questionnaire and interviews with members of the
Women's Network and the Black Faculty/Staff Caucus yielded a wide
range of perceptions on these issues.  For example, 68 percent of
white respondents to the questionnaire and 97 percent of  blacks,
and  64  percent  of men and 88 percent of women, agreed that the
University should increase its recruitment and retention efforts.

In addition, 64 percent of black respondents and  86  percent  of
whites  expressed  a belief that departmental decisions regarding
recruitment, salaries, and promotion and tenure are made  with  a
sensitivity  to EO/AA concerns.  Although differences between the
various groups are evident here, each of these figures  seems  to
indicate  both  a degree and a perception of general good will on
the issues in question.

In contrast, only 34 percent of blacks compared with  71  percent
of  whites, and only 40 percent of women compared with 79 percent
of men, found the institutional climate at the University  to  be
generally  supportive of women and minorities.  This result would
seem to suggest an insensitivity among some of  the  white,  male
segment  of  the faculty and administration to the perceptions of
their female and black colleagues and to certain implications  of
their own professional attitudes and behaviors.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.1   Recruitment and Retention of Women and Black Faculty
-txt-
Members of the Women's Network and the Black Faculty/Staff Caucus
voiced  concerns  similar  to  those  reflected in the Self-Study
questionnaire.  They pointed to a need for  more  assistance  for
new  staff  members, and to the desirability of affording greater
visibility to women and minorities on  departmental,  collegiate,
and  University-level  committees,  especially  those  related to
hiring and personnel decision making.   Members  of  the  Women's
Network  expressed  serious concern regarding what they perceived
as inequities in salaries and salary adjustments.

Table 6-15 shows average salaries by gender, rank,  and  college.
Within  academic units, which does not include the library, women
at the assistant professor rank tend to exhibit  median  salaries
about  on  par with men of the same rank.  For associate and full
ranks, women tend to have lower levels of compensation than  men,
although  there  are  exceptions  in  some colleges and there are
several instances where the number of cases  is  insufficient  to
compile average salaries.

These  data  do  not  provide prima facia evidence of substantial
differences in compensation by gender.  They do,  however,  imply
the  need  for  additional  scrutiny,  accounting for a number of
other salient factors that impact on salaries and  which  may  be
explanatory  of salary differentials within ranks.  These include
such factors as differences in  time  since  appointment  to  the
faculty,  in length of time in rank, and in performance in teach-
ing, research, and service.  Moreover, men and women are  dispro-
portionately  concentrated  in  the  various colleges and, within
colleges,  in  different  disciplines  or  subspecialties,  where
external labor markets differentially impact on average salaries.

The data in Table 6-16 address the question of salary adjustments
by gender.  In a majority of the academic units, women received a
slightly  higher average annual percentage salary adjustment than
did men.   However, these  data  would  also  benefit  from  more
scrutiny of possible explanatory variables for differencesgge.g.,
women  are  presently  disproportionately  concentrated  in lower
ranks, and faculty members in lower ranks may generally receive a
somewhat higher  percentage  increase  (although  lower  absolute
dollar amounts) than do those in more senior ranks.

Although the numbers of black  and  women  faculty  members  have
increased,  and  although  growth in both areas is limited by the
availability of qualified personnel, the University must continue
and enhance its efforts at recruitment and retention.    But  the
University  community  must  also  take  the  additional  step of
identifying those attitudes and behaviors that  contribute  to  a
widespread  perception  among  such  groups  that they are inade-
quately supported, and must move  to  change  them.    In  recent
years,  the  University  has addressed these concerns through its
sponsorship of  special  workshops  on  the  black  student/white
professor  relationship  and  on the classroom climate for women.
Another approach might be the encouragement of "mentoring."    In
many disciplines, productive scholarly research is carried out in
a collaborative mode in which faculty members join in team inves-
tigations.    In addition, junior faculty in many fields need the
assistance of senior faculty in  developing  their  own  research
programs.  In both of these types of situations, women and minor-
ity faculty often feel left out or find it awkward to join estab-
lished  teams  or  to  develop a "mentor" relationship.  Thus, if
senior faculty were  to  make  every  effort  to  include  women,
junior,   and  minority  faculty  colleagues  in  their  research
programs, inviting their collaboration where appropriate,  offer-
ing  assistance  in their professional development, and providing
career advice, these  efforts  might  go  far  to  alleviate  the
perceived  inequities  that  were  evidenced  in  the committee's
investigation.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.1   Recruitment and Retention of Women and Black Faculty
-rec-
Recommendation 6-6:   That the University explore a  wider  array
    of  programs  with regard to the recruitment of highly quali-
    fied black and women candidates  for  faculty  positions  and
    toward  the  retention and equitable pay of such persons once
    recruited.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.1   Recruitment and Retention of Women and Black Faculty
-txt-
Among the elements of this effort should be

*   provision of significant additional resources  to  the  EO/AA
    effort,

*   close encouragement of search committees in the various units
    to  involve  women and minorities in the search process, even
    where this requires using personnel external to the employing
    unit,

*   intensifying efforts to build the minority vita bank  and  to
    increase its utility and accessibility,

*   coordinating  the  activities  in recruitment of professional
    spouses to aid in affirmative action hiring, and

*   continuing to demonstrate a  high  degree  of  commitment  to
    EO/AA through making additional positions and funds available
    for   hiring   black  faculty  and  through  encouraging  the
    research, grant-seeking, and publishing activities  of  women
    and black faculty members.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.1   Recruitment and Retention of Women and Black Faculty
-rec-
Recommendation 6-7:   That   the   University   President,  other
    officers of the  University,  the  Faculty  Senate,  and  the
    faculty associations should assure that more blacks and women
    are  named to policy-making and leadership positions, includ-
    ing key committees at all levels of  the  University.    This
    must  be  done,  however,  with  a sensitivity to the adverse
    impact that multiple appointments can  have  on  the  profes-
    sional  development  of  individual  faculty  members;  i.e.,
    access to decision-making must not  be  accomplished  at  the
    cost of non-retention of minority and women faculty members.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.1   Recruitment and Retention of Women and Black Faculty
-rec-
Recommendation 6-8:   That  a  formal  salary  equity  program be
    initiated by  the  University  to  ensure  that  all  faculty
    members  receive,  and  are  understood to receive, equitable
    treatment.  Data regarding the program should be shared  with
    interested groups in order to establish trust in the support-
    ive climate of the University.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.2   Child Care Services
-txt-
The  increase  in  women faculty at VPI&SU during the past decade
has been  accompanied  by  a  marked  increase  in  single-parent
families  and  families  in  which both parents have professional
responsibilities.  In such circumstances,  familial  responsibil-
ities often compete with those of one's profession.  Although the
University, in its evaluation of professional development, cannot
make  distinctions  on  such  bases,  it  should  help to provide
assistance to such faculty members so that their time can be used
most effectively.

One important  kind  of  assistance,  according  to  roughly  500
faculty  members  responding  to the Self-Study questionnaire, is
the availability of child care facilities.  As might be expected,
this is an area of particular concern to junior faculty, with  67
percent  of  Instructors  and  60 percent of Assistant Professors
responding that they would use an on-campus child  care  facility
if  one  were  available.    In  addition,  the  Women's  Network
indicated a strong interest in the establishment of such a facil-
ity.  A clear benefit to the University of providing a child care
service would be the increased productivity, and  the  consequent
greater retention, of parents with younger children.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.2   Child Care Services
-rec-
Recommendation 6-9:   That  the  University  support  child  care
    services.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.3   Handicapped Concerns
-txt-
According to the University Disabled Student Services  counselor,
the  number  of  faculty members with whom he has worked over the
last eight years has steadily increased, reaching 24 in  1986-87.
While much progress has been made in providing these persons with
access  to  all  programs, many of the older buildings do not yet
have suitable vertical access for aging faculty and for temporar-
ily or permanently disabled faculty.  As a result, these  faculty
are not only inconvenienced, but are prevented from participating
fully in University life.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.6  Equal Opportunity and Affirmative Action
-sub-
6-1.6.3   Handicapped Concerns
-rec-
Recommendation 6-10:   That  the  University  make  all  academic
    programs  and  auxiliary  support  available  to  handicapped
    persons,  thereby  accommodating  handicapped  members of the
    University community.
-end-

-chname-
6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-txt-
This is an area of University life in which much has been  accom-
plished since the University's initial Self-Study in 1965-66, and
one  where much remains to be accomplished.  The need for further
action arises from two sources.  First, the University has yet to
act effectively on some of the  recommendations  put  forward  in
earlier  self-studies  to  deal with certain identified problems.
Some processes and structures on the  campus  have  proven  quite
resistant  to  change.    Second,  the  relatively recent growth,
maturation, and diversification of the faculty has created expec-
tations for higher and higher standards of institutional perform-
ance.  VPI&SU is a bigger, more comprehensive, and  fundamentally
different  institution than it was 20, or even 10, years ago, and
the faculty who have made  it  so  are  characterized  by  rising
expectations  about  their participation and influence in univer-
sity affairs.  The University has responded positively to certain
of these expectations, but not always at a pace which the faculty
has regarded as satisfactory.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.1   Shared Governance at the University Level
-txt-
The University's system of shared governance operates as follows.
University-level issues are addressed by University-level bodies,
including the  University  Council,  six  subsidiary  commissions
(Extension,  Faculty Affairs, Graduate Studies, Research, Student
Affairs, and Undergraduate Studies), and the Faculty Senate.

University Council now consists of 42 members; 17 administrators,
16 faculty representatives, eight students and one staff  member.
All  deans  and  vice  presidents serve on the Council.   Faculty
representatives  come  from  both  the  Faculty  Senate  and  the
individual  colleges.    Student  members are the officers of the
principal student organizations.  The single staff representative
is selected by the Vice President for Administration.

Some proposed policy changes arise either from the administration
or from the Faculty Senate, and are channeled to the  appropriate
commission(s)  to  be developed.  Other changes are undertaken at
the initiative of the commissions themselves.    At  this  point,
informal  consultation  takes place among all interested parties.
Proposals are then evaluated by the  commission(s)  within  whose
jurisdiction(s) they fall.

Once  proposals are approved, they are sent forward to Council as
resolutions.  Council rules provide in most instances  that  some
two  to six weeks will be available between the presentation of a
proposal and any subsequent vote, this to allow further time  for
review and discussion.  Following this, items are either approved
or  disapproved,  or  referred  to  commission for further study.
Policies approved by Council take the form of recommendations  to
the University President, who has, in recent years, accepted them
largely as a matter of course.

The  role  of  the  Faculty  Senate  in this process is largely a
reactive one.  The Senate is represented on Council by  its  Vice
President  and  seven elected Senators.   The Senate officers and
Cabinet are often consulted informally as policy is being  devel-
oped,  and  the full body may express itself as well.  The Senate
is represented on all six commissions, and  receives  reports  of
commission activities at all of its meetings.

Once  an  item reaches University Council, any member thereof may
request a deferral of action  for  six  weeks.    Typically,  the
Faculty  Senate, through its Vice President, makes such requests,
especially for issues that  entail  any  degree  of  controversy.
These  issues  are  brought before the full Senate for discussion
and recommendations.  Amendments and other  comments  offered  by
the  Senate are then taken back to Council, where in recent years
they have regularly resulted in revisions to  pending  proposals.
The  Senate also serves as a forum for debate, and as a mechanism
for bringing issues to the attention of the university community.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.1   Shared Governance at the University Level
-txt-
The Faculty Senate is regarded as constitutionally independent of
the University Council.  Its actions are not subject  to  Council
approval,  and,  as  a  symbol of its independence, its President
does not sit ex officio on Council.    One  consequence  of  this
structure,  however,  is that resolutions passed by the Senate do
not have  direct,  formal  influence  on  Council  or  any  other
governance  body.    Rather, policy initiatives undertaken by the
Faculty Senate must be channeled through one of the  commissions.
Typically,  such initiatives are channeled through the Commission
on Faculty Affairs, the  only  commission  where  a  majority  of
members are Senators elected by the Senate.

The  Faculty Senate was formed in 1969 in response to a recommen-
dation of the 1965-66 Self-Study.  Those early years, which  also
saw  a  restructuring  of  University  governance generally, were
dominated by the kinds of conflict and distrust typical  of  such
start-up  periods.   The principal style of Senate action was the
passage of  large  numbers  of  policy  resolutions,  which  were
presented  to the University administration as public expressions
of the "faculty position."   By the time  of  the  1975-76  Self-
Study,  some  46  percent  of  the  faculty surveyed called for a
further restructuring  of  university  governance,  and  only  27
percent judged the Faculty Senate to be effective in representing
its  constituency.    Further changes were implemented, including
revision of the constitutions of both the Senate and the  Univer-
sity Council in 1981.

When  the  Faculty Senate was established in 1969, the numbers of
faculty members and programs at the University were substantially
smaller than they are today.  In addition, in the years since  it
was  established,  and  especially  in  the  last five years, the
Senate has assumed broader responsibilities for representing  the
faculty  on  a number of boards, commissions, and committees both
within the governance system and in  the  University's  auxiliary
enterprises.    This development is likely to continue.  For both
these reasons, the capacity of the Faculty Senate  to  serve  its
increasing,  and  increasingly  diverse, constituency and to meet
the new demands placed upon it is becoming strained.  An increase
in the size of the Senate would provide  it  with  the  personnel
resources  to  maintain  and  extend  its level of service to the
faculty at large without unduly increasing the burden on individ-
ual Senators.

Expansion of the Senate would  also  provide  an  opportunity  to
redress  the  one  lingering  inequity  in  representation of the
faculty  at  the  University  level,   the   exclusion   of   the
non-collegiate  extension  faculty.   Both the Senate Cabinet (in
1985) and the Non-Collegiate Extension  Faculty  Association  (in
1987)  have  endorsed  this  extension  of suffrage and represen-
tation.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.1   Shared Governance at the University Level
-rec-
Recommendation 6-11:   That the Faculty Senate be  enlarged  with
    due attention to the principle of proportional representation
    and   to   providing   appropriate   representation  for  the
    non-collegiate extension faculty.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.1   Shared Governance at the University Level
-txt-
In recent years, the style of policy-making at the University has
evolved to a less confrontational one, with an increasing  degree
of  involvement  of faculty leaders in the early stages of policy
formulation within the administration, and a  greater  degree  of
administrative  support  for faculty initiatives.   This is not a
trend without exceptions, to be sure, nor is it evident in  equal
measure  in all areas of administrative responsibility.  It does,
however, represent a fundamental shift in the predispositions  of
University  policy makers, especially those with academic respon-
sibilities.  The results of this shift are evident in the  latest
Self-Study  survey,  which shows, for example, that 73 percent of
the faculty believe the University's governance system to be open
and responsive, and that 65 percent of the  faculty  now  express
confidence in the Faculty Senate.

Final decisions regarding University policy are made by the Board
of  Visitors,  the  voting  members of which are appointed by the
Governor of the Commonwealth of Virginia.  Since 1983, the  Board
of  Visitors has provided for a student currently enrolled at the
University to serve on the Board without vote.  In 1986, a resol-
ution to provide similar representation for the faculty,  in  the
person  of  the  President of the Faculty Senate, was unanimously
adopted by the University Council and was carried by the  Univer-
sity  President  to  the  Board  with  his endorsement.   At this
writing, the matter has yet to be acted upon.

Shared governance at VPI&SU is an expression of  the  commonality
of purpose among the faculty, students, and administration, as is
perhaps  best indicated by their joint support for faculty repre-
sentation on the Board.  Such representation would bring  to  the
Board  a  perspective  on  the  University  that  is  effectively
excluded by the current structure of that body and one of  poten-
tially  great value.  At the same time, such representation would
give to the faculty a better understanding of the  larger  issues
that confront a governing board.  Finally, formal faculty partic-
ipation in its proceedings would provide a mechanism by which the
Board  of  Visitors  could join with the faculty, administrators,
and students in a celebration of the spirit of  cooperation  that
characterizes the governance system at VPI&SU.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.1   Shared Governance at the University Level
-rec-
Recommendation 6-12:   That  a non-voting position be created for
    the President of the Faculty Senate on the University's Board
    of Visitors.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.2   Shared Governance at the College or Equivalent Level
-txt-
Issues of more  localized  concern  are  typically  reserved  for
decisions  of  the  respective college (or equivalent) faculties.
Change in the style and degree of faculty influence, however, has
been rather slower to arrive at this level.  Seven of the Univer-
sity's eight academic colleges, as well as the library and exten-
sion  faculties,  have  faculty  associations,  but   these   are
generally  weak  and under-utilized.  Despite a recommendation of
the 1965-66 Self-Study, the College of Business, in the  language
of the 1975-76 Self-Study, "consistently chooses not to form such
an association."

Each  college faculty is represented on University Council and on
the Undergraduate and Graduate Studies Commissions, but there  is
little  apparent  effort  to coordinate the roles of these single
representatives either with the governing bodies of  the  faculty
associations,  with the Faculty Senate, or with one another.  One
college,  Human  Resources,  appears  to  have  worked   out   an
especially  productive  cooperative relationship between the Dean
and the faculty association, but the more common pattern  is  one
of limited consultation (if any) on matters of college policy.

Concern  over  the  role  of the faculty associations is not new.
The 1975-76 Self-Study suggested, for example, that these associ-
ations  be  assigned  the  role  of  "providing  forums  for  the
discussion of matters of concern to faculty at the college level,
and  for communication of those concerns to appropriate levels of
University governance and administration."  However, such concern
is not an object of widespread and intense faculty attention.

Our  analysis  suggests  that  the   faculty   associations   are
positioned  to  deal  with  both  issues and programs that are of
substantial value and potential interest to the faculty, and that
apathy regarding them is a product of their  failure  to  exploit
fully  their  opportunities  for service and influence.  It is in
the best interests of  the  University,  the  colleges,  and  the
faculty to develop further the role of these associations.

Specifically,  the  associations should be better integrated into
the professional lives of their respective faculties  and  should
provide  rigorous  and  meaningful lines of communication between
administrators on the one hand and faculty on  the  other.    For
example,  through the sponsorship of college-wide research sympo-
sia and programs focusing on issues of cross-disciplinary  inter-
est,  the associations should enhance the intellectual climate of
the campus.   In cooperation  with  their  respective  Deans  and
Directors,  the  associations should define for themselves a role
in college- or unit-level advice-giving and  decision-making  not
unlike that of the Faculty Senate at the University level.

Finally, the leaders of the faculty associations should engage in
a  regular exchange of views with one another for the purposes of
identifying common concerns, sharing ideas, and jointly  sponsor-
ing  activities.   In addition, these leaders should explore ways
of integrating their activities with those of the Faculty Senate.
The formation of a Council of Faculty Association  Presidents  in
1987 is a first step toward this latter objective.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.2   Shared Governance at the College or Equivalent Level
-rec-
Recommendation 6-13:   That   the   administration,  the  Faculty
    Senate, and the leaders of the faculty  associations  make  a
    concerted  effort  to  invigorate  those  associations and to
    increase  the  role  of   faculty   in   sub-University-level
    governance.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.3   Governance at the Departmental Level
-txt-
It  is  at  the  departmental  level,  that  closest to the daily
concerns of the faculty, where the University offers  the  fewest
provisions  for,  and  protections  of,  faculty participation in
decision-making.  Traditionally, VPI&SU has employed  a  headship
system  in which the chief departmental administrative officer is
appointed by and primarily is  answerable  to  the  Dean  of  the
college  or Director of the unit.  The advantages offered by such
a system include the clarity with which it assigns the  responsi-
bility  for any departmental action, the protection it affords to
a  departmental  administrator  who  must   undertake   unpopular
actions,  and  the  stability  that  it  can  sometimes impart to
departmental leadership.

Among the principal disadvantages of the headship system are  the
manner  and degree in which it restricts faculty participation in
leadership selection and evaluation,  the  absence  of  effective
mechanisms  to  assure the accountability of academic administra-
tors to the faculty, the de facto reliance it tends to  place  on
high degrees of departmental conflict as the primary indicator of
the  need  for  leadership  change, and the absence of systematic
avenues at the most local levels of the University for the devel-
opment and exercise of faculty initiatives.  These  disadvantages
are  reinforced  in  the  present instance by the absence in some
colleges and departments of either  written  procedures  covering
even the most basic elements of governance and decision-making or
regular procedures through which the faculty are able to evaluate
those administrators who serve over them.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.3   Governance at the Departmental Level
-txt-
The  present system of departmental governance was developed over
the many years when the University was much smaller  (with  fewer
senior  faculty  members),  much  more  closely associated with a
military culture, and much less diverse.  Given the numerical and
qualitative growth of the faculty as summarized earlier  in  this
chapter, the much greater diversity of backgrounds and experience
of  that  faculty,  the  proliferation  of  programs of study and
research, and all the other changes that have combined  over  the
past 20 or so years to convert VPI&SU into a major, comprehensive
university,  it  seems  appropriate  that the University begin to
explore alternative models  of  departmental  governance  and  of
faculty-administrator relationships.

In  this  regard,  69  percent  of  the faculty responding to the
Self-Study survey expressed the view  that  departmental  faculty
should be given the option of governance by an elected Chair.  It
is no doubt true that some departments, in some substantive areas
or  circumstances,  would  best  be  served  by  retention of the
headship system,  and  that  some  departmental  faculties  would
prefer  to  retain  it.    Accordingly, this system should not be
eliminated  altogether.    Many  other  departmental   faculties,
however,  in  other  substantive  areas  or  circumstances, would
prefer, and might be better served by, conversion to a  chairship
system  with  the  increased responsibility it affords to depart-
mental faculty.

The University is now sufficiently diverse to require, and suffi-
ciently  mature  to  tolerate,  some  diversity  in  departmental
governance  structures.    Because  it  represents  a significant
change in the traditional patterns of University  administration,
however,  any departmental faculty that contemplates a conversion
from the headship to the chairship system should weigh  carefully
both the costs and the benefits of such a change, and should give
substantial  thought  to  any new procedures that it might adopt.
Specifically, any such department should be required to submit to
the college Dean or unit Director and to the faculty  association
(where  one exists) for their review and comment a set of written
departmental procedures incorporating, at  the  very  least,  the
procedures for selecting the Chair.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.3   Governance at the Departmental Level
-rec-
Recommendation 6-14:   That  departmental faculty be permitted to
    choose between the headship and chairship systems of  depart-
    mental governance.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.3   Governance at the Departmental Level
-txt-
Change  in  departmental leadership at regular intervals is vital
for the continual renewal and  spirit  of  the  University.    To
assure  accountability  and  to  provide  for  regular periods of
departmental introspection and renewal, and in  accord  with  the
preferences  of  80  percent  of faculty respondents to the Self-
Study questionnaire,  all  departmental  administrators,  whether
Heads  or  Chairs,  should  serve fixed terms and be eligible for
reappointment or reelection.    To  assure  the  ability  of  the
University  to  respond to changing circumstances, at the expira-
tion of each term, each department should be afforded an opportu-
nity to  select  between  the  headship  and  chairship  systems.
Provision  should  be  made  for conducting an outside search for
either a head or a chair where the department faculty  deem  this
appropriate and where resources permit.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.3   Governance at the Departmental Level
-rec-
Recommendation 6-15:   That  Department Heads or Chairs serve for
    terms that are fixed and renewable.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.3   Governance at the Departmental Level
-txt-
Because of the increasing complexity of the  University  and  the
proliferation  of  various  rules  and  procedures,  because  the
content of such rules and procedures and their implementation can
have a significant  impact  on  the  professional  lives  of  the
faculty,  and  because, in any event, the faculty should be fully
informed of all rules and procedures that apply to  them  and  to
their  work, all such rules and procedures should be available to
the faculty in written form.   Indeed, in an  era  in  which  the
decisions  made by universities and their faculties are subjected
to litigation with some regularity, it would seem to  be  in  the
interests of both that all such items be explicated.  This is not
presently  the  case  at  VPI&SU,  especially at the departmental
level.

To achieve the stated goal,  all  units,  including  departments,
should  be  encouraged  to  specify  in  writing  and in a manner
consistent with the Faculty Handbook and other applicable Univer-
sity policies, their rules and procedures, such as the following:

*   Hiring of new faculty

*   Renewal or nonrenewal of untenured faculty

*   Promotion and tenure

*   Evaluation of faculty performance

*   Scheduling and conduct of meetings

*   Elections or appointments to departmental committees

*   Specification of voting rights in departmental matters

*   Allocation of resources, including funds and space

*   Selection of the Chair (where appropriate)

*   Allocation of course scheduling and curriculum planning
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.3   Governance at the Departmental Level
-txt-
Consistent with the spirit of  shared  governance  and  with  the
maturation  of the faculty evidenced above, such rules and proce-
dures as may be adopted  at  the  departmental  level  should  be
subject  to  approval by the departmental faculty, and, as appro-
priate, such rules and  procedures  as  may  be  adopted  at  the
college  (or  equivalent)  level should be subject to approval of
the respective faculties through their associations.

To require that rules and procedures be specified is not the same
as requiring uniformity among them.  Because of the diversity  of
the  University,  various  departments, colleges, and other units
have more or less unique needs that must be accommodated.  At the
same time, these units  currently  have  in  place  significantly
different  procedures  covering common functions, with the result
that some faculty work under very different conditions and expec-
tations than do others.

These areas of difference should  be  identified  by  the  Deans,
Directors,  and  faculty  associations, who should give consider-
ation to the potential benefits of working  toward  some  greater
degree  of  standardization.    The Commission on Faculty Affairs
should adjudicate any disagreements that arise between  Deans  or
Directors  and  departments or faculty associations pertaining to
the precedence of policies or procedures that have been specified
and approved by appropriate faculty bodies.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.3   Governance at the Departmental Level
-rec-
Recommendation 6-16:   That policies, rules, and  procedures  for
    all  units  be  specified  in  writing  and  that  subsequent
    disputes  will  be  referred  to  appropriate  committees  or
    commissions that include faculty representation.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.4   Recognition of Faculty Participation in Shared
Governance
-txt-
Faculty participation in shared governance at all levels enriches
the  University  experience  for all concerned and contributes to
the development and progress of the institution.   Yet  fully  27
percent  of  the faculty do not perceive that "the University has
an open, representative governance system."   If  the  governance
system  is  to  be  effective,  it requires participation by many
faculty members so as to change this negative perception.    Some
contributions,  such  as  service on a commission, the University
Council, or the Faculty Senate, require a moderate amount of time
and energy and can reasonably be expected of  the  faculty  as  a
matter of course.

This  level  of  participation can be adequately supported at the
departmental  level  through  normal  procedures  for  evaluating
performance.    In  addition  to this "ordinary" level of partic-
ipation, however, the system  requires  that  a  few  individuals
perform extraordinary service in order to coordinate and lead the
total  faculty  contribution to University governance.  Rewarding
this level of service presents special problems to the  Universi-
ty's traditional reward system.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.4   Recognition of Faculty Participation in Shared
Governance
-txt-
A major contributing factor here is the amount of time and effort
that must be expended in providing such leadership.  For example,
while  it  is  relatively  easy  to determine what impact a given
policy will have on oneself, it takes a great  deal  of  time  to
determine what its impact will be on a large and varied faculty.

Only  after  such  a  period  of  study, however, can intelligent
suggestions on the proper course of legislation be made, and only
then can the faculty point of view become a  constructive  force.
Furthermore,  it  takes  an  enormous amount of time, effort, and
talent to move an idea forward until it takes shape as  a  resol-
ution  acceptable  to  the  University community as a whole.  The
process  requires  continued  effort  until  the  resolution   is
approved  and  implemented,  and  to  monitor its implementation.
Consequently, valuable service to the University can be made only
at considerable expense to  one's  other  activities.    The  net
effect  is  to divert, sometimes substantially, the efforts these
faculty members would normally expend in support of other  insti-
tutional  missions.  Specifically, an important resource is taken
from the faculty members' departments and  used  to  benefit  the
University as a whole.

Since  it  is  difficult  to evaluate University-level activities
from the departmental perspective, and since the  department  may
have  borne  a cost for this contribution in any event, it is not
surprising that departmental evaluations of these individuals are
often negative.

The University has attempted to solve this problem in the rewards
system by supplementing the  salary  increases  for  the  faculty
members  involved  and  by  recognizing their service through the
recently-established Academy of Faculty Service.  These are  both
positive  steps, but each has its limitations.  For its part, the
salary supplement system does  not  work  dependably  because  of
irregularities  in  the pattern of salary increments from year to
year, which may result in some contributing faculty members to be
overlooked.  The Academy of Faculty Service, while  valuable,  is
strictly honorific in nature.

One  constructive approach here would be to recognize that inten-
sive  service  to  the  University  interrupts  progress  on  the
research  agenda  of  the  affected faculty member, and to assist
such faculty members  to  redirect  their  energies  following  a
period  of  service  through  the  selective granting of research
leaves.  In any event, all units of the University should  commu-
nicate  to  their  faculties by word and deed that, although such
activities should not  dominate  one's  career,  service  to  the
University is positively and significantly valued.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.7  Faculty Participation in University Governance
-sub-
6-1.7.4   Recognition of Faculty Participation in Shared
Governance
-rec-
Recommendation 6-17:   That  service  to  the  University receive
    acknowledged weight in evaluations  of  faculty  performance,
    and  that extraordinary service be recognized as a valued and
    essential contribution to the institution.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-txt-
The chapter on the faculty in the 1975-76  Self-Study  emphasized
such  pragmatic topics as recruitment and selection, professional
competence and development, faculty workloads and working  condi-
tions,  participation  in University governance, and professional
and financial security, each of which has been  treated  here  as
well.

Beyond  that, however, only one brief paragraph, titled "External
Climate," focused on the implications  for  faculty  recruitment,
retention,  development,  and  professional  fulfillment  of  the
cultural and social context provided by the  University  and  its
environs.   The University now has in place some components -- an
impressive student body, a highly  qualified  and  professionally
active faculty -- to rank among the nation's finest comprehensive
educational  institutions.    However,  the internal and external
climates -- cultural, social, and intellectual --  of  University
life  have  emerged  as  requiring substantial attention.   These
factors, in effect the  finishing  touches  on  the  University's
recent  development,  will  ultimately determine the character of
VPI&SU.

To be, and to be perceived as, a University truly  of  the  first
rank, VPI&SU must demand from both the University and the faculty
a strong commitment to the following objectives:

*   to   continue  to  integrate  the  arts,  humanities,  social
    sciences, and scientific disciplines as  befits  a  genuinely
    comprehensive university,

*   to  create  an  environment  within  the University of mutual
    respect, support, and understanding for a variety of  faculty
    roles, which include extension work, librarianship, research,
    and teaching,

*   to  foster  a  communal  spirit  among faculty members with a
    variety of academic, cultural, and social backgrounds,

*   to continue to enhance the cultural and social environment of
    the University, and

*   to assure that it is the mission-defined needs of the Univer-
    sity -- teaching, research, and  community  service  --  that
    give  direction to its supporting policies and actions rather
    than the reverse.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.1   Image and Name
-txt-
The University's image, particularly as it is  presented  by  the
administration  to  the  public,  must be that of a comprehensive
institution of higher education.    Outstanding  faculty  members
have  been  hired in the humanities, the performing arts, and the
social sciences.  Not only is it professionally  demoralizing  to
these  faculty members when it appears that their disciplines are
considered merely adjunct to the traditionally strong disciplines
such as those in agriculture and engineering,  but  it  misrepre-
sents and disserves the larger interests of the University.  Thus
while  four  out of five faculty members surveyed see the Univer-
sity on the leading edge in many academic areas, one in three  in
the  Colleges  of  Arts and Sciences and Business is dissatisfied
with its image.

This is a comprehensive University of broad merit, a  fact  which
the  University  itself  must  learn to appreciate.   Much of the
problem arises from  the  name  of  the  institution:    Virginia
Polytechnic  Institute  and  State  University.    This  title is
obviously cumbersome, and conveys the very adjunct status of  the
non-technical disciplines that the University has strived so hard
to  overcome.  More than that, as the University expands its role
and  visibility  in  the  international  arena,  the  primacy  of
"polytechnic" in its name conveys an image of secondary status.

The  University  has, since approximately 1980, attempted to deal
with the first of these problems, the sheer length of  its  name,
by  giving  added prominence to its nickname, "Virginia Tech," to
the point that the nickname now appears most prominently on  some
University publications and materials.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.1   Image and Name
-txt-
Although  well  intended,  this  practice,  which  was  initiated
without widespread discussion, has actually added to the  problem
in three ways.

*   First,  even  more  than the full name of the University, the
    nickname conveys an image of a narrowly-based institution.

*   Second, in the international sphere a  "tech"  is  even  less
    prestigious  than  a  "polytechnic,"  so  that the impression
    created by the name among the international scholarly  commu-
    nity is in fact demeaning to the institution.

*   And  third,  by  creating  a  duality  of names, the parallel
    reliance on the formal and informal titles generates  consid-
    erable confusion.

The  practical results of these phenomena are that the University
fails to receive full credit for its accomplishments  since  some
are  attributed  in  the  public  mind  to  VPI&SU  and others to
Virginia Tech, the affiliation of faculty members at disciplinary
and other meetings is ambiguous, the University is  unnecessarily
burdened with doubts as to its prestige in its efforts to recruit
international faculty and graduate students, and the image of the
University  both  in  the United States and abroad is not well or
properly defined.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.1   Image and Name
-rec-
Recommendation 6-18:   That unless and  until  a  change  in  its
    formal  name  is instituted, the University be referred to in
    all official documents by its current formal  name,  Virginia
    Polytechnic Institute and State University.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.1   Image and Name
-rec-
Recommendation 6-19:   That in all of its external marketing, the
    University emphasize its comprehensiveness and its commitment
    to,  and  excellence  in,  the  arts,  humanities, and social
    sciences as well as the areas  of  science,  technology,  and
    agriculture.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.2   Interdisciplinary Curriculum, Teaching, and Research
-txt-
One  mechanism  for  creating  a comprehensive university, and an
indicator of the success of such efforts, is the extent to  which
the  activities  within  the  various disciplines are integrated.
Integration of the disciplines  involves  the  participation  and
cooperation  of  disparate  groups of faculty.   It is perhaps in
this area that the most progress has been made.  Several  cooper-
ative  ventures stand out in this regard:  the core curriculum; a
cooperative teaching arrangement  involving  faculty  members  in
sociology, history, and theater arts; and the emergence of numer-
ous interdisciplinary research centers.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.2   Interdisciplinary Curriculum, Teaching, and Research
-txt-
With  regard  to teaching and curriculum, the University offers a
number of "cross-listed" courses (i.e., courses offered  by  more
than  one department and taught cooperatively) and several inter-
disciplinary programs (e.g., international  studies,  Appalachian
studies).  In addition, it is not unusual for faculty assigned to
one department or unit to teach courses listed by another.

Clearly,  the  mechanics  supporting  such activity are in place.
Because the reward structures of  the  University  are  primarily
defined  by traditional disciplines, however, and because faculty
participation  in  interdisciplinary  efforts  may  detract  from
pursuit  of department-specific missions, the institutional value
placed on interdisciplinary work seems to be a negative one.

A 1978 policy statement concerning University centers gives  four
reasons for pursuing interdisciplinary research:

*   First,  Virginia  Polytechnic  Institute and State University
    has an obligation to  be  responsive  to  the  needs  of  the
    Commonwealth and nation.

*   Second,  an increasing share of the research funding provided
    by  Federal  agencies  is  earmarked  for   interdisciplinary
    projects.

*   Third,  effective  interdisciplinary research strengthens the
    disciplines through shared  insights  gained  by  interaction
    between individuals from differing backgrounds.

*   Finally,  interdisciplinary  research  enhances communication
    and mutual respect in  a  complex  and  sometimes  impersonal
    academic environment.

A 1986 study of research center policies by a subcommittee of the
Commission on Research identified 51 centers, institutes, groups,
and  laboratories  on  campus  that  were engaged in some form of
interdisciplinary activity.  One administrator contacted observed
that faculty who are so inclined will do  interdisciplinary  work
regardless  of  all  obstacles.    Apparently  obstacles  abound.
Despite the 1978 policy statement's  optimistic  prediction  that
"interdisciplinary  research can flourish at Virginia Polytechnic
Institute and State University without decreasing  the  integrity
of  the  individual  disciplines, departments and colleges," this
has not been true according to the perception  of  center  direc-
tors, deans, and department heads.

The  requirements  for  a  healthy  interdisciplinary environment
include (a) a shared facility or physical proximity, (b) recogni-
tion by the  University  of  the  validity  of  interdisciplinary
activities, and (c) the provision of adequate resources (faculty,
staff, equipment) to support such work.

At  present,  the University does not have the fiscal flexibility
or the resources to meet  these  requirements  for  most  faculty
engaged in interdisciplinary research.  A rigid fiscal management
policy  that  allocates  resources  to  colleges and, in turn, to
departments, conspires  against  the  accommodation  of  programs
other  than those within recognized, traditional disciplines.  In
addition,  the  constraints  of  an  operating  budget  that  has
remained  essentially  steady  since  1981 make it unrealistic to
expect a generous, flexible response on the part of  college  and
department  administrators  toward  the interdisciplinary work of
the centers.  The University's tenure and promotion system, which
is similarly centered in traditional  departments  and  colleges,
also provides counter-incentives for interdisciplinary work.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.2   Interdisciplinary Curriculum, Teaching, and Research
-rec-
Recommendation 6-20:   That  the  University,  in  particular the
    Research Division, develop  a  plan  to  provide  significant
    opportunities  for  interdisciplinary  work;  this  plan must
    include a fiscal management policy that is more flexible  and
    responsive than the one currently in place.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.3   Cultural and Social Environment
-txt-
There has been significant growth in the number of local cultural
events,  and  in  the  University's  support  for them, since the
1975-76 Self-Study.  In addition, the university community enjoys
one of America's richest regional cultures, the  cultural  milieu
of  the  Southern  Appalachian mountains.   Nevertheless, it is a
perception frequently expressed  by  some  faculty  members  that
cultural  opportunities  in  Blacksburg  are  decidedly  limited.
Moreover, the campus lacks a centrally-located  space  set  aside
for faculty interaction.  The University Club is available to all
members  of  the University community, but it requires membership
(which is limited by the size of the  facility)  and  payment  of
various fees.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.3   Cultural and Social Environment
-rec-
Recommendation 6-21:   That one or more centrally-located spaces,
    preferably including dining facilities, be identified for the
    use of faculty members to afford non-programmed opportunities
    for socializing with their colleagues.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.3   Cultural and Social Environment
-txt-
Seventeen  percent  of  those  responding  to  a 1986 analysis of
faculty exit questionaires indicated that the community's  living
environment  did not meet their social and cultural needs.  While
no level of University commitment  or  effort  will  satisfy  the
needs  of all members of the University community, because of its
geographic isolation, the University must maintain and extend its
already substantial efforts.  Already, under the auspices of  the
University's  departments  of  Art  and  Art  History, Music, and
Theater Arts, there is  a  great  deal  of  activity.    Two  art
galleries  are  located on campus.   A resident string quartet of
international   reputation,   the   Audubon   Quartet,   performs
regularly.    Numerous concerts, with all styles of music repres-
ented, are scheduled.

Productions by the Theater Arts department, ranging from classics
to the experimental, are presented in both mainstage  and  studio
contexts  throughout  the  year.    And  the Virginia Tech Union,
funded and administered by  students,  sponsors  touring  musical
performers,  travelling  theatrical  shows,  and  a  film series.
These  activities  will  be  significantly  enhanced   with   the
completion  of several performance areas in the planned expansion
of the student center.

For all of these strengths, however, this area of endeavor is not
without problems.  The Virginia Tech Union, for example, has  had
no  significant  increase  in funding in recent years despite the
rising costs of booking quality touring units.  The same is  true
of  programming  offered  by  the  University's  performing  arts
departments.   Finally,  the  proliferation  of  cultural  events
clearly  lacks  coordination,  and  no  attempt  has been made to
provide a comprehensive cultural ambiance.

Throughout the 20th century,  film  has  become  an  increasingly
powerful  means  of  artistic and political expression.   Perhaps
because the University lacks a strong film studies program,  film
is  largely  neglected  as  an  art form on campus.   Despite the
irregularly scheduled film offerings by the  International  Club,
the  popular Virginia Tech Union film series, classic films shown
as a component of a film class, and the mundane selection  avail-
able  in  local  theaters, there is a dearth of quality cinema in
the community.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.3   Cultural and Social Environment
-rec-
Recommendation 6-22:   That the University significantly increase
    its support for the  arts  and  other  cultural  events,  and
    develop  a  plan  for coordinated and integrated programming.
    For example, a film program should be established.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.4   International Faculty
-txt-
In a report entitled Environmental Factors  Affecting  University
Strategic  Planning,  it is noted that "the professoriate becomes
more international as resident alien  faculty  make  up  an  ever
larger percentage of total faculty in the high tech disciplines."
If  this  trend  continues,  the  University  must be prepared to
increase its commitment to the social and cultural integration of
these faculty members.

For the past several years, between  150  and  200  international
faculty  and  scholars have arrived on campus annually for visits
ranging from three months to two years.   Many of  these  persons
become permanent residents.  Services for international visitors,
such  as  assistance with immigration papers, are provided by the
Graduate School.  In addition, a systematic attempt  is  made  to
identify  and  acknowledge  these  individuals  as they arrive in
Blacksburg.

Thanks to the donation of a house and  funds  by  VPI&SU  alumnus
William  Cranwell,  a  new facility -- the Cranwell International
Center -- was established on campus  in  1986  to  emphasize  the
international  dimension of the University.  The Center serves as
a headquarters for international programs and activities,  and  a
locus  for  interaction  between the Blacksburg community and the
University's international faculty.  Much of the Center's work is
accomplished through volunteer efforts.  For instance, one of the
major program components  is  the  University-Community  Interna-
tional  Council  (UCIC),  which  organizes such activities as the
International Host Program and classes in  English  as  a  second
language.   In 1986, UCIC received a grant from the United States
Information Agency to support a pilot project entitled  "Building
Bridges Within a Community."

The  University  can  be  proud of its commitment to its interna-
tional constituency.  In particular, the staff  of  the  Graduate
School  is  to  be  commended  for the dedication and energy with
which  they  coordinate  volunteer  efforts  and  seek   funding.
However,  programs that rely on occasional grants and the work of
volunteers are not  sufficient.    The  professional  integration
taking  place  in University laboratories and departments must be
matched by a sustained form of social  and  cultural  integration
within the University and the Blacksburg communities.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.4   International Faculty
-rec-
Recommendation 6-23:   That  support  be made available to ensure
    not only continuity but growth  in  programs  and  activities
    which encourage the integration of international faculty with
    the campus and Blacksburg communities.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.5   Part-Time and Nonpermanent Faculty
-txt-
Although  for purposes of data collection part-time and nonperma-
nent faculty have been treated as a single group  in  this  Self-
Study,  it  is  necessary  to clarify the differences between the
two.    In  most  instances,  part-time  faculty  members  assume
instructional  responsibilities,  their status permitting them to
continue teaching as long as there is a need for their  services.
Nonpermanent faculty, for the most part, work as Research Associ-
ates  on  research  projects  under  the  supervision of a senior
faculty member, typically on  outside  "soft"  money.    In  both
instances,  appointment  is on an annual basis and can be indefi-
nitely renewed.  Tenure cannot be earned by either group.  Unlike
part-time  faculty,  however,  nonpermanent   full-time   faculty
members are eligible to receive employee benefits.

A  recent  headline  in  the  Chronicle  of  Higher Education (28
January  1987)  referred  to  part-time  faculty   as   "academic
stepchildren."   The article implied that nationally, as a group,
such  faculty  are  exploited  with  respect  to  salary,  fringe
benefits,  and  working  conditions.   These problems relative to
part-time faculty do exist to some extent at VPI&SU,  though  the
absence  of  fringe  benefits results not from University policy,
but from a state prohibition.

The number of  part-time,  nonpermanent  faculty  at  VPI&SU  has
remained  relatively  stable  over  the past five years, with the
University employing 324 such persons in  1986.    A  demographic
comparison  of  part-time,  nonpermanent  faculty  with full-time
faculty using  data  compiled  by  the  Office  of  Institutional
Research  and  Planning  Analysis  shows  significant differences
between the two groups.   Part-time faculty have  greater  racial
diversity,  fewer  years  of  experience, fewer terminal degrees,
include a higher percentage of women  (35  percent  part-time  as
opposed to 15 percent full-time), and earn lower salaries than do
their  full-time  counterparts.   In several instances, part-time
faculty responses to the Self-Study questionnaire vary  consider-
ably  from those of full-time faculty.  In general, these differ-
ences  indicate  that  part-time  faculty  are  relatively   less
satisfied with the working environment provided by the University
than are full-time faculty.

It  should  be noted, however, that many of the part-time faculty
members employed by the University are persons who  would  other-
wise  be  unable to find work in their areas of specialization in
southwest Virginia.  Hiring these individuals provides them  with
suitable  employment  while at the same time allowing the Univer-
sity and its full-time faculty a greater flexibility in  workload
assignments.  This arrangement is mutually beneficial.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.5   Part-Time and Nonpermanent Faculty
-rec-
Recommendation 6-24:   That  the  University  review  the working
    conditions and employment circumstances of part-time, nonper-
    manent faculty, and encourage their inclusion in  appropriate
    departmental and other activities.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.6   Extra-Collegiate Faculty
-txt-
For  purposes  of  designation within the University, the General
Faculty is divided into five categories:

*   the Collegiate Faculties,

*   the Library Faculty,

*   the  Extension  Faculty  not  holding  an  appointment  in  a
    collegiate faculty,

*   the Administrative Faculty, and

*   Research Associates.

The  second  and  third  of  these  groups are considered "extra-
collegiate," although these persons are assigned standard faculty
ranks.  Since 1983, however, the successful termination of  their
probationary  period  of  employment  has  been termed "continued
appointment" rather than "tenure."  This change was  the  product
of  the  administration's determination that the service-oriented
work of the extra-collegiate faculty is  not  comparable  to  the
research  and  teaching  of the collegiate faculty.   It does not
represent a difference in the level of  performance  expected  of
such  faculty.   Indeed, the extra-collegiate faculty are held to
the highest professional standards for continued  employment  and
promotion,  including  a  sustained  record of publication.   The
change in status may, however, provide a rationale for a  failure
adequately  to  support  scholarly  activity  undertaken  by such
faculty.

The  distinction  among  classes  of  faculty  inherent  in  this
decision  is  reinforced  in many subtle ways.   Extra-collegiate
extension faculty, for example, are excluded from  representation
in  the  Faculty  Senate,  and  the  Library  Faculty is accorded
proportionately   less   representation   than   other    groups.
Similarly,  the Faculty Handbook fails to recognize the existence
of non-collegiate faculty associations.  Finally, as pointed  out
in  the  1975-76  Self-Study,  it is likely that the teaching and
research faculty,  who  greatly  outnumber  the  extra-collegiate
faculty, do not understand or appreciate the work of their extra-
collegiate  colleagues.    The  net effect of these practices and
attitudes is to undermine  the  morale  of  the  extra-collegiate
faculty and to limit their integration into the University commu-
nity.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.6   Extra-Collegiate Faculty
-rec-
Recommendation 6-25:   That the University administration and the
    collegiate  faculty  adopt  and  encourage  a  more inclusive
    attitude toward  not  only  the  extra-collegiate,  but  also
    non-continuing  appointment  faculty  and  that  the adminis-
    tration assure  that  adequate  resources  are  allocated  to
    provide   for   the  professional  development  of,  and  for
    sustained professional activity  by,  all  faculty  including
    those with continuing and non-continuing appointments
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.7   Off-Campus Faculty
-txt-
The   University  employs  approximately  85  off-campus  faculty
members.    This  number  includes  extension  faculty  scattered
throughout  the Commonwealth and more than 40 faculty members who
are in residence at the Northern Virginia Graduate Campus,  where
the University offers graduate programs in several fields.

The  degree to which these off-campus faculty are integrated into
the University community varies with the college or unit to which
they are attached.   The Northern Virginia  administration  feels
that an important factor in this is program size, with the larger
programs  making a greater effort to integrate their faculty with
life on the main campus.  Since off-campus instruction  has  been
an  area of rapid growth in the past three years, the integration
of faculty participating in it with  the  larger  University  has
emerged  as an area warranting further study.  This is especially
important since decisions regarding the  possible  promotion  and
tenure  of  off-campus  faculty  will  be  made  by colleagues in
on-campus units.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.7   Off-Campus Faculty
-rec-
Recommendation 6-26:   That the University review the  status  of
    faculty  assigned  to off-campus programs to ensure that they
    are sufficiently integrated into the main campus in order  to
    assure  fair  consideration during deliberations on promotion
    and tenure.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.9  Conclusion
-txt-
As will be evident from the data and analysis  reported  in  this
chapter, both the University and its faculty are in fundamentally
sound  condition.    The issues of academic survival -- salaries,
high proportions of tenured faculty, minimal levels of  financial
support,  and  the  like  --  are not prominent at VPI&SU at this
time.  That is not to say that everything is perfect, but it does
indicate that the administration and the faculty have  much  with
which to be pleased.

Indeed,  it  is precisely because these elements of institutional
subsistence are not at issue that the University is free to  turn
to questions that are in many ways more interesting and certainly
no  less  challenging  than those pertaining to our institutional
sense of identity.

In effect, the question which must be asked is:    What  kind  of
University do we wish to be?

At  one  level, that question was answered more than 20 years ago
when the decision was made to convert Virginia Polytechnic Insti-
tute into a high-quality comprehensive university.   Much of  the
growth  and  development documented here and in the 1975-76 Self-
Study is testimony to the degree of commitment  that  accompanied
that decision.

But   at  a  second,  and  higher  level,  the  question  remains
unanswered.  For in its confusion of names, in its dependence  on
traditional patterns of administration-centered governance at the
collegiate  and departmental levels, in its under-appreciation of
existing strength in people-oriented disciplines, in its somewhat
single-minded emphasis on funded  research  as  an  indicator  of
faculty accomplishment, and in a host of other ways, this Univer-
sity  has not yet demonstrated a full recognition of just what it
means to be a comprehensive university.

For many of its faculty, the University fails to provide a  sense
of  professional  fulfillment,  not  because  their  work  is not
worthy, but because its worth is not recognized.  For many of its
faculty,  the  University  fails  to  support  their   sense   of
professionalism  in  the  inelegant and unsophisticated manner in
which it often presents itself to the world.   For  many  of  its
faculty,  the  University  presents  itself as an adversary to be
served and benefitted despite its policies and actions.  And  for
many  of  its faculty, the goals and directions of the University
are not well understood in the  absence  of  unified  and  widely
accepted definitions.
-end-

6- The Faculty
-major-
6-1.0  The Faculty
-minor-
6-1.8  Sense of Community and Academic Integration
-sub-
6-1.8.7   Off-Campus Faculty
-txt-
Although  these  may  sound, on first reading, to be harsh criti-
cisms, that is not how they are meant.   No  institution  of  the
size  and  complexity of VPI&SU can be perfect, let alone after a
period of a mere 20 years, and those who have brought our Univer-
sity  to  its  present  state  are  to  be  commended  for  their
foresight,  their  hard  work, and their many evident accomplish-
ments.

To the contrary, the posing of these issues, and  the  asking  of
the  questions  that  they  imply, is a testimony to all that has
been accomplished to date.  This University now has the potential
for greatness, and has reached a point in its  development  where
the  questions change and the challenges and opportunities become
more complex.

The University community, administrators, faculty, the  Board  of
Visitors, and others, must look beyond the mundane questions that
have  so  governed our professional lives in years past, and work
in concert to develop a vision of what  the  University  and  its
faculty can achieve and a plan to achieve it.

The  faculty see in this University's future a faculty drawn from
the best minds in all the disciplines, working for the betterment
of the University as a whole.   The faculty  see  the  University
welcoming, valuing, and supporting diverse interests and contrib-
utions to its welfare and to the achievement of all its missions.
That is a goal worthy of any institution of higher education, and
it  is  one  whose attainment is at hand if the entire University
community chooses to reach for it.
-end-

6- The Faculty
-major-
6-2.0  To Be Added
-txt-

1.  Executive Summary

2.  List of Committee and Subcommittee Members

3.  List of Materials Compiled

4.  Bibliography of Documents and Literature Cited

5.  Bibliography of Documents and  Literature  Reviewed  but  Not
    Cited

6.  List of Persons Interviewed

7.  SACS Checklist with References
-end-

-chname-
7- Student Development Services
                                      January 28, 1988
-end-

-chname-
7- Student Development Services
-major-
7-1.0  Introduction
-txt-
The Self-Study Committee  on  Student  Development  Services  was
appointed  in the Spring quarter of 1986.  The committee included
one representative from each college in the University, with  two
members  designated  from  Arts and Sciences.   In addition three
representatives from the Division of Student  Affairs,  one  from
administrative  services,  and one undergraduate and one graduate
student served on the committee.   Finally, two  members  of  the
Steering Committee were appointed to provide liaison.
-end-

-chname-
7- Student Development Services
-major-
7-1.0  Introduction
-minor-
7-1.1  Charge to the Committee
-txt-
The charge to the Student Development Services Committee included
the following SACS criteria:

*   5.5.1  Resources
*   5.5.2.1  Counseling and Career Development
*   5.5.2.2   Student Government, Student Activities and Publica-
    tions
*   5.5.2.3  Student Behavior
*   5.5.2.5  Residence Halls
*   5.5.2.7  Health Services
*   5.5.2.8  Intramural Athletics

Included under 5.5.2.1 was Academic Advising.   This task,  along
with  the criteria 5.5.2.4 (Student Records) and 5.5.2.6 (Student
Financial Aid), were considered by the committee on Undergraduate
Educational Programs.   5.5.2.9 (Intercollegiate  Athletics)  was
assigned to the Administrative Processes Committee.

The  entire  committee met several times to review the charge and
establish a plan of work.    The  members  divided  into  various
subcommittees  and  began investigations of programs and services
grouped according to common characteristics.  Within a very short
time the committee recognized  that  the  University  would  meet
minimum  standards  for accreditation.  The goal, thus, became to
go beyond the expected, to make recommendations that would exceed
the ordinary, and to offer ideas that could be  included  in  the
planning process for the University.
-end-

-chname-
7- Student Development Services
-major-
7-1.0  Introduction
-minor-
7-1.2  Methods
-txt-
Due  to  the  scope of the University's commitment to the student
community, the Student Development Services Self-Study  Committee
was  divided  into  task force units.  By so doing, the committee
was able to assess in depth many internal components and  aspects
of student affairs at the University.  The committee also decided
that,  in  order to avoid any appearance of conflict of interest,
no representative would be responsible for reviewing  any  compo-
nent  with  which he or she was professionally or closely associ-
ated.

Throughout  the  1986-1987  academic  year  the   committee   met
regularly  to  review  and  to  discuss  the  various  task force
reports.  The chair of the committee and one  representative  met
with  the  Self-Study  Steering  Committee  to review the initial
draft of the Student Development Services chapter in  June  1987.
Revisions and additional research continued throughout the summer
and  into the fall of 1987.  Based on comments and critiques both
verbal and written from faculty, students, and staff, editing and
revision continued throughout the Fall 1987  quarter.    Vigorous
discussion and debate characterized the entire process.
-end-

-chname-
7- Student Development Services
-major-
7-1.0  Introduction
-minor-
7-1.3  Perspective
-txt-
This  report  of  1986-87 Student Development Services Self-Study
Committee recognizes students as the vital core  of  the  Univer-
sity.    The basic assumption is that universities facilitate the
intellectual and personal growth of students.   In that  context,
student  organizations  and  activities,  student  involvement in
University  governance,  and  the  Division  of  Student  Affairs
complement  this  University's  academic  mission;  and  all help
students  become  responsible,  engaged  adults.  This  committee
thinks  that the time students spend on campus and the quality of
their involvement in extracurricular activities  strengthens  the
depth  and value of their higher education.  Enhancing the worth,
dignity, potential, and uniqueness  of  each  individual  student
(Preamble,  Statement  of  Ethical  and  Professional  Standards,
American College Personnel  Association)  is  the  ideal  of  the
university.    This  report proposes a variety of recommendations
that the committee thinks will  contribute  to  closing  the  gap
between the ideal and the real as we approach the year 2000.

This  self-study  process has provided the opportunity to reflect
on the subject of leadership, a topic of general concern of civic
and professional groups during  this  decade.    Student  affairs
professionals,  in  particular,  know  that  in  the  face of the
challenge to achieve excellence in  education,  they  must  exert
leadership.* Thus, this report offers:    constructive  recommen-
 ----------------------------------------------------------------
*   Gerald  D.  Welch,  "Student  Services  and  the  Question of
    Leadership," NASPA Journal, Spring 1986, Vol. 23, No. 4.
 ----------------------------------------------------------------
dations  designed  to foster the development of leadership skills
among students;  recommendations  designed  to  promote  creative
leadership  in the search for more resources:  human, fiscal, and
physical; and recommendations to  encourage  executive  officers,
faculty, staff, and students to assume greater leadership respon-
sibility.
-end-

-chname-
7- Student Development Services
-major-
7-1.0  Introduction
-minor-
7-1.3  Perspective
-txt-
The  need  for  more  leadership opportunities and other personal
growth activities for students is of particular concern.  Accord-
ing to a recent study, pre-1975  graduates  rate  their  personal
growth experiences at the University higher than do recent gradu-
ates.* This study suggests  that  the  difference  provides  some
 ----------------------------------------------------------------
*   Virginia  Polytechnic  Institute and State University, Office
    of Institutional Research and Planning Analysis, "Perceptions
    of Former Students," IRPA Vol. 87, No. 104, June 19, 1987.
 ----------------------------------------------------------------
basis for the long held belief that the mandatory Corps of Cadets
provided students with greater opportunities for personal growth.
If  this  is  the case, then the University must pay attention to
developing more and better opportunities for personal growth  now
that the student body is overwhelmingly civilian.  The University
must  not  lose ground in in this critical area and must meet the
challenge to achieve excellence.

Promoting personal growth opportunities for students will  create
a  more involved and active student body.  Some faculty and staff
in the University may find a more and active student body fatigu-
ing and at times irritating  on  a  day-to-day  basis.    Student
affairs  professionals recognize that possibility; still, " . . .
regardless of how much administrators want  and  need  peace  and
tranquility  on  campus,  it  may  indeed be counterproductive to
genuine  developmental  growth."* The university community is the
 ----------------------------------------------------------------
*   Paul A. Boland, "Learning to Love Instability and  Conflict,"
    Journal of College Student Personnel, Vol. 28, No. 1, January
    1987.
 ----------------------------------------------------------------
training ground for future leaders in business, the  professions,
industry, and public service.  Through the development of quality
student   affairs  programs,  increasing  the  ties  between  our
academic mission and student affairs, and developing  the  entire
university community we can more successfully achieve the mission
and  ideal  of  this University, the largest public university in
the Commonwealth of Virginia.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-txt-
There are approximately  400  active  student  organizations  and
innumerable   programs,  activities,  and  student  meetings,  at
VPI&SU.   The most recent information  available  shows  that  95
percent  of  the  student  body  participates  in extracurricular
affairs and that 75 percent of the students participate at  least
moderately  in organizations and activities.  It would be imprac-
tical for this Self-Study report to survey all  of  the  academic
and  non-academic  student  organizations  and  their activities.
Therefore, this committee opted to  research  five  organizations
and  activities  with high visibility which reflect the interests
and concerns of major sectors of the student  community.    Those
organizations  and  activities are the Student Government Associ-
ation, the Honor System, Intramurals and  Recreational  Services,
the Corps of Cadets, and the Virginia Tech Union.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.1  Student Government Association
-txt-
Mission And Purpose

Thomas Jefferson regarded student government as "a necessary link
between the educational experience and life in a democracy."  The
standards  that  govern  or  set  the  tone for student life help
clarify the University's expectations, make rules understandable,
and contribute to the definition of the character of the institu-
tion as a learning community.  Students at VPI&SU participate  in
University  affairs  and  make valuable contributions in planning
and decision making through the  Student  Government  Association
(SGA).    The  purposes of the Student Government Association are
to:

*   represent the undergraduate student  body  in  all  areas  of
    University life,

*   participate  in  and  represent  the  student body concerning
    matters  of  student  life  and  academics  in   the   shared
    governance system, and

*   enhance student leadership skills.

The Student Government Association is self-regulating.

Principal Components And Responsibilities

The  Student  Government  Association  is composed of the Student
Senate and four executive officers.  The Senate has three  stand-
ing  committees:  Executive, Committee on Committees, and Creden-
tials  and  Elections.      There   are   five   special-interest
subcommittees:    Academic Affairs, Public Relations, Legislative
Affairs, Off-Campus Affairs, and Student Life.

The  Student  Government  Association  supports   Student   Legal
Services,  the  Student  Health  Advisory Committee, the Virginia
Tech Alliance, the Virginia Tech Chapter of the Virginia Students
Association; and is represented on University  and  town  commit-
tees.  Through its committees and representatives, the SGA voices
student concerns.  The committees define issues and establish the
best  means  to  introduce student concerns to the University and
the town.  Over the past decade, the SGA has been responsible for
initiating dialogue and promoting new policies  that  respond  to
student needs and concerns.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.1  Student Government Association
-txt-
Major Changes Since 1975

The  Student  Government  Association  is a dynamic organization.
Within the framework of the student governance structure, succes-
sive generations of  students  have  developed  and  adopted  new
procedures  and  policies  to  better  represent  students in the
University  community.    For  example,  the  Student  Government
Association  has  made  great  strides in streamlining its voting
procedures.  Under a new constitution adopted in  November  1986,
the  SGA  has  changed  from  staggered senatorial terms with two
elections per year to concurrent  terms  with  an  annual  spring
election.

Discussion And Recommendations

Student  Government Association leaders recognize that their jobs
are  time  consuming;  only  the  most  dedicated  and  energetic
students  can  manage the many tasks and liaison responsibilities
demanded by the University.  Those students who emerge as student
leaders recognize the valuable experience they  have  gained  and
the  service that they have rendered to their University.  In the
future, as the SGA strengthens its relationship  with  University
faculty  and  administrators, the value of the SGA to the Univer-
sity community will inevitably increase.

Over the past few years, the SGA has been a  major  proponent  of
the  Blacksburg  Transit  System,  the new student identification
system, the 24-hour library study program during  final  examina-
tion  week,  and the on-campus housing visitation policy.  It has
lobbied for  a  24-hour  area  in  the  Squires  Student  Center,
on-campus  special  housing,  and  the  off-campus  Greek housing
project.  The Public Relations committee, recognizing the lack of
a coherent on-campus communication and information  service,  has
lobbied   for  SGA  bulletin  boards  in  all  campus  buildings.
Hopefully through a SGA newsletter, the students will be able  to
offer  a  rationally  organized  approach to an on-campus student
information and communication system.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.1  Student Government Association
-txt-
The Student Life Committee has placed suggestion boxes in  dining
halls  and  has  been  working with the dining hall management to
develop a less impersonal alternative to designating  and  naming
dining  halls.    The  Off-Campus  Affairs Committee is currently
promoting a student savings card program with local merchants and
a "YES/NO" stamp that will allow establishments serving alcoholic
beverages to distinguish patrons of legal drinking age from those
under  age.    The  Academic  Affairs  Committee  is   developing
proposals  for  a  more-responsive  grade  appeals  policy and is
working on a student class evaluation process  that  will  permit
open access to peer evaluations of classes offered at the Univer-
sity.    That  committee, together with the Senate, has also been
working toward a proposal to establish a policy for reading days,
or "dead-days," before final examinations.

The Elections  and  Credentials  committee  has  long  wished  to
modernize  the system of on-campus voting to make it more conven-
ient for students to participate in the voting process.  Over the
past few years only 10 to 15 percent of the student body has  had
the  patience  to  endure  the  outdated designated-site, manual-
checklist system currently in place.

All of the students who are active in student  government  recog-
nize that the chief problem they face in developing many of their
initiatives  is  the  lack of adequate financial resources to pay
for both the current basic services and  the  new  services  they
wish  to offer the student body.  The SGA lacks the resources for
more and  modern  voting  equipment,  printing,  and  campus-wide
information  and  communication  services.    At present, the SGA
receives its budget ($39,341 for the 1986-87 FY) from the Student
Budget  Board;  most  of  that  budget  finances  Student   Legal
Services.  Because the Student Budget Board funds are limited and
must be allocated to a wide variety of student organizations, the
SGA does not receive the funds necessary to achieve its goals.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.1  Student Government Association
-rec-
Recommendation 7-1:   That  the  Office  of the President and the
    Vice  President  for  Finance  help  the  Student  Government
    Association   explore  and  develop  alternative  methods  of
    funding.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.1  Student Government Association
-txt-
One such alternative method of financing would be to establish  a
student  government  fee.   Such a fee could more than double the
current SGA budget, permit the SGA to continue to pay for Student
Legal Services, provide the  SGA  with  the  funds  necessary  to
expand and modernize procedures and equipment, and permit the SGA
to  develop  and  maintain a campus-wide information and communi-
cation system for students.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.2  University Honor System
-txt-
Mission And Purpose

One very important part of student  life  is  the  Virginia  Tech
Honor  System.  Although honor is difficult to define, it clearly
refers to  relationships  that  govern  society  and  accord  its
members immediate and tangible benefits.  The Honor System is not
so  much  a set of published rules and regulations as it is a way
of life with the beliefs that the system is predicated  upon  are
made  available  to  each student.   Falsification, cheating, and
plagiarism are considered violations of the Honor Code, which are
expressly forbidden by University policy.  The Honor  System  was
established  to implement the Honor Code, which is based on three
beliefs:

1.  To trust a person is a positive force in making  that  person
    worthy of that trust.

2.  To  live  in  an  academic  environment that is free from the
    injustices caused by cheating, plagiarism, and  falsification
    is a right of every student.

3.  To  live by an Honor System is consistent with and a contrib-
    ution to the University's quest for truth.

History

The Honor System was established in 1908 to provide  students  an
opportunity  to  decide  and  maintain  their  own guidelines for
personal conduct.   The Honor System was  decentralized  in  1973
with  the  establishment of an investigative board and a judicial
panel in each of the University's  colleges.    To  evaluate  the
success   of   decentralization  and  make  recommendations  that
responded to any identifiable problem areas, the  Provost  estab-
lished  a  committee  to  study  the Honor System during 1984-85.
Many recommendations were made to strengthen the Honor System and
its effect on student trust.  As a result of the study  and  some
problems  with  the  constitution,  a  committee  was  formed  to
re-write the constitution.  The revised constitution was approved
by all governance committees by  January  1987  and  was  put  in
effect for the Fall 1987 term.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.2  University Honor System
-txt-
Discussion And Recommendations

Education

Faculty  who  are closely associated with the Honor System defend
its purpose and effectiveness.  However, there seems to  be  some
sense of dissatisfaction with the system which is manifest in the
refusal of some faculty to use it.  Several reasons are given for
not  using  the system.  Some faculty do not want to get involved
with the structured procedures  of  the  Honor  System.    Others
prefer  to  provide  their  own sanctions, such as no credit on a
paper or test.  Students who are punished  by  a  faculty  member
frequently  receive  a  lesser  sanction than those issued by the
Honor System.  Some faculty feel a personal affront when  a  case
ends  with a "not guilty" verdict.  Just by definition, they feel
that if the student is declared "not guilty,"  then  the  faculty
member must be guilty of lying.  Finally, some are concerned that
Honor  System  procedures  infringe  upon the students' constitu-
tional right of due process and right to legal counsel.

Honor System Awareness Committee

In the 1984-85 study of the Honor System, only 18 percent of  the
students  and 13 percent of the faculty consider themselves well-
informed about the Honor System.   Nevertheless,  80  percent  of
each  group  felt  the Honor System had a moderate or substantial
influence in reducing cheating.  In order to inform both  faculty
and  students,  the  Honor  System Awareness Committee was estab-
lished; the purpose of this committee is to:

*   provide general information about the system itself

*   inform students of their rights in the system

*   provide faculty with a working knowledge  of  the  system  so
    that all students are treated equally

*   recruit  more  faculty  and students for panels and boards of
    the system.  Emphasis should be placed on recruiting minority
    members.

The Honor System Awareness Committee  should  meet  regularly  to
evaluate the effectiveness of the use of films, brochures, signs,
and  informational  letters  to faculty.   A brochure listing the
exact  steps  and  appeals  procedures  should  be  designed  and
provided  to  students  upon  their  first  notification  of  the
suspected violation.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.2  University Honor System
-txt-
Training

Students  who  form  the  Honor   System   investigate   reported
violations and thereby make decisions that may affect the rest of
another person's life.  Problems in the investigative process may
be  traced to lack of adequate training of these student investi-
gators.   All  efforts  should  be  made  to  train  new  members
adequately.    Information  on  due process and appeals should be
included in this training.

Hearing Delays

One problem with any judicial system, such as the  Honor  System,
is the inordinate amount of time it takes to gather and to evalu-
ate  all evidence.  The current administration has emphasized the
need for timeliness in hearing cases and  for  bringing  them  to
closure as quickly as possible.  If cases cannot be closed within
a reasonable time, additional staffing should be considered.

Computer Plagiarism

Currently,  the  Honor  System  has  no  definition  of  computer
plagiarism, even though the issue has arisen.   Though  difficult
to  determine  and  to establish, the Honor System should develop
some guidelines for defining computer cheating.

Service Sanction

The new constitution permits a sanction of service to the Univer-
sity for  some  Honor  violations.    Such  sanctions  should  be
controlled  and  evaluated by the Provost's Office in conjunction
with the Honor System  Review  Board.    All  assigned  hours  of
service  should  be  monitored  and  enforced while paying strict
attention to confidentiality.   Since all actions  of  the  Honor
System  are  confidential, the monitoring of the service sanction
by the Provost's Office will be difficult.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.2  University Honor System
-rec-
Recommendation 7-2:   That the  service  sanction  be  used  with
    discretion for some Honor violations.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.3  Intramural And Recreational Services
-txt-
Mission And Purpose

The  Intramural and Recreational Services program in the Division
of Health, Physical Education and Recreation within  the  College
of Education is endeavoring to conduct a modern program of sports
participation  for  the  students,  faculty  and staff of VPI&SU,
based upon the following philosophy and purpose:

*   That college men and women are still  in  the  formative  and
    active  phases  of their lives when vigorous participation in
    active games and recreation is necessary and beneficial.

*   That it is an educational responsibility of a modern  univer-
    sity to promote a complete and intelligently conducted intra-
    mural  and  recreation  program  for the entire student body,
    faculty and staff.

*   That sports participation is an  important  heritage  of  the
    American  people;  and all students, faculty and staff should
    have the opportunity and be encouraged to participate.

Discussion And Recommendations

Participation in  intramurals  peaked  in  1981-82,  with  30,929
participants  in intramural events (a participation is defined as
one student registered for a sport or event).  In 1984-85, a  new
director  was named and efforts were made to bring the activities
more in line with the facilities, budget and supervisory capabil-
ities of the Intramural and Recreational Services program.  Water
basketball,  flickerball,  team  handball   and   co-recreational
softball  were eliminated as intramural events and participations
declined to 16,409.  Since that time, participations  have  risen
slightly.    During  the 1985-86 academic year, there were 17,649
participations in intramural sports/events.

Because many students commonly participate in more than one sport
or event per year, a more reasonable estimate of  the  percentage
of  students  involved  in  intramural  activities is the average
number of participations per quarter divided  by  the  number  of
students  enrolled.  This figure remains biased upward because of
multiple activities by the same student per quarter.  With recog-
nition of the  remaining  bias,  the  approximate  percentage  of
students  participating  in  1985-86 intramural sports and events
was 25 percent  (5,600/22,000).    Comparable  rates  of  partic-
ipation,  using  the  same  criteria  for a survey of three other
institutions, were as follows:   Michigan  State  University,  58
percent   (26,269/45,000);   Cornell   University,   42   percent
(7,000/17,000);   University    of    Tennessee,    34    percent
(8,250/24,500).
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.3  Intramural And Recreational Services
-txt-
Intramural  participation  and the quality of life at the Univer-
sity could be improved by increasing the number of activities and
enhancing promotion to improve student  awareness  of  intramural
programs.   Participation could be further enhanced if activities
such as skiing, backpacking, canoeing,  aerobics,  and  bicycling
are  added  to the traditional core of intramural sports, without
charging students any  additional  fees.    Such  non-traditional
recreation  and unstructured play reach a type of student who may
not be involved in other intramural  sports.    These  activities
would  also  take  advantage  of  Blacksburg's picturesque, rural
setting -- something the current program has not emphasized.

The Intramural and Recreational Services program is  designed  to
serve  the  entire student body as well as the faculty and staff.
Its mission at a University in a non-urban setting with  a  large
body  of  students in residence is a key component of the quality
of student and faculty  life.    Therefore,  the  administration,
staffing  and  budgeting  for  the  Intramural  and  Recreational
Services program should be most responsive to the entire  Univer-
sity community.  This responsiveness could come from the incorpo-
ration  of  the  intramural  program into the Division of Student
Affairs, which would allow coordination and better  communication
with the other units of that division.

Removing Intramural and Recreational Services from the College of
Education would increase its responsibility to the entire Univer-
sity  community and unencumber the program from the natural self-
interest of the College of Education.  The reassignment, however,
is complicated because the intramural program would have to share
one facility, the War Memorial Gymnasium,  with  the  instruction
program  of the Division of Health, Physical Education and Recre-
ation.  A new facility, devoted entirely to Intramural and Recre-
ational Services, may be necessary to allow  complete  separation
of the program from the College of Education.  An interim step in
the process of separation, sharing of responsibility for Intramu-
ral  and  Recreational  Services  between Student Affairs and the
College of Education, may be necessary until a new facility could
be constructed.   If the  Intramural  and  Recreational  Services
program  is  reassigned to the Division of Student Affairs before
construction begins on a new facility, the Director of Intramural
and Recreational Services must continue as coordinator of  recre-
ational  facilities and act as a liaison between the program, the
shared facility,  and  the  physical  education  classes  in  the
College of Education.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.3  Intramural And Recreational Services
-rec-
Recommendation 7-3:   That a joint committee, composed of faculty
    from  the  Division  of  Student  Affairs and the Division of
    Health, Physical Education and Recreation, study the  viabil-
    ity   of  transferring  the  administration,  budgeting,  and
    personnel  for  the  Intramural  and  Recreational   Services
    program from HPER to the Division of Student Affairs.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.3  Intramural And Recreational Services
-txt-
Understaffing in the Intramural and Recreational Services program
has led to a number of deficiencies in the program, including

*   inadequate funding and a lack of supervision of sport clubs,

*   overdependence on graduate assistants and insufficient empha-
    sis on training of student officials,

*   no  personnel  have  the  responsibility to supervise or plan
    unstructured recreation,

*   no program development in non-traditional recreation, and

*   inappropriate opportunity for the Director to  devise  and/or
    develop  a  comprehensive  program in coordination with other
    student life organizations.

Additional staff positions would allow the number and quality  of
current  programs to be maintained and provide needed enhancement
of the overall program in four  areas:    development,  planning,
promotion  and  non-traditional  recreation.   Finally, there has
been an ongoing problem with funding, support, and supervision of
the extramural sports clubs.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.3  Intramural And Recreational Services
-rec-
Recommendation 7-4:   That additional calendar year positions  be
    budgeted  for  and  assigned  to  Intramural and Recreational
    Services.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.3  Intramural And Recreational Services
-txt-
Since its construction in 1974, the War  Memorial  Gymnasium  has
been  the hub of the Intramural Recreational Services program and
physical education instruction.  A major university  with  22,345
students  and  5,200  faculty  and  staff needs a campus facility
where recreational programs are the first priority, not a  second
priority  behind  instruction.    Universities similar in size to
VPI&SU have built such facilities and found them to  be  a  focal
point of campus life.

The  construction  of a recreational/fitness center would provide
facilities for recreation and a comprehensive fitness and  health
program for the students, staff, faculty, and the community.  The
28  percent  increase  in  students,  coupled with the heightened
interest in fitness in this country in the  last  13  years,  has
caused  the space for indoor recreation and swimming on campus to
become  inadequate.    A  250,000-square-foot  recreation/fitness
center  is  needed,  which would house an Olympic-size pool, five
basketball  courts,  an  indoor  running  track,  16  racquetball
courts,  weight training room, four exercise/multi-purpose rooms,
fitness testing laboratory,  dance  room,  combatives  room,  and
office  space.  The facility would cost approximately $25 million
dollars.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.3  Intramural And Recreational Services
-rec-
Recommendation 7-5:   That the University begin to develop  plans
    to construct a Recreational/Fitness Center.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.4  Corps Of Cadets
-txt-
Tradition and Purpose

The  primary  purpose of the Virginia Tech Corps of Cadets (VTCC)
is to provide  a  military  lifestyle  of  the  highest  possible
quality, conducted and facilitated by a system of military disci-
pline.    Traditionally, the term "cadet" has been used to desig-
nate a person undergoing military training in preparation  for  a
career  in the armed forces.  A career in military service is not
necessarily the ultimate goal of every cadet; moreover,  students
who  have chosen to participate in the Corps have found that they
have received important assistance in preparing for their  future
in civilian, as well as military, careers.

VTCC regulation 01-01 states that the Corps of Cadets is a recog-
nized establishment within the University and is an instrument of
top  University  administration for use in furthering the overall
purpose of the University.  The Corps of Cadets  exists  for  the
good  of  the University and at the pleasure of the President and
the Board of Visitors.  Its purpose is described as follows:

   The Virginia Tech Corps of Cadets is established to prepare
   men and women of the University student body who elect  the
   cadet lifestyle to be more effective citizens of the United
   States  of America.  The preparation for effective citizen-
   ship is accomplished through military training and a  self-
   disciplined  prescription  throughout  the  cadet's term of
   academic endeavor at the University.  The ultimate goal  is
   to produce individuals who are effective leaders as well as
   individuals  (sic)  who  are  loyal, dependable, honest and
   have a  genuine  respect  for  all  people  that  they  may
   encounter during their lifetime.

The  mission  of  the  Corps  is  described in the organization's
regulation 01-02 as follows:

   The Virginia Tech Corps of Cadets is a  University  program
   that  is organized and administered to further the fulfill-
   ing of the purpose of Virginia  Polytechnic  Institute  and
   State University as a comprehensive land grant institution.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.4  Corps Of Cadets
-txt-
The  Corps of Cadets serves this overall purpose in three primary
ways.

*   First, it is a lifestyle available to male or female students
    that provides a quasi-military organizational structure  with
    a  wide  range of opportunities to practice the techniques of
    leadership,  self-discipline,  management,  supervision   and
    develop esprit de corps within an organization.  These attri-
    butes  are  directly  applicable to a productive future as an
    American citizen either in pursuit of a  civilian  occupation
    or as a military officer.

*   Second,  it  is  a  lifestyle  that recognizes and provides a
    supporting structure to achieve  success  through  incentive,
    competitive  recognition, tutorial and counseling assistance,
    and self-governing controls in  the  areas  of  activity  and
    environment.

*   Third,  it  is  a  lifestyle  that through its quasi-military
    structure and organization directly supports the  mission  of
    the  Army, Navy, and Air Force Reserve Officer Training Corps
    (ROTC)  programs  in  their  production   of   knowledgeable,
    trained,  and proficient ROTC graduates to be commissioned as
    military officers.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.4  Corps Of Cadets
-txt-
Recommendations Of The 1975-76 Self-Study

"That the University study the feasibility of  implementing  ROTC
programs that are not limited to members of the Corps of Cadets."

Discussion And Recommendations

After  a  period  of  serious  decline  in its numbers during the
1970s, the Corps has grown  to  meet  the  minimum  goal  of  600
members  that  was  set  in  1974  by  the Corps of Cadets Select
Committee.  The Corps appears to be accomplishing its mission and
achieving its purpose in a satisfactory manner.   The results  of
the University's Self-Study questionnaires from students and from
faculty  and  staff  revealed that the University community, as a
whole, views  the  Corps  of  Cadets  as  making  an  appropriate
contribution  to  the  mission of the University.  The members of
the Corps have an excellent record in securing commissions in the
armed forces of the United States.  Air Force ROTC faculty  noted
that  the  United  States  Air Force is happy with the cadets who
graduate from this University and that Air Force studies indicate
that VPI&SU graduates excel and outpace their peers from the  Air
Force Academy during their first 6 years of active military duty.

There  is a body of opinion among some faculty and administrators
that  participation  in  the  Corps  has  a  negative  effect  on
students'   academic  performance.    A  study  by  Institutional
Research reported that the average cadet QCA is about  0.2  below
the  average  undergraduate  QCA.   The committee recognizes that
voluntary student organizations make significant demands  on  the
free time of their members and that the demands made by the Corps
of  Cadets are greater than those of many other student organiza-
tions.  At the same time, the committee believes that  the  Corps
of  Cadets  acts  in a responsible and effective manner to ensure
that cadets have adequate, designated time for studies (25  hours
per  week);  and  notes  that the students are also provided free
tutorial assistance.   As an indicator  of  the  sensitivity  and
effectiveness of the Corps to the academic performance of cadets,
the  committee  notes  that since 1980, the average cadet QCA has
increased from approximately 2.0 to  almost  2.5.    It  is  also
notable  that  the  QCA  of each class within the Corps increases
consistently from the freshman to senior year.   The average  QCA
of senior cadets last year reached 2.58, which compares favorably
to  the  grade  point of 2.72 earned by the average senior at the
University, many of whom are not  active  participants  in  time-
demanding extracurricular activities.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.4  Corps Of Cadets
-txt-
During  the  interviews  with  faculty, some made the suggestion,
harkening back to the  1975-76  Self-Study  recommendation,  that
participation  in the ROTC program should be open to all students
without the present requirement that they also be members of  the
Corps  of  Cadets.    The  ROTC  departments  do not support this
suggestion; they believe that the high quality of their  students
is  a  direct  consequence  of membership in the Corps of Cadets.
The Commandant of  Military  Affairs  also  stated  that  without
requiring  of  the  ROTC  members  to  be members of the Corps of
Cadets, the Corps  could  not  maintain  the  minimum  membership
needed  to  ensure its survival.  The committee believes that, if
the Board  of  Visitors  wishes  to  have  the  Corps  of  Cadets
maintained  as a viable student organization, the current linkage
with ROTC is essential.

Concern was expressed by the Military Affairs Unit that at times,
cadets are burdened by the simultaneous  demands  on  their  free
time  by  ROTC  and  Corps activities.   These demands may have a
detrimental effect on students who need more time  for  studying.
The  ROTC  departments  and the Military Affairs Unit should work
out a cooperative mechanism to protect ROTC members from  concur-
rent and unreasonable demands from both agencies.

Several  sources  in  the  University  community  brought  to the
committee's attention  the  particular  problem  that  first-term
freshmen  encounter  if  they  decide  to  resign from the Corps.
Current policy of the University requires that if  freshmen  wish
to  resign  from  the  Corps of Cadets before the end of the fall
term, they must also resign from the University.   This  has  the
effect of delaying students' academic progress by causing them to
lose academic credit for the courses for which they were enrolled
and  requiring  them  to  wait until the next term to begin their
university career anew.   This  requirement  stems  from  several
factors.   First, the Department of Defense requires universities
designated as military colleges to  provide  segregated  military
dormitories  for  cadet  students.    Therefore,  if  a  freshman
withdraws from the Corps of Cadets during the first term,  he  or
she  must leave the military dormitories.  Second, the University
requires freshmen to live on-campus.  Because there are no  other
on-campus  accommodations  available  to  first-term freshmen who
wish to resign the Corps of Cadets, those students cannot  remain
in  the University.  In an effort to overcome this second factor,
the Office of Housing  and  Residence  Life  has  stated  to  the
committee  that other accommodations could be found on-campus for
freshmen who may wish to resign from the Corps.  However, neither
the Division of Student Affairs nor the University has  a  policy
to ensure access to on-campus housing in the event of resignation
from  the  Corps.   This committee and many within the University
community believe that it is contrary to the purpose  and  spirit
of  the  University to require the resignation of any student who
is  making  satisfactory  academic  progress,  much  less  simply
because  that student wishes to withdraw from a voluntary student
organization.   Withdrawal from  a  student  organization  should
never  interrupt  academic  progress.    The  current policy will
become even more detrimental when the University changes  to  the
semester  system.    This committee, without reservation and with
the strongest urging, believes that the current policy should  be
changed before the beginning of the Fall 1988 term.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.4  Corps Of Cadets
-rec-
Recommendation 7-6:   That the Board of Visitors approve a policy
    that  permits first-term freshman cadets who wish to withdraw
    from the Corps to withdraw at any time.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.4  Corps Of Cadets
-rec-
Recommendation 7-7:   That  the  Division  of   Student   Affairs
    develop  a  policy  that provides access to on-campus housing
    for first-term freshmen who wish to withdraw from  the  Corps
    of Cadets.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.4  Corps Of Cadets
-txt-
In  the  course  of the research for this self-study, the Student
Development  Services  Committee  has  become  aware  of  varying
attitudes  and opinions, both from positive and negative, regard-
ing the status, image, and future of the Corps of Cadets.   Those
attitudes  and  opinions  have  long  been  a part of the popular
culture of this University.  This committee has also become aware
of the value of periodic comprehensive review  of  the  Corps  of
Cadets,  such  as  the  1977  study by the Select Committee.   To
evaluate the significance and implications of  popular  attitudes
and  opinions, a committee with more time and expertise than this
one should undertake a comprehensive review of the Corps.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.4  Corps Of Cadets
-rec-
Recommendation 7-8:   That, after VPI&SU introduces the  semester
    system,  the  President  appoint  a committee to evaluate the
    status, image, and future of the Corps of Cadets.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.5  The Virginia Tech Union
-txt-
Mission And Purpose

The Virginia Tech Union (VTU) is  a  major  student  organization
open  to  all  students,  faculty, and staff.   Its mission is to
provide a wide variety of  programs  that  enhance  learning  and
leisure  activities  for  the  University  community; and to make
available to those who serve on VTU committees the opportunity to
develop leadership skills and to work  cooperatively  to  achieve
identifiable  goals.    VTU  members fulfill this dual mission by
developing programs through the Films, Concert/Theatre,  and  Art
Committees   and  by  offering  special  educational  experiences
through the Short Course, Promotions, and Special Events  Commit-
tees.    VTU  members also respond to the social and recreational
needs of the University community through the House and Hospital-
ity, Travel, Dance, Recreation, Popular Concert, and Coffee House
committees.

Principal Components

The VTU governance system has the following structure:

1.  Officers - president, vice-president, secretary/treasurer
2.  Executive Council - three officers, Program Coordinators, and
    Program Director
3.  Program Council - three  officers,  Student  Activities  Unit
    Program  Coordinators, Student Activities Unit Program Direc-
    tor, Director of Student Activities, and chairs of all stand-
    ing and special committees
4.  Standing committees  (7)  -  Films,  House  and  Hospitality,
    Lively  Arts,  Pop  Concerts, Recreation, Special Events, and
    Then and Now

Officers and committee chairs must be students, have at  least  a
2.3  QCA  and  maintain a 2.15 QCA, and have served actively on a
standing committee for a minimum of one  year.    The  number  of
persons  serving  on  each  committee varies; the total number is
approximately 250.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.5  The Virginia Tech Union
-txt-
Discussion And Recommendations

The VTU is an  independent  student  organization  with  its  own
charter.  The Squires Student Center Program Director and Program
Coordinators  work directly with the organization and serve in an
advisory capacity.   Other than the  faculty  and  staff  of  the
Student  Activities  Unit, there is little faculty/staff involve-
ment, and no basic  program  designed  to  recruit  faculty/staff
participation  on VTU committees.  Revisions to the VTU constitu-
tion could encourage more faculty  and  staff  involvement.    In
order  to  make VTU programming more responsive to the University
community, many think that  more  faculty  and  staff  should  be
recruited to serve on the standing committees and the programming
staff should provide more leadership in working and communicating
with VTU members.

Comments  by several persons interviewed indicated some confusion
about the relationship between VTU on the one  hand  and  Student
Activities  Unit  and  the  University  on the other hand.   Some
raised the question about the sponsorship of VTU  programmingggIs
the  VTU or the University the sponsor?  This question stems from
concern about possible liability issues that might arise from VTU
programming.  What is clear is that the VTU receives its  funding
from  Student  Center  Fees allocated by the Student Budget Board
and from generated revenue.  It is also clear that students plan,
organize, and promote VTU programs.

Of principle concern to the academic community is  that  the  VTU
does  not  offer  free  admission  to  students  for  most of its
cultural programs.   This is an issue  because  it  inhibits  the
integration  of  on-campus cultural programming and the Universi-
ty's academic mission.  Faculty in some disciplines would like to
incorporate films,  concerts,  and  plays  into  formal  academic
coursework,  however,  they  think  it to be unethical to require
students to pay additional fees to attend such programs since the
students have already paid a Student Center Fee  to  support  VTU
programming.    The VTU, operating on a lean budget, finances its
activities in  part  through  generated  revenue;  that  approach
limits the academic use of its cultural programming.  By charging
admission  to many of its programs, the VTU stands in contrast to
other major programming groups on campus, such as  the  Speaker's
Forum,  the  Black  Student Alliance, the International Club, the
YMCA,  the  Cranwell  International  Center,  and  Women's  Week.
Establishing a free-admission policy for VTU cultural programming
would enhance the educational value of that programming.
-end-

-chname-
7- Student Development Services
-major-
7-2.0  Student Organizations And Activities
-minor-
7-2.5  The Virginia Tech Union
-rec-
Recommendation 7-9:   That, in order to promote the incorporation
    of  cultural  programming  into  the  academic mission of the
    University, the Provost, the Vice President for Finance,  and
    the  Vice  President  for  Student  Affairs  establish  means
    whereby students may  attend  VTU-sponsored  and  most  other
    on-campus cultural programs free of charge.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-txt-
At  VPI&SU,  policy  is formulated in a shared governance system.
In this system, administrators, faculty, staff, and  students  on
the  University Council and its subordinate commissions formulate
and  recommend  policies  to  the  President  and  the  Board  of
Visitors.   There are six subordinate commissions:  Commission on
Faculty Affairs, Commission on Undergraduate Studies,  Commission
on Graduate Studies, Commission on Student Affairs, Commission on
Extension, and Commission on Research.  With the exception of the
latter two, students hold seats on the Commissions.  Students are
in  the  majority  on  the  Commission  on Student Affairs.   The
Commission on Student Affairs  (CSA)  provides  the  students  an
opportunity  within the shared-governance system to work together
for common  goals  and  to  participate  in  the  formulation  of
policies that affect student life.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-txt-
Mission And Purpose

As  stated  in  the  Faculty Handbook, "The Commission on Student
Affairs studies, formulates, and  recommends  to  the  University
Council  policies  and  procedures in the general area of student
affairs and encourages student participation in  the  development
of  an  environment  conducive  to the intellectual, physical and
social development of students.  Areas for consideration  include
student-faculty  and  student-administration relationships, study
conditions, student organizations, military affairs, social life,
employment, placement,  guidance,  and  other  matters  affecting
student morale."

Principal Components

The principal components of the Commission on Student Affairs are
the  Commission  and  its  subordinate  units, the Student Budget
Board and the Student Media Board.   The  Commission  on  Student
Affairs is composed of:

*   the  Vice  President  for  Student  Affairs,  who  chairs the
    Commission,

*   one staff member of the Division of Student Affairs,

*   one academic dean,

*   the Commandant of Military Affairs,

*   three faculty representatives from the Faculty Senate,

*   elected student representatives from the Student Budget Board
    and the Student Media Board, and

*   11 students, who represent

    -   the Student Government Association,
    -   the Student Senate,
    -   the junior and senior classes,
    -   the Corps of Cadets,
    -   the Virginia Tech Union,
    -   the Residence Hall Federation,
    -   the Panhellenic and Interfraternity Councils,
    -   the Black Organizations Council, and
    -   the Graduate Student Assembly.

The  CSA  provides  essential  leadership  experience  by  giving
students an opportunity to have input into student activities, to
work  together  for common goals, and to present their viewpoints
on issues that affect student life.   It  is  a  forum  in  which
students can voice their concerns in a professional manner within
the shared governance system and can vote on resolutions that are
subsequently submitted to the University Council.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-txt-
Recommendations Of The 1975-76 Self-Study

"That  the Commission on Student Affairs authorize a staff member
of the Student Personnel  Division  to  approve  routine  matters
concerning student life."

While  some  students  think that the Commission still spends too
much  time  handling  routine  matters  rather  than   addressing
substantive issues that affect student life, many routine matters
regarding  student  programs  are  now handled by Squires Student
Center staff, University Services, the  Registrar's  Office,  and
the  executive  assistant  to  the  Vice  President  for  Student
Affairs.

Major Changes Since 1975

The composition of the Commission on  Student  Affairs  has  been
modified  since  the  1975-76 Self-Study, when the Vice President
for Student Affairs chaired  the  Commission  and  the  Dean  for
Student Programs (a position no longer extant) sat on the Commis-
sion.  Just this past year, the CSA recommended to the University
Council   that   the  Student  Constitutional  Affairs  Board  be
dissolved and that recognition and registration of student organ-
izations, the principal duty of that Board, become an administra-
tive procedure.   As with other University  Council  Commissions,
the  role and responsibilities of the CSA have become less admin-
istrative and more policy-oriented over the past decade.  At  the
same  time,  student  organizations that were once administrative
dependencies of the CSA have become independent student organiza-
tions.

Discussion And Recommendations

Because students are in the majority on the CSA, it is  the  only
commission  of  the six University Commissions that has a student
majority.   Students recognize the role  and  value  of  the  CSA
within  the  shared  governance  system;  the  issues  and topics
discussed in the CSA afford students the opportunity to influence
policies affecting student life and student governance.

A principle concern  about  the  Commission  on  Student  Affairs
raised  during this self-study concerns the lack of continuity in
student leadership from year to year.  This is in contrast to the
continuity of administrative and faculty participation.   Because
almost all student members are elected or appointed in the spring
for  the  following  academic  year, the fall quarter tends to be
devoted to an extended training session in the governance  system
and  Commission  procedures  and responsibilities.   As a result,
many issues are presented but there are few  resolutions  or  new
policies  move  through  the Commission to the University Council
during the fall quarter.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-rec-
Recommendation 7-10:   That the  Commission  on  Student  Affairs
    invite  all  newly  elected  and appointed student members to
    attend spring meetings as non-voting  observers  as  well  as
    provide summer training and orientation programs for them.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-txt-
A  second  issue  raised  by students and some student leaders is
that students on CSA may not fully represent student  views,  but
rather,  the  views  of  some student leaders.   This issue is of
course a concern in many representative institutions in  society.
In  the  case of the student representatives on CSA, however, the
question of adequate representation of student views is a concern
because of the lack of any  systematic  means  for  dialogue  and
communication  regarding the work of the Commission.  Its respon-
sibilities,  procedures,  and  agenda  remain  a  mystery  to  an
overwhelming majority of students, faculty, and staff.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-rec-
Recommendation 7-11:   That the Vice President of Student Affairs
    provide   active  leadership  to  develop  opportunities  for
    dialogue between student members and the student body.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-txt-
One of many steps that should be taken to promote  such  dialogue
is  to invite more students to attend CSA meetings.  Another step
might be to develop a  short  media  program  to  be  offered  to
Residence  Hall  Advisors.    The Resident Advisors would then be
able to inform students, especially freshmen, of the  nature  and
structure  of  the shared governance system and the relationships
among the  Board  of  Visitors,  the  President,  the  University
Council,  the  Commission  on  Student Affairs, and those student
organizations represented on the Commission.  Included in such  a
program might be a review of the issues and policies addressed by
the  CSA  over  the  past  several years.   The purpose of such a
program should be to communicate  the  opportunities  to  develop
leadership  skills  in  the various student organizations repres-
ented on the Commission.   The Learning  Resources  Center  could
provide valuable assistance in the development of such a program.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.1   Student Media Board
-txt-
Mission And Purpose

The  mission and purpose of the Student Media Board, a subcommit-
tee of the Commission on Student Affairs, is to  promote,  super-
vise, and coordinate recognized student publications.

The purposes of student publications are fourfold:

1.  to  serve  as  sources  of  communication  for the University
    community,

2.  to  educate  student  staff  with  practical  production  and
    business experience,

3.  to  afford  students extracurricular opportunities to develop
    their leadership and communication skills, and

4.  to enhance the quality of student life.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.1   Student Media Board
-txt-
Principal Components

The principal components of student media are the  Student  Media
Board,  The Collegiate Times, The Bugle, WUVT, the Photo Lab, and
Silhouette.  Each serves the community in a distinct fashion.

The Student Media  Board  (previously  the  Student  Publications
Board)  ensures  cooperation  and  coordination,  develops  sound
financial policies and procedures, is responsible for the  conti-
nuity  of student media activities, and maintains high journalis-
tic and ethical standards.  The Student Media Board  also  elects
the  editors,  WUVT general manager, and business managers of the
student media.

The Collegiate Times (once Virginia Tech, established  in  1903),
the  student-run  newspaper, is published on Tuesdays and Fridays
during academic terms.  The paper, with a circulation of  14,000,
is entirely self-supporting through the sale of advertising.  All
students  are  eligible  for  positions  on  the  staff, the only
requirements are dedication, dependability,  and  responsibility.
The 1984 "Standard Operating Procedures" fully outline the organ-
ization   of  the  newspaper,  staff  responsibilities,  business
operations,  production  steps,  general  office  policies,   and
relevant University policies.

WUVT  broadcasts music, news, sports, and public affairs program-
ming 24 hours a day.  WUVT-AM (640) was organized  in  1947,  and
WUVT-FM (90.1) was organized in 1969.  Both stations are licensed
to  the University by the FCC, but are operated by students.  The
AM station is supported  by  the  sale  of  advertising;  the  FM
station   is   supported  primarily  by  contributions  from  the
Blacksburg community.  All students are eligible for positions on
the staff;  however,  students  wishing  on-air  positions,  must
demonstrate basic knowledge of equipment and WUVT policies.  WUVT
"Standard  Operating  Procedures"  are  comprehensive and outline
organization,  staff  responsibilities,  operations,  production,
procedures, and general policies.

The  Bugle, first published in 1896, is the student yearbook, and
is student-run and self-supporting.  Staff is recruited  in  open
organizational  meetings during the spring and fall.  Its "Stand-
ard Operating Procedures" outline the  organization,  staff,  and
production and business operations.

Silhouette,  first  published  in  1977,  is the student literary
magazine.  It is student-run and self-supporting through  commer-
cial  and  private  patronage,  minimal advertising, subscription
sales, and benefit readings.  All students are eligible to submit
literary manuscripts and visual art works and to  participate  in
the production of the magazine.

The  Photo Lab was established to avoid the duplication of photo-
graphic services among the student publications.   The Photo  Lab
provides  photography  and  photography-related  services  to the
Student Media Board, and is financed by billing the  publications
that  use the services at Board-approved rates.  All students are
eligible for staff positions in the Photo Lab; there are  obvious
technical  qualifications  required  of  staff  photographers and
Photo Lab editors.   The  1987  "Standard  Operating  Procedures"
outline   the   organization,   staff,   policies,  and  business
operations of the Lab.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.1   Student Media Board
-txt-
Major Changes Since 1975

The mission and purposes of student publications have not changed
since 1975.   New policies and higher  advertising  rates  estab-
lished  over  the  past  several years have ensured the financial
stability of  student  media.    Additionally,  there  have  been
general content, format, and production changes in The Collegiate
Times,  The  Bugle,  Silhouette, and WUVT.  The changes have been
positive and have accompanied changes in editors, writers, staff,
and contributors.

Principal Component Changes

The New River Almanac, a quarterly magazine intended  to  provide
insight  into  the  traditions,  history,  and culture of the New
River and New River Valley, began publication  in  1974-75.    It
became  Campus  Quarterly, a student news and review magazine, in
the fall of 1978.  Neither publication could financially  sustain
itself.    Campus  Quarterly  ceased  publication in 1986 and was
formally dissolved as a component of  student  media  in  January
1987.

Student Opinion

The  1986  Self-Study  Questionnaire  did  not  elicit  responses
concerning  student  views  of  student  media.    Based  on  the
responses  to  senior  exit  polls between 1980 and 1985, a large
majority of students  have  a  favorable  impression  of  student
media.    Based  on student participation in and contributions to
the various components, there is active student interest  in  and
support of those activities.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.1   Student Media Board
-txt-
Discussion And Recommendations

Like all time- and deadline-demanding activities, student partic-
ipation  in  student  media  activities ebbs and flows.   A chief
problem confronted by all of the student media components is  the
lack  of  a  consistently  intense level of participation.  It is
clear that the students who remain active are highly capable  and
do develop significant communication and leadership skills, while
providing  major  services  to  the  University  community.   The
Student Media Board needs to consider a variety  of  programs  to
promote  greater  student  awareness of student media and recruit
more students to participate in student media.  Publicity  flyers
and  brochures,  social functions, and programs for the residence
halls are some possibilities to consider.

The editors and managers of the production  components  cite  the
need  for  more  space  and equipment and greater student partic-
ipation in production and business operations as  highly  desira-
ble.    Space is a particular concern of the Collegiate Times and
WUVT  staffs.    Because  the  current  planned   expansion   and
renovation  is  designed  to  fulfill  the space needs in Squires
Student Center for the next two decades,  it  is  vital  for  the
student  media  to continue to have access to the space necessary
for growth and for  technically  advanced  equipment  over  those
decades.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.1   Student Media Board
-rec-
Recommendation 7-12:   After  Squires Student Center is renovated
    and expanded,  it  is  recommended  that  the  Commission  on
    Student Affairs intermittently review the space needs for the
    student media.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.1   Student Media Board
-txt-
A  second  issue  raised  during  the  research  for  this report
concerns  the  air  of  a  confrontational  relationship  between
student  media  and the Division of Student Affairs.  Some in the
University community believe that student media should accept the
leadership  of  the  University  administration  and  should  not
question University procedures, policies, and statements.  Others
in the University community believe that it is the principle duty
of  a  free  press  to inquire, investigate, and promote dialogue
concerning all issues relevant to the community.  The spirit  and
purpose  of  a  university  supports the latter view.   Moreover,
conflicts of opinion on scholarly and  public  issues  is  to  be
expected  in  a  university,  as  they are in the larger society.
While it may sometimes be difficult, the  education  of  students
can only be furthered by promoting independence of thought.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.2   Student Budget Board
-txt-
Mission And Purpose

The  purpose  of  the Student Budget Board, a subcommittee of the
Commission on Student Affairs, is to recommend to the  Commission
the  amount  of  funds to be distributed to student organizations
each fiscal year.   The  board  has  established  procedures  and
criteria  for  evaluating  proposals  for funding.   It schedules
meetings  in  which  proposals  for  funding  are  reviewed   and
discussed   with   representatives   of   student  organizations.
Students are then informed of any problems with  their  proposals
and  are given opportunities to revise proposals to bring them in
line with Student Budget Board  procedures  and  funding  limita-
tions.

Principal Components

The Student Budget Board is composed of:

*   two faculty members elected by the Faculty Senate,

*   two staff members appointed by the Chair of the Commission on
    Student Affairs, and

*   eight students

    -   the senior, junior, and sophomore class treasurers;
    -   two students elected by the Commission;
    -   two  students  appointed  by the Chair of the Commission;
        and
    -   one graduate student nominated by the Dean of the  Gradu-
        ate School and appointed by the Chair of the Commission.

The  Student  Budget Board is allocated money from the University
Student Center Fee by  the  office  of  the  Vice  President  for
Finance,  at  the  request  of  the  Vice  President  for Student
Affairs.  Over the past decade, the  Budget  Board  has  received
from  20  percent to 29 percent of those fees for distribution to
student organizations.

Major Changes Since 1975

Both the composition of the Student Budget Board and  the  dollar
amount  of  funding  have  changed  since 1975.   In 1986-87, the
Commission on Student Affairs, recognizing the demands placed  on
class  treasurers, changed the make-up of the board, substituting
Senior, Junior, and Sophomore class  treasurers  for  class  vice
presidents.    The  second  area  of change is the budget itself.
Both funding and requests for  funding  have  increased  substan-
tially over the past decade (see Table 7-1).
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.2   Student Budget Board
-txt-
Discussion And Recommendations

One of the many learning and leadership opportunities the Univer-
sity affords its students is the responsibility of  managing  the
allocation of resources.  The Student Budget Board members recog-
nize  the  significance of such a difficult and demanding job and
the importance of that job in  fostering  leadership  skills  and
enhancing  the  cultural  and  social  environment,  not just for
students but for the University  and  Blacksburg  communities  as
well.    Members of the budget board also recognize that an array
of competing student organizations, interest groups, and individ-
uals compete for scarce resources.    The  Student  Budget  Board
strives  to  manage  the  allocation  of  resources on a fair and
impartial basis through the application of established procedures
and defined criteria.

A concern identified by those who have requested funds  from  the
Student  Budget  Board has been the confrontational atmosphere of
the hearings for annual and contingency  funds  requests.    This
contributes  to a perception of lack of fairness and impartiality
that is essential to promote  morale,  mutual  respect,  and  the
sense of a university community.  Most of those interviewed agree
that  this  problem stems from a lack of understanding of Student
Budget Board procedures and criteria and from increasing competi-
tion for access to limited financial  resources.    This  problem
might  be  solved  by a wider circulation of Student Budget Board
instructions for preparation of  budget  requests,  criteria  for
budget  requests, and line-item budget codes.  The Student Budget
Board should consider sending this material to all student organ-
izations and their faculty advisors, rather  than  presenting  it
only  to those organizations that attend budget board seminars on
budget proposals.

Funding for the Division of Performing Arts from  Student  Center
fees  is  another major concern.   Because of the competition for
Student Budget Board funds and the  lack  of  a  guarantee  of  a
specific  level of funds, the Provost, Vice President for Student
Affairs, Vice President for Finance, and the Division of Perform-
ing Arts received Board of Visitors approval to provide "off  the
top" funding from Student Center fees to support student perform-
ances.  Prior to 1982-83, the Performing Arts Federation received
between  2  percent  and 3 percent of Student Center Fees through
the Student Budget Board;  since  1982-83,  Performing  Arts  has
received  4  percent  of  Student  Center Fees.   Students in the
performing arts and students in the various performance organiza-
tions do perform for the University and do provide a  significant
level  of  publicity  for the University.  Nevertheless, students
and faculty are concerned about the precedent established by "off
the top" funding from Student Center Fees to an  academic  compo-
nent  of  the  University  and  outside  the purview of students.
Students and faculty recognize that this precedent  can  lead  to
even  more  significant  levels  of  funding  for the Division of
Performing Arts when the new addition to Squires  Student  Center
is  completed.  Additionally, there are other groups and units on
campus that fulfill one aspect or another of the many missions of
the University and who would like to establish the same  kind  of
arrangement  with  the  Division of Student Affairs.   Because of
competition for access to scarce resources, the Provost, the Vice
President for Finance, and the Vice President for Student Affairs
need to reconsider the wisdom of this unique funding arrangement.
In so doing, the administration should consider the  implications
of unequal access to Student Center Fee monies.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.2   Student Budget Board
-rec-
Recommendation 7-13:   That  a committee be appointed to evaluate
    the status and development of Performing Arts in the  Univer-
    sity  since  the  1978  report  of the Provost's Committee on
    Communications and the Arts.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.2   Student Budget Board
-txt-
The committee should consider the possibility of  establishing  a
Student  Performing Arts Board, as a parallel organization of the
Media and Budget boards, to oversee the allocation of  funds  for
student  and  professional  performance  programming  and for the
planning and coordination of  performance  programming  currently
taking  place under the auspices of the VTU Lively Arts committee
and in lieu of the current allocation of funds to the Division of
Performing Arts.

Finally, there are over 400 student organizations on  campus;  of
those,  only  18  have requested and received annual funding over
the past several years.    A  handful  of  others  have  received
contingency  fund  support  from the $12,500 to $15,000 set aside
from the total Student Budget Board budget to meet such requests.
Clearly, most student organizations  limit  their  activities  to
those  that  can  be  paid  for  from  membership dues, generated
revenue, and contributions.   All  concerned  recognize  that  as
students  continue  to  develop  and display leadership skills in
their various organizations,  and  as  the  Division  of  Student
Affairs  strengthens  its  commitment  to  encourage  students to
develop leadership skills (desirable goals of  the  Division  and
the University), there will be an increasing demand for access to
resources to develop new and expanded activities and programs.
-end-

-chname-
7- Student Development Services
-major-
7-3.0  Students And University Governance
-minor-
7-3.1  Commission On Student Affairs
-sub-
7-3.1.2   Student Budget Board
-rec-
Recommendation 7-14:   That,  in  order to address the problem of
    increasing  demand  for  scarce  resources,  a  committee  be
    appointed  to  explore  alternative  sources  of  funding for
    campus programming.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-txt-
The Division of Student Affairs was created in 1974 and has grown
considerably since that time.  The growth in the number of under-
graduate and graduate students has led to  significant  increases
in  the  volume  of  business  conducted  in the seven units that
comprise the division  --  Student  Health  Services,  Counseling
Services,  Cooperative  Education  Program,  Placement  Services,
Housing  and  Residence  Life,  Student  Activities  and  Squires
Student  Center,  and  Military  Affairs.   Orientation and Greek
Affairs also fall under the control of the Division.    With  the
exception of Military Affairs, the offices, units, and activities
of the Division of Student Affairs are addressed in this section.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.1  Office Of The Vice President
-txt-
Mission And Purpose

The Division of Student Affairs publishes and enforces University
policies necessary for a sage and orderly campus environment.  It
works  with  other units of the University to promote a community
environment that enhances learning.  To enhance personal  growth,
the  Division  promotes  student involvement in a wide variety of
activities and experiences during out-of-class hours.

Principle Functions And Components

The Vice President for Student Affairs provides  overall  leader-
ship to the Division of Student Affairs; the primary tasks of the
Vice President are to:

*   Develop  policy (in conjunction with representatives from the
    executive offices, the Commission on Student Affairs, and the
    seven Student Affairs units).

*   Represent student concerns to the various administrative  and
    deliberative bodies within the shared governance system.

*   Advocate  programs  designed  to benefit students and student
    life to the executive offices and the Board of Visitors.

*   Administer guidance and support to the seven programmatic and
    service units that comprise the Division.

The Office of the Vice President is composed of the  Vice  Presi-
dent for Student Affairs; the Assistant Vice President; an Execu-
tive   Assistant,   who  is  delegated  many  of  the  day-to-day
operations of the Vice President's office; and a Coordinator  for
Special  Programs,  who  oversees judicial affairs not handled by
the Honor System and  who  coordinates  Homecoming,  Fall  Orien-
tation,  Parents'  Weekend,  Founders' Day, Commencement, and the
committees that bestow  various  honors  and  awards  on  student
leaders (see Figure 7-1).
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.1  Office Of The Vice President
-txt-
Recommendations Of The 1975-76 Self-Study

"That  authority  be  delegated to the appropriate offices of the
Student Personnel Division to  make  routine  decisions  that  at
present are made by the Vice President for Student Affairs."

A  major  accomplishment in the Division of Student Affairs since
the last self-study has been the degree to which the Vice  Presi-
dent  has  delegated  authority  to the unit directors.   In such
important areas as personnel affairs, fiscal management, program-
ming decisions, and the like, routine decisions are made  in  the
various  units.    Several  unit  directors pointed out that this
change has led to a stronger sense of professionalism.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.1  Office Of The Vice President
-txt-
Discussion And Recommendations

The Vice President for Student Affairs oversees the  Division  of
Student  Affairs.    Through  weekly meetings of the officers and
unit directors and through annual reports, planning  and  coordi-
nation  have become hallmarks of the Division of Student Affairs.
In the annual reports, each unit evaluates its major  accomplish-
ments and shortfalls based on the goals established in the previ-
ous year's report and outlines its plans and goals for the coming
year.    The  Division could make further strides in this area in
two ways:  first, the Vice President could establish a  timetable
for  annual  reports  that  permits  a  modest amount of time for
review of the subordinate unit reports so that the report of  the
Vice  President  can reflect not only the accomplishments in that
office, but in the Division as a  whole;  and  second,  the  Vice
President  could  create  a  procedure  that  will permit broader
University input into this effectiveness evaluation program.  The
former would serve to enhance the ability of the  Vice  President
to  coordinate the annual report process; the latter would permit
the University community to offer the Division valuable feedback.
The Division of Student Affairs  should  create  a  mechanism  to
incorporate  teaching  faculty  into its effectiveness evaluation
program.

The Vice President for Student Affairs has provided leadership in
personnel matters.  Major emphasis has been placed on  developing
a  fully  professional staff.  This has resulted in the upgrading
of the quality and  qualifications  of  individuals  holding  key
staff  positions.    All  unit directors possess superior profes-
sional credentials, as do virtually all  professional  staff  and
faculty  within  the Division.  A second personnel initiative has
been to implement Equal Opportunity/Affirmative Action  policies.
Again, the results are impressive:  seven out of the 40 key staff
members in Student Affairs are black; and more than 50 percent of
key  staff  are women.  Nevertheless, as of the fall of 1987, not
one of the unit directors is a woman or minority.  The University
community looks  forward  to  the  continued  leadership  of  the
Division  in  implementing  Equal  Opportunity/Affirmative Action
policies.

The accomplishments in the Division of Student Affairs have  come
despite  mounting problems.  The first of these problems involves
staffing shortages.  The staff in the Office of the  Vice  Presi-
dent  for  Student  Affairs  is  stretched  to its limits; and as
indicated in the reports on the  subordinate  units,  so  is  the
staff  throughout  the Division.  There are two solutions to this
problem:   decrease the workload of the  staff  or  increase  the
staff.  In the Office of the Vice President, it would appear most
viable to decrease the workload of the office staff by distribut-
ing  some  of  the  programmatic activities to other units in the
University.  For example, Homecoming might be transferred to  the
Vice  President  for  Development and University Relations, since
that office already has coordinating responsibilities for  alumni
and athletic affairs.  Similarly, because Commencement is princi-
pally  an academic function, the responsibility for it might most
appropriately be transferred to the Provost.  At the  same  time,
because  most  of  the  honors the University bestows on students
recognize academic achievement as a criterion, the Provost should
share the responsibility for coordinating the committees  respon-
sible for such decisions.

Recognizing the limited resources of the Division and the Univer-
sity,  along  with  the desirable goal of minimizing bureaucratic
growth, the University needs to develop flexible, responsive, and
creative ways to assist the  Division  of  Student  Affairs  with
staffing shortages.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.1  Office Of The Vice President
-rec-
Recommendation 7-15:   That  the Provost develop an undergraduate
    internship program which could be used  by  the  Division  of
    Student  Affairs  to  overcome  the  problems associated with
    limited staff resources.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.1  Office Of The Vice President
-txt-
A second issue that requires attention and is  important  to  the
University  community is that many aspects of student life do not
seem to command the same attention within the  executive  offices
as  do  other  initiatives,  such  as  the  Research Park and the
telecommunication networking of the campus.  This committee knows
that the quality of student life on campus is essential  for  the
academic climate of the University.  To wit, the President should
place  greater  emphasis on enhancing the quality of student life
outside the classroom.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.1  Office Of The Vice President
-rec-
Recommendation 7-16:   That all  executive  offices  give  higher
    priority to the development of quality student life programs.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-txt-
Mission And Purpose

The  purpose  of the University Student Health Services (USHS) is
to make available a wide range of services, on a  24-hour  basis,
which  will provide comprehensive, high-quality care on a prepaid
basis to students.  It is hoped that the  students  will  make  a
commitment to use the USHS practitioners and facilities appropri-
ately,  to  familiarize  themselves with the USHS system of care,
and to participate in the health care process as  a  member,  not
just  as  a  patient.    The following features of the University
Student Health Services  distinguish  it  from  more  traditional
modes of health care:

*   Comprehensiveness  -  either  provides or arranges for outpa-
    tient services (physician and nurse visits,  periodic  health
    assessments,  laboratory, x-ray and pharmacy services, mental
    health consultation, nutrition counseling, etc.) as  well  as
    inpatient  services  (hospitalization  and intermediate-level
    care).

*   Health maintenance - emphasizes  preventive  services,  early
    diagnosis  and treatment, and health education focused on the
    development of healthier lifestyles.

*   Prepayment - covers nearly all of a member's  routine  health
    care for a fixed fee.

*   Group  practice  - combines the training and skills of physi-
    cians and a wide variety of  other  health  professionals  to
    make  possible the coordination and provision of a wide range
    of services at a single location.

*   Member responsibility - shares the goal of health maintenance
    by developing  a  positive  lifestyle,  reducing  risk-taking
    behavior,  appropriately  utilizing health care services, and
    becoming involved in the health care process.

Functional Areas of Student Health Services

*   Outpatient Department (Nurses' Clinic)
*   Inpatient Department
*   Medical Records
*   Business Office
*   Gynecology
*   X-Ray Department
*   Laboratory
*   Pharmacy
*   Health Education Department
*   Allergy Injection Clinic
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-txt-
Historical Perspective

The University Student Health Services has a  professional  staff
that  consists  of  a  director,  an  administrator, 11 full-time
physicians,  20   full-time   registered   nurses   and   medical
technologists,  and a pharmacist, all available to provide a wide
range of medical services.   There has been an  increase  of  two
full-time  registered  nurses  or  medical technologists over the
past 10 years.  There has also been a  9.6  percent  increase  in
student  enrollment  on  campus during this time.  Ten years ago,
the physician/student ratio was 1:2000, currently that  ratio  is
1:2017 (when fully staffed).  The American College Health Associ-
ation recommends a physician/student ratio of 1:2000 as minimally
acceptable.    In  addition to the staffing level being below the
minimally acceptable standard, there are also staffing gaps;  for
example, USHS employs neither a radiologist nor a psychiatrist.

In  contrast  to  increases  in  staffing,  the space occupied in
Henderson Hall has been reduced to two-thirds  of  the  available
floor  space,  compared  to 10 years ago.  The third floor of the
building  was  transferred  from  USHS  to  University  Placement
Services.    This  reduction  in available working space, storage
facility, bed space and office  area  occurred  while  outpatient
services  increased  by 40 percent (from 56,489 visits in 1975-76
to 79,374 visits in 1985-86).  The inpatient admissions of neces-
sity decreased by 9.4 percent (from 1,059 in 1975-76  to  959  in
1985-86);  students  who required inpatient care were referred to
other hospitals on a more frequent basis during this past 10-year
cycle.   The concentration of activity  into  a  smaller  working
environment  has  had  a  direct  effect on services, morale, and
student contentment,  which  will  be  discussed  later  in  this
chapter.  Overall, the services have expanded, and continue to do
so, since the 1975-76 Self-Study (see Table 7-2).

The  records  management  and storage system for patient data was
entirely manual at the time of the 1975-76 Self-Study.   Internal
and  external  audits  performed  periodically during the 10-year
period since then recommended that pharmacy records be automated,
a project still in progress.   The  October  21,  1986  "Internal
Audit  Report  of  the University Student Health Services" states
that the current manual system in the Business Office and Patient
Records is very time-consuming.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-txt-
The strategic plan for the five years following the 1985  report,
written  by USHS Director Dr. C.W. Schiffert (now retired), calls
for the following objectives to be fulfilled:

*   Work with University officials in an effort to obtain funding
    for a new health services facility.

*   Increase University officials'  awareness  of  the  need  for
    additional staff.

*   Support University non-student programs if resources are made
    available.

*   Review  the  Student  Health  Services  programs for possible
    reduction in services provided if  requested  funds  are  not
    made available.

*   Provide quality care to its subscribers.

The required resources to accomplish these objectives were stated
as:

*   Approximately $4.0 million for a new health service facility.

*   Increased health fees to cover the cost of additional staff.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-txt-
Discussion And Recommendations

University Student Health Services treated nearly 80,000 students
in  1985-86, the most recent statistic available.  The evaluation
of the range of services offered and the quality of care given to
patients is generally favorable, although the staff has  operated
under  unfavorable  conditions  and the pressure of heavy patient
loads.

During this study the committee identified three crucial areas in
need of immediate attention at the USHS:  facilities,  financing,
and administration.

1.  Facilities

    The  current  facilities are critically inadequate to provide
    even the most basic services (see Historical Perspective  for
    description   of  facilities).    Although  enrollments  have
    increased in the past  10  years,  the  space  for  USHS  was
    decreased  by  one  third  when University Placement Services
    moved into Henderson Hall.  The worst features of the  facil-
    ity are explained below.

    *   Critical shortage of space

        Lack  of  space  is  critical  in virtually every area of
        USHS.  Students waiting to be seen  must  sit  in  poorly
        ventilated  hallways  and  often  must  sit on the floor.
        This increases the  likelihood  of  disease  transmission
        among patients.

        Physicians' examining rooms also double as their offices,
        so  the  physician  must  leave  the  office  and leave a
        patient  in  the  room  while  the  patient  dresses  and
        undresses.

        Rooms  that  are  too  small for the intended use must be
        used anyway, because no adequate space is available.  The
        gynecology department has half the  number  of  examining
        rooms needed.

    *   Poor, inefficient design

        Traffic  patterns  are  poor, with functions that produce
        long lines too close together.  There are dead  ends  and
        few signs to provide information and directions.

        Even  more critical is the fact that there are very small
        bathrooms/changing rooms, with doors that open inward, so
        there is no access if a patient falls.   All doors  in  a
        medical facility should open outward.

        Design    and   construction   provide   little   or   no
        soundproofing; privacy is a problem because conversations
        in examining rooms can be overheard in waiting rooms.

    *   Unventilated or poorly ventilated areas

        Students  must  wait  in  unventilated  corridors.    The
        Nurses'  Clinic  on  the  ground  floor has an unpleasant
        smell and little ventilation.   The steam pipes  for  the
        building  are in the Nurses' Clinic and it is always very
        hot.  Three half-sized windows are kept  open  for  fresh
        air.  One room in the clinic has no vent, fan, or window.

        Exhaust  fumes  from trucks in the loading area enter the
        building through the Nurses' Clinic.  The building is not
        air conditioned and becomes very  uncomfortable  in  warm
        weather.    Since  the major USHS traffic is on the first
        floor, all the problems of poor  ventilation,  unpleasant
        smells,  and  crowded  conditions  are  magnified in warm
        weather.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-txt-
    Summary

    The facilities for USHS are  critically  inadequate  for  the
    provision  of  quality  health  care.   The inadequacy of the
    facilities detracts from staff morale and  increases  patient
    discomfort.    With  the  loss,  in 1982, of one third of the
    space for USHS, the problems of building design  and  mainte-
    nance were sharply increased by overcrowding.  A new facility
    is  needed  to  provide adequate space for projected staffing
    and patient loads during the next 25 years.   The  design  of
    the  facility should incorporate current practices for health
    care facilities, with regard to privacy, safety, and  techni-
    cal  needs  of  staff  and patients.   The facility should be
    located to allow the greatest possible access  for  students,
    preferably  near residence halls and with adequate parking to
    allow for patient transportation.   It should be  noted  that
    both  the  1965-66 and 1975-76 Self-Study reports pointed out
    that attention should be paid to the  problem  of  poor  USHS
    facilities.    This  unattended  problem has only become more
    exacerbated over the past 20 years.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-rec-
Recommendation 7-17:   That  a  new,  properly  designed  Student
    Health Services facility be a top priority.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-txt-
2.  Financing

    University  Student  Health Services operates as an auxiliary
    service financed by a student health fee and a limited number
    of user fees for particular services.  Efforts to  secure  an
    additional  increase  in the health fee met with success this
    academic  year  when  the  Board  of  Visitors  approved   an
    increase.    Still,  current  funding levels adversely affect
    operational and salary  budgets.    Although  USHS  is  fully
    staffed, the salaries that can be offered are not competitive
    with  other  medical  facilities.    The quality of the staff
    cannot be easily improved without competitive salaries.   The
    lack  of adequate funding for salaries and medical operations
    exacerbates the facilities problems.

    One means of supplementing the income from health fees is  to
    charge individuals for particular services.  Most recently, a
    charge  of $2.00 per injection, payable by the quarter and in
    advance, was instituted for allergy shots.   This policy  has
    received  some criticism, but provides a needed supplement to
    the budget.

    The three critical issues regarding funding are:  (1) whether
    the health fee can be raised high enough to provide  adequate
    levels  of  funding  for  salary  and operations; (2) whether
    individual user fees should be established for more  services
    to  cover  the  costs  of those services; and (3) whether the
    University and students can afford  to  continue  to  promote
    growth in on-campus health care programs.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-rec-
Recommendation 7-18:   That a committee be appointed to study the
    fee  structure  for  Student  Health Services and alternative
    ways to deliver student health care.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-txt-
    Such a study should be done in conjunction with or  following
    a  pre-accreditation  review  by an appropriate accreditation
    agency.

3.  Administration

    The major administrative issue concerns the lack of effective
    grievance procedures and supervision  of  problem  employees.
    The  Student Health Advisory Committee, through its patient's
    suggestion form, has identified several  physicians  who  are
    frequently  the objects of complaints by patients.  The Self-
    Study Committee was also approached confidentially by several
    physicians on the Student Health Service  staff  to  register
    their concern about the professional demeanor and behavior of
    some of their colleagues.  Nurses have also commented to this
    committee on their reluctance to refer students to physicians
    whose demeanors are unprofessional.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.2  University Student Health Services
-rec-
Recommendation 7-19:   That  the  USHS,  the  Vice  President for
    Student Affairs, and Employee Relations should publicize  the
    current  grievance  policy and procedure so students and USHS
    staff can be  better  informed  about  grievance  options  if
    individual  USHS  personnel  behave  in  an unprofessional or
    inadequate manner.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.3  University Counseling Services
-txt-
Mission And Purpose

The mission and purpose of  the  University  Counseling  Services
(UCS)  is two-fold:  to provide direct service to students in the
areas  of  educational/career  development,  mental  health,  and
learning skills; and to provide consultation to faculty and staff
and  assist in the management of matters involving student mental
health, student adjustment to university life and student  learn-
ing.

The central concept in the structure of the UCS is integration of
services.    This  approach  does  not  treat  educational/career
decisions, study problems, and personal  problems  as  fragmented
segments of the student's life.  It assumes that these issues are
interrelated  in  such  a way that each individual must be served
with as much continuity and coordination as possible in  respond-
ing to these various needs.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.3  University Counseling Services
-txt-
Primary Services

Students are assisted in selecting college majors and correspond-
ing  careers that are consistent with their abilities, interests,
and needs.  A critical part of this process is the identification
of appropriate alternatives to primary objectives and goals.

Mental health services  is  the  designation  given  to  programs
specifically  aimed  at reducing problems and promoting skills in
personal and social adjustment.  UCS' mental health services  are
designed to:

*   Help  the  student manage, control, and reduce the effects of
    personal or social problems that may interfere with  learning
    and educational progress.

*   Provide  the opportunity for students to acquire personal and
    social skills that are necessary to the educational process.

*   Provide comprehensive assistance in  more  serious  forms  of
    personal  disturbance in order to minimize disruptive effects
    on the student's education.

*   Provide and coordinate medical and psychiatric referral.

*   Provide consultation to  students  and  parents  of  students
    whose  University attendance has been interrupted by personal
    problems.

*   Provide consultation and assistance to faculty in the manage-
    ment  and  referral  of  students  with  personal  adjustment
    problems.

Students are assisted in improving the skills required to survive
and  advance  in  a  university  setting.   Specific services may
include individual counseling, reading improvement classes, study
skills workshops, speed reading classes, and special workshops in
test taking, listening skills, memory training, note  taking,  or
time management.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division Of Student Affairs
-minor-
7-4.3  University Counseling Services
-txt-
Outreach And Support Programs

A full range of tests are available for the purposes of assessing
interests,  aptitudes,  personality,  and  for  the  diagnosis of
reading and learning deficiencies.    Additionally,  all  of  the
national  testing  programs  for graduate and professional school
admission are available (GRE, LSAT, MCAT, etc.).

UCS cooperates with Housing and Residence Life to train  resident
advisors.   Training opportunities are also made available in UCS
for students and interns from Clinical Psychology and  Counseling
and Guidance.

The  UCS  operates  and  houses the Reading and Study Skills Lab.
The lab is a  self-help  facility  that  contains  individualized
self-paced programs in techniques of reading or studying.  During
the past year, several new programs in developmental mathematics,
chemistry,  and languages have been added to make the lab signif-
icantly more useful to disadvantaged groups.

The Career Resources Center (CRC) is a  self-help  facility  that
houses  information  on  thousands  of careers, academic areas of
study, and educational programs.  It is one  of  the  outstanding
facilities of its kind in the nation and has been used as a model
by many other universities.

UCS  provides  coordination, maintenance of records, and clerical
assistance  in  the   University's   comprehensive   program   of
Pre-Medical/Dental/Veterinary    advising.        Each   specific
pre-professional area has its own faculty  committee  that  works
through the central office at UCS.

UCS coordinates a University-wide network of career advisors, one
of  which  is  designated  in  each  academic  department.    UCS
maintains  a  current  directory  of  career  advisors,  provides
current  educational  and career information to the advisors, and
maintains a referral contact with each advisor.   At the  request
of  any  academic career advisor, UCS provides classroom programs
for  their  department  on  study  skills,  career  planning,  or
personal adjustment.Special  services  include tutoring, the Peer Helper Program, and
special classes and workshops specific to the  needs  of  minori-
ties.	The tutoring and Peer Helper programs have become partic-
ularly well established as part of the University's total  effort
to  recruit  and retain minority students.  During 1985-86, there
were especially notable  improvements  in  the	effectiveness  of
selecting and training tutors and peer helpers.  Forty undergrad-
uate  students	served	as  peer helpers during the past year, to
provide regular group meetings,  monitor,  and	generally  assist
other  undergraduates  in areas of learning and college survival.
There were  289  students  served  in  the  Tutoring  Program  in
1985-86.    Past evaluation data indicates that tutoring resulted
in an average 0.5 increase in QCA in the course for which  tutor-
ing was received.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.3  University Counseling Services
-txt-
Major Changes Since 1975

Program Changes

The  significant  change  has  been the inclusion of the Minority
Tutoring Program and the Minority Peer Helper  Program	into  the
umbrella  of  counseling  services.   Before 1979, these programs
were under the direction of Admissions.  A second,  more  general
change	has  been  the	increased  emphasis  placed  on  outreach
programs.

Changes in Student Use

Two categories of increased student use are apparent.	According
to the 1975-1976 UCS Annual Report, 2,546 students received major
in-house  services;  the  1985-1986  Annual  Report  shows  2,843
students received the same  type  of  services	(an  increase  of
slightly  more	than  10  percent).    However,  there has been a
dramatic increase in the use of outreach programs.    During  the
1985-1986  academic  year, 24,705 users participated in outreach,
testing, and special consultation programs.   This compares  with
only 8,787 users of similar programs 10 years earlier.

Changes in Staff

There  has  been  no  increase	in the number of counselors since
1975.  This situation has occurred despite the	increase  in  the
University  population	in  general  and  despite  the	increased
services offered to students.	Qualitatively, there has  been	a
decrease  in  the  specialization of the jobs associated with the
center.

Facilities

The UCS was relocated to Henderson Hall from Patton Hall.   While
some  advantages  of  this  relocation	are  evident, such as the
physical proximity to other related services (Student Health  and
Placement), they are outweighed by the poor physical condition of
Henderson  Hall.    The survey of the administrators, counselors,
and staff of the UCS conducted in February 1987  reinforces  this
conclusion.   Inadequate heating and cooling, as well as the lack
of space, are the most frequently mentioned concerns.	 However,
inadequate  security  has  caused  some concern for the safety of
students, staff, and  more  realistically,  confidential  student
records.    In addition, the location of Henderson Hall is on the
edge of campus, away from the hub of resident  student	activity.
According  to  the  1985-1986  Annual Report, poor attendance and
attrition in study skills groups appears to  be  related  to  the
location of the UCS.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.3  University Counseling Services
-txt-
Student Opinion

Student  surveys  suggest that, in general, the counseling center
is meeting perceived needs.  This conclusion is based on the 1986
Self-Study Questionnaire  and  an  exit  interview  questionnaire
administered by the University Placement Service.  The Self-Study
Questionnaire  asked  students to respond to the statement:  "The
services of the Counseling Center are adequate."  The mean  value
of  the responses was 3.13, where a value of 4 indicated "agree,"
and a value of 1 indicated "disagree."   Over  one  half  of  the
students  responding  to the survey did not answer this question.
The Self-Study Questionnaire used the statement:   "The  services
of  the Counseling Center have been useful and beneficial to me."
Over half of the students found the statement  "not  applicable."
Of  the students who had knowledge of the counseling center, over
27 percent agreed with the statement, and  another  44.6  percent
tended to agree.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.3  University Counseling Services
-txt-
Discussion And Recommendations

The  strongest	point of the UCS is its ability to meet the needs
of the students.   Surveys  of	the  UCS  staff,  the  University
faculty,  and students universally indicate that known counseling
needs are being met.  This has been accomplished in several ways.
Most importantly, the staff seems  to  be  highly  qualified  and
concerned about the students.  In addition, the types of services
offered by the center have increased dramatically, to ensure that
new  and  changing  student  needs  are  met.	Finally, there is
adequate publicity of the services that the center has to offer.

The weakest point of the counseling center  is	the  building  in
which it is housed.  Problems other than the building itself seem
to  be surfacing as well, but they seem to be somewhat related to
the physical facility.	 Overall. it appears  that  the  UCS  has
tried to meet all the needs of all the students, but in doing so,
has  diverted  its  talent  and  its  available  space from their
primary functions.   Thus, the University  Counseling  should  be
relocated  in  a  larger  facility,  which  is more accessible to
students.

A second problem area involves academic tutoring programs;  these
programs,  which  are  loosely	supervised  by	counseling center
staff, deal with specific academic material  that  is  taught  by
students  who  are  paid,  and are not part of the mission of the
counseling center.  This arrangement has caused problems for  the
UCS  primarily	because  of space limitations.	 It makes it more
difficult to arrange for group counseling and may, in the future,
compromise the confidentiality of counseling records.

While a central tutoring facility may be  desirable,  during  the
1985-1986  academic  year  over  90  percent  of the tutoring was
related to courses offered in the College of Arts  and	Sciences,
and  to  a  lesser  degree  in	Engineering and Business courses.
These colleges and the Provost should identify and allocate space
that can be designated as a tutoring center.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.3  University Counseling Services
-rec-
Recommendation 7-20:   That the Provost establish  an  Office  of
    Special Projects and Programs responsible for academic tutor-
    ing programs.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.3  University Counseling Services
-txt-
A  third  problem  area  is mental health care.  The absence of a
staff psychiatrist is of special  concern.    Anecdotal  evidence
from students and faculty indicate that there may be a need for a
staff  psychiatrist;  this  is	an  area  of  concern that should
receive serious attention.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.4  University Cooperative Education Program
-txt-
Mission And Purpose

The Cooperative  Education  Program  (CO-OP)  is  an  alternative
academic  program  which  provides  opportunities for students to
gain professional expertise by working	  with	professionals  in
fields	they  plan  to enter.	Administratively, this program is
under the control of the Vice President of Student  Affairs;  its
staff  includes a director, assistant director, and three coordi-
nators.   The assistant director and  three  coordinators  handle
over  1000  CO-OP  students  annually.	  Their work includes all
student recordkeeping, personal interviews, recruitment, and  job
site visits.

Principal Responsibilities

Originally  developed  by the College of Engineering in 1952, the
CO-OP program has evolved to include cooperative education oppor-
tunities for students in  the  colleges  of  Business,	Arts  and
Sciences,  Agriculture	and  Life  Sciences, and Human Resources.
The Director are to serves as a liaison  between  the  University
and  the  national business and industry communities and oversees
the efficient operation of the program.   The Assistant  Director
manages the day-to-day operations of the office in the absence of
the  Director,	administers  one-fourth  of  the  student  files,
updates student interviews, recruits students, and conducts  some
job site visits.  The coordinators have many duties and responsi-
bilities, some of which are to maintain and update student files,
recruit  students,  conduct  interviews, monitor student perform-
ance, provide information to interested students, and promote the
CO-OP program.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.4  University Cooperative Education Program
-txt-
Discussion And Recommendations

One of the key issues identified concerns the  inability  of  the
staff  to  conduct  student  interviews  properly, update student
files, and recruit at an optimum level.  Moreover, there is great
concern about the academic viability of the program,  because  it
is  now  segregated from the academic component of the University
and administered under Student Affairs.   There is  concern  over
the  academic  standing  of the participants and concern that the
program is not providing the dynamic leadership needed to sustain
the traditional vibrancy of the CO-OP program.	All those  inter-
viewed	felt the program had lost stature in academic circles and
needed careful evaluation and re-assessment.

The consensus view expressed  by  persons  interviewed	for  this
report was that the CO-OP program currently lacks academic integ-
rity and respect.  Within the academic community, the program has
lost  prestige	since  its reassignment in 1976 from the academic
sector to the Division of Student Affairs.   Closer  linkages  to
the academic sector of the University are vital.  It is important
for  executive	officers to recognize that CO-OP programs must be
inherently academic.  Moreover, in a 1984 survey of United States
and Canadian Cooperative Education Programs, only 13  percent  of
the  respondents  noted  that  their  CO-OP  programs reported to
non-academic officers.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.4  University Cooperative Education Program
-rec-
Recommendation 7-21:   That the responsibility for the University
    Cooperative Education Program be reassigned to the Office  of
    the Provost.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.4  University Cooperative Education Program
-txt-
Engineering,  which has historically had more participants in the
program (74.9 percent in  1986),  has  recently  raised  the  QCA
requirement  to  a 2.5 in the major.  According to the College of
Engineering, some participants in CO-OP were discovered to have a
QCA lower than a 2.0 in their departmental major.  Regardless  of
employer  standards (some requiring a QCA of 3.5), minimum stand-
ards in the departmental major should be  set  for  the  program.
Once  transferred to the Office of the Provost, the CO-OP program
should require a minimum QCA of 2.0 in the departmental major  of
all  CO-OP  participants, with a 2.5 required of third-, fourth-,
and fifth-year participants.

Because the overwhelming majority of the  students  participating
in  the CO-OP Program are in Engineering, any additional staffing
in the program should be sensitive to the needs of  the  students
in that field.

Because  the  University  has  developed  a  computer network for
routine communication and management of student  records,  it  is
imperative  that  each	coordinator  in  the CO-OP Program have a
terminal and access to the University's mainframe computer.  This
would enhance the efficiency of the staff members as they coordi-
nate  work and class schedules and manage student files.  Without
terminals  and	mainframe  access,  the  staff	 cannot   provide
efficient  service  to	students or prospective employers.  It is
inexcusable that the CO-OP program lacks the basic equipment that
virtually all other departments and offices on this  campus  have
to perform routine work.

The CO-OP program fees structure has not changed in over 30 years
and the program is far from self-supporting.  The fee for enroll-
ment in the CO-OP Program should be brought in line with compara-
ble  fees for non-resident registered students.  Such a change in
the fee structure of the CO-OP program	will  contribute  signif-
icantly  to  establishing a self-supporting Cooperative Education
Office.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.4  University Cooperative Education Program
-rec-
Recommendation 7-22:   That  the  CO-OP  Program   become   self-
    supporting by requiring a student fee equivalent to that paid
    by other registered non-resident students.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-txt-
Mission And Purpose

The  mission  of University Placement Services (UPS) is two-fold.
As the University's centralized placement office, UPS is  charged
with  providing  assistance  in  career planning and placement to
students from all colleges and at all degree levels.	Secondly,
UPS  acts  as  a  liaison among its constituent groups (students,
alumni, potential  employers,  faculty	and  administrators),  as
such,  it  keeps  these groups informed of each other's needs and
expectations related to career planning and placement.

Services

On-Campus Recruitment -- This is the most visible  and	the  most
requested UPS program.	This program involves scheduling employer
visits,  providing  publicity  to  the University community about
employer visits, providing data about the University  to  employ-
ers, supervising the day-to-day operation of the on-campus inter-
viewing  program, summarizing and collecting data about on-campus
interviewing,  and  exploring  opportunities  for  expanding  and
streamlining the program.  UPS does not actively seek new employ-
ers for this program because there are already more employers who
request  campus visits than can be accommodated.  This is partic-
ularly true in the fall quarter when half of the  interviews  are
scheduled.    Time slots are awarded to companies on a first-come
first-served basis and reservations are often made a full year in
advance of the scheduled interviews.

Student Advising -- The staff of UPS engages in  both  individual
and  group  advising/counseling as related to the mission of UPS.
Advising  begins  by  teaching	students  about  the  job  search
process.   Further, student advising provides students and others
assistance with individual job	searches,  summer  and	part-time
jobs,  federal and other public employment, and internships.  UPS
career advising occurs after  students	have  completed  most  of
their academic program and does not constitute career planning in
general.    That service is provided by the University Counseling
Center.

Alumni Placement --  Job  search  assistance  to  alumni  of  the
University  is	provided through a bimonthly job bulletin, direct
advising about the job search, and off-campus programs.

Educational Placement Files -- Students and alumni may keep their
educational placement papers on file for quick mailing to  poten-
tial  employers.    Once created, a placement file is retained at
UPS as long as periodic updates  are  received	from  the  former
student.  Some files created in the early 1970s are still active.

Pre-Graduation Program -- UPS staff meets with graduating seniors
prior  to  completion  of  their degrees to assess their opinions
related to academic programs and the University.  General  infor-
mation about UPS is also disseminated at these meetings.

Academic  Career  Advisor  System  --  The  University Counseling
Center coordinates a program called the Academic  Career  Advisor
(ACA)  system.	  Each department of the University designates at
least one faculty member as a career advisor.	 ACAs  work  with
both the Counseling Center and the Placement Center.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-txt-
Major Changes Since 1975

The  University  Placement  Center's mission and primary services
have not changed since 1975-1976.  Recognizing that UPS resources
have not fully met the demands of students and potential  employ-
ers,  efforts  have  been  made  to  use available resources more
efficiently.

Services -- Scheduling for the on-campus interviewing program has
been computerized.  This allows records to  be	processed  faster
and  more  efficiently	under  normal  conditions.   However, the
services occasionally  become  very  slow  and	inefficient  when
computer  problems  are  experiences and manual backup procedures
must be used.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-txt-
The number of on-campus interviews has increased by 33 percent in
the past decade (see Table 7-3).   In  addition,  the  number  of
employers  has increased by over 20 percent.  Still, there is far
greater  demand  for  on-campus  interviews,  both  by	potential
employers  and	by  students,  than  can possibly be met with the
physical structure of the current  UPS.    Therefore,  a  greater
emphasis  has  been put on other programs, such as group seminars
and workshops.	In addition, more information is constantly being
made available to students to use on an individual basis  through
the Placement Information Center and through various UPS publica-
tions.

There  has  also  been	a dramatic drop in the use of educational
placement files (see Table 7-3).  The number of new files created
has dropped by 52  percent  and  the  number  sent  to	employers
dropped  by  8	percent.   This decrease reflects a change in the
type and format of information	requested  by  employers.    Once
widely	used, placement files are now requested regularly only by
employers in education and public service.

Staff and Facilities -- Changes have been made in the staff  size
and  in  the location of UPS since 1975.  Currently, UPS has nine
administrative and six support	staff  positions,  a  25  percent
increase  over	the  six  administrative  and six staff positions
allocated in 1975 (see	Table  7-3).	In  1975,  Placement  was
located  on  the  third floor of Patton Hall, a building near the
center of campus.  Four years ago, UPS was relocated to the third
floor of Henderson Hall,  a  location  far  from  the  center  of
student activities and traffic patterns.

While the peripheral location has resulted in some advantages for
interviewers,  such  as  easier  parking and proximity to Squires
Student Center, the new location occupies only 4000 square  feet.
This  represents approximately 25 percent less space than the old
location.  Additional space has been rented by UPS  from  Squires
Student  Center,  but  this  space does not represent a permanent
solution and does not address the need for further growth in  UPS
services.

Pre-Graduation	Interview -- This program has been an administra-
tive requirement  for  over  20  years.    During  the	1985-1986
academic  year,  3,609	students participated.	 This program has
been expanded during  the  1986-1987  academic	year  to  include
questionnaires	developed  by  five  of the seven colleges of the
University. The first year of this expanded program is considered
a success by the administration of UPS and will be continued.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-txt-
Discussion And Recommendations

Lack of Space  --  UPS	currently  occupies  approximately  4,000
square	feet for office and service space.  The space has limited
the number of persons in attendance at large group  meetings  for
the  various UPS outreach programs and the number of interviewing
rooms  available  to  employers.    For  the  past  three  years,
additional  interviewing  space  has  been  obtained  in  Squires
Student Center.  The number of interviews  has	increased  by  33
percent  and  the number of employers conducting interviews by 22
percent.   Students and  alumni  participating	in  the  outreach
programs  (individual  counseling, seminars/workshops, and place-
ment information center) significantly increased in number.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-rec-
Recommendation 7-23:   That  the  Vice	President   for   Student
    Affairs  study  the  physical  space  requirements of UPS and
    explore how information technology tools might  increase  the
    efficiency and effectiveness of the Placement Service.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-txt-
Lack  of Support Staff -- In over 10 years, the support staff has
not increased to meet the demands of the work loads.	On-campus
interviewing  is  a labor-intensive process and there is insuffi-
cient staff to support the program during  seven  months  of  the
year.	 With  increasing  demands  for  services  related to the
program, tension and frustration have become apparent  among  the
support staff, and appear to have an impact on staff morale.  Due
to  the  Fair Labor Standards Act, support staff cannot work more
than  40  hours  per  week,  unlike  the  administrative   staff.
Additional  nine-month	support staff positions would improve the
effectiveness and efficiency of the UPS.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-rec-
Recommendation 7-24:   That the Division of Student Affairs place
    high priority on providing for the staffing needs of the UPS.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-txt-
Use of UPS by Academic Colleges -- UPS has the mission of serving
all students, regardless of  major  and  academic  degree  level.
Generally,  faculty and students of the various colleges report a
good working relationship between them and UPS.    However,  some
concerns   have  been  expressed  and  inequities  are	sometimes
perceived to exist.   Specifically, members of	some  departments
have expressed the view that UPS devotes too much of its time and
resources  to serve the College of Engineering.  It has also been
noted that UPS is of  little  assistance  to  students	receiving
advanced degrees.

While	less  than  one-third  of  the	graduates  in  1985  were
engineers, nearly two-thirds of those interviewed were	engineer-
ing  students  (see Table 7-4).  In part, the figures reflect the
current state of the job market.  There are more job openings for
students with degrees in engineering than in many  other  fields.
However,  this fact alone does not fully explain why such a large
proportion  of	the  on-campus	interviews  are  for  engineering
positions; other factors are involved.

As  mentioned earlier, space and staff limitations make it impos-
sible to  accommodate  every  employer's  request  for  on-campus
interviewing  appointments.    Firms  that  have  not interviewed
on-campus in the past may be unaware of the need to  schedule  as
much  as  one  year  in  advance.   Even if aware of the need for
advanced planning, many firms  are  unable  to	predict  staffing
needs  making  it  impractical	for many small firms to use UPS's
services.

Some colleges minimize	the  limitations  of  UPS  by  scheduling
on-campus  interviews  in their own facilities.  These interviews
require the use of College resources for services that	are  part
of  the  UPS  mission.	  UPS  should continue to schedule campus
visits on a  first-come,  first-served	basis  and  colleges  and
departments  should  continue  to  act	as  an additional liaison
between their students and employers.  Changing  the  appointment
booking  system  would	not  represent	an overall improvement in
terms of service or fairness to students.   Colleges and  depart-
ments  must continue to fill this need for interviewing space and
staff, at least until significantly more resources are devoted to
UPS.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-rec-
Recommendation 7-25:   That UPS enhance its cooperation with  the
    colleges  to  assure  employers who cannot use UPS facilities
    can contact appropriate students.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.5  University Placement Services
-txt-
This cooperation can best be accomplished through  increased  use
of  the  Academic  Career  Advisor  system.   UPS should use this
system to refer employers to colleges and to inform  colleges  of
employers who have expressed an interest in VPI&SU graduates, but
who  have  been  unable  to  schedule on-campus interviews at the
centralized placement facility.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.6  Orientation
-txt-
Mission And Purpose

The purpose of the orientation programs is threefold:  to provide
an introduction to the academic environment, thus aiding  in  the
transition to this higher education setting; to acquaint students
to  student life opportunities; and to serve as a positive public
relations force.

The process of providing orientation activities for new  students
takes  many  forms;  the University's summer and fall orientation
programs are the most well  known.    These  consist  of  planned
activities  designed  to  acquaint new students with the academic
and student life aspects of the institution.   Other  orientation
activities  are carried out throughout the year by University and
college academic offices, student  activity  groups  and  special
support offices, such as the University Counseling Services.  For
the  purpose of this report, Orientation is defined as the summer
and fall orientation programs and activities that  exist  to  aid
students in their transition to the University.

Activities

The summer orientation program has remained much the same for the
past  several years.   The program runs on a 5-week schedule that
corresponds to the first session of the summer academic  session.
There  are daily sessions, except for the 4th of July holiday and
when there are	schedule  conflicts  with  large  conferences  on
campus.    The	program  begins  at 8:30 a.m., with the first two
hours  dedicated  to  presentations  by  representatives  of  the
Division  of  Student  Affairs and the Provost.  The remainder of
the day is devoted to the issues of academic affairs, the  sched-
uling  of  classes,  and  getting  pictures  taken for student ID
cards.	During the academic session, a representative  from  each
student's college (a faculty member, or an assistant or associate
dean) meets with individual students and their family members.	A
general  college  and  curriculum overview is given, and then the
students are given the	opportunity  to  prepare  their  academic
schedule.    Later  in	the day, students may have their pictures
taken for their IDs, take a campus tour, attend an open house  in
the Corps of Cadets area, and, if eligible, attend a luncheon for
prospective honors students.

Fall  orientation is designed to introduce students to university
life through a series of activities scheduled over the	three  or
four days preceding the first day of class in the fall term.  The
activities  focus  primarily  on  adjustment  to  the  social and
academic  environment.	  Picnics,  residence  hall   activities,
student organization presentations, tours, and spirit rallies are
but  a	few  of the social activities.	Also, individual academic
college sessions and a transfer  student  orientation  are  held.
There is also as session to describe the special academic support
services,  such  as  those  provided  by reading and study skills
specialists of the University  Counseling  Services.	There  is
specialized academic testing of selected freshmen students in the
fall,  but  no	other  academic  placement examinations are given
during either the summer or fall orientation sessions.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.6  Orientation
-txt-
Recommendations Of The 1975-76 Self-Study

"That the summer orientation programs be continued and that  more
time and financial resources be provided for their support."

Discussion And Recommendations

The  major  issue  concerning Orientation is how to represent the
three purposes of orientation programs.   In other  words,  given
space and funding constraints, what should be the balance between
academics,  student affairs and public relations when introducing
students to the University?   This issue includes  the	following
questions:

*   Do	students  receive  an  accurate  picture  of academic and
    student life at the University as a result	of  participation
    in the orientation programs?

*   Are  the  needs of certain subgroups (e.g. minority, transfer
    and international students) adequately addressed?

*   Should  academic  placement  examinations  and/or  diagnostic
    measures be included in orientation activities?

*   Are the timing (e.g. summer and fall orientations) and length
    of	the  orientation programs conducive to the accomplishment
    of the purposes?

*   Do the current orientation programs allow for accurate course
    registration procedures?

The ad hoc subcommittee of the Summer  Orientation  Committee  in
the  Fall  of 1986 completed a study of that program.  This self-
study committee thinks that that committee performed  a  valuable
service to the University and supports the implementation of that
subcommittee's recommendations, which are as follow:

*   Separate  summer  and  fall  orientation  programs	should be
    continued to preserve the unique purposes of each program.

*   Summer orientation should be scheduled as 15 one-day sessions
    to	allow  for  the  optimal  use  of  faculty,  space,   and
    resources.

*   Daily  sessions  should  be  planned and organized to include
    presentations and participation by continuing students.

*   Batch registration should be continued for incoming freshman.

*   The University  should  examine  the  possibility  of  giving
    placement examinations during the orientation programs.

*   The  University  should  not  charge  a fee for Summer Orien-
    tation.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.7  Housing And Residence Life
-txt-
Mission And Purpose

The purpose of the Office of Housing and  Residence  Life  is  to
provide   well-maintained   physical   facilities  for	on-campus
housing, coupled with effective  developmental,  educational  and
social programming.  Specific goals are to:

*   Provide well-maintained physical facilities.

*   Assign  and  manage  residence  space with optimal efficiency
    while accommodating student choice as much as possible.

*   Provide developmental, educational and social programming for
    residents

*   Supervise all resident student life.

*   Administer a just judicial-affairs process.

*   Provide informational and referral	services  for  off-campus
    housing.

*   Ensure  budget  and  personnel  resources  to  accomplish the
    purposes.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.7  Housing And Residence Life
-txt-
Functional Areas

The Office of Housing and Residence Life has  the  responsibility
for  all  matters  involving  the  housing of approximately 8,600
students in 28 residence halls.  Housing fees cover most  of  the
costs  for  operations;  general university funds are used to pay
the salaries of some professional and clerical staff and part  of
the Resident Advisor (RA) Program.  Housing has 104 full-time and
255  part-time	employees.   It is organized as a department with
two divisions, Housing	Division  and  Residence  Life	Division.
Housing  is responsible for the operation of the residence halls,
which includes maintenance, housekeeping, furnishings, etc.,  and
for  special-purpose  housing,	conference  housing,  and on- and
off-campus housing services.  Residence Life is  responsible  for
training  and  managing  the Resident Advisor program, overseeing
the Judicial System as it relates to housing and residence  life,
and  supporting  the  residence life programming developed by the
Residence Hall Federation (RHF), the  student  organization  that
represents on-campus residents.

Recommendations Of The 1975-76 Self-Study

"That  VPI&SU  determine the need for additional residence halls,
apartments for married and graduate students, and  a  fraternity-
sorority  complex, and re-evaluate its position on future housing
construction in light of such determination."

Major Changes Since 1975

There have been changes in the leadership  of  and  the  services
provided  by  the  Office  of  Housing	and Residence Life.   The
current director, hired in 1982, has summarized those changes  in
Annual Reports; these include increasing the level of educational
programming  in  the  residence  halls,  providing  a  variety of
lifestyle options in the residence halls, supporting the develop-
ment of special-purpose housing, emphasizing  the  importance  of
the  role  of  the Resident Advisor Program, and reorganizing the
staff to better accommodate the ongoing responsibilities  of  the
Office of Housing and Residence Life.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.7  Housing And Residence Life
-txt-
Discussion And Recommendations

As  a  result  of  the study of the annual reports, the five-year
plan, and interviews, the following key issues have been  identi-
fied.	First, based on recent trends in the demand for on-campus
housing, there is an expectation that the  demand  for	on-campus
housing  will  continue  to  increase in the future.  Second, the
cost of providing adequate staffing and maintenance for an effec-
tive housing and residence life program will  increase.    Third,
the  demand for additional special-purpose housing will increase.
Fourth, with no live-in  professionals,  it  is  clear	that  the
Resident Advisor system does not provide the level of support and
supervision  needed in the residence halls to respond quickly and
immediately to crisis situations.  Finally, the social and educa-
tional programming that occurs through the  efforts  of  the  RHF
needs additional funding and direction.

Quality of Life

The  Office of Housing and Residence Life has provided leadership
to support student and staff initiatives and develop new policies
and procedures to  improve  the  quality  of  life  in	on-campus
housing.   Even with the progress that has been made, Housing and
Residence  Life  professionals	recognize  that  there	are  many
problems  that	cannot	be overcome without additional resources.
First, there is a need for live-in staff professionals to support
the Resident Advisor (RA) system and to  allow	for  more  timely
attention  both  to routine and crisis situations.  Second, there
is a serious need for more adequate funding to support social and
educational programs in  the  residence  halls.    Significantly,
student  representatives  who  serve on the Residence Hall Feder-
ation are willing and capable of  providing  the  leadership  for
such programming; the chief problem is that now the RHF relies on
funds  from  the  Student Budget Board, funds that permit limited
problem-solving initiatives.   Third, there is a  need	for  more
Resident  Advisors.   Finally, there is a need for more resources
to cover the costs of routine  maintenance  and  to  enhance  the
aesthetics  of	residence  hall living.   Students and staff know
that the physical environment must be attractive and conducive to
quality living.   Meeting the needs of	on-campus  students  will
require  serious  consideration  of  an  increase  in the cost of
housing.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.7  Housing And Residence Life
-rec-
Recommendation 7-26:   That the Vice President	for  Finance  and
    the  Vice  President  for  Student	Affairs recommend and the
    Board of Visitors approve an increase in housing fees to meet
    the critical needs of students who live on campus.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.7  Housing And Residence Life
-txt-
Special-Purpose Housing

Another issue long discussed at the University is the demand  for
special-purpose  housing:    Greek, married student, and graduate
student housing.   Previous self-study reports	have  recommended
the study of this issue.  The extent to which it has been studied
is  unclear.	The  committee	has discovered no special housing
studies.  It is apparent that there is	a  high-profile  lobbying
effort	on  the  part  of  Greek  organizations to have on-campus
housing.  Such housing would enhance the sense of  community  and
commitment  to	the  University within those groups -- a positive
result that the University should foster.  It is  also	apparent,
based  on  the	trend in the demand for graduate student housing,
that as the graduate student population continues to grow,  there
will  be  greater  demand for on-campus graduate student housing.
There is minimal evidence of a high demand  for  married  student
housing;  there  appears  to  be  adequate off-campus housing for
married students.   This committee  thinks  that  the  University
should	support  special-purpose  housing for Greek organizations
and for graduate students, but	only  if  the  University  places
higher priority on quality residence life for the majority of the
students.

Student Meals and The Department of Dining Services

A  final  area of concern to students is the Department of Dining
Services, which as part of University Services is under the  Vice
President  for	Administration	and  Operations.    Over the past
decade, the Department of Dining Services has become more respon-
sive to this student concern.  Flexible meal  plans,  improvement
of  menus  to  include	salad  bars,  check-cashing privileges in
dining halls, and all-you-can-eat fast-food bars  are  indicative
of  that responsiveness.   The Department of Dining Services also
has developed a coordinated effort involving students  and  staff
to  plan menus five weeks in advance.  Finally, in recognition of
the need to improve the ability of Dining Services  to	meet  the
needs	of   a	larger	student  community,  the  University  has
constructed a new and modern food storage  facility.	Neverthe-
less,  the  Department	of  Dining Services still lacks marketing
expertise in communicating the variety of services it  offers  to
its customers.

Even  though  the  Department  of  Dining Services has made major
strides to respond to student concerns, there is  a  division  of
opinion  over  the  effectiveness  of the linkages between Dining
Services and its student customers.    Some  still  believe  that
Dining	Services  lacks  a  consumer  orientation,  but  that the
problem might be overcome if there were a closer and more  direct
relationship  between Dining Services and the Division of Student
Affairs.  At the same time, there is a contrary body  of  opinion
that  questions  whether  the Division of Student Affairs has the
capability and expertise to make astute decisions regarding  meal
preparation and catering.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.7  Housing And Residence Life
-rec-
Recommendation 7-27:   Given  the division of opinion between the
    Division of Student Affairs  and  the  Department  of  Dining
    Services  on  providing on-campus food services, it is recom-
    mended that a committee be appointed to study ways to provide
    students with  the	best-possible  and  least-expensive  food
    service  and  to  maximize the revenue-producing potential of
    the catering and meal preparation capabilities of the Depart-
    ment of Dining Services.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.7  Housing And Residence Life
-txt-
Judicial System

There is concern about the organization  and  procedures  of  the
Judicial  System.    This  committee received a memorandum from a
member of the federal and Virginia bar associations  that  raises
questions about the in-house review process, the non-reporting of
criminal acts, and the denial of active participation by counsel.
There  is  a  need  for  a careful legal analysis of the Judicial
System, especially in relation to the protection of the students'
right to due process and right to legal counsel.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-txt-
Mission And Purpose

The overall mission of the Department of Student Activities is to
provide a physical and	administrative	focus  for  student  life
outside  the  classroom.    This  unit	operates  Squires Student
Center, a facility that contributes to the quality of the student
environment by offering diverse educational, cultural, and social
programs.  The Center serves not only students, but  all  members
of the University community.

Professional  staff  in  Student Activities perform the following
major functions:

*   management of the physical plant of Squires  Student  Center,
    including a versatile food service operation;

*   management	of  a  wide  range  of revenue-producing business
    operations;

*   administration of programs to enrich and entertain the campus
    community and contribute to a well-rounded learning  environ-
    ment;

*   support  and  administrative direction to student leaders and
    organizations.

The philosophy that underlies these functions  is  that  programs
and  services  within  student activities complement the academic
development of students  by  offering  opportunities  to  develop
valuable  life	skills,  broaden  cultural tastes and acquire new
interests, contribute to the academic community and their  peers,
and identify constructive ways to invest their leisure time.  The
desired  product  is  a  well-rounded education for students, one
that prepares them for a life of  learning  and  contribution  to
society.

Organization

Student   Activities  is  comprised  of  five  functional  areas:
Business Affairs, Operations,  Food  Service,  Student	Organiza-
tions,	and  Programs.	  The  Director and Associate Director of
Student Activities supervise the assistant directors and staff in
each area.  The basic lines of	communication  and  authority  in
Student Activities were revised effective June 1986.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-txt-
Discussion And Recommendations

Facilities

The present building was expanded in 1970 when the University had
a student body of 10,500 students.  Now there is an extreme space
deficit,  which  should  be partially alleviated when the Squires
Expansion Project is completed in 1989.

Financial Support

Squires Student Center receives its financial  support	from  the
Student  Center  Fee  paid  by	each  student and from the income
generated from the services and activities available  in  Squires
Student  Center.    (See  table  in  report on the Student Budget
Board.)

Administration

Members of  the  Student  Development  Office  moved  to  Squires
Student  Center  in  1983 and became the Student Activities Unit.
Combining student development and student  center  administration
is a nationwide trend and appears to be working well.  Interviews
with  the administrative staff of Squires revealed that the staff
works well together, that they	are  dedicated,  and  that  their
duties	and  responsibilities  are clearly defined.   The Student
Activities Unit was established to serve the student body and, as
such, is a service unit.  Students do complain that the staff has
a tendency to follow the letter rather than the spirit of Student
Center policies.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-rec-
Recommendation 7-28:   That  the  Vice	President   for   Student
    Affairs inform all Student Affairs personnel that their chief
    responsibility  is	to serve the student community and estab-
    lish a responsive and effective means to incorporate students
    into  Squires   and   divisional   effectiveness   evaluation
    programs.  That process at minimum should include a complaint
    box in Squires Student Center and public display of Grievance
    Procedures	for  State  Employees  and  Employee Standards of
    Conduct and Performance.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-txt-
Scheduling

A total of 10,052 events were scheduled in  Squires  and  Burruss
Auditorium in 1985-86, an increase of 9 percent from the previous
year.  Satisfaction with the Scheduling Office seemed to increase
greatly after the new scheduling manager was hired.  Those inter-
viewed	for this study stated that a scheduling receptionist will
be needed when the new Squires addition opens.	  The  interviews
also  revealed	that  student  organizations were critical of the
limited number of hours per day that the  Scheduling  Office  was
available  for	their  use.    The Student Activities Unit should
attend to these needs.

Programming

An issue of concern in this area is the lack  of  a  relationship
between  programming  in  Squires  and	the  Division  of Student
Affairs on the one hand and the University's academic mission  on
the  other.    According to the 1986-87 Catalog, "The Division of
Student Affairs provides services  and	co-curricular  activities
which  complement  the intellectual growth and social development
of the students."  Also, according to the "Annual Report" of  the
Vice President for Student Affairs (1985-86), one of the goals of
the Division of Student Affairs is to strengthen the relationship
between student affairs programs and academic affairs.	There are
a  variety  of ways to achieve this goal.  As recommended earlier
in the report on the Virginia Tech Union, a major step	would  be
to  establish  a  free	admission  policy for students to campus-
sponsored cultural programming so it could be  incorporated  into
academic course work.

Catering

In-house  catering  will  no  longer be a function of the Squires
Student Center when the remodeled building opens.    Through  its
effectiveness evaluation program, the Division of Student Affairs
should	establish a process for student input into evaluating the
catering service  to  ensure  that  caterers  are  responsive  to
consumer needs.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-txt-
Student Organizations

Responsibility for the Office of Student Organizations was trans-
ferred	from  the Associate Director to the Assistant Director of
Student Activities.   Currently,  there  are  about  400  student
organizations.	A significant problem that surfaced during inter-
views and that is reflected in a recent  alumni  study*  concerns
 ----------------------------------------------------------------
*   Virginia  Polytechnic  Institute and State University, Office
    of Institutional Research and Planning Analysis, "Perceptions
    of Former Students," IRPA Vol. 87, No. 104, June 19, 1987.
 ----------------------------------------------------------------
the  need  for	leadership training in all student organizations.
This is a problem that needs  to  be  addressed  to  improve  the
personal  development of our students.	Because leadership train-
ing is severely lacking within all student organizations,  train-
ing  for  student  leaders  must  be given a higher priority.  To
address the problem in Greek organizations, the  Coordinator  for
Greek  Affairs	should be assigned the responsibility for leader-
ship training for  all	Greek  organizations.	 To  address  the
problem  in  large  and  small student organizations will require
workshops and a closer working relationship between staff and the
officers of all student organizations.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-rec-
Recommendation 7-29:   That the Division of  Student  Affairs  in
    general,  and  the	Student Affairs Unit in particular, place
    high  priority  on	leadership  training  for  students,  and
    provide adequate staff time and funds for it.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-txt-
War Memorial Chapel

The  Chapel  is  an  integral part of the University environment.
During 1985-86, over 308,000 persons used the War Memorial Chapel
for 2,384 functions.  Access to the Chapel for so many people and
functions is only possible because of the devotion of the  staff.
The  Chapel  budget  is  minimal and fees are not charged for its
use.  The piano needs to be replaced, and the organ needs  exten-
sive  work.   There is no custodial support, and additional staff
is needed.  The University administration needs to pay	attention
to this vital part of the University.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-rec-
Recommendation 7-30:   That  a	committee study questions such as
    which office should be responsible for  the  chapel  and  how
    should the chapel be staffed and funded.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-txt-
Student Perceptions

Discussions with student leaders revealed that they felt they had
no  input  into  Squires  Student  Center  policies  until  after
decisions were made by the staff.   The presence of  the  Student
Activities  Advisory Committee has not successfully resolved this
problem.  The Student Development Committee thinks that  students
should	be  incorporated  into all decision-making processes that
affect the quality of student life on campus.	 Students,  after
all,  are  fully  involved  in the shared governance system; they
should	also  be  fully  incorporated  into  the  decision-making
process  in  the student center, that unit of the University that
their student fees finance.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.8  Student Activities And Squires Student Center
-rec-
Recommendation 7-31:   That the  Commission  on  Student  Affairs
    study the role and responsibilities of the Student Activities
    Advisory Committee and evaluate the alternative of establish-
    ing  a Student Activities Board to coordinate the development
    and implementation of Squires Student Center policies and  to
    participate  in  the effectiveness evaluation program for the
    Student Affairs Unit.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.9  Coordinator for Greek Affairs
-txt-
Mission And Purpose

The Coordinator for Greek Affairs oversees  and  coordinates  the
activities  of	the  social  fraternities  and	sororities at the
University.   That office reports to  an  Assistant  Director  of
Student  Activities  in  the  Squires Student Center.	The Greek
Affairs office may withhold or withdraw recognition  of  a  Greek
organization  if the chapter fails to make a reasonable effort to
conduct its affairs in accordance with the mission and purpose of
the University.  It is generally expected that such efforts  will
include  quality programming of chapter activities and acceptable
methods to implement these programs.  Greek organizations seek to
provide both a forum for leadership  and  self-government  and	a
context  within  which	lasting  friendships  can  be created and
sustained.

Sororities and fraternities were established at the University to
enhance and enrich the college	experience.    All  undergraduate
social fraternities and sororities belong to either the Interfra-
ternity  Council  or  Panhellenic  Council,  which  serve  as the
governing bodies for their respective constituencies.	 The  IFC
and  Panhellenic  Council  have exerted leadership in cultivating
responsible drinking patterns among the student members.

Major Changes Since 1975

The University officially recognized 25 sororities and	fraterni-
ties  during  the  1973-74  academic  year.   These organizations
encourage excellence in academic studies among their members,  as
well as participation in national and local fund raising, service
projects,  and	intergroup  competition.    No student can pledge
either a  fraternity  or  sorority  until  12  quarter	hours  of
academic  credit  are earned, with at least a 2.0 QCA.	Since the
1975-76  self-study,  the  number  of  Greek  organizations   has
increased  from  25  fraternities  to  30  national and two local
fraternities, and from eight to 14 national sororities, with  one
additional  national  sorority	colonized in April 1987.  Average
fraternity membership ranges from 45-55, and sorority  membership
ranges from 120-130.

The  Office  of the Counselors for Student Programs/Greek Affairs
provides a liaison between the University and recognized  frater-
nities	and  sororities.    All social fraternities belong to the
Interfraternity Council, which was chartered in 1971 and  coordi-
nates  the  activities	of  these Greek organizations.	 The same
function is performed for sororities by the Panhellenic  Council,
which was chartered in 1972.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.9  Coordinator for Greek Affairs
-txt-
Discussion And Recommendations

At  VPI&SU,  the  Greek system has become strong, well-organized,
and self-regulating.  Fraternities, through  the  Interfraternity
Council,  and sororities, through the Panhellenic Council, have a
judicial  board  to  handle  problems,	such   as   noise,   rush
infractions,  hazing,  and ABC violations.   The IFC was an early
adopter of the "dry rush movement," which has spread across  many
campuses.  The Panhellenic Council has always adhered to dry rush
policies.

One  of  the major issues of concern to Greek Affairs is the need
for housing in the Greek community.  As relative newcomers to the
University and Blacksburg, Greek organizations have had  to  find
housing located in residential neighborhoods.  This has often led
to  a  community  perception  of  poor town-University relations.
There are a number of universities with a much older Greek tradi-
tion that do have on-campus Greek houses.  Several campuses  have
recently  built  or  are  currently  considering  building  Greek
housing on campus.  Some administrators feel this  is  a  way  to
maintain  greater  control  over  the Greek system.   More impor-
tantly, alumni surveys	show  that  Greek  alumni  who	lived  in
on-campus  facilities  have  exhibited	greater  loyalty  to  the
University in the form of financial support.

National trends are beginning to suggest an increased interest in
on-campus living.  Coupled with the steady growth in  the  number
of  fraternities  and  sororities,  it	appears  there	will be a
continued demand for Greek housing.  At present, there is a  $7.7
million  authorization	to  construct  additional special-purpose
housing, which will  house  an	additional  seven  groups  of  36
students.   Even with such new on-campus special-purpose housing,
town-University  relations  will  continue  to	be  a  point   of
contention.   Currently, there is little communication, much less
cooperation, between the Greek	Affairs  office,  which  is  most
familiar with the range of problems and issues, and the Office of
the  Vice  President  for  Development	and University Relations,
which meets with community officials to  address  town-University
relationships.	  The absence of coordination, communication, and
cooperation is counterproductive in the University and Blacksburg
communities.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.9  Coordinator for Greek Affairs
-rec-
Recommendation 7-32:   That the University increase  its  support
    for on-campus Greek housing.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.9  Coordinator for Greek Affairs
-rec-
Recommendation 7-33:   That  the  President must establish guide-
    lines for a more cogent approach to  address  town-University
    issues and relations.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.10	General Discussion And Recommendations
-txt-
The  purpose  of  this concluding section is to offer guidance to
implement recommendations.   First, administrative  restructuring
is  addressed  in  the	reports  on the CO-OP program, Counseling
services, the intramural program, and Squires.	In regard to  the
CO-OP  program	and  the  tutoring  programs under the University
Counseling Services, both programs are	inherently  tied  to  the
academic  mission  of the University and both were initially part
of the academic community (CO-OP/Engineering;  tutoring/Math  and
perhaps other departments).

end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.10	General Discussion And Recommendations
-rec-
Recommendation 7-34:   The Office of the Provost oversee both the
    CO-OP program and academic tutoring programs.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.10	General Discussion And Recommendations
-txt-
With  regard  to Intramurals and the Squires recreation programs,
responsiveness to the student  and  University	community  recre-
ational  activities  can best be enhanced if those activities are
coordinated and linked in a coherent and cogent fashion.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.10	General Discussion And Recommendations
-rec-
Recommendation 7-35:   That a committee be  appointed  to  define
    communication   linkages  and  policy  guidelines  that  will
    regulate the relationship between Squires, recreation facili-
    ties, and all recreation programs.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.10	General Discussion And Recommendations
-txt-
Finally, many of the Student Affairs units reports make recommen-
dations  that  will  require  the  allocation  of  new	financial
resources.    This self-study committee did not delve into sensi-
tive budgetary matters and it lacked  the  expertise  to  conduct
program audits that might identify more efficient, effective, and
responsive  means  of using the financial and personnel resources
of the Division and its units.
-end-

-chname-
7- Student Development Services
-major-
7-4.0  Division of Student Affairs
-minor-
7-4.10	General Discussion And Recommendations
-rec-
Recommendation 7-36:   That the Vice President of Student Affairs
    should request Internal Audit to conduct a program	audit  of
    the  Division  and	its  subordinate  units before additional
    resources are allocated.
-end-

-chname-
7- Student Development Services
-major-
7-5.0  Conclusion
-txt-
After a year of research and writing, there are a few  concluding
comments  this	committee  believes should be communicated to the
University community.  These are given with the utmost	sincerity
and  with  an  effort  to  break through bureaucratic barriers to
touch on issues that will  be  of  paramount  importance  in  the
decade	to  come.    Presently, one must conclude that there is a
need for more creative leadership and a  broader  recognition  of
the  problems  that  have  arisen from the scarcity of resources.
Unfortunately, there are no cogent plans to overcome the scarcity
of resources; there is no coherent recreation program;	there  is
no  rational  administrative  structure for the academic tutoring
and cooperative education programs; there is no rational approach
to integrating student activities and academics; and there is  no
comprehensive  incorporation  of  students into the effectiveness
evaluation programs in the Division of Student Affairs.

During the research for this report, this committee also realized
how many student services, activities, and  issues  were  outside
its  purview.	For whatever reasons, this committee did not look
into minority recruitment and retention, the problems and  issues
in the growing international student population, the problems and
issues	 concerning  student  athletes,  the  problems	faced  by
disabled students, or the relationship between student	life  and
undergraduate  graduation rates.   It is important, therefore, to
look at these areas and in the future develop cogent solutions to
many underlying problems.

To study the unaddressed issues and  to  review  progress  toward
solving  the problems identified in this report, it would be wise
for the University and the Division of Student Affairs to  under-
take  open  and  constructively  critical  self-studies on a more
frequent basis.   An accreditation self-study is  not  the  ideal
time  for identifying and coming to grips with administrative and
fiscal problems.  It is also important that internal self-studies
are conducted by disinterested committees to overcome the bureau-
cratic empires and vested self interests common in a  university.
Disinterested  committees can identify problems frankly and offer
creative solutions that will  contribute  to  a  more  integrated
University  community,	one  in  which the creative leadership of
students, staff, faculty, and  administrators  can  envision  new
goals,	affirm	mutual	values,  motivate  the	community, manage
day-to-day and year-to-year  routine  business,  communicate  new
policies  and  procedures,  and  represent  the best interests of
Virginia Polytechnic Institute and State  University.	 In  this
manner,  this  University  will  become a symbol of excellence in
higher education.

Self-study is only possible with freedom  for  creative  thinking
and  projection.    It	has  been  the	goal of this committee to
identify issues and problems and recommend approaches to  address
issues	and solve problems, approaches that will, in the words of
John Stuart Mill, lead to "The greatest  good  for  the  greatest
number."  It is the preference of this committee that the Univer-
sity re-evaluate the progress made on the recommendations of this
report	 before  the  next  accreditation  self-study  committees
convene in 1996-97.   Our students  deserve  that  attention  and
care.
-end-

-chname-
8- Financial Resources
					    January 28, 1988
-end-


-chname-
8- Financial Resources
-toc-
Table of Contents

8-1.0  Introduction  . . . . . . . . . . . . . . . . . . 8-1

8-2.0  Institutional Advancement (6.2)	 . . . . . . . . 8-3
8-2.1  Development And University Relations  . . . . . . 8-3
  8-2.1.1   Background and Organization of the Develop-
   ment Program  . . . . . . . . . . . . . . . . . . . . 8-3
    8-2.1.1.1  Ancillary Components of the University
     Development Office  . . . . . . . . . . . . . . . . 8-5
  8-2.1.2   Status of Fund-Raising Activities  . . . . . 8-6
  8-2.1.3   Relationship of Fund-Raising Activities to
   the Virginia Tech Foundation and Status of the
   Foundation  . . . . . . . . . . . . . . . . . . . . . 8-9
  8-2.1.4   University Compliance with Recommendations
   of the 1975-76 Self-Study   . . . . . . . . . . . .	8-10
  8-2.1.5   Discussion and Recommendations   . . . . .	8-14

8-3.0  Financial Administration (6.3)  . . . . . . . .	8-17
8-3.1  Budget And Financial Planning (6.3.2)   . . . .	8-17
  8-3.1.1   History  . . . . . . . . . . . . . . . . .	8-19
  8-3.1.2   Issues And Recommendations	 . . . . . . .	8-22
  8-3.1.3   Acquisition  . . . . . . . . . . . . . . .	8-22
  8-3.1.4   Allocation	 . . . . . . . . . . . . . . .	8-26
  8-3.1.5   Management	 . . . . . . . . . . . . . . .	8-30
  8-3.1.6   Fiscal Status  . . . . . . . . . . . . . .	8-32
  8-3.1.7   Conclusions  . . . . . . . . . . . . . . .	8-37
8-3.2  Controller/Accounting And Auditing (6.3.5)  . .	8-38
  8-3.2.1   Description of the Controller's Office and
   Function  . . . . . . . . . . . . . . . . . . . . .	8-38
  8-3.2.2   SACS Criteria - Accounting, Reporting and
   Auditing (6.3.5)  . . . . . . . . . . . . . . . . .	8-40
  8-3.2.3   Historical Perspective Since 1975-76 Self-
   Study   . . . . . . . . . . . . . . . . . . . . . .	8-41
  8-3.2.4   Discussion And Recommendations   . . . . .	8-42
    8-3.2.4.1  Financial Oversight of Non-Public
     University Funds  . . . . . . . . . . . . . . . .	8-42
    8-3.2.4.2  Relocation of the Payroll Function into
     the Controller's Office   . . . . . . . . . . . .  8-44
    8-3.2.4.3  Central Invoicing, Central Receiving,
     Prompt Pay and Fixed-Asset Management   . . . . .	8-45
    8-3.2.4.4  Compliance with Management Letters and
     Computer System   . . . . . . . . . . . . . . . .	8-46
8-3.3  Audit   . . . . . . . . . . . . . . . . . . . .	8-47
  8-3.3.1   Discussion and Recommendations   . . . . .	8-47
8-3.4  Treasurer   . . . . . . . . . . . . . . . . . .	8-49
  8-3.4.1   Treasury   . . . . . . . . . . . . . . . .	8-49
    8-3.4.1.1  Discussion  . . . . . . . . . . . . . .	8-50
    8-3.4.1.2  Recommendations	 . . . . . . . . . . .	8-51
  8-3.4.2   Virginia Tech Foundation   . . . . . . . .	8-51
    8-3.4.2.1  Discussion  . . . . . . . . . . . . . .	8-52
    8-3.4.2.2  Evaluation and Recommendations  . . . .	8-53
  8-3.4.3   Risk Management  . . . . . . . . . . . . .	8-54
    8-3.4.3.1  Discussion  . . . . . . . . . . . . . .	8-54
    8-3.4.3.2  Evaluation and Recommendation   . . . .	8-55
8-3.5  Summary	 . . . . . . . . . . . . . . . . . . .	8-55

8-4.0  Appendix A  . . . . . . . . . . . . . . . . . .	8-57


List of Illustrations

Figure 8-1. Office of Development and University
	      Relations Organizational Structure   . . . 8-8
Figure 8-2. Vice President for Finance Organizational
	      Structure  . . . . . . . . . . . . . . .	8-20

List of Tables

Table 8-1. Private Funds Received by the University
	     Development Office  . . . . . . . . . . . . 8-8
Table 8-2. Private Funds Received by the Virginia Tech
	     Alumni Association  . . . . . . . . . . . . 8-8
Table 8-3. Private Funds Received by the Virginia Tech
	     Student Aid Association   . . . . . . . . . 8-9
Table 8-4. Virginia Tech Foundation Income   . . . . .	8-11
Table 8-5. Virginia Tech Foundation Assets And Agency
	     Funds   . . . . . . . . . . . . . . . . .	8-11
Table 8-6. Endowment Fund Market Value	 . . . . . . .	8-12
Table 8-7. Virginia Tech Foundation Expenditures   . .	8-12
Table 8-8. Virginia Tech Foundation Balanced Fund
	     Performance   . . . . . . . . . . . . . .	8-13
Table 8-9. Revenues And Expenditures, 1975-76 to
	     1985-86   . . . . . . . . . . . . . . . .	8-34
Table 8-10. Tuition And Fee Analysis, 1975-76 to
	     1985-86   . . . . . . . . . . . . . . . .	8-35
Table 8-11. Expenditures for Instruction, Student
	     Services, and Scholarships  . . . . . . .	8-37
-end-

-chname-
8- Financial Resources
-major-
8-1.0  Introduction
-txt-
The  charge  to  the  Financial  Resources Committee included the
following two major categories of SACS criteria:

    6.2 - Institutional Advancement
    6.3 - Financial Resources

The SACS criteria areas studied correspond for the most  part  to
the  organizational  units  reporting to the following two senior
institutional officers:

*   Vice President for Development and University Relations
*   Vice President for Finance

The study effort was organized into several  sub-committees  that
addressed the following areas:

*   Development and University Relations

    Includes   all  areas  under  criteria  6.2  -  Institutional
    Advancement

*   Budget and Financial Planning

    Includes the following SACS criteria:

	6.3.2 - Budget Planning
	6.3.3 - Budget Control
	6.3.4 - Relation of the Institution to External Budgetary
	Control

*   Controller/Accounting and Auditing

    Including 6.3.5 - Accounting, Reporting, and Auditing

*   Treasurer

    Includes the following SACS criteria:

	6.3.7 - Refund Policy
	6.3.8 - Cashiering
	6.3.9 - Investment Management
	6.3.10 - Risk Management & Insurance

In addition to the above, criteria item 6.3.1,	Organization  for
the  Administration  of Financial Resources was considered by the
Committee as a whole.  Also, item 6.3.6 - Purchasing  and  Inven-
tory  Control  was  considered	by  the  Administrative Processes
Self-Study Committee.

The report is organized into sections corresponding for the  most
part  to  the  categories of study effort.  The first part of the
report relates entirely to item 6.2 - Institutional  Advancement,
while  the  remaining  parts  relate  to  areas within item 6.3 -
Financial Resources.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-txt-
The  University  Development  Subcommittee   of   the	Financial
Resources Committee of the 1987 University Self-Study interviewed
the following University officials:

*   Charles M. Forbes, Vice President for Development and Univer-
    sity Relations, and Executive Vice President of Virginia Tech
    Foundation;

*   Minnis E. Ridenour, Vice President for Finance;

*   Dr.  Raymond  D.  Smoot,  Jr.,  Associate  Vice President for
    Finance, and University Treasurer;

*   F. Duke Perry, Associate Vice President for Development;

*   William T. Walker, Director of Educational Communications;

*   G. E. Russell, Executive Vice President, Virginia Tech Alumni
    Association;

*   Jack Prater, Executive Director, Virginia  Tech  Student  Aid
    Association;

*   Robert K. Lewis, Director of Public Affairs;
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.1   Background and Organization of the Development Program
-txt-
As a public institution, Virginia Polytechnic Institute and State
University  has  traditionally	relied	upon  the Commonwealth of
Virginia for the largest  portion  of  its  financial  resources.
However,  state appropriations now represent less than 50 percent
of the total expenditures of the University (see Table 8-9 for	a
detailed  summary  of  the  sources of funds for the University).
The University also receives financial	assistance  from  various
federal  and  state  agencies  in the form of student assistance,
grants, and contracts.	 In addition, like  other  public  insti-
tutions of higher education in the United states, VPI&SU receives
fiscal	support  from private sources, including alumni, friends,
and corporations.  However, it was not until the late 1940s  that
VPI&SU commenced a serious effort to attract private funds to the
University.    In  1948, the VPI Educational Foundation, Inc. was
formed and chartered as a tax-exempt corporation  to  assist  the
University  in	obtaining private support and to receive, manage,
and distribute on behalf of the University any gifts received for
institutional development.

In the early 1950s, the position of Director of  Development  was
created  in  the administrative structure, but duties in addition
to fund-raising were attached to the  position.    In  1968,  the
director  of  development  became  a  full-time  position and was
assigned the responsibility to coordinate all fund-raising activ-
ities, except for fund-raising efforts of the Alumni  Association
and the Student Aid Association.

During	the  early 1960s, the VPI Development Council was formed,
composed of the executive committee of the Board of Visitors, the
executive committee of the  Board  of  Directors  of  the  Alumni
Association,  the  executive committee of the Educational Founda-
tion, and the president of the Virginia Tech Student Aid  Associ-
ation.	  The Council was created to provide overall coordination
of the development program through review of programs,	provision
of  advice  and  counsel,  and	encouragement  of  efforts of the
members on behalf of the University.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.1   Background and Organization of the Development Program
-txt-
Partially due to the recommendations made in  the  1975-76  Self-
Study,	in  the late 1970s VPI&SU began to place greater emphasis
on the efforts made to obtain  private	fiscal	support  for  the
University.  In 1979, the position of director of development was
elevated   to  Vice  President	for  Development  and  University
Relations, and in 1984 the Vice  President  for  Development  and
University  Relations was also appointed as executive vice presi-
dent of the Virginia Tech Foundation.

In 1985, the VPI Development Council was phased out and  replaced
with  the  executive  committee  of the Virginia Tech Foundation,
Inc., composed of chairman of the board, president of the Founda-
tion, president  of  the  University,  rector  of  the	Board  of
Visitors,  president  of  the  Alumni  Association,  president of
Student Aid Association, and four other persons  elected  by  the
Executive Committee.

While  most of the private fiscal support obtained by the Univer-
sity is through the University Development Office,  the  Research
Division,  the	Virginia Tech Alumni Association and the Virginia
Tech Student Aid Association also  attract  considerable  private
funds  to the University.  While all three offices share a common
goal, that is, to attract private support to the University,  the
purposes  of  the  Alumni Association and Student Aid Association
are somewhat different from the purpose of the University  Devel-
opment Office.	The central and long-range purpose of the Univer-
sity  Development  Office  is  simply  to attract as much private
support to the University as possible.	In contrast, the  purpose
of  the  Alumni Association is two-fold:  to serve the alumni and
friends of the University, and to attract private support to  the
University.  The purpose of the Student Aid Association is solely
to  attract  private  support  to  the	athletic  programs of the
University in  the  form  of  scholarships  and  other	financial
assistance.

The  Vice  President  for Development and University Relations is
administratively responsible to the President of the  University,
while  the executive director of the Virginia Tech Alumni Associ-
ation and executive director of the  Virginia  Tech  Student  Aid
Association  are administratively responsible to their respective
boards of directors.  Although some communication occurs  between
the  University  Development  Office  and  the other fund-raising
agencies, both the  Virginia  Tech  Alumni  Association  and  the
Virginia Tech Student Aid Association operate independently.  The
organizational structure of the Office of Development and Univer-
sity  Relations  is  is  shown	in Figure 8-1; the organizational
structures for the Virginia  Tech  Alumni  Association,  and  the
Virginia  Tech	Student  Aid  Association  are	discussed  in the
chapter on Administrative Processes.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.1   Background and Organization of the Development Program
-subsub-
8-2.1.1.1  Ancillary Components of the University Development
Office
-txt-
Contained within the organizational structure of  the  University
Development  Office are two components, which lend direct support
to fund-raising activities:  (1) Educational Communications,  and
(2)  Public  Affairs (see Figure 8-1).	Both components serve the
entire University community but are  linked  administratively  to
the Development office.

There are four units in Educational Communications:

1.  Publications,

2.  Photography,

3.  Radio-TV-Film, and

4.  Extension Information.

Currently,  Educational  Communications  is  staffed  with  seven
professionals and nine supporting personnel, a reduction of  five
people	over  the  past  five  years.	 Although  there has been
decrease in  staff,  there  has  been  an  increased  demand  for
services.

Public Affairs is organized into four units:

1.  WVTF,

2.  Internal Information,

3.  Special Events, and

4.  News Bureau.

Additionally,  a  number of public affairs personnel are assigned
to the colleges of the University.  Currently, Public Affairs  is
staffed with 14 professionals and three supporting personnel.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.2   Status of Fund-Raising Activities
-txt-
All  three  fund-raising agencies, University Development Office,
Virginia Tech Alumni Association, and Virginia Tech  Student  Aid
Association  have  recorded  considerable  success  in	obtaining
private support since the 1975-76 Self-Study.  Brief profiles  of
the  private  funds  raised  by  the three agencies are presented
below.

University Development Office:	The University Development Office
has experienced extraordinary success in its fund-raising  activ-
ities since the 1975-76 self-study (see Table 8-1).  From 1974-75
to  1985-86, private funds obtained by the University Development
Office grew from $3,441,275 to $14,394,865.

Virginia Tech Alumni Association:   The growth of  private  funds
obtained  by the Virginia Tech Alumni Association was more modest
than the growth recorded by  the  University  Development  Office
(see Table 8-2).  From 1974-75 to 1985-86, private funds obtained
by  the  Virginia  Tech  Alumni Association grew from $363,816 to
$1,931,102.

Virginia Tech Student Aid Association:	 The  growth  of  private
funds  obtained  by  the  Virginia  Tech  Student Aid Association
recorded more modest growth (see Table 8-3).	From  1974-75  to
1985-86,  private funds obtained by the Virginia Tech Student Aid
Association grew from $575,810 to $1,459,407.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.4   University Compliance with Recommendations of the
-txt-
1975-76 Self-Study

The  following	four  recommendations  affecting  the  University
Development  Office were contained within the 1975-76 Self-Study.
Each of the recommendations has been evaluated in regard  to  the
level of compliance obtained by the University.

"Recommendation  9:    That concerted efforts be made to increase
the amount of private support for the University."

Without question, the University has complied with Recommendation
9.  The University expanded significantly the role of the Univer-
sity Development Office.   Additional resources,  both	financial
and  personnel,  were  added,  and a concerted effort was made to
attract additional private funds into the University.  The result
has been a remarkable increase in the overall  level  of  private
support for the University.

"Suggestion  10:  That the staffing and functions of the Develop-
ment Office be studied and appropriate action  taken  to  enhance
its effectiveness."

Following  the	1975-76  Self-Study,  the  University studied the
structure and staffing	of  the  University  Development  Office,
which  resulted  in  the  allocation  of  considerable additional
resources.   In  1975,	the  University  Development  Office  was
staffed  by  two  staff  members  and  three clerical assistants.
Currently, the University Development Office is staffed by  eight
staff  members	and 10 clerical personnel, an increased personnel
allocation of  nearly  300  percent.	Additional  expansion  of
personnel is anticipated, as the University Development Office is
now  in the process of recruiting one development officer and two
professionals. The latter two professionals will be  assigned  to
work  directly	with  the  College of Veterinary Medicine and the
College of Engineering.  Ultimately, the  University  Development
Office	will  have personnel assigned to all University colleges,
consistent with a suggestion made in the 1975-76 Self-Study.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.4   University Compliance with Recommendations of the
-txt-
In  1975, the Virginia Tech Alumni Association was staffed by two
staff members involved with fund-raising and  two  staff  members
assigned  to  alumni activities not directly linked to attracting
private  support  into	the  University.    An	additional  eight
clerical   assistants	were   employed  by  the  Alumni  Office.
Currently,  the Alumni Association employs five professionals and
a support staff of 10 clerical personnel.  There are no immediate
plans to expand the personnel of the Alumni Association.

In 1975, the Virginia Tech Student  Aid  Association  office  was
staffed  by  two  staff  members and two clerical assistants, all
involved  in  the  annual  drive  for  the  student   aid   fund.
Currently,  the Student Aid Association employs two professionals
and four clerical assistants.

"Suggestion 11:  That the Development Office make greater use  of
members  of  the academic community in raising funds from private
sources."

The  University  Development  Office  has   complied   with   the
suggestion  to	make  greater  use  of	the academic community to
attract private support into the University.   Perhaps	the  best
example  of  the greater involvement of the academic community in
private fund-raising has been the highly successful Campaign  for
Excellence,  in  which	faculty  input and financial support were
requested.

"Suggestion 12:   That  the  Development  Office  coordinate  the
activities  of the administrative staff, college and departmental
staffs, and the faculty who  seek  private  support  from  corpo-
rations, foundations, and individuals."

Coupled  with the expansion of personnel in the University Devel-
opment Office, an increased  level  of	communication  among  the
various fund-raising offices and colleges has occurred.  However,
while communication has increased significantly since the 1975-76
Self-Study,  a	fully-coordinated effort to attract private funds
to the University has not been realized.   As  noted  previously,
the  Virginia  Tech  Alumni  Association  and  the  Virginia Tech
Student Aid Association operate  somewhat  independently  of  the
University  Development Office.  The disadvantages of the current
loosely-coordinated structure include the following:

*   duplication of staffing, data systems, and efforts;

*   perception of some alumni that they are being  "pestered"  by
    several fund-raising components of the University; and

*   maximum  generation  of  contributions are not being realized
    from the private sector.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-txt-
Despite  a  remarkable	growth	of  private  funding,  additional
efforts  to  attract  private support are warranted, and in fact,
are now being planned  by  the	fund-raising  components  of  the
University.    Consideration  and implementation of the following
recommendations  should  expedite  better  coordination  of   the
University efforts to attract additional private support.

As  noted  above  and in the chapter on Administrative Processes,
the Virginia  Tech  Alumni  Association  and  the  Virginia  Tech
Student  Aid  Association  operate  somewhat independently of the
University Development Office.	Both the Administrative Processes
committee and the Financial  Resources	committee  discussed  the
possibility  that  a  more  efficient  and  effective development
effort could be achieved by having the Executive  Vice	President
of  the  Alumni  Association  and  the	Executive Director of the
Student Aid Association report to the Vice Present  for  Develop-
ment  and  University  Relations.   Both committees rejected this
proposition because of the unique  contribution  that  these  two
organizations  make to the fund raising efforts.  This uniqueness
dictates the need for both to  be  organizationally  independent.
However,  while  rejecting this proposition, both committees felt
that there was a need for better coordination in the fund-raising
efforts in  order  to  eliminate  the  possible  perception  that
certain  alumni  are being "pestered" by the various fund-raising
components of the University.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-rec-
Recommendation 8-1:   That the University Development Office, the
    Alumni Association, and the Student Aid Association  seek  to
    improve  the coordination of the various fund-raising efforts
    of the University.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-txt-
With the exception of endowment funds received	by  the  Virginia
Tech  Student  Aid Association, all private funds received by the
University are managed and invested by the Virginia Tech  Founda-
tion.	 It is unlikely that any single fund-raising component of
the University will be able match the  investment  yield  of  the
consolidated resources of the Foundation.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-rec-
Recommendation 8-2:   That  all  private  funds received by fund-
    raising components of the University be  deposited	with  the
    Virginia Tech Foundation.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-txt-
The  name  of  the  Virginia Tech Student Aid Association creates
confusion among both Virginia Tech alumni and faculty.	As  noted
previously, private funds obtained by the Student Aid Association
are  used  exclusively	for  VPI&SU athletic programs.	 However,
there are alumni and faculty who assume that funds  provided  the
Student  Aid Association are used to provide financial assistance
to all	needy  students,  and  are  not  restricted  to  student-
athletes.   The name of the Virginia Tech Student Aid Association
should be changed to  Virginia	Tech  Student-Athlete  Assistance
Association,  or some similar title that reflects more accurately
the purpose of the organization.  As other  fund-raising  efforts
are carried out to generate fiscal support for certain University
components,  e.g.,  College  of  Veterinary  Medicine, etc., care
should be taken to ensure that both faculty and potential  donors
realize the purpose of the campaign.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-rec-
Recommendation 8-3:   That  the  names	and  titles of University
    fund-raising  campaigns  and/or  components   reflect   their
    respective purposes.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-txt-
Other  reports prepared for the current Self-Study have addressed
weaknesses  of	systematic  and  comprehensive	planning  by  the
University.    The  rather casual and highly centralized planning
that has characterized other areas  of	the  University  is  also
present  in  University development efforts.   While it is likely
that considerable planning has preceded most University  develop-
ment efforts, many faculty have little knowledge regarding either
short-range  or  long-range  development plans of the University.
There also is little knowledge or involvement of faculty  regard-
ing  how  development priorities are established or how funds are
allocated from the Virginia Tech Foundation.  It is not  commonly
known,	 for  example,	that  approximately  90  percent  of  the
donations to the University are restricted by the donor.    Thus,
of the total of $115 million to $120 million available, less than
10 percent is discretionary.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-rec-
Recommendation 8-4:   That  an	effort	be made to involve and to
    better inform the faculty of both short-range and  long-range
    University development plans.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-rec-
Recommendation 8-5:   That  methods  be  developed  to	track all
    donations to the University that are earmarked  for  scholar-
    ships  - particularly small donations or those that mature at
    some point in the future - in order  to  determine	if  these
    donations are being used for the reasons they were intended.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-txt-
Educational  Communications  occupies  a  unique  position in the
University.    Administratively,  Educational  Communications  is
responsible  to  the Office of University Development, but opera-
tionally, Educational Communications provides assistance  to  the
entire	University  community.	  The  self-study of the Learning
Resources Center was not conducted by this committee, but  it  is
understood  that both Educational Communications and the Learning
Resources Center provide similar services.    As  noted  earlier,
Educational  Communications  has experienced a loss of personnel,
and has had to operate with "level-funded" budgets for  the  past
several  years.    While  more	sophisticated  hardware  has been
provided to Educational Communications, the  functions	performed
by  this  office  remain  primarily  labor-intensive.	While the
services provided  by  Educational  Communications  are  provided
without charge to the University community, a portion of Learning
Resources  Center  funds are obtained through user charges.  If a
study of Educational Communications and  the  Learning	Resources
Center	shows  the  need  for  additional personnel and financial
resources, one alternative would be for the University to install
an intra-agency funding system for many of the services  provided
by Educational Communications.
-end-

-chname-
8- Financial Resources
-major-
8-2.0  Institutional Advancement (6.2)
-minor-
8-2.1  Development And University Relations
-sub-
8-2.1.5   Discussion and Recommendations
-rec-
Recommendation 8-6:   That  a study of Educational Communications
    and the Learning Resources Center be conducted to  determine:
    (1)  whether there is overlap of functions that could be more
    efficiently coordinated; and (2) whether sufficient personnel
    and financial resources are being provided for proper conduct
    of their assigned functions.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-txt-
The Vice President for Finance is the chief financial officer for
the institution.  The Vice President for Finance reports  to  the
University  President.	  The organizational units that report to
the Vice President for Finance include:

*   Budget and Financial Planning

*   University Controller

*   Internal Audit (also reports to Board of Visitors)

*   University Treasurer

*   Business Affairs

The organization chart for financial administration is	shown  in
Figure 8-2.

It  was  the  judgement of the Financial Resources Committee that
the organization for the administration of Financial Resources is
appropriate and adequate for  the  financial  operations  of  the
organization.	 However,  there  was  some concern that the Vice
President for Finance may become overextended during the  periods
when he must travel to Richmond for the legislative sessions, and
in  situations	where  special	projects  arise in which the Vice
President for Finance must become heavily involved.	For  this
reason,  it was suggested that the organization might be modified
to provide for some consolidation of  reporting  responsibilities
by the various units reporting to the Vice President for Finance.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-rec-
Recommendation 8-7:   That  serious  consideration  be	given  to
    having fewer organizational units (and individuals) reporting
    directly to the Vice President for Finance.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-txt-
The Budget subcommittee of  the  Financial  Resources  self-study
committee has addressed the following SACS criteria in its review
of the University's budgeting process and operation:

*   Budget Planning (6.3.2)

    Sound  educational	planning  precedes  the  preparation  and
    execution of a detailed annual budget.

    The chief executive officer presents the  budget  via  proper
    channels to the top governing board for final approval.

*   Budget Control (6.3.3)

    The institution maintains a system of budget control.

    The accounting officer renders periodic interim budget state-
    ments to department heads.

    Budgetary  control	is  the  responsibility  of  the adminis-
    tration.

    When actual conditions require budget revisions, the institu-
    tion makes the necessary changes to the budget  and  communi-
    cates  the nature of the changes to those affected within the
    institution.

*   Relation of an  Institution  to  External  Budgetary  Control
    (6.3.4)

    Once funds have been appropriated, the institution, operating
    under  the jurisdiction of the governing board and subject to
    its policies, is responsible for budget making, establishment
    of priorities and the control of expenditures.

    Financial  officials  outside  the	institution  do  not  use
    budgetary  techniques or other controls to control the educa-
    tional function of the institution.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-txt-
Sources Of Information

Interviews were conducted with the following administrators:

*   Katherine Johnston, Budget Director;

*   Minnis Ridenour,  Vice  President  for  Finance,  and  Budget
    Director at the time of the 1975-76 Self-Study;

*   Mitchell Geasler, Vice Provost for Extension;

*   John Perry, Associate Provost;

*   David Ford, Assistant Provost.

Documents reviewed were as follows:

*   Financial Resources section of the 1975-76 Self-Study;

*   Information   Exchange   Procedures   (IEP)  Cost  Study  for
    1984-1985;

*   Memorandum to Commission on Research from  Associate  Provost
    Alan  W. Steiss reviewing 1985-1986 revenues and expenditures
    and expected revenues and expenditures for 1987-1988;

*   President's Report 1984-1985;

*   Biennial Report 1982-1984;

*   Several reports prepared by Institutional Research	comparing
    tuition and fees among institutions;

*   Data   on	Extension   Division   resources  for  1966-1967,
    1976-1977, and 1986-1987, prepared by the Extension Division.

Members of the Financial Resources committee helped  to  identify
issues of concern in various precincts of the University.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.1   History
-txt-
Since the 1975-76 Self-Study, there have been  major  changes  in
the financial affairs administrative structure of the University.
At  the time of the last self-study, the Budget Director reported
directly to the Vice President for Special Projects,  but  worked
directly  with	the President as well.	Subsequent reorganization
reactivated the position of Vice President for	Finance  and  the
Budget	Director  was named to this position.  The Vice President
for Finance reports directly to the President.

The position of Budget Director was redefined and now reports  to
the  Vice  President for Finance, as do the directors of Internal
Audit, Business Affairs, Controller,  and  Treasury  (see  Figure
8-2).	In 1975, all directors reported to the Vice President for
Special Projects.

This reorganization and subsequent strengthening of the roles  of
the  directors	have  enabled  the University to seek funding for
existing programs and new initiatives more aggressively,  and  to
take  a  more  active  role  in  developing budget guidelines and
formulas at the state level.   The  Vice  President  for  Finance
delegates  authority  to  directors  to  conduct  daily financial
business for the three agencies  of  Instruction,  Extension  and
Research,  and	concentrates  his  attention  on working with the
state legislature and those state offices charged with establish-
ing funding guidelines for institutions of higher education.  The
Vice President, as advisor to the President, plays a  major  role
in  setting  institutional priorities and in allocating resources
to support them.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.1   History
-txt-
The Budget  Director  oversees	the  preparation  of  all  budget
submissions  to  the  state  for all three agencies, oversees the
internal distribution of funds and positions, makes  funding  and
position  allocation  recommendations  to the Vice President, and
monitors the expenditure of all funds and positions.  In addition
to preparing the University's budget plan, the Budget Director is
also responsible for  financial  planning  involving  estimation,
tracking, and development of models to project future sources and
uses of funds.	The staff of the Budget Director is characterized
by  the  Vice  President  as  being  lean  and efficient, relying
heavily on computerization for budget coordination and	planning,
the two primary functions of the office.

Major  factors influencing acquisition, allocation and management
of University resources have been:

*   level state funding  since	1982  of  operating  budgets  for
    institutions of higher education,

*   the  goal  to  achieve  status  as a comprehensive land grant
    university with significant graduate and research components,
    and

*   the commitment to upgrade the quality  of  academic  programs
    and  student  life	while  minimizing  the	resulting cost to
    students.

These factors have led to more creative financing  and	financial
management  and  a stronger development program to secure private
monies to supplement state funding.  These emphases have  enabled
the  University to increase resources needed to meet goals and to
demonstrate to the state legislature and  administrative  offices
that  the  University has a commitment to quality and the ability
to help itself when the state can not.

Two  major  recommendations  from  the	1975-76  Self-Study  were
reactivation  of  the  position of Vice President for Finance and
more appropriate staffing of the Budget Office.  These	recommen-
dations were made in recognition that improvements were needed in
budget	planning,  preparation,  and control in order to meet the
needs of a major comprehensive university.   The  recommendations
were fully implemented.

Other  budget-related recommendations were that priority be given
to the acquisition of  funds  for  library  expansion  and  other
critical  space  needs, that budget implications of the impending
enrollment ceiling be studied, and that the relative  expenditure
of  funds for student financial aid be increased.  The University
library is now	recognized  as	capable  of  supporting  a  major
research  institution,	having	become	a  member of the American
Association of Research Libraries.  Space needs have been met, in
part, with  application  of  the  in-fill  planning  concept  for
business,  engineering	and  chemistry	building additions.   The
value of projects  under  construction	has  increased	from  $64
million  in 1981 to an authorized $103 million in 1987.  Scholar-
ship funds have grown from $2.5 million  in  1975-1976	to  $10.5
million  in  1985-1986.    Implications of the enrollment ceiling
have been addressed  by  decreasing  reliance  on  formula-funded
state appropriations.

Two  final recommendations were that the costs of new programs be
more realistically assessed  and  that	there  be  guidelines  to
allocate  discretionary resources.  These are not recommendations
that lend themselves to documentation; however, the  Vice  Presi-
dent  for  Finance  is	comfortable  with  processes  in place to
project costs of new initiatives and  to  allocate  discretionary
funds.	  The  latter is done in consultation with the Provost or
vice presidents,  who  help  the  President  identify  University
funding priorities.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.2   Issues And Recommendations
-txt-
There  were  many  questions  posed by the subcommittee about the
budgeting process.  Besides those pertaining  to  SACS	criteria,
questions were related to two main issues:

1.  Has  the  institution  been  successful in providing a strong
    financial base to meet its objectives, and is  it  positioned
    to address future goals successfully?

2.  Are  the  budgeting activities of acquisition, allocation and
    management driven by and responsive to the broader University
    community?
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-txt-
Every two years the University must submit to the state a  budget
for  the  upcoming  biennium  and,  in addition, must project its
needs through two additional budget cycles.   During  the  second
year  of  the biennium, requests are considered to be adjustments
to the current biennium budget and are not as detailed.  (A  more
detailed  description of the budgeting process at the state level
may be found in the section on Institutional Effectiveness as  it
relates to planning.)

Internally,  the  official  budget  request process begins at the
department  level.    Departments  submit  detailed  requests  to
college  deans	and deans in turn submit a college request to the
Budget and Provost's offices.   Nonacademic units  submit  budget
requests through vice presidents.  The Budget Office prepares the
submission  to	the  state using selected information provided by
individual units and aggregated data for requests common to  many
or all units.

Funding  priorities  are determined by the President in consulta-
tion primarily with  the  Provost  and	the  Vice  President  for
Finance, with general University goals and objectives having been
agreed	upon  at regular meetings of the President, Provost, vice
presidents, and deans.	Academic goals are set by the Provost and
are guided by college and department  goals  that  deans  develop
with input from faculty and department heads.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-txt-
There  is  no  formal,	written University planning document that
guides requests for state  resources,  only  general  agreed-upon
priorities at the central administration level.  These priorities
are  thought  to  be those held by the University academic commu-
nity.  Resource requests are not a function solely of the Univer-
sity's priorities, but are also determined  by  state  priorities
for  higher education and legislative politics of the moment.  It
is the view of the President that greater flexibility  in  struc-
turing	 budget  requests  is  maintained  without  an	official,
detailed, internal planning document.

As mentioned earlier, the overriding mission of the finance  area
is  to support the University's "quest for quality," while at the
same time passing along to students as little  of  the	necessary
cost  as  possible.    The  University	can,  therefore, remain a
"bargain" for academically strong students.   Because  the  state
funding  formula  requires students to contribute 37.9 percent of
the University's instructional funding, and enrollment is at  the
maximum  allowable  by the state, requests for increases in state
funding require an increase in tuition and  fees.    Rather  than
pass  along  all  costs to students, the University has developed
and successfully carried out creative  financing  plans  for  the
acquisition  of  equipment, certain capital improvement projects,
and housing and  dining  operations.	By  committing	or  using
private funds to back such plans, the University has demonstrated
to  the  state	that  it  is  serious  about academic quality and
controlling costs to students and will find the means to do  what
needs  to  be  done.	It  is the view of the Vice President for
Finance that the state has been responsive to  this  attitude  by
supporting  subsequent	requests  for equipment funds and capital
improvements.

There is ample evidence that the University has  been  successful
in  acquiring  funds to support specific priorities identified as
necessary to achieve the primary goal of recognition as  a  major
research  institution:	 substantial increases have been realized
in faculty salary levels, library holdings and services,  comput-
ing   and   communication   capabilities,   scientific	equipment
additions  and	replacements,  sponsored  research  activity  and
graduate  enrollment.	 The creativity and responsiveness of the
University to the state's recent moratorium on increased  operat-
ing  funding  for  higher education is commendable.  In addition,
substantial increases in funding for  capital  projects  and  the
state's  adoption  of an equipment funding plan for higher educa-
tion, much like the University's of  three  years  ago,  indicate
that  the University's efforts to help itself have paid off.  The
Vice President for Finance provided much input when state  guide-
lines  were  established  for formula funding of higher education
institutions, which has resulted in more favorable  formulas  for
special  programs.    The  decision to focus the vice president's
energies on state-level activities that affect VPI&SU's financial
health was a wise one.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-txt-
Issue 1

The absence of	a  more  formal  planning  procedure  within  the
University,  although  it  provides  flexibility to tailor budget
requests to the state, has several drawbacks.  The first  is  the
lack  of  participation felt by the academic community, including
deans, department heads and faculty,  to  determine  the  overall
direction  of  the  institution as well as in the decision-making
process.  While it may be true that the community  would  respond
vociferously  to  unpopular goals and objectives, and, therefore,
lends its implicit support, and that the  University's  direction
is  based on attitudes that "bubble up," starting with individual
faculty, there is a sense that compromises are made in	decisions
about  funding	priorities and that such decisions should be made
formally by a more representative group.

Compounding this problem is a lack  of	understanding  about  the
acquisition  process.	 Faculty  feel uninformed about decisions
that are made and why they are	made.	 For  example,	there  is
confusion  about  the extent to which the five-year level-funding
of operating budgets has resulted from failure of  the	state  to
appropriate  an  increase or from the administration's failure to
make an increase  for  operations  its	highest  priority.    The
faculty at-large are not generally aware that the University must
present  it's  funding plans and requests within the framework of
the priorities previously established by the state.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-rec-
Recommendation 8-8:   That discussion and setting of the  Univer-
    sity's goals and objectives take place among a representative
    group  of  the  University	community;  that  these goals and
    objectives be the basis for funding priorities in  University
    budget  requests  and  other fund-raising efforts; and goals,
    objectives and funding priorities be widely  communicated  to
    the academic community.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-txt-
Issue 2

Although the University is achieving its goal of being recognized
as a major research institution during a period of stable enroll-
ments  and  level-funding for operations, serious problems remain
or have been created as a result of movement  toward  this  goal.
It  may  be  that open discussion and debate during a more formal
planning process would have predicted these results of	strength-
ening  the  University's  research status, and perhaps, made them
more palatable.

While VPI&SU is now ranked 49th among  institutions  in  research
funding,  a  continuing  critical  space shortage, especially for
research, jeopardizes the University's  position.    Furthermore,
the  objective to increase graduate enrollment supports an empha-
sis on research; however, the level of graduate  student  support
in  many  fields  is  inadequate  for the recruitment of talented
students.  Faculty identify the primary problem as the	inability
to   waive   tuition   for  graduate  students	who  are  offered
assistantships.

There is also the  sense  that	continued  expectations  for  the
University  to	be a leader in academic computing may have placed
heavy burdens on the central computing operation, to  the  extent
that services previously provided are now being discontinued.  As
use  of  computer  technology  has  increased  across  campus, an
increasingly greater proportion of individual unit  budgets  have
had  to  be  spent  on	computing  needs.   At the same time, the
Computing Center is divesting  itself  of  previous  responsibil-
ities,	such  as  maintenance  of  centralized	laboratories  and
certain hardware and software support.	 The net effect  of  this
transfer  of  responsibility  can  only  be  increased	costs  to
individual units, not to mention possible inefficiency and unnec-
essary duplication.  The impression is that VPI&SU  continues  to
move  forward in computing by shifting routine services and their
costs to departments.

Whether the current space, graduate student support, and  comput-
ing  problems  result  from  lack  of foresight and planning or a
shortfall in expected resources, they nonetheless are threatening
to faculty morale and program quality.	Innovative and aggressive
efforts to resolve space and graduate student  support	deficien-
cies  are  needed, in much the same manner as creative efforts to
acquire resources for other needs.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-rec-
Recommendation 8-9:   That the appropriateness of  continuing  to
    encourage  increases  in  sponsored funding, graduate student
    enrollment, and computing capabilities  be	assessed  in  the
    face  of  research	space  deficiencies,  inadequate graduate
    student support, the shift of computing  responsibilities  to
    the  colleges, and other unsolved problems created in part by
    past emphasis on these activities.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-txt-
Issue 3

The need for  increased  funding  for  operations  in  all  three
divisions is critical, and is so recognized by the central admin-
istration.   The Vice President for Finance is optimistic that in
the next biennium the state will address this  general	need  for
operating  dollars  among  Virginia institutions of higher educa-
tion.

There has been no meaningful increase in  operating  funds  since
1981-1982.    Increases  in  revenues that could be earmarked for
operations have gone primarily to salaries, which absorb approxi-
mately 80 percent of the budget.  Increases for faculty  salaries
and  graduate  assistant  stipends  were  determined  to  be more
critical needs than operating funds during each of the past three
years since 1982-1983 when salaries were  frozen;  in  1985-1986,
the  state specifically designated additional funds for salaries,
thereby making the funds unavailable for other uses.

The  Extension	and  Research  divisions   in	particular   find
themselves  strapped  as  a  result  of  the  state's  failure to
increase operating revenues.  Not only have fixed budgets of both
divisions been adversely affected by inflation and  communication
deregulation, but cuts in expected levels of federal funding have
forced the use of existing operating dollars for salary increases
to  match those funded with state dollars.  The Research Division
expects  a  decrease  in  monies  available  for  operations   in
1987-1988.     The  Extension  Division  has  had  available  for
operations $5.4 million dollars for the  past  five  years.    By
freezing hiring and holding positions vacant to accumulate salary
dollars,  Extension will for the first time in five years be able
to continue  the  present  level  of  services	into  next  year.
Services  performed  statewide	by  the  division  are	suffering
substantially.

The decision to return savings from vacant positions to  colleges
for  operations  is  commended,  but  funds  from this source are
unreliable and should not be considered a permanent solution.  In
addition, positions have been at a premium for several years  and
cannot	easily be left unfilled.  Some colleges have come to rely
heavily on research overhead dollars simply to	continue  routine
operations,  but  these  funds	too  are unreliable and are being
diverted from research support to which they should be dedicated.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-rec-
Recommendation 8-10:   That high priority be given to  increasing
    the operating monies in all three agencies.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-txt-
Issue 4

The  failure  of  the  state  to  address the unique needs of the
Research and Extension divisions has led to the  opinion  by  the
Vice  President for Finance and the Budget Director that separate
budget requests for the three agencies should  be  abandoned  for
one combined request.  It is their view that one request would be
more  favorably considered because of the reduction in the number
of requests and because research and extension activities are not
currently in favor at the state level.	  The  Vice  Provost  for
Extension, however, feels that the Extension Division may be at a
disadvantage should a combined request be made.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.3   Acquisition
-rec-
Recommendation 8-11:   That an in-depth study be made of the pros
    and  cons  of continuing to seek state funding separately for
    the three agencies.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-txt-
Monies and positions appropriated annually by the state,  with	a
few  exceptions,  are not designated for specific uses.  Internal
allocation of resources to the vice presidential level is largely
determined by the President and the Vice President  for  Finance,
in consultation with the Provost.

The Budget Director collects data from comparable institutions to
assist	in  the  equitable distribution of funds.  Proportions of
income allocated to various functions are examined.   The  Budget
Director  also	makes  recommendations for the expenditure of new
money to the Vice President for Finance based on a study of  unit
budget requests.

Allocations  are made to the Provost for distribution to colleges
and to vice presidents under whom fall central, nonacademic units
of the University.   Academic programs receive	highest  priority
for all resources.  Only in the case of critical shortages will a
nonacademic  unit  be  allocated  resources  also  needed  by  an
academic program.  State-appropriated funds for the Extension and
Research divisions are allocated by the Provost as well.  Reserve
or contingency funds are held back  by	the  Vice  President  for
Finance  for emergencies.  Contingency funds are allocated to the
Provost for distribution toward the end of the fiscal year.

Internal budgeting may best be described  as  incremental  rather
than  programmatic,  although the specific needs of each unit are
assessed.   Reallocations resulting  in  lost  resources  for  an
individual  unit  may  at  times  be  made, but usually only as a
result of large enrollment shifts considered to be permanent.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-txt-
The Vice Provost oversees for the Provost  the	distribution  and
monitoring  of operating monies; faculty salary dollars; faculty,
classified and assistantship  positions;  equipment  monies;  and
computer  funds  to  colleges  and  other  academic  units of the
University.  The Vice Provost relies heavily on deans  to  assess
individual college needs accurately.

Operating  dollars  are  allocated  to	colleges on a per-faculty
basis.	The amount per faculty differs among colleges, based upon
program costs.	The resulting allocation amount is fine-tuned  by
knowledge  of  special needs and new initiatives that reflect the
Provost's and, presumably, the University's priorities.

Faculty positions are allocated to  colleges  based  on  weighted
student  credit  hours	generated,  number  of	majors, number of
graduate students  and	number	of  assistantships.    Data  from
similar programs at comparable institutions are used in decision-
making	as  well.    Classified  positions  are distributed using
faculty-to-classified-position ratios and  knowledge  of  special
needs required by the character of individual programs.

Computer funds are allocated on an incremental basis using previ-
ous year's usage as a guide.  Redistributions are made toward the
end of the fiscal year if necessary.

Equipment  funds are allocated based on instructional needs.  The
number and nature of laboratory courses, state of current  equip-
ment,  graduate  education  needs and equipment costs are consid-
ered.

Faculty salary increase money is distributed with  some  recogni-
tion of the level required for disciplines to remain competitive.
This  factor is not allowed undue influence in the recognition of
merit, however.

The Provost is also responsible for the allocation of space.  The
Assistant Provost oversees the assignment of new space.   Recomm-
endations  are	made  by  a  central administration committee and
recently an advisory committee	of  college  representatives  was
formed.    Allocations	are  based  on perceived need and are not
guided by a plan.  Data from the state Council of  Higher  Educa-
tion  on  space  needs	for  different	disciplines are used as a
guide, but are not in a helpful form.  Costs to move  or  remodel
space  for  a unit required to move are borne by a special budget
for the purpose.

Expenditure decisions are decentralized.   Heads  of  units  that
receive  budget  allocations  from the Vice President for Finance
are responsible for deciding how expenditures will be made.   The
same is true of allocations made from the Provost's Office.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-txt-
Issue 5

As  with  the  acquisition  of funds, no formal, written document
guides the allocation of resources at the central level or by the
Provost.  In both instances, equitable distribution of	resources
is  dependent  upon  the  good	judgement and common sense of the
individuals responsible for allocation.  Quantitative data  serve
as  a  preliminary  guide,  but must be supplemented by knowledge
about individual programs and units.  It is the committee's  view
that  the  Vice  President for Finance, the Vice Provost, and the
Assistant Provost go to a great deal of effort to ensure  equita-
ble  distribution.    The committee feels, however, that communi-
cation gaps exist between the central  administration  and  other
units of the University, and that these may be filled with a more
formal planning and budgeting process.

The  President	and  Provost  emphasize  that the faculty set the
agenda for the	colleges  and,	therefore,  for  the  University.
University  priorities	and  resource  requests  are said to be a
reflection of faculty and college goals.   The faculty,  however,
perceive priorities to be set by the central administration.

One  reason  for this perception appears to be the absence of any
formal acknowledgement about what University priorities are,  how
each unit and college contributes or should contribute to realiz-
ing  them,  and how priorities are related to resources.  Without
clear identification and  agreement  on  University  and  college
priorities,  the  budget  process  becomes  meaningless for many.
There is no context for requests, no feedback on requests and  no
connection  made  between allocations and requests.  This problem
appears to exist between colleges and departments as well  as  at
the central level in all three agencies.

Another  by-product  of  confusion  about priorities is suspicion
about funding for nonacademic functions.  This is especially true
when academic budgets are tight.  Appropriations from  the  state
are  not  in  the form of a line-item budget; therefore, internal
allocations of the state appropriation are largely  made  at  the
discretion  of	the  President	and  his  staff.    There  is not
widespread knowledge of decisions about  support  to  nonacademic
units,	decisions  that  may  affect the level of operating funds
available for academic units, nor is there a  feeling  of  having
contributed to such decisions.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-txt-
A clear integration of department, college, and university prior-
ities,	along  with their resource implications, should aid those
charged with resource allocation from the central to the  depart-
ment  level.	As new resources become available, it will become
increasingly difficult to  make  decisions  among  competing  and
equally worthy requests.

On  the  mechanical  side  of this major allocation issue are two
problems.  The first is confusion about the budget submission and
distribution processes.   To those who	prepare  budgets,  it  is
often  unclear	which  office  in  the	chainggdean's office, the
Budget Office, the  Vice  President  for  Finance's  office,  the
Provost's   office,   the  Research  Division  or  the  Extension
Divisionggand who is to be contacted in  each  office  to  answer
questions.    Second,  after  initial allocations are made, it is
unclear to whom requests  should  be  addressed  for  support  of
special  or  unexpected  needs	that  arise during the yearggVice
President for Finance, Vice President for Development, the Educa-
tion Foundation treasurer, the Vice Provost for Research, or  the
Vice  Provost  for  Extensionggand  from  whom the request should
originateggdean, department head, faculty member.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-rec-
Recommendation 8-12:   That  a	more  structured  and	effective
    process of financial planning be implemented.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-txt-
It  is	specifically recommended that internal budget allocations
from the Provost, the Vice Provost  for  Research  and	the  Vice
Provost  for  Extension  to  colleges  and  from college deans to
departments be closely tied to requests that have been	discussed
and  prioritized in light of agreed-upon University, college, and
department goals and objectives.  The same recommendation is made
for requests from units under Vice Presidents.	The Provost, vice
provosts, vice presidents, and college deans would then serve  to
coordinate the goals and objectives of colleges, departments, and
nonacademic units with University goals.

In conjunction, it is recommended that allocations to nonacademic
units  and  the  relationship  of  these  allocations to academic
priorities be fully explained to the academic community.

Finally, it is recommended  that  more	effective  guidelines  be
written  for  the  budget submission and distribution process and
for special or unexpected requests  for  additional  funds  after
initial allocations are made.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-txt-
Issue 6

The  Commonwealth  of  Virginia  operates under a strict position
control system for classified staff and faculty.   Positions  are
formally  allocated  to the institution in the Appropriations Act
as "Maximum Employment Levels".  This system lacks the  flexibil-
ity  needed for the University to respond to ever-changing condi-
tions.	For example, programs may dictate the need for two junior
professors, who may be hired for the same dollar  amount  as  one
senior	professor;  however,  if  only one position is available,
only one person may  be  hired.    Constraints	external  to  the
University   and   its	mission,  therefore,  exert  considerable
control.

Additionally, because the University has not received its author-
ized appropriation of classified positions, many departments have
to rely on wage employees.  Besides the negative impact a nonsal-
aried position has on the welfare of the employee, high  turnover
and  low  morale  affect the level of service that units provide.
The implications of continuing to hire large numbers of full-time
employees on wages be should be studied, with the goal	of  using
wages only for short-term, temporary personnel, as was originally
intended.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-rec-
Recommendation 8-13:   That  the  University  continue efforts to
    remove state-level control over the creation of positions and
    establish a local system of position control that is  related
    to	the  institution's  needs,  its  physical  plant, and its
    financial resources.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-txt-
Issue 7

This issue pertains to the state requirement that state-allocated
funds not spent by the end of  the  fiscal  year  revert  to  the
Commonwealth's  general  fund.   This policy often forces hurried
and  unwise  expenditures  of  operating  dollars  as  June  30th
approaches.    A  change in policy to allow carry-over of a small
percentage of funds from one year to the next is currently  under
discussion  as	part  of the state's deliberations on decentrali-
zation of authority.  It appears that  the  carry-over	privilege
will  be  granted  only  if  certain conditions evidencing fiscal
responsibility are met.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.4   Allocation
-rec-
Recommendation 8-14:   That the University develop procedures  to
    meet  requirements	for decentralization, so the privilege to
    carry over funds will be granted by the Commonwealth.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.5   Management
-txt-
Control over allocated resources is  maintained  through  careful
budgeting  and	monitoring.    Units  to whom resources have been
allocated decide how resources will be deployed, but the Control-
ler's Office monitors expenditures closely, and  quickly  identi-
fies units in danger of overspending.  Any unit that depletes its
funds before the end of the fiscal year may be assisted, but must
"pay back" the loan from the next year's funds.

For  auxiliary	operations,  the  Assistant  Vice  President  for
Finance oversees the preparation of budgets; ensures sound finan-
cial planning, including the setting aside of reserve  funds  for
such  needs as long-term maintenance and equipment purchases; and
monitors expenditures.	Auxiliaries work directly with	a  member
of the finance area staff.

The Budget Office assumed the additional responsibility of finan-
cial  planning a year ago.  Various financial planning models are
used to forecast and track income and expenditures to allow  more
efficient and profitable money management.

Planning  and  monitoring  of  budgets	and  positions is largely
computerized, consequently the	Budget	Office	operates  with	a
relatively small staff consisting of:

*   the budget director,
*   a budget coordinator,
*   a financial planning coordinator,
*   three budget analysts,
*   one programmer analyst, and
*   two secretaries.

The Budget Office operates as a service rather than as a policing
unit, with personnel responsive to requests for service.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.5   Management
-txt-
Issue 8

Regular  reports,  that  show  income  and  expenditures  for all
accounts, are provided to department heads.  Departments may also
check account balances daily by computer,  although  there  is	a
considerable  lag  between  the department's submission of a bill
for payment and the appearance of the debit.  A new source-point-
entry accounting system will soon be in  place	to  provide  more
immediate,  accurate feedback on account balances.  Since instal-
lation is imminent, no recommendation on this issue will be  made
at this time.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.5   Management
-txt-
Issue 9

Position  use  and  salary  savings  are  monitored by the Budget
Office.  Accurate analysis of both are dependent on the personnel
data base under the control of	the  Employee  Relations  Office.
Departments  do  not  receive  reports	from the position control
system because available information lags well behind  initiation
of  paperwork  on  personnel  changes.	  Currently,  many  units
maintain their own position control and salary savings monitoring
systems.  A plan to provide salary expenditure data  to  colleges
and  departments  to  verify  salary  savings  has  not  yet been
approved by the Budget Office.	Eventually, direct computer entry
of personnel transactions may help to solve these problems.  This
system may require  that  the  personnel  data	base  become  the
responsibility of the Budget Office.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.5   Management
-rec-
Recommendation 8-15:   That  position and salary savings monitor-
    ing systems be improved to provide feedback to  colleges  and
    other  units  that must now duplicate the personnel data base
    system.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.6   Fiscal Status
-txt-
Total current fund revenues and expenditures have  tripled  since
the  1975-76 Self-Study (see Table 8-9).  It should be noted that
the percentages of the total revenue attributable  to  state  and
federal  government appropriations have decreased while those for
tuition and fees, contracts and grants, and private  giving  have
increased.   For 1985-1986, tuition and fees, contract and grant,
and private giving revenues were each more than  four  times  the
amount	in 1975-1976.  State and federal appropriations increased
less than three times the amount in 1975-1976.

The change in the percentage of funds contributed by the  various
sources  is  not  unexpected.	 In 1975-1976, students paid 24.2
percent of instructional program costs.   Because of  legislative
mandates,  they  now  pay 37.9 percent.   Since the 1975-76 Self-
Study, the University has focused attention on strengthening ties
with business, industry and government to attract research oppor-
tunities and funding, and on securing a  strong  private  funding
base.  Revenue figures show that efforts have been fruitful.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.6   Fiscal Status
-txt-
The  analysis  of  tuition and fees for 1975-1976, 1980-1981, and
1985-1986 shows that other  than  increases  that  resulted  from
changes by the state in the tuition policy, tuition and fee costs
have  risen  only at the rate of inflation (see Table 8-10).  The
current tuition and fee rates, however, have  made  it	difficult
for  the  University  to  remain competitive for the high-quality
students it wishes to attract.	 VPI&SU tuitions  are  among  the
highest  for  state public institutions.  With fees included, the
picture improves.  Currently, it is room  and  board  rates  that
make  VPI&SU  a  bargain,  at  least  for on-campus undergraduate
students.  When room and board are included in costs to students,
VPI&SU becomes the second-least-expensive public  institution  in
Virginia.  The recognition that major increases in tuition cannot
be  afforded  has led the University to aggressively and success-
fully seek outside sources of funding.

As for expenditures, only those for  public  service  (see  Table
8-9)  have  decreased markedly.   This decline is attributable to
significant decreases in state and federal  funding  for  cooper-
ative extension.

The  magnitude	of  the  increases  in expenditures in most other
categories is  due  largely  to  faculty-level	salary	increases
(approximately	80  percent  of  University  expenditures are for
salaries).  The scholarship category, however, is not affected by
salaries, which means that  support  to  students  has	increased
dramatically from $2.5 million to $10.5 million since 1975-1976.

With  the  increase  in graduate enrollment since 1975, a concom-
itant increase in expenditure per FTE student would be	desirable
and expected (see Table 8-11).	Data on expenditures for instruc-
tion  have  been adjusted to 1986 dollars using the Higher Educa-
tion Price Index.   Significant  increases  in	expenditures  for
student services and scholarships are obvious without adjustment.
The figures in Table 8-11, and in Table 8-9 that show the general
stability of expenditures within category over the last 10 years,
indicate  there  has been no relative decline in any of the major
services provided by the University, except in the area of public
service.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.6   Fiscal Status
-txt-
Issue 10

State appropriations have not grown to	meet  the  needs  or  the
desires  of the University.  They have served, however, as a firm
foundation from which to launch successful initiatives to attract
funding from outside sources.  Movement toward less  reliance  on
state  and  federal  appropriations,  as  indicated in Table 8-9,
raises important questions about the appropriate degree to  which
VPI&SU's  affairs  should  be  controlled  by the state, but more
importantly, to some, about the degree to which the University is
moving further from the traditional  character	of  a  land-grant
institution and the security of state-appropriated revenues.  The
University  must  consider the appropriate degree of control that
the  state  should  have  over	activities  funded  primarily  by
non-state  revenues, and the effect of the University's quest for
academic quality and status as a major	research  institution  on
traditional expectations of a land-grant institution.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.6   Fiscal Status
-rec-
Recommendation 8-16:   That a committee study in depth the impli-
    cations of continued reliance on non-state funds for support.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.7   Conclusions
-txt-
Main issues addressed by the budget subcommittee were  University
compliance  with SACS criteria related to budget, the present and
future financial strength of the institution and the  responsive-
ness  of  the  budgeting process to the broader University commu-
nity.  Conclusions are as follows:

1.  SACS criteria related to  budgeting  are  being  met.    With
    regard  to	the criterion of strong educational planning, the
    committee believes that planning does occur, but in the  case
    of	acquisition  and allocation of nonrestricted funds, it is
    more informal than formal.

2.  During a period of decreased state support for higher  educa-
    tion,  the University has managed to secure resources to meet
    objectives related to enhanced quality of  academic  programs
    and student life.

3.  The  decentralized budgeting and management philosophy of the
    finance area and the Provost's  Office  give  decision-making
    responsibility to those who know most about specific programs
    in their charge.

4.  Those charged with the allocation of resources show a genuine
    concern for equity and are cooperative and personally respon-
    sive.

5.  The  finance  area is run efficiently and maximizes resources
    allocated  to  it  to  conduct  the  University's   financial
    business.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.1  Budget And Financial Planning (6.3.2)
-sub-
8-3.1.7   Conclusions
-txt-
Recommendations addressed the following three conclusions:

1.  The  University  has some well-recognized critical needs that
    threaten both the adequate maintenance of  existing  programs
    as	well  as  new  initiatives  and  strides  made toward its
    visibility as a quality institution.

2.  Weaknesses in the budget process center around the absence of
    clearly identified	and  generally	accepted  priorities  for
    funding,  both  University- and college-level, and the short-
    and long-term budget implications of plans at both levels.

3.  While the finance area  has  exhibited  strong  and  creative
    leadership	 in  resource  acquisition  and  management,  the
    increasing reliance on non-state sources  of  revenue  raises
    questions about the institution's future and the propriety of
    some types of state control over operations.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-txt-
The  controller subcommittee of the Financial Resources Committee
of the 1987 Self-Study interviewed three University officials:

*   Raymond Smoot -  Associate	Vice  President  of  Finance  and
    Treasurer;

*   Dwight Shelton - University Controller;

*   Wayne Bishop - Assistant Director, Employee Relations.

The committee reviewed management letters prepared by the Auditor
of  Public  Accounts  and the summary responses to the management
letters, as well as the other materials that were provided to the
entire financial affairs subcommittee.	These materials, as  well
as the several interviews, serve as the basis of this report.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.1   Description of the Controller's Office and Function
-txt-
The Office of the University Controller has undergone significant
expansion  and	reorganization	since  the 1975-76 Self-Study. At
that  time,  the  Controller   function   was	managed   by   10
professional-level  personnel  with  39  supporting  and clerical
staff.	The focus of the University's controller activity was the
management of the University's expenditures from primarily appro-
priated  and  grant/contract  projects	 totaling   $97   million
annually.

In  1986-87,  management of all University expenditures continues
to be a major function of the Controller's Office.  However, just
as the University has evolved during the last  10  years  into	a
major  research  institution, the Controller's Office has evolved
to meet the changing needs of the University  and  the	operating
environment  of  the  1980s.   During the 1980s, the Controller's
Office went through a major restructuring effort,  including  the
reclassification  and  reassignment  of several staff members, to
meet the new demands placed upon it.  Today the office is  organ-
ized  into five sections that address the responsibilities listed
below.	 Currently, the Controller's  Office  is  staffed  by  31
professional staff members and 44 clerical support staff.  Appro-
priated and grant/contract funding expenditures totalled approxi-
mately	$323  million  as  of  June  30,  1986; total expenditure
transactions for that fiscal year exceeded 150,000.

The major functions of the Controller's Office are:

*   Financial Reporting and Control

    This section is responsible for:

    1.	The preparation of both internal and  external	financial
	statements for the entire University, as well as specific
	components when such reports are required;

    2.	Cost-accounting  functions, which include preparation and
	negotiation of	federal  and  state  indirect  cost  rate
	proposals and the establishment of service center rates;

    3.	Fixed-asset  accounting,  which  includes  monitoring and
	tagging of  all  fixed	assets	and  maintenance  of  the
	University's  automated  fixed-assets  accounting system;
	and

    4.	Establishment and maintenance of the University's  system
	of internal controls, which includes major responsibility
	for  resolution  of  internal  and  external audit report
	comments.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.1   Description of the Controller's Office and Function
-txt-
*   Accounting Services

    This section is  responsible  for  the  daily  processing  of
    revenue  and  expenditure transactions through the University
    accounting system and on to  the  state,  the  monitoring  of
    annual  budgets  and  year-end  closeout  procedures,  vendor
    inquiries, and compliance with a wide range of University and
    state rules and regulations,  such as the Prompt Payment  Act
    of Virginia.

*   Systems Support

    This   section  provides  daily  maintenance  procedures  for
    production	systems  for  the  Controller's  Office  and  the
    Purchasing	Department,  performs  minor  to moderate systems
    development work, provides ad hoc management data to  depart-
    ments  through tape and hard-copy report formats, and manages
    the  centralized  data  entry  function  for  the  accounting
    system.

*   Student Accounts and Accounts Receivable

    This  section manages the student tuition and fees filing and
    collections  process,  as  well  as  maintaining  receivables
    systems  for Virginia Tech Electric Service and the miscella-
    neous receivables system.

*   Financial Systems Development

    This section is responsible for all application systems  that
    support  the  Controller's  function,  including  one  major,
    special projectggthe development or purchase and installation
    of new, automated accounting systems software.  As such, this
    section is in charge of the implementation (now in	progress)
    of	a  new	central accounting system, a new general accounts
    receivable system, a purchasing system to be integrated  with
    the  new  central  accounting  system,  and  a  cash receipts
    control system.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.2   SACS Criteria - Accounting, Reporting and Auditing
(6.3.5)
-txt-
*   "Institution's accounting system follows  generally  accepted
    principles	of  institutional  accounting  as  they appear in
    College and University Business Administration."

    Conditional YES:  The institution does  follow  the  American
    Institute  of  Certified  Public  Accountants  (AICPA)  audit
    guidelines for  Colleges  and  Universities.    However,  the
    institution  has  consistently been criticized for its inade-
    quate general ledger  and  miscellaneous  receivable  systems
    (excluding	student  systems)  by its external auditors since
    external  audits  were  begun  for	the  fiscal  year  ending
    1978-79.	After a number of years of analysis and review, a
    new system has been purchased for installation in July  1988,
    which  will  finally  provide  the	University  an acceptable
    general ledger and receivables system.

*   "The  chief  business  officer  (University  Controller)   is
    responsible  for  preparing financial reports for appropriate
    institutional   officials,	 board	 officers   and   outside
    agencies."

    Yes:    The  Office  of the Controller provides this function
    under the direction of the University's  Vice  President  for
    Finance.

*   "The  chief  executive  officer  of  the institution receives
    periodic written financial reports."

    Yes:  The Office of the  Controller  provides  these  reports
    under  the	direction  of the University's Vice President for
    Finance.  Reports are prepared quarterly and are forwarded to
    the Vice President for Finance, the President and members  of
    the Audit and Finance Subcommittee of the Board of Visitors.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.2   SACS Criteria - Accounting, Reporting and Auditing
(6.3.5)
-txt-
*   "Competent  certified  public  accountants  or an appropriate
    governmental auditing agency  conduct  an  annual  audit  and
    produce a certified report."

    Yes:   The University annually commits to an outside auditing
    authority, the Auditor of Public Accounts (APA),  to  perform
    an audit for the purposes of obtaining an independent opinion
    on the University's financial activities and financial state-
    ments.    The  APA	has  statutory authority to conduct audit
    activities for all state agencies and the  University  there-
    fore  has  no authority to acquire the services of an outside
    private firm for the annual audit.	Audits of  the	Universi-
    ty's  financial  statements  were  conducted by outside audit
    firms in the 1979-82 fiscal years, with  the  APA  conducting
    all audits since 1983.

*   "The auditors are not directly connected with the institution
    either personally or professionally."

    Correct:	The  University  follows  the  AICPA statement of
    criteria for  selection  of  outside  auditing  firms,  which
    specifically prohibits any relationship of the auditing team.

*   "All  funds  for  which  the  institution  is responsible are
    audited on a fiscal-year basis."

    Yes:  All audits of the University's material  (appropriated,
    private,  and  earned)  funds  are	conducted annually on the
    University's fiscal year (July 1 - June 30) basis.  The  only
    exception is the Student Aid Association, which is audited on
    a January 1 - December 31 basis.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.3   Historical Perspective Since 1975-76 Self-Study
-txt-
The  "Accounting, Reporting, and Auditing" section of the 1975-76
Self-Study included one recommendation and one suggestion:

"Recommendation 7:   That the University  prepare  an  annual  or
biennial  financial report in accordance with the recommendations
for colleges and universities developed by the American Institute
of Certified Public Accountants and the National  Association  of
College and University Business Officers."

"Suggestion 5:  That the University have periodic management-type
audits conducted by a firm of certified public accountants."

In  review,  the intent of both of these recommendations has been
implemented by the University, including the introduction  of  an
audit  subcommittee  of  the  Board of Visitors, coupled with the
introduction  of  an  Internal	Audit  department,   to   provide
oversight  to the audit activities and strengthen the validity of
the audit function.  Annual reports are now prepared in a  corpo-
rate style with financial statements included.	These reports are
distributed widely within and outside the university community.

The  current Self-Study subcommittee would recommend further that
the University give particular care to the selection and appoint-
ment of members of the Board of Visitors to serve  on  its  audit
subcommittee.  Given the complexity of the University's financial
environment,  it  is  imperative  that	this  Board  subcommittee
include individuals with appropriate credentials and experience.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-txt-
In the course of the subcommittee's activity, four  more  signif-
icant issues were defined and investigated.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.1  Financial Oversight of Non-Public University Funds
-txt-
Virginia  Polytechnic  Institute & State University, as a compre-
hensive university  as	well  as  a  land-grant  institution,  is
expanding  its	non-appropriated  funding  base  at  a rapid pace
through successful efforts in development, research,  and  alumni
activities.  A part of that success has been the expanded private
funding of professorship and scholarship endowments, expansion of
the  University's  use  of  private  resources  to match or lever
additional  appropriated  resources  for  capital  projects   and
research activities, and the expansion of the role of the Founda-
tion  to  manage sometimes-disparate "gifts" and other "directed"
funds.	Additionally, the University is using its primary private
resource, the Virginia Tech Foundation, to support and/or oversee
the management of the Virginia Tech Corporate Research Center, to
expand the opportunities for the  University  to  strengthen  its
programs and services to the state and nation.

This  expanded	non-general-fund financial activity generates two
questions:

1.  Are these private funds and activities exposed  to	the  same
    rigor  of  oversight  as are the public funds of the institu-
    tion?

2.  How are the  financial  activitiesggaccounting,  receivables,
    payables, payrollggof these private entities coordinated with
    those  same  activities  provided  to  the	publicly financed
    activities of the University, considering that  many  Univer-
    sity   programs  and  activities  are  funded  from  multiple
    sources?

In the first case, the University has moved  to  bring	to  these
private corporate entities the same level of oversight by:

*   Consolidating  the	treasurer  function  of  almost  all  the
    private entities under one officer of the institution --  the
    University	treasurer  (exceptions	are  the Athletic Associ-
    ation, Student Aid Association, and Alumni Association);

*   Requiring each entity to conduct an annual audit performed by
    an outside auditing firm with the  results	reported  to  the
    University; and

*   Assuring that each entity reports financially to the Board of
    Visitors  through  the  Office  of	the  Vice  President  for
    Finance.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.1  Financial Oversight of Non-Public University Funds
-rec-
Recommendation 8-17:   That  the  administration   continue   its
    action  to	consolidate  the financial management function of
    all the institution's private entities to ensure integrity of
    the composite University financial environment, as well as to
    ensure coordination of financial activities.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.1  Financial Oversight of Non-Public University Funds
-txt-
In the second case, additional attention needs to be directed  to
the  development  of  the "working relationships," both among the
financial components of these  private	entities  themselves  and
between  the financial components of the private entities and the
public University.    The  committee  discovered  some	confusion
within	the  academic  community  as  to how financial activities
performed by some of these private entitiesggrevenue  collection,
the  payment of certain expenses, endowment management, etc.ggare
currently  handled;  and  how  transactions  of   various   types
within/among  the  different private entities are recorded and/or
public-private joint-funded activities are managed.  For example,
it is often not clear to many how the designated and undesignated
gifts solicited in the Campaign for Excellence have been recorded
and allocated to various accounts.  In a similar  manner,  it  is
not  clear  to	many  how  to  determine  the source of funds for
various endowments.  It should be pointed out  that  records  are
maintained  by	the  Virginia Tech Foundation on every endowment,
including the sources of funds for the endowment.  Further, there
is the perception that	the  various  business,  accounting,  and
development  staffs  of  the  private entities are distributed in
different locations across campus, with some  even  reporting  to
different financial officers.  One can thus understand how commu-
nications  have  become confused and coordination of such efforts
has become a significant challenge.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.1  Financial Oversight of Non-Public University Funds
-rec-
Recommendation 8-18:   That the Vice President for  Finance  work
    toward  coordination  of  the logistics and accounting of all
    University funds and University-related funds,  so	that  the
    same  level of information, access, documentation, and commu-
    nication is to provided users, regardless of  the  source  or
    designation of funds.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.2  Relocation of the Payroll Function into the
Controller's Office
-txt-
VPI&SU	has  operated  for  many  years with the payroll function
reporting to the Employee Relations (Personnel) director.  A more
common	organizational	arrangement  in  most  state   government
agencies  and  higher  education  institutions is for the payroll
function to report to the institutional  controller,  to  provide
the controller operational oversight of all institutional expend-
itures.    As one might expect, there are benefits to both organ-
izational arrangements.

The arrangement with payroll reporting to the controller enhances
the capability of the institution to assure that the  salary  and
wage  expenditure functions are properly accounted and dispersed.
The payroll function generically is an accounting  activity  with
most of the technical and policy issues discussed in the account-
ing  profession arenaggprofessional meetings, workshops, etc.  It
would seem logical that if the payroll function is relocated into
the controller's area, the relationship would  provide  a  better
support  system  for  the  continued  development  of the payroll
system.

On the other hand, the arrangement with payroll reporting to  the
personnel  director  appears  to  enhance  the	capability of the
institution to link the salary and  wage  position  authorization
and  employment  process  to the payroll expenditure process.  In
some environments where payroll reports to the controller, when a
problem arises with paying  someone,  both  partiesggpayroll  and
personnelggoften  blame  the other for the procedural breakdowns.
An apparent example of this is the Commonwealth itself.  A recent
directive was initiated to  merge  the	two  functions	with  the
introduction  of  the  new  Commonwealth Integrated Personnel and
Payroll System (CIPPS), a system with the expressed objective  to
overcome  at  the state level many of the procedural difficulties
generally occurring between the personnel and payroll  divisions.
Unfortunately,	the  development of the CIPPS has been stalled by
technical problems  (the  Commonwealth's  payroll  and  personnel
divisions  use	different software and computer systems), as well
as additional procedural issues.    Furthermore,  the  new  CIPPS
apparently  will  not  have  the complexity to handle many of the
reporting requirements mandated  by  the  University's  sponsored
programs,  and	as  a  result  will probably never be extended to
VPI&SU.

With the advent  of  the  University's  automated  personnel  and
payroll  system  operating  from a single personnel database, the
procedural issues which have resulted from separate personnel and
payroll processes are largely resolved.  However, with the intro-
duction of the new accounting system in  July  1988,  significant
systems  work will again need to be performed to adjust or create
the linkages between the existing personnel database and the  new
accounting  system.    Having  the  payroll  office report to the
controller  would  encourage  and  accelerate	that   adjustment
process.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.2  Relocation of the Payroll Function into the
Controller's Office
-rec-
Recommendation 8-19:   That  the  payroll function of the Payroll
    and Personnel Records office be reorganized to report to  the
    University Controller in order to improve the coordination of
    payroll/accounting activities, as well as to speed the devel-
    opment  of	further automated systems to serve the University
    in the payroll area.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.3  Central Invoicing, Central Receiving, Prompt Pay and
Fixed-Asset Management
-txt-
The opportunity for the University to achieve some administrative
decentralization  status  as  articulated  by  the   Commonwealth
involves  the  achievement of several benchmark procedural stand-
ards, one of the most problematic of which is the  standard  that
the  University  achieve  a  95  percent  effectiveness rating in
paying its bills on time (Prompt Payment Act).	 With the  advent
of the new accounting system, the technical capacity to centrally
invoice  all  purchases  will be achievable, a process that would
measurably improve the ability of the institution to  reach  this
difficult standard.

Collaterally,  the  need exists for the University to upgrade its
equipment inventory (fixed asset) system to keep  pace	with  the
introduction  of  significantly more equipment as a result of the
new Equipment Trust Fund Authority.  The data accumulated through
the equipment inventory system is becoming a critical element  of
the  formula  to fund equipment allocations, particularly funding
to replace obsolete equipment.	Additionally, the introduction of
additional equipment through the University's expanding  research
program  and  Foundation donations also suggests that more atten-
tion needs to be directed to this sometimes-overlooked procedure.
One issue in this regard is the fact that VPI&SU  is  limited  to
changes  in  the  software  that  are accommodated by the state's
Fixed-Asset Accounting Cost System (FAACS).   In the  opinion  of
the committee, a logical element that would improve the equipment
inventory  system would be the establishment of a central receiv-
ing procedure, where equipment items would  be	received  at  one
location,  checked  for  damage,  entered  into the inventory and
eventually delivered to the appropriate department.   The  burden
of  maintenance  of  the  current  equipment  inventory is on the
individual departments, who must audit and update their equipment
lists; an honor system that often  is  less-than-enthusiastically
followed.   Additional staff needs to be assigned to this task to
assist the departments in  the	maintenance  of  their	equipment
inventories,  staff  that may also be able to double as receiving
clerks.   Finally, central receiving would  improve  the  central
invoicing  process,  and  thereby improve the University's prompt
pay performance.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.3  Central Invoicing, Central Receiving, Prompt Pay and
Fixed-Asset Management
-rec-
Recommendation 8-20:   That the University move to:

    1.	Initiate, with the introduction  of  the  new  accounting
	system,  a  system  for  the  central  invoicing  of  all
	purchases.

    2.	Perform a cost-benefit analysis of the establishment of a
	central receiving procedure to improve the monitoring and
	designation of fixed assets and speed the central invoic-
	ing activity.

    3.	Strengthen its equipment inventory  (fixed-asset  manage-
	ment)	system	 to   move   away   from  reliance  on	a
	departmental-based self-audit procedure.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.4  Compliance with Management Letters and Computer System
-txt-
The University moved in part in 1978 to  meet  SACS  criteria  by
seeking the services of an outside auditor to undertake a compre-
hensive  audit under the guidelines of the American Institute  of
Certified Public Accountants.	This audit  was  in  addition  to
numerous  years  of  oversight	by  the  State Controller and the
Auditor of Public Accounts and led  to	numerous  recommendations
and comments for improvements in university procedures.

One of the several recurring comments from the outside audit firm
and  the  APA is the requirement of the University to upgrade its
University  Accounting	System	to  achieve  a	central   uniform
accounting  system, as well integrate into the new system many of
the receivable and payable activities currently being done  on	a
distributed  basis  across  many departments.	It is unfortunate
that it has taken so many years for the University to  evolve  to
the  current  actionggthe  decision to procure an outside systems
vendor and accounting package to  achieve  this  most-fundamental
requirement.   However, even though the decision has been reached
and an	adequate  accounting  package  purchased,  the	computing
environment  may  not be sufficient to provide the user community
the level of support and access that will allow the full function
of the new system.

Finally, and most importantly, it  is  clear  that  many  of  the
recommendations  included  in  this Self-Study report will not be
possible  without  the	implementation	of  a  new   computerized
accounting  system.    Therefore, the following recommendation is
given.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.2  Controller/Accounting And Auditing (6.3.5)
-sub-
8-3.2.4   Discussion And Recommendations
-subsub-
8-3.2.4.4  Compliance with Management Letters and Computer System
-rec-
Recommendation 8-21:   That  the  administration   continue   its
    emphasis  on  the development of a central uniform accounting
    system that will both meet the requirements  of  the  APA  as
    well  as  improve services to the expanding number of Univer-
    sity  community  users,  and  that	all  reasonable  care  be
    directed  to establish/direct adequate computing resources to
    make certain that the new system is fully functional and that
    it will receive the necessary  level  of  system  support  at
    later stages of development.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-txt-
The  audit  subcommittee of the financial resources committee for
the 1987 University Self-Study interviewed the following individ-
uals:

*   David Goodyear - Director, Internal Auditing

*   Dwight Shelton - University Controller

*   Minnis Ridenour - Vice President for Finance

The following documents were reviewed:	"Review of  the  Internal
Audit  Function  -  March  1979,"  which  was  prepared  by Peat,
Marwick, Mitchell & Co.;  summary  responses  to  the  management
letters  from  the  external  auditors for the last 10 years; and
other material that was provided to the entire financial  affairs
subcommittee.	 This  material,  the interviews conducted by the
audit subcommittee, and interviews  conducted  by  the	financial
resources committee served as the basis for this report.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-txt-
Financial Accounting System

After  a  review  of  the  management  letters	from the external
auditors and the responses of the University administration,  the
subcommittee  concludes  that  for  an extended period there have
been serious difficulties in the University's accounting  system.
Although  limited  progress has been made with several subsystems
(payroll, accounts receivable, fixed assets), in  the  subcommit-
tee's opinion, serious problems still remain.

External Audit

In  the  past,	the external audit has been conducted by a public
accounting firm or the Auditor	of  Public  Accountants.    After
reviewing the management letters, the subcommittee concludes that
the  Auditor  of  Public Accounts focuses more on compliance with
regulation of the Commonwealth, while the public accounting  firm
focuses  more  on  management  and internal control issues.  Both
types  of  audits  are	beneficial  and,  in  the  subcommittee's
opinion,  University  financial  records  should  periodically be
subject to both types of audits.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-rec-
Recommendation 8-22:   That the University administration encour-
    age the Auditor of Public Accounts to establish a  policy  of
    rotating  external	auditors  between  the	Auditor of Public
    Accounts and certified public accounting firms.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-txt-
Internal Auditing and Management Services Department

After the  1975-76  Self-Study,  the  University  established  an
internal  audit  group	that  reports  to  the Vice President for
Finance and the audit committee of the Board of Visitors.  In the
subcommittee's opinion, this structure assures  the  independence
of  the  internal  auditing  department.   For the internal audit
function to be effective, this independence must  be  maintained.
This  group is staffed with highly trained professionals who have
developed a risk assessment  (audit  plan)  for  the  University.
This audit plan specifies a five-year audit cycle for the Univer-
sity.	 There	is  reason  to believe that the audit plan can be
carried out with  the  authorized  staff  if  resources  are  not
diverted to numerous special projects and requested positions are
filled.    However,  it  is  the  subcommittee's opinion that the
five-year audit cycle is maximum and should not be extended.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-rec-
Recommendation 8-23:   That  the  administration  take	steps  to
    assure  that  adequate  professional staffing is available in
    the internal audit department so that the audit plan  can  be
    carried out within the five-year cycle.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-txt-
In auditing, the concept of peer review or auditing the auditors,
is  generally  accepted.    Although  the  University has a well-
trained professional staff of internal auditors, they should,  in
the  subcommittee's  opinion,  be  subject to a peer review.  The
Department of the State Internal Auditor for the Commonwealth  of
Virginia  conducts  a  peer  review  of the University's Internal
Audit Department every three years.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-rec-
Recommendation 8-24:   That the  administration  adopt	a  policy
    that  states that a peer review of the internal audit depart-
    ment will be conducted every three years.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-txt-
Performance Audits

Academic units with the University  are  subject  to  a  periodic
review	as  part of the accreditation process.	The current self-
study is an example of a University-wide  performance  evaluation
and  review.	However,  there is no evidence that service units
within the University are subjected to such reviews.

Adequate  professional	staff  should  be  made  available  so	a
University-wide  performance  audit  plan  could be developed and
carried out.  However, Internal Audit should  first  analyze  the
requirements   for  effectively  conducting  operational  audits,
determine the availability of assistance from within the  Univer-
sity  community,  and  assess potential savings to the University
before adding any staff to conduct operational audits.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-rec-
Recommendation 8-25:   That the University Internal Audit depart-
    ment be charged to conduct periodic  performance  (efficiency
    and effectiveness) audits of service units within the Univer-
    sity.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-txt-
University Transfer Pricing System

Administration	policy	requires  that instructional and research
units purchase certain goods and services from University service
units  (i.e.	transportation,  printing,  communications,  food
services,  and remodeling).   There is no formal policy to estab-
lish the transfer prices employed to charge for these  goods  and
services.    The  current system is often viewed as arbitrary and
causes friction among operating units within the University.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.3  Audit
-sub-
8-3.3.1   Discussion and Recommendations
-rec-
Recommendation 8-26:   That the administration establish a formal
    procedure to implement and maintain a  market-based  transfer
    pricing  system  and that all market-based transfer prices be
    reviewed by the  Internal  Audit  department  on  a  biannual
    basis.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-txt-
The Treasurer subcommittee examined treasury operations, Virginia
Tech  Foundation,  and risk management.  These functions are most
directly related to Sections 6.3.8, 6.3.9, and 6.3.10 of the SACS
criteria.  We find all SACS criteria satisfied.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.1   Treasury
-txt-
The study of treasury operations was broken down into the follow-
ing categories:  (1) cashiering, (2) investment/debt  management,
and  (3)  other treasury functions.  The following documents were
examined:

*   Organizational chart of treasurer and vice president;

*   VPI  Educational  Foundation  Short-Term  Investment   Policy
    (12/9/82);

*   Numerous  "Management  Responses  to External Audit Reports",
    for example, #12, October 1986.

As part of the study, the committee interviewed Raymond D. Smoot.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.1   Treasury
-subsub-
8-3.4.1.1  Discussion
-txt-
Cashiering

The cashiering function relates primarily to the  collection  and
disbursement   of  funds  for  the  University.    This  includes
collection of payments for student tuition, University	services,
traffic  fines,  electric  service,  and  purchases of University
products.   Disbursements from this area  include  all	payrolls,
guaranteed  student loans, financial aid checks, tuition refunds,
stipends, assistantships, and travel loans/advances.

Several innovative programs have been successfully introduced  in
this area.  Examples include:

*   direct deposit of paychecks,

*   undergraduate student fee pre-payment plan,

*   graduate student deferred fee payment plan,

*   three computer-equipment financing plans,

*   a  satellite  office  for  the collection of Electric Service
    payments and collection of Electric Service payments  by  all
    area banks,

*   acceptance of credit cards for tuition payments,

*   decentralized  distribution  of  payroll  checks on a depart-
    mental basis,

*   standardized University cash-handling procedures,

*   direct departmental deposits of receipts to  a  concentration
    bank account,

*   a  program to replace the former travel loan program in which
    purchase of travelers checks may be charged to an  employee's
    corporate credit card.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.1   Treasury
-subsub-
8-3.4.1.1  Discussion
-txt-
Investment/Debt Management

The  management  of  cash  within  the	University for investment
purposes during the last 10 years exhibits two general character-
istics.  First, an integrated zero-balance  cash-management  plan
exists	across several of the corporations within the University.
Cash balances, both state and  local,  are  effectively  managed.
Secondly,  excess  cash  is  aggressively invested in appropriate
liquid investments,  such  as  those  given  in  the  Educational
Foundation's  "Short-Term  Investment Policy."  The management of
debt and the investment of debt proceeds has changed dramatically
over the last several years with the increase in  debt	financing
activities  at the University.	Several innovative debt financing
programs  have	been  instituted.    Proceeds  are   aggressively
invested in appropriate investments.

Other Treasury Functions

All federally funded loan programs are operated from the Treasury
Management  office.    These  include the National Direct Student
Loan and Health Profession Student Loan programs.  The University
has contracted with an independent billing agency to  handle  the
bulk  of  services  in	this area.   Additionally, all delinquent
accounts receivable for the University are monitored and  aggres-
sively	pursued.    Three  outside  collection agencies are used.
Collection efforts are pursued through	collection  agencies,  as
well  as  through  the	state tax set-off program.   Referrals of
delinquent federal loans are processed through the U.S.   Depart-
ment of Education.

The  subcommittee  notes a frequent item appearing in the Manage-
ment Responses to External Audit  Reports  cites  the  collection
procedures  for  bad debts. The College of Veterinary Medicine is
cited specifically.  This problem area was also  brought  to  the
subcommittee's attention by the Internal Audit director.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.1   Treasury
-subsub-
8-3.4.1.2  Recommendations
-txt-
There are no recommendations.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.2   Virginia Tech Foundation
-txt-
The following documents were examined:

*   Investment	Policy	and  Objectives  for  the  Virginia  Tech
    Foundation Consolidated Endowment Account;

*   Investment	Policy	and  Objectives  for  the  Virginia  Tech
    Foundation Pratt Estate Fund;

*   VPI   Educational  Foundation  Short-Term  Investment  Policy
    (12/9/82);

*   Investment Guidelines:    Fixed  Income  Portion-Consolidated
    Endowment (July 1, 1986);

*   Performance Rankings of the Pratt Estate and Endowment Fund;

*   Consolidated   Endowment  Fund  and  Pratt	Fund  Performance
    Summary as of September 30, 1986;

*   Purchase Proposal for the Doniphan	Building  in  Alexandria,
    Virginia;

*   Virginia Tech Foundation Annual Report 1985-1986;

*   Organizational chart of the Virginia Tech Foundation, includ-
    ing the several corporations under its control.

As  part  of  the  study, the subcommittee interviewed Charles M.
Forbes, M. E. Ridenour, and Raymond D. Smoot.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.2   Virginia Tech Foundation
-subsub-
8-3.4.2.1  Discussion
-txt-
During the last decade, the Virginia Tech Foundation has  experi-
enced  extraordinary growth in managed funds, which has continued
into 1987.  The effective management of Foundation  funds  is  by
the very size of the endowment critically important to the future
of the University.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.2   Virginia Tech Foundation
-subsub-
8-3.4.2.1  Discussion
-txt-
Financial Assets

Between 1981-1986, managed funds of the Foundation increased from
$34.6  million to $90.9 million, an average annual growth of more
than 21 percent.  Goals, policies, and guidelines for the invest-
ment of available funds in financial assets are clearly set forth
in the investment policy documents  examined  by  the  committee.
Performance  measures  for funds invested in financial securities
are compared against market-determined results by  the	Universi-
ty's investment committee.  It is the subcommittee's opinion that
investment  goals  are adhered to by the investment managers, and
that the investment managers are fully aware of  their	fiduciary
responsibility for the institution.

Between  1981  and 1986, the Foundation's investment in financial
assets earned a compound annual rate of return of  21.4  percent.
This  return exceeds generally accepted market indexes and, given
the diversity of the portfolio, probably reflects average  market
risk.

Capital Assets

The criteria associated with investment in capital assets is less
clear  than  for financial assets.  Indeed, investment in capital
assets is viewed more as a necessity associated  with  University
programs  than	as  a straightforward investment.  This is not to
say that the capital  asset  evaluation  process  itself  is  not
rigorous.    Quite the opposite appears to be the case.  Further-
more, the foundation investment committee must	indicate  written
approval  of each project.  A good example is the purchase of the
Doniphan Building in Alexandria.  While the numbers presented  in
the  report were not evaluated for accuracy, the method of analy-
sis is sound.  The subcommittee was assured that equally rigorous
analysis has been applied to other  capital  asset  acquisitions,
such as the Virginia Tech Corporate Research Center.

Initially,  the subcommittee was unsure about the guidelines used
by the Foundation to evaluate capital assets.  Also, there was	a
question  about the standard of comparison the Foundation's board
uses  to  evaluate  capital   investment   projects.	  Further
discussions  with  the administrators listed above disclosed that
decisions concerning purchase of  capital  assets  are	based  on
programmatic  needs.  Subsequently, the investment return or cost
is determined.

It should be kept in mind that even though the risks  of  capital
asset investment are typically greater than a broadly diversified
portfolio  of  stocks  and  bonds, the amount invested in capital
assets currently represents a  relatively  small  amount  of  the
Foundation's total managed funds.

It is the subcommittee's opinion that the University community is
largely  uninformed  about the availability of project funding by
the Virginia Tech Foundation.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.2   Virginia Tech Foundation
-subsub-
8-3.4.2.2  Evaluation and Recommendations
-txt-
The Virginia Tech Educational Foundation is expertly managed  and
has  enjoyed  unparalleled  success during the last 10 years. The
1986 unqualified opinion of Peat, Marwick and Mitchell &  Company
was  previously  noted.    While there has been ample information
about  the  Foundation's   very   successful   fund-raising   and
additional  publicity  about  several of the Foundation's capital
investment projects, information about investment performance  or
the  availability of Foundation funds to finance special projects
or programs within the University is sparse.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.2   Virginia Tech Foundation
-subsub-
8-3.4.2.2  Evaluation and Recommendations
-rec-
Recommendation 8-27:   That the Educational Foundation take steps
    to better inform the University of its financial standing and
    basic operations through such steps as:

    *	Publishing a performance summary of  the  Endowment  Fund
	and the Pratt Fund in Spectrum every six months,

    *	Preparing  information	about the availability of Founda-
	tion funds for	special  programs  or  projects  and  the
	disbursement of these funds,

    *	Establishing  a  specific  set	of guidelines for capital
	investment by the Foundation, which would define  capital
	investment  and  include  the  requirement  that  capital
	projects accepted by the Virginia Tech Foundation have	a
	Net Present Value greater than or equal to zero.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.3   Risk Management
-txt-
The following documents were examined:

*   Statement of 1985-86 Risk Management Objectives;

*   Director of Risk Management position description;

*   Office of Business Affairs organizational chart;

*   Virginia Tech Insurance Information 1986-87;

*   Insurance  and  Risk Management, NACUBO, Atlanta, GA seminar,
    December 8-9, 1986;

*   Conceptual Overview of Risk Management, NACUBO, 1986;

*   Selected memoranda and correspondence.

As part of the study, Fred G. Weaver, Director	of  Risk  Manage-
ment, was interviewed.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.3   Risk Management
-subsub-
8-3.4.3.1  Discussion
-txt-
The Office of Risk Management was created in 1984 as an entity in
the  Office  of Business Affairs.  Risk management contributes to
the financial stability of the University by identifying the risk
(exposure to potential losses) associated with various operations
and activities within the University.  In performing this  activ-
ity, the Office of Risk Management evaluates potential losses and
engages in activities to reduce exposure to losses.  An important
responsibility	of  the  Office  of  Risk Management includes the
administration	of  claims  for  losses  incurred  by  University
departments.	Finally,  an  additional  responsibility  of this
office is the management of leased property.
The Office of Risk Management operates under a set of  objectives
that  give  it	purpose  and  direction.   The establishment of a
separate Office  of  Risk  Management  has  given  this  function
greater  visibility  within  the University.   The Director is an
individual who has knowledge and experience in the area  of  risk
management.    A  strong record of claim recovery has been estab-
lished since the Office of Risk Management was created.

Although steady progress has been made toward  development  of	a
comprehensive  risk  analysis of the University, it is, according
to the director, years from completion.    Given  the  director's
important  and seemingly expansive duties of risk management, the
subcommittee questions the wisdom of  having  the  director  also
responsible for managing leased property.

Also,  the  separation	of  responsibility  for  safety  and risk
management limits the overall effectiveness of these two  closely
related and important programs.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.3   Risk Management
-subsub-
8-3.4.3.2  Evaluation and Recommendation
-txt-
It  is	evident  that  the  decision  to create an Office of Risk
Management has proven to be a wise one.   The  record  of  claims
recovery  since creation of the office speaks well for the direc-
tor.  The annual set of management objectives provides	a  useful
framework for operation.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.3   Risk Management
-subsub-
8-3.4.3.2  Evaluation and Recommendation
-rec-
Recommendation 8-28:   That  a comprehensive risk analysis of the
    entire University be undertaken.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.4  Treasurer
-sub-
8-3.4.3   Risk Management
-subsub-
8-3.4.3.2  Evaluation and Recommendation
-rec-
Recommendation 8-29:   That  the  responsibilities  and  staffing
    requirements  of  the  Office of Risk Management be reviewed,
    with  particular  emphasis	on  the  functional  relationship
    between  the  Office  of  Health and Safety and the Office of
    Risk Management.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-3.5  Summary
-txt-
The subcommittee finds the SACS criteria for cashiering,  invest-
ment  and debt management, and risk management to be fully satis-
fied.

Cash management is a highly efficient operation.

The management of the University's  endowment  follows  generally
accepted  investment  management  guidelines.	Formal investment
criteria should be established for capital assets investment.

The recent creation of the Office of Risk Management has resulted
in significant improvement in claims collection.  The  evaluation
of University risk exposure should proceed at a rapid pace.
-end-

-chname-
8- Financial Resources
-major-
8-3.0  Financial Administration (6.3)
-minor-
8-4.0  Appendix A
-txt-
Published and unpublished documents furnished to the subcommittee
reviewing Development and University Relations.
-end--chname-
                        Extension and International Programs
 
                                            February 3, 1988
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-txt- 
The  Self-Study  Committee  on  Extension  and International
Programs was appointed in the spring quarter of 1986.    The
committee  included  one representative from each college in
the University, with two members designated from the College
of Arts and Sciences.   In addition,  two  at-large  members
were appointed by the committee chair and two members of the
Steering Committee were appointed to provide liaison.
 
Charge to the Committee
 
The  charge  of the Steering Committee established the basic
framework and direction for the Committee's inquiry.    This
charge  directed  initial attention to the specific criteria
delineated in the SACS Criteria for  Accreditation  (Section
4.3.1, pp. 16-17).  These criteria were selected to pinpoint
areas  of  concern  for continuing education, extension, and
other special educational activities, often referred  to  by
the generic term "public service."  The conditions listed in
the  SACS criteria appear relevant to the extensive interna-
tional programs of this University, as well as to  extension
and  continuing education.  At the first full meeting of the
Committee in May 1986, the following conditions were  speci-
fied  as  being  relevant subjects for committee scrutiny of
the University's Extension and International programs:
 
*   Clear and explicit goals for these programs
 
*   Effectiveness in achieving these goals
 
*   Necessary resources to support these activities, includ-
    ing:
 
    -   Adequate administrative support
 
    -   Sound financial base
 
    -   Access to a competent faculty
 
    -   Appropriate support services
 
    -   Adequate facilities for each program
 
*   Faculty serving in  these  special  programs  should  be
    given  the  same  consideration  in  matters  of salary,
    promotion, tenure, and other benefits as faculty  teach-
    ing in other areas.
 
*   Administrative  responsibility  must  be clearly defined
    for each activity.
 
*   These programs must be coordinated and governed  by  the
    policies of the institution.
 
*   Contracts  for educational services and programs must be
    consistent with the purpose, policies, and procedures of
    the University.
 
The  Committee was further instructed by the formal "mission
and purpose" statement endorsed by the Board of Visitors and
the Steering Committee  to  guide  this  self-study.    This
statement  directs  VPI&SU  to  serve  the  Commonwealth  of
Virginia, the nation, and  the  international  community  by
generating  and  disseminating  knowledge in the humanities,
arts, social sciences, scientific, and  professional  disci-
plines through instruction, research, and extension.
 
The  Steering  Committee  recognized  explicitly  in  verbal
communication at the initial meeting in May 1986, and  later
in  correspondence  of  September 15, 1986 to the Committee,
that the formal SACS criteria  "are  minimal  standards  for
accreditation  purposes  .  .  ."  and  are not sufficiently
comprehensive to cover the activities of major comprehensive
universities like VPI&SU.  The expectations of the  Steering
Committee  were  that this Self-Study would be characterized
by greater breadth and depth of inquiry.   Perhaps the  need
for  significantly broadening the SACS Criteria for Accredi-
tation is most evident when  considering  the  comprehensive
international  program  of  VPI&SU.    Only brief mention of
study-abroad programs  appears  in  section  4.3.2.    Other
significant  program  components,  such as the international
technical assistance and the academic  and  student-oriented
programs  related  to  these,  are not mentioned in the SACS
Criteria.
 
The 1975-76 Self-Study  suggested,  for  example,  that  the
Famine  Prevention  and Freedom from Hunger Amendment (Title
XII) to the Foreign Assistance Act, passed in  1975  by  the
94th  Congress,  was  "likely  to  have  a  major  impact on
relationships between  land  grant  universities  and  their
counterparts in other nations."* This statement  anticipated
 -----------------------------------------------------------
*   Virginia Polytechnic Institute and State University, The
    University   Self-Study   1975-76   (Blacksburg,  1977),
    291-292.
 -----------------------------------------------------------
only  one  important  dimension of the significant growth in
international involvement over  the  ensuing  decade.    The
foreseen "major impact" extends into the academic dimensions
of  the  campus  and  the statewide extension and continuing
education programs of the University.
 
The extension mission of VPI&SU has sought  to  address  the
emerging  needs of the Commonwealth in economic development,
international trade, urbanization, and  in  the  value-added
aspects of agriculture, forestry, and fisheries.  The social
repercussions  of the continuing agricultural transformation
and unique problems associated with  environmental  degrada-
tion  in the Chesapeake Bay and in the coal fields of south-
west Virginia are being addressed in  a  forthright  manner.
Marshalling  the scientific and educational expertise of the
University to serve the emerging needs of  the  Commonwealth
has  and  will continue to enhance the stature of the exten-
sion mission of the University.
-end-
 
-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.1  Objectives and Methods
-txt- 
The University is currently at a juncture where the adminis-
trative, fiscal, and authoritative framework  for  both  the
extension  programs  and  the international programs must be
carefully examined to ensure efficiency and effectiveness in
generating  and  disseminating  knowledge  to   the   state,
national,  and international communities.  One major task of
this Committee was to describe clearly the growth,  adminis-
trative organization, and resource base for the University's
extension  programs  and  its  international programs.   The
rapid growth in international programs over the past  decade
and  the  changing  public  clientele  have been a source of
intellectual and programmatic stimuli, while  simultaneously
creating some points of fiscal and administrative stress.
 
The  approach of the committee was to analyze critically the
extension and international programs over the past decade to
determine the strengths and weaknesses that could help guide
the University into the future.   Needed  program  modifica-
tions  became obvious in the process.  New challenges emerge
from the broader social and political milieu of society that
the University must address.  These aspects of a modern land
grant university must also be explored as it seeks to  build
new knowledge, ensure its dissemination and application, and
monitor its consequences and implications for further schol-
arly attention.
 
To  conduct  a sufficiently comprehensive assessment of both
the Extension programs and  International  programs  of  the
University,  the full Committee invited the principal admin-
istrators of these  programs  to  share  their  perspectives
during  a  series  of  meetings  in the summer of 1986.  The
principal administrators who made presentations were:
 
*   David P. Roselle, University Provost
 
*   Mitchell R.  Geasler,  Vice-Provost  for  Extension  and
    Director, Virginia Cooperative Extension Service
 
*   P.  Howard  Massey,  Jr.,  Associate  Dean,  College  of
    Agriculture and Life Sciences, and Director of  Interna-
    tional Development
 
 
After  these  presentations  and  related  discussions,  the
Committee divided into two subcommittees,  an  International
programs subcommittee and an Extension program subcommittee.
The  full  committee  met  22  times  during  its self-study
process.   The International and Extension subcommittees met
7 and 11 times respectively.    Each  subcommittee  in  turn
worked  with  a number of faculty, administrators, and other
resource personnel.  In addition, three prominent off-campus
individuals were invited to present campus-wide seminars  on
extension and international programs in land grant universi-
ties:   Mr. James J. O'Connor, a charter member of the Board
for International Food and Agriculture  Development  (BIFAD)
and  former  special  advisor  to  the  Director of the U.S.
Agency for International Development; Dr. Azim Nanji, Direc-
tor of International Programs,  Oklahoma  State  University;
and  Dr.  G. Edward Schuh, Director of Agriculture and Rural
Development for the World Bank.  Dr. Schuh  is  particularly
known  for  his  insightful  article, "Revitalizing the Land
Grant University."* Each subcommittee developed  a  list  of
 -----------------------------------------------------------
*   Choices, First Quarter, 1986.
 -----------------------------------------------------------
issues  to  be  addressed  during this self-study as a first
order of business.
-end-
 
-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.1  Objectives and Methods
-sub-
9-1.1.1   Extension Subcommittee Assignment
-txt- 
The following areas of need were identified  for  assessment
by the subcommittee on Extension programs:
 
*   The  need  for  increased  commitment  to the tripartite
    mission of the land grant university system.
 
*   A need for standards and criteria to guide  the  Univer-
    sity  community in its evaluation of extension, continu-
    ing education and international programs
 
*   A need for a comprehensive, high-quality, staff develop-
    ment  system,  which  will  address  through  a  faculty
    committee the changing needs and opportunities that face
    the  University,  particularly  in  extension, where the
    need for ongoing evaluation of staff roles  is  a  major
    requirement.
 
*   The  relationship  of  extension  to consulting requires
    study of the consulting policy throughout the University
    and a study of the ethics  of  consulting  practices  as
    they might relate to the land grant mission.
 
*   A  need  to  evaluate  the shift of extension agents and
    some other positions from the  classified  system  to  a
    more    performance-driven    system    (associate-level
    positions).
 
*   A  need  to  critically  appraise  the   recommendations
    contained in the most-recent continuing education study.
 
*   A  need for the organization and funding arrangements of
    the University to  be  structured  so  as  to  encourage
    multidiscipline problem solving.
 
*   A  need to define the role of the University in economic
    development.
 
*   A need to explore  current  and  future  programming  in
    off-campus  university facilities, particularly those in
    Northern Virginia.
 
*   A need for an in-depth  examination  of  the  model  for
    delivering extension information.
 
*   A  need  to  broaden  the  funding  base for cooperative
    extension work and continuing  education  activities  to
    provide more program stability.
 
*   A need to increase the level of operating funds, support
    staff,  graduate assistants, and other resources for the
    University to deliver programs more effectively.
 
*   A need to study the feasibility of an on-campus location
    for administrative offices for extension.
 
*   A need to examine the role, structure, and  function  of
    the Commission on Extension.
 
*   A  need  to  establish  an appropriate relationship with
    Virginia State University.
 
As these issues were addressed, concerns were  expressed  in
regards  to such aspects of University policy as the follow-
ing:
 
*   Appropriately equitable consulting policy
 
*   Appropriate recognition by  administration  and  faculty
    for promotion and tenure of service in continuing educa-
    tion and international programs.
 
*   An effective staff development system for both extension
    and  international  program activities, particularly the
    need to  assess  language  and  cross-cultural  training
    programs.
 
*   The  stability  of  funding  to  effectively support the
    University's extension mission.
 
*   The administrative structure  for  program  development,
    implementation, and incentives.
-end-
 
-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.1  Objectives and Methods
-sub-
9-1.1.2   International Subcommittee Assignment
-txt- 
The following issues were identified as areas to be assessed
by the subcommittee on international programs:
 
*   Administrative  support  for international programs is a
    source of faculty concern.  What role will international
    programs play over the next 10 years?  Will a  financial
    commitment  be  made  to back it up?  University support
    for international studies in the  College  of  Arts  and
    Sciences is an important component of this process.
 
*   Identification  and  clarification  of  the  mission  of
    international  program  activities  on  campus  will  be
    undertaken by the Committee.
 
*   Internationalizing  the curriculum of the University has
    been identified as an important priority (i.e.,  identi-
    fying  the  appropriate  range of international concerns
    and applications that  should  be  brought  into  course
    content,  emphasizing  the need for courses that address
    cross-cultural awareness and sensitivity, and  determin-
    ing  the  range  of  depth  of  foreign languages in the
    curriculum, etc.).
 
*   The   organization/administration    of    international
    programs  on campus will be explored in detail.  (A wide
    range of views on this issue has surfaced  in  committee
    deliberations;  some  opt  for  more centralized coordi-
    nation, particularly of linkage agreements,  and  others
    emphasize   the  need  to  maintain  a  department-based
    approach to  international  programming.)    Alternative
    models of funding for international programming at other
    universities will also be assessed.
 
*   The   University  Committee  on  International  Programs
    (UCIP) will be assessed as to its appropriateness in the
    administration   and   coordination   of   international
    programs on campus.
 
*   Effective  programming  and  utilization of the Cranwell
    International  Center  and  its  relationships  to   the
    Donaldson  Brown  Center for Continuing Education should
    be addressed.
 
*   The relationship between technical assistance, research,
    and extension work will be explored  more  fully.    The
    future  of  technical  assistance  programs in an era of
    increasingly sophisticated information  systems  remains
    an important area for further deliberations.
 
*   The  importance  of an international extension thrust to
    provide intercultural awareness and public policy educa-
 
    tion in the state is an important  issue  that  will  be
    addressed in the future.
 
*   The  issue  of focusing on geographic areas of the world
    and drawing on the most effective strengths  within  the
    University  in  international  work remains an important
    concern for discussion.
 
*   Effective  use  of  off-campus  University   facilities,
    particularly  those  in  Northern Virginia, for interna-
    tional program activity needs to be explored more fully.
 
*   The appropriate scope and level  of  student  exchanges,
    study abroad, and internships (such as that developed in
    the  College  of  Agriculture  and  Life  Sciences)  are
    continuing issues that need to be addressed.
 
*   Faculty development for international  work  is  a  high
    priority.   Cross-cultural awareness and language train-
    ing are two critical components of this process.  Appro-
    priate support is needed for foreign languages  both  on
    campus  and in informal training through language tapes,
    special intensive short courses, etc.
 
*   The  structure  of  inter-university  relationships  for
    international  programs  may be important factors influ-
    encing  the  working  environment  between  VPI&SU   and
    Virginia State University.
-end-
 
-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.2  An Historical Perspective Since 1975
-txt- 
This  section of the report briefly summarizes the Universi-
ty's responses to the recommendations of the 1975 Self-Study
that pertain to the  extension  programs  and  international
programs of the University.
 
Extension and Continuing Education
 
The  1975-76  Self-Study  included  three specific recommen-
dations  for  University  action  in  regard  to   extension
programs.    These recommendations are listed with a summary
of the response by the University.
-end-
 
-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.2  An Historical Perspective Since 1975
-rec-
"Recommendation 1:  That in the future, the University  give
increased  attention  to  the  potential  for  growth of its
programs and activities in extension and  continuing  educa-
tion."
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.2  An Historical Perspective Since 1975
-txt- 
Evidence  of  increased  attention  and support given by the
University to the potential  for  growth  in  extension  and
continuing  education  seems  to be mixed.   In spite of the
re-organization of extension,  program  initiatives  in  new
areas  such  as  economic development, and an expressed need
 
for  relatively   greater   emphasis   on   non-agricultural
clientele,  there  seems  to  be  a narrowing, rather than a
broadening, of scope and clientele in extension.   Over  the
past 20 years, approximately 40 percent of extension faculty
were  in  the  College  of  Agriculture  and  Life Sciences,
leaving the bulk of the extension faculty in other  colleges
of  the University.  Agriculture and veterinary medicine had
grown by 1986 to over 50 percent of total faculty in  exten-
sion, from 40.6 percent in 1976 and 38.9 percent in 1965.  A
major  shift  in  the  nature of society in Virginia from an
essentially  agrarian,  agricultural-based  society  to   an
urban/suburban  society, and especially, the economic shifts
that have occurred, have not  resulted  in  major  extension
reallocations.    Extension  programs  directed  toward  the
agricultural  sector  have  undergone  changes  to   reflect
continued scientific advancements and technological changes.
Increasing  urbanization  and  a  changing ethnic mix of the
state's population requires further sensitive responses from
all  extension  specialists  and  program  designers.    The
population  diversity  in  the Commonwealth reflected in new
immigrants into Northern Virginia and  other  parts  of  the
state are illustrative.  Accordingly, programs, such as home
gardening  for example, have greatly increased over the past
10 years and now represent  a  major  thrust  of  extension.
Agricultural  programs reflect a growing emphasis on greater
levels of expertise.   The result is a  gradual  shift  from
direct  extension  agent-delivered programs to programs that
involve direct contact between campus-based specialists  and
the agricultural community.
 
The  University's initiatives to broaden the scope of exten-
sion since the 1975-76 Self-Study were sharply curtailed  by
the  Joint Legislative Audit and Review Committee (JLARC) of
the General Assembly of Virginia.   According to  the  JLARC
Report  of 1979, the broader scope ran the risk of seriously
duplicating the work  of  other  state  agencies,  including
other  colleges  and  universities in the Commonwealth.  The
University appears to have interpreted the JLARC  report  as
encouragement to restrict its attention to those areas where
it  had  historically served so effectively, namely agricul-
ture and home economics.  Extension allocations  since  then
appear to be consistent with these JLARC directives.
 
Clearly,  agricultural  clientele  must  continue  to  be  a
mainstay of support for the University's  extension  mission
because  of  the critical role of agriculture in the state's
social and economic life.  Recent agricultural  diversifica-
tion  initiatives  and attention to value-added industry and
strategic resource planning, as reflected in  the  Universi-
ty's  study of the Future of Virginia Agriculture, Forestry,
Food Industries, and Rural  Communities  in  Virginia,  will
serve  to  strengthen this orientation.   This committee has
heard no arguments suggesting that  any  less  attention  or
resources should be devoted to the agricultural sector or to
 
human  resource  program  areas.   On the other hand, expert
consultants, extension personnel, and needs expressed to the
University through  both  formal  and  informal  assessments
point  to  areas  of significant social and economic concern
for which more resources and program development efforts  by
extension  will  be  essential in the future.   The state is
changing and the University is expected  by  the  public  to
address  its  critical  social  and economic concerns.   The
extension and continuing education arm of the University  is
looked  to as the door of entry through which the public can
draw  on  scientific-based  knowledge  and   problem-solving
expertise.   Unlike any other university in Virginia, VPI&SU
has the historical mandate and  administrative  organization
to  marshal  resources from each college and to direct these
toward appropriate clientele.  While available data  reflect
a strengthening of program focus toward agriculture, partic-
ularly  through continuing education programs and audiences,
extension re-organization is poised  to  deliver  a  broader
range  of  program content to new and diverse audiences both
within and outside  the  state.    Computer  technology  and
satellite communications systems have opened up a new poten-
tial that is rapidly being tapped by the Extension Division.
Reflecting  these  shifts,  the  number  of  field staff and
campus-based faculty has decreased slightly  over  the  last
decade,  while  emphasis on telecommunications and satellite
systems has greatly increased.  The installation  of  satel-
lite down-link sites across the state represents significant
advancement  in  communication  potential  at  rather modest
costs.
 
The University's role in economic development is  recognized
as  an  area  of significant potential.   Attention is being
given  to  the  technological  and  communication   advances
growing  out  of the University, which in turn can serve the
state's  economic  objectives.      Off-campus   educational
programs  have grown significantly, particularly in Northern
Virginia, and will most likely  continue  to  grow  to  meet
state  needs.  The Alexandria Center and the Telestar Center
are recognized by the University as a areas  with  potential
for  continued growth in the future and as areas that should
receive careful study.  Both extension and the international
dimensions of the  University  could  be  enhanced  by  more
emphasis  on  further  development of these centers to serve
the urban corridor of the state and training  needs  associ-
ated with the federal government center of activities.
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.2  An Historical Perspective Since 1975
-rec- 
"Recommendation  2:  That the Provost initiate further study
of the  University's  policies  regarding,  and  of  faculty
concerns  for,  the following:  (a) the rewards and recogni-
tion to faculty for instruction off campus; (b) the determi-
nation of alternatives for personal compensation to  replace
the  dislocation  allowance; and (c) the appropriate rewards
and recognition to faculty for non-credit instruction.   The
results  of  these  studies  should  be  communicated to the
faculty."
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.2  An Historical Perspective Since 1975
-txt- 
Responsibility  for  courses  offered  off-campus  has  been
centralized and  shifted  from  Extension  to  the  graduate
school  and  will  be  addressed  by other committees of the
Self-Study.  The central coordination in the graduate school
fulfills one suggestion made to this effect in  the  1975-76
Self-Study.   Five of the 13 suggestions made in that report
concerned such off-campus  offerings.    Consequently,  they
will not be further addressed in this section of the report.
 
A  comprehensive study has been undertaken of the continuing
education program of the University.   If a program  of  the
University  is  sponsored or co-sponsored by the University,
University policy mandates that it must be  administered  by
the  Continuing  Education  Program.   Teaching and research
faculty  can  now  receive  direct  payment   for   teaching
non-credit  programs  as  defined by University policy.   In
addition, a mechanism has been developed that allows planned
surplus to be built into conference plans for return to  the
sponsoring  college.    While  the above policy changes have
been implemented to encourage the  expansion  of  continuing
education  at  VPI&SU, many faculty still do not perceive it
to be in their  best  interest  to  get  involved  in  these
programs.  Many feel that continuing education activities do
not  count  in  decisions  concerning  tenure  promotion and
salary increases.
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.2  An Historical Perspective Since 1975
-rec- 
"Recommendation 3:    That  the  University  strengthen  its
efforts  to secure additional funds to support extension and
continuing education programs in the fulfillment of a state-
wide land grant mission."
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.2  An Historical Perspective Since 1975
-txt- 
State support for Virginia Cooperative Extension Service has
tripled from $7.8 million in 1976 to $23.9 million in  1986.
The  increase in local and federal dollars has been substan-
tially less.  Local dollars have grown from $1.7 million  to
$4.4 million, while federal dollars have increased only from
$5.2  million to $9.0 million.  Total spending has increased
from $14.8 million to $37.3 million.  At the same time,  the
annual total of Extension Division grants and contracts have
grown  from  $1.1  million  in 1976 to $4.7 million in 1986.
These grants and contracts were above  $5  million  in  both
1982  and 1984.   The emphasis within the Extension Division
has  been  to  provide  personnel  with  significant  salary
increases  while not increasing operating allocations at the
same rate.  These factors, as well  as  additional  communi-
cation expenses over the past 10 years as the mission of the
Extension  Division  has  shifted  toward  higher  levels of
faculty expertise, has resulted in the  lack  of  growth  in
Extension personnel.
 
Since the 1975-76 Self-Study, the Commonwealth mandated that
the  continuing  education  program must be self-supporting.
Consequently, funds for continuing education have  not  been
included in the University's budget requests.  Nevertheless,
University  funding has continued to provide partial support
for the continuing  education  program  of  the  University.
Demands  for  continuing education have grown steadily.  The
growth of private sector emphasis  on  employee  development
has  enabled the University to help design the programs and,
in many cases, conduct continuing education training for the
private sector.
 
Aside from the suggestions made in  the  1975-76  Self-Study
about  off-campus  graduate  instruction,  seven  additional
suggestions were made.  Three specific suggestions appear to
have received immediate response:
 
1.  expansion of  the  facilities  of  the  Donaldson  Brown
    Center,
 
2.  further  development  of  the  learning-resource centers
    around the state, and
 
3.  faculty appointments that combine research/extension and
    instruction/extension responsibilities.
 
The latter suggestion now appears to  be  commonly  accepted
for  extension  specialist appointments in most departments.
It also appears to be an essential requirement for  consist-
ently  hiring  high-quality  faculty  and, more importantly,
linking the extension mission into the  intellectual  thrust
of the University.
 
Four  other suggestions dealt with long-standing concerns of
the extension mission:
 
1.  the   need   for   problem-oriented,   interdisciplinary
    programs,
 
2.  more funding for high-priority programs,
 
3.  more  effective  communications of the extension mission
    to faculty and clientele, and
 
4.  more effective communications to  faculty  of  promotion
    and  tenure policies and procedures with weight given to
    extension activities.
 
This self-study suggests that most of these concerns  remain
among  the faculty and field staff.  Close scrutiny by state
government, reductions in the real dollar value  of  federal
support, and changes in program priorities related, at least
in  part,  to the changing nature of program oversight, have
reduced morale among some extension  personnel.    Moreover,
many  extension faculty feel that non-extension faculty view
extension involvement as having second-class status  in  the
University.    There  appears  to  be  no hard evidence that
extension  activities  personnel  receive any less-favorable
consideration in regular promotion and tenure considerations
or in rates of salary increases.  Extra-collegiate extension
faculty have a separate promotion and  tenure  process  that
provides more explicit recognition of work.  The persistence
of  this negative self-image appears to stem from a combina-
tion of factors, including ineffective articulation  of  the
extension  mission  and  the internal organization of exten-
sion, which  differs  from  the  other  University  missions
(resident  instruction  and  research) because of historical
circumstances that link it more directly to federal,  state,
and local governments.
 
These  problems  must  be  addressed over the next decade by
effective program development, and more  effective  communi-
cations  and  coordination  on  campus between the extension
mission and the other dimensions of the University.   Exten-
sion faculty must participate fully in University governance
and  in the intellectual development of the University.  The
committee believes that a re-examination is  needed  by  the
administration  of  each  college  to  determine whether the
college reflects an appropriate land grant philosophy.   The
Committee  feels that these steps are absolutely critical to
the next decade of growth of the University.
 
Progress in International Programs
 
The brevity of the section on International Programs in  the
1975-76 Self-Study reflected the limited degree to which the
University  had  at  that  point become involved programmat-
ically in international activities.  The single  recommenda-
tion made in that report was the following:
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.2  An Historical Perspective Since 1975
-rec- 
"Recommendation  4:   That the University plan and implement
the further growth  and  development  of  its  international
program."
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.2  An Historical Perspective Since 1975
-txt- 
The  University's  response  to this recommendation has been
strong and multifaceted.   Both faculty  and  administration
have  taken  a  number  of steps that place the University's
international programs in a favorable  position.    Enormous
progress  has  been  made  since  the  1975-76 Self-Study in
international instruction, research, extension, in  programs
of  technical  assistance  abroad, and in faculty exchanges.
These efforts  have  been  sustained  by  strong  individual
leadership and successful extramural funding and have not in
the  main  depended  upon increased funding support from the
University.
 
The 1975-76 Self-Study suggested an  active  recruitment  of
international  students;  this  has  been accomplished.   In
1975, international students accounted for  1.9  percent  of
the  student  body;  by  Fall  1986,  they  represented  5.5
percent.  The 1975 report argued the need for  housing,  and
of the social, cultural, and academic services which are now
available  to  international students.  Because of increased
housing construction  in  Blacksburg  during  the  past  ten
years,  there  is now ample housing for all students.  There
is  also  an  on-campus  dormitory  reserved  for   graduate
students.  A fall orientation for international students has
been  undertaken  and  cultural  and  social activities have
increased, particularly through  programs  of  the  Cranwell
International  Center.  The operation of this center, begin-
ning in the Spring of  1986,  partially  fulfills  the  need
suggested  in the 1975-76 Self-Study for a facility to house
internationally oriented activities for  students,  faculty,
and members of the community.  The Cranwell Center addresses
many  needs  of  the  students  and  community, but does not
adequately serve as an intellectual center for faculty  with
international interests.
 
The  1975-76 Self-Study also suggested that attention should
be given to further development of undergraduate and  gradu-
ate  programs of study with specific application to interna-
tional needs.  Several colleges in the University have since
taken steps to add new international courses and  to  intro-
duce international concerns into existing courses.  Progress
in  this  area  may be less dramatic, but no less important,
than the growth in  numbers  of  international  students  on
campus.
 
The  undergraduate  major  in International Studies has been
restructured and has grown from 43 students in 1975  to  140
today.    It  offers  options  in business, development, and
diplomatic-historical studies.   A  minor  in  International
Studies  has  been  developed  for students in other fields.
The program gained specific funding only in 1987 in spite of
proposals made by review committees in  1979  and  in  1984.
Until  1987,  the  program was supported by extra effort and
goodwill provided by interested faculty.
 
Over the past  decade,  international  technical  assistance
work  of  the  University  involving research, teaching, and
extension has greatly expanded and has provided a source  of
revenue  for  further  enrichment  of campus-based programs.
From very limited involvement at the  time  of  the  1975-76
Self-Study,  University  programs  have  grown  to  over $10
million in volume and represent work in  Africa,  Asia,  and
the  Caribbean.    Over  20  faculty  members have served in
long-term positions abroad and more than 50 have  served  in
short-term  assignments.    By drawing on permanent, tenured
faculty, the University's technical assistance programs have
provided a significant source of intellectual enrichment for
campus-based instruction, research, and extension programs.
 
More than $600,000 has been received by the University under
Title XII of the Foreign Assistance Act.   These funds  have
been  used  to provide two permanent chairs in International
Development and to further enrich language  instruction  and
research  programs  of  the  University.    In addition, the
student internship program in agricultural  development  was
initiated  in 1985 with the support of private sector funds.
This program provides additional enrichment  of  the  under-
graduate  curriculum  of the College of Agriculture and Life
Sciences.  Under its auspices, 13 undergraduates have gained
practical knowledge and cross-cultural experiences in Zambia
and Kenya.   The  program  has  also  brought  three  Kenyan
students  to Virginia for similar experiences for a six-week
period.
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.3  Discussion And Recommendations
-txt- 
Faculty and Administrative Commitment
 
The University's commitment to  the  extension  mission  and
international programs was perhaps the most persistent issue
raised by faculty during this self-study.  The concern about
extension  was  principally  that  fellow  faculty  and many
administrators placed lower value  on  extension  activities
and  did  not really understand the extension mission of the
University.    The  principal  concern  about  international
programs  was that hard resource support was not forthcoming
despite rhetoric  that  appeared  to  support  international
programs.   Faculty perception of the importance the Univer-
sity places on research and resident teaching is  very  high
and  seriously different from either international or exten-
sion efforts.  The self-study survey revealed  that  faculty
think  that  the  extension  mission  in  particular  should
receive greater emphasis at VPI&SU.
 
The Virginia Cooperative Extension Service is the oldest and
the largest of the University's  off-campus  programs,  with
107  offices.   There is an extension office located in each
county of the Commonwealth and  several  independent  cities
also have an office.  More active involvement of the faculty
in  the  extension  mission will strengthen the University's
role in improving the future of the Commonwealth.    Faculty
commitment must be heightened in the extension area to:
 
*   maintain a high level of responsiveness among University
    faculty  to  help  solve social and economic problems of
    the Commonwealth,
 
*   communicate  research  findings  to  audiences  at   all
    levels, including international audiences, and
 
*   strengthen research programs.
 
While  many  administrators indicate that extension programs
are in fact important to the promotion and  tenure  process,
the  perception  exists  among  faculty  that  these are not
nearly as important as research and resident teaching.   The
committee  attempted  to  find  objective  evidence  on this
point, but met with little success.   Since  each  personnel
decision is based on an independent examination of a faculty
member's  activity and since these assessments are confiden-
tial, administrators are not inclined  to  generalize  about
the  treatment of Extension any more than they are likely to
generalize about research.  Consequently, no  hard  evidence
can  be  provided  to  ascertain the importance of extension
activities in the peer review processes of the University.
 
Similar concerns persist regarding the evaluation of faculty
on international technical assistance assignments,  although
evidence  in recent promotion and tenure decisions indicates
that this  situation  may  have  improved.    The  Committee
believes  that  faculty  should be evaluated on the basis of
what the University asks them to do.  If faculty  are  asked
to  accept  responsibility  for  University  programs,  then
evaluation criteria should reflect credit for performance in
those positions.  Clearly, a standard program  of  research,
teaching,  and extension cannot be maintained by a person on
a long-term international  assignment.    Both  faculty  and
administrators  should  have  a  clear  understanding of the
standards of performance for faculty on such assignments.
 
The  importance  of  faculty  involvement  in  international
assignments  was  recognized in VPI&SU Policy Memorandum No.
59 of May 21, 1985.
 
   Whereas the University has faculty and  staff  engaged
   in  international  assignments  that  strengthen  this
   institution, the Commonwealth  of  Virginia,  and  the
   nation,
 
   And  whereas  the University recognizes and encourages
   appropriate international involvement of  its  faculty
   as  a  mission of the University which cuts across the
   three traditional missions of extension, research, and
   teaching,
 
   And whereas the University  recognizes  that  interna-
   tional assignments can be an important stimulus to the
   professional growth of its faculty,
 
   And  whereas  the University must assure that individ-
   uals on international assignments are given  appropri-
   ate consideration for tenure, promotion, remuneration,
   and other matters,
 
   And  whereas  the University's recognition and encour-
   agement of international activities and the associated
   guidelines should be noted in the Faculty Handbook
 
   Therefore  be  it  resolved  that  the  following text
   should  be  inserted  as  the  fifth  paragraph  under
   Section 2.7.5 of the Faculty Handbook:
 
      The  University recognizes and encourages appro-
      priate international involvement of its  faculty
      as a mission of the University which cuts across
      the  three  traditional  missions  of extension,
      research, and teaching.   Occasionally,  faculty
      members  are placed on international assignments
      at full salary from the University, with respon-
      sibilities which  require  their  residence  far
      from  the  campus  for  a considerable period of
      time.  Under such circumstances, faculty members
      should be  given  the  usual  consideration  for
      tenure,  promotion, and salary advancement, with
      the recognition that  international  assignments
      can  be  an  important  stimulus to professional
      growth.   The University Committee  on  Interna-
      tional Programs has developed a guideline on the
      "Employment  and  Evaluation of VPI&SU Personnel
      on International  Assignment"  which  should  be
      recognized by all evaluation committees.
 
Unfortunately,  this  memorandum and the related addition to
the  Faculty  Handbook  are  not  well-known  among  faculty
members  and administrators.  The memorandum fails to stress
the relative importance of an international  perspective  in
the  promotion  and  tenure  process.   Because the issue of
faculty and administrative commitment applies  both  to  the
extension mission and to international programs, the follow-
ing two recommendations are made:
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.3  Discussion And Recommendations
-rec- 
Recommendation 9-1:   That  the  University design a plan to
    strengthen the commitment  of  the  University  and  all
    faculty  to  the  extension mission and to international
    programs.
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.3  Discussion And Recommendations
-rec- 
Recommendation 9-2:   That the  University  adopt  a  policy
    stating  that a demonstrated commitment to the extension
    mission and to international programs is evaluated  when
    peer   reviewers   and   administrators  make  decisions
    concerning faculty promotion, tenure, continued appoint-
    ment, and salary increases.
-end-

-chname-
9-  Extension and International Programs
-major-
9-1.0  Introduction
-minor-
9-1.3  Discussion And Recommendations
-txt- 
The remainder of this chapter reports the  findings  of  the
two   subcommittees   of  the  Extension  and  International
Programs Committee.  In each case, a  historical  background
is  provided,  an assessment of current status is presented,
and  the perceived future for the University in each area is
described.
-end-
     
-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.1  The Extension Mission
-txt- 
The  extension  mission  of land grant universities involves
conducting  not-for-academic-credit  educational  activities
for  members  of the general public.  This mission sets such
institutions apart from non-land-grant universities in terms
of educational  philosophy,  administrative  structure,  and
sources  of funding; this mission can become fully effective
only when it is  clearly  understood  and  embraced  by  the
entire  university community.  The foundations of the exten-
sion mission, and a discussion  of  the  commitment  of  the
University  to  meet  emerging  social demands for research-
based knowledge are presented in this section.
 
The extension mission of the University  is  rooted  in  the
Smith-Lever  Act  of  1914,  as amended.   This act provides
block-grant funds, on a minimum one-to-one  matching  basis,
to  states  having state extension service programs, such as
the Virginia Cooperative Extension Service.  The result is a
federal/state endeavor conducted in cooperation  with  local
governments "to aid in the diffusion among the people of the
United  States, useful and practical information on subjects
related to agriculture, uses of solar energy with respect to
agriculture,  home  economics,  and  rural  energy,  and  to
encourage the application of the  same"*  This  mandate  has
 -----------------------------------------------------------
*   P.L.  87-749,  as  amended,  U.S. Code 1964, Title 7, et
    sec.
 -----------------------------------------------------------
been  broadly  interpreted  to  encompass  the  effects that
changes in agriculture  have  on  the  fiscal,  social,  and
political  structures of rural communities, the interactions
among rural and  urban  communities,  and  the  interactions
between the agricultural and non-agricultural sectors of the
economy.  Thus, the Congress and the state legislatures have
directed that appropriate information be disseminated as the
necessary  condition and that the application of such infor-
mation be encouraged as a sufficient  condition  of  a  land
grant university's extension mission.  This policy directive
is  undergirded  by  the belief that both the individual and
the society will benefit by effective application of practi-
cal and useful information  that  meets  multiple  tests  of
credibility.
 
Members  of  the  target  clientele  of  extension must both
receive  and  accept  the  disseminated  information  before
testing  it for credibility.  To assist clientele in receiv-
ing the appropriate information, the  extension  mission  is
conducted,  in  part, through certain University faculty and
through  field  agents  housed  in  offices  located  within
counties  and  cities of the Commonwealth.  When the dissem-
inated  information  meets  the  clientele's  standards  for
credibility,  the information can be applied (provided that,
as the decisionmaker, the clientele possesses access to  the
required  complement  of resources, the requisite managerial
skills,  and  the  authority  to  implement  the   necessary
decision  to  act).    These requirements for fulfilling the
extension mission apply uniformly to each aspect  of  exten-
sion  work conducted through the University.  When clientele
apply  the  information  disseminated,  the  extension  work
involved has produced the extension productggthe implemented
decision to act.
 
By linking the extension mission to the land grant universi-
ties,  the state legislatures have sought to ensure that the
data and information  disseminated  are  based  on  credible
state-of-the-art  research  knowledge.    This  linkage also
enhances the flow of research-based data and information and
diminishes the role of political intervention in the flow of
such data and information.   This linkage of  the  extension
mission  with  research universities that generate knowledge
for addressing the problems of society has  been  recognized
as one of the important institutional innovations created in
the United States.
 
As global interdependence has become more widely recognized,
the  extension mission has encompassed international aspects
of knowledge application.  This change reflects the increas-
ingly clear evidence that the social and economic well-being
of the Commonwealth and  of  its  rural,  agricultural-based
communities  is determined to a significant degree by inter-
national trade, by international capital  and  labor  flows,
and  by  foreign aid.  At the same time, the need for cross-
cultural   sensitivity   and   international   understanding
confronts  the University's extension mission.  In response,
the mission must evolve and continually adapt its conception
of methods of information delivery for appropriate clientele
and its monitoring and evaluation of program benefits.
 
As societal needs change in response to the  development  of
agriculture  and  the  increase in research-based knowledge,
the demands on the University, on extension  administration,
on University faculty, and on extension field personnel have
become  more  complex  and multi-faceted.   Growing from its
earlier base in agriculture and home economics,  the  exten-
sion  mission  now seeks to respond to the public demand for
information within the entire knowledge base of the  Univer-
sity.  Accordingly, the University is faced with the need to
marshal  research-based  knowledge  from  every  one  of its
on-campus departments, to  disseminate  the  information  to
targeted clientele, and to monitor the acceptance and use of
the disseminated information.
 
Each  faculty  member in a land grant university is expected
to be sensitive to the role of the university in  conducting
the  extension  mission  and  to contribute to the extension
mission  either  directly  or  indirectly  through  program-
related  research, program support and delivery, peer review
and  evaluation,  and  the  development  of  an intellectual
atmosphere that generates respect for the applied aspects of
the University's  mission.    In  addition,  the  University
faculty  employed  with  extension  funds and the University
personnel employed as extension agents are,  in  particular,
expected  to  conduct  activities  designed  to  achieve the
mandate of the extension mission.
 
The College of Agriculture and Life Sciences and the College
of Human  Resources  traditionally  provided  the  base  for
extension  programs.    Even though demands on the knowledge
bases of these colleges have changed over time, the needs of
the Commonwealth and the broader society now call for a much
broader range  of  resources  to  support  the  University's
extension mission, conducted through the Extension Division.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.1  The Extension Mission
-sub- 
9-2.1.1   Recent Background
-txt- 
The  1965-66  Self-Study report recommended establishment of
an Extension Division (Volume 1, pp. IX-1 to  IX-38).    The
1965-66  report  also  noted  that  the Virginia Cooperative
Extension Service, which was at that time  headquartered  at
Virginia Polytechnic Institute (VPI), maintained some super-
visory staff at VSC and that dual offices were maintained in
some localities, especially in localities with a substantial
percentage  of blacks in the population.  In these jurisdic-
tions, one office was staffed by whites and one was  staffed
by  blacks.   These offices were merged in 1965, and efforts
to establish a unified program were initiated.   The  exten-
sion  agents who were in the local offices previously manned
by blacks were placed under supervision of  the  supervisory
staff associated with VPI.  The supervisory staff located at
VSC assumed new roles both at VSC and at VPI.
 
In  1966,  the  General  Assembly of Virginia enacted legis-
lation establishing within VPI a division to be known as the
Extension Division.* This legislation also provided that the
 -----------------------------------------------------------
*   Code of Virginia, Title 3.1, Section 40-46.1.
 -----------------------------------------------------------
Extension Division encompass the Virginia Cooperative Exten-
sion Service, State Technical Services (which  later  became
Technical  Services),  and General Extension (which included
the off-campus, for-credit graduate program).
 
The 1975-76 Self-Study report stated that:  "As the Director
of the Cooperative Extension Service, the Dean of the Exten-
sion Division is responsible for the  Cooperative  Extension
programs   at  both  Virginia  State  College  and  Virginia
Polytechnic Institute and State University."* The Director's
 -----------------------------------------------------------
*   Virginia Polytechnic Institute and State University, The
    University Self-Study 1975-76 (Blacksburg, 1977), 263.
 -----------------------------------------------------------
responsibility then included employing faculty to be  housed
at what was then Virginia State College (VSC) and allocating
funds to support the faculty and the required staff.
 
The  General  Assembly  enacted  legislation during the 1970
session to change the name of VPI  to  Virginia  Polytechnic
Institute  and  State  University  (VPI&SU).    Later and in
response to the 1975-76 report, the  University  established
the  Office  of  the  University  Provost, effective July 1,
1977.
 
Actions  by  both  the  federal  and  the  state  government
impacted  programs,  funding,  and  personnel  levels of the
Extension Division in the late seventies and early eighties.
The Director's responsibility to employ staff  and  allocate
funds  for  Cooperative  Extension  work  at  Virginia State
University (VSU) was removed upon enactment in 1977 of  P.L.
95-113 (Title 14, Subtitle G, Section 1444(c)).  This legis-
lation  provided  that:   "The state director of the Cooper-
ative Extension Service  and  the  administrative  head  for
Extension at the eligible [1890] institution...shall jointly
develop  by  mutual  agreement  a  comprehensive  program of
extension for the state."  As a consequence, the Director of
Cooperative Extension work at VPI&SU and  the  Administrator
of  Cooperative  Extension  work at VSU hold equal authority
over the  resources  each  has  available.    Congress  also
directed  in P.L. 95-113 that a portion of the federal funds
appropriated  for  Cooperative  Extension  work   would   be
allocated  to  and provided directly to each qualifying 1890
institution (which in Virginia  was  VSC).    Federal  funds
started  going to the 1890 institutions effective October 1,
1978.  To enable the comprehensive  program  to  develop,  a
memorandum  of  understanding  between  VPI&SU  and  VSC was
mandated by P.L. 95-113.  (The name of VSC  was  changed  by
the  General  Assembly  in 1979 to Virginia State University
(VSU).)   A memorandum  of  understanding  between  VSU  and
VPI&SU  was  prepared in 1984.  Of the states that have 1890
funds for Cooperative Extension  work,  Virginia  is  widely
recognized  as  an appropriate model for cooperation between
1890 and 1862 institutions.   While the Virginia  model  has
been  relatively  successful,  most  observers agree that it
could be improved.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.1  The Extension Mission
-sub- 
9-2.1.1   Recent Background
-rec- 
Recommendation 9-3:   That the University act to assure that
    the memorandum  of  understanding  with  Virginia  State
    University  be  regularly updated and renewed in accord-
    ance with an established schedule.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.1  The Extension Mission
-sub- 
9-2.1.1   Recent Background
-txt- 
The Federal government acted in 1979 to conduct, through the
Office of the Inspector General of the  U.S.  Department  of
Agriculture  (USDA),  a civil rights compliance audit of the
Virginia Cooperative Extension Service.  Non-compliance  was
found,  primarily because of matters involving membership in
clubs sponsored by extension.  Several actions were taken to
achieve compliance.   Another audit  began  in  April  1982.
This  audit involved three teams that worked for more than a
year.  A follow-up audit by the Office of Economic  Opportu-
nity  of  the  USDA  was completed in mid 1983.   This audit
resulted in a positive review, and few recommendations  were
made concerning the matter of civil rights compliance.
 
Extension  agent salaries have increased significantly since
the mid seventies.  Before 1980, extension agents  had  been
in  three  grades in the State Classified Salary System.  An
argument was presented  to  the  state  that  all  extension
agents  had the same level of responsibility.* This resulted
 -----------------------------------------------------------
*   P5A, June 16, 1981.
 -----------------------------------------------------------
in a review, which showed that agents were on three  grades,
grade  7,  grade  9, and grade 11.  The reviewer recommended
that all extension agents be placed on the same grade  level
in the classified system.  All agents in grade 7 and grade 9
were  then  moved  to grade 11, effective November 16, 1981.
This action had the positive effect of increasing the start-
ing salary of agents to a competitive level and of making  a
significant  increase  in  the Division's salary commitment.
The result has compressed salaries so that extension  agents
reach the top of the scale in seven years.
 
The  Division was significantly affected by the Joint Legis-
lative Audit and Review Commission (JLARC) report of Septem-
ber 1979.  This report assessed the  charge  that  extension
had strayed from its original mission of serving agriculture
and  rural  communities and now duplicated "many programs of
community  colleges  and  local government agencies."* While
 -----------------------------------------------------------
*   Joint Legislative Audit And Review Commission, Report on
    the Virginia Polytechnic Institute and State  University
    Extension Division, September 1979, III.
 -----------------------------------------------------------
some duplications of  effort  were  identified,  the  report
noted that:
 
   Extension has attempted to satisfy a wide range of new
   demands  in  recent  years,  without losing touch with
   agriculture and rural communities. . .    To  a  great
   extent,  the  changes that have occurred have mirrored
   national trends, or are a reflection of changes in the
   demographic, economic, and social  characteristics  of
   the  Commonwealth.    Although  the  'urbanization' of
   Extension is an ongoing trend, rural areas continue to
   receive  substantial  allocations   of   field   staff
   resources.
 
In  response  to  a  recommendation in the JLARC report, the
University's off-campus,  for-credit  graduate  program  was
transferred  from  the  Extension  Division  to the Graduate
School, effective July 1, 1980.*
 -----------------------------------------------------------
*   Joint Legislative Audit And Review Commission, Report on
    the Virginia Polytechnic Institute and State  University
    Extension Division, September 1979, III.  pp. 75-80.
 -----------------------------------------------------------
 
The  General Assembly acted in 1981 to amend the legislation
establishing the Extension Division.   The  legislation  now
provides that:
 
   The  Extension  Division  shall encompass the Virginia
   Cooperative Extension  Service  and  [the]  Continuing
   Education    Program   with   appropriate   supporting
   programs, and . . . . shall  administer  the  Virginia
   Cooperative  Extension  Service and disseminate useful
   and practical information to the people of the Common-
   wealth of Virginia . . . . The  Cooperative  Extension
   Service  Program  within  Virginia  State  University,
   hereafter . . . . referred to  as  "the  Service,"  is
   hereby  recognized.    The  Service shall also conduct
   educational  programs  and  disseminate   useful   and
   practical  information  to  the  people of the Common-
   wealth of Virginia.*
 -----------------------------------------------------------
*   Code of Virginia, Title 3.1, Section 3.1-40.
 -----------------------------------------------------------
 
The legislation provides further that  "[t]he  Division  and
the  Service  shall  provide  the people of the Commonwealth
information and knowledge through instruction and  practical
demonstration  in  agriculture,  including  horticulture and
silviculture, agribusiness, home economics, 4-H  club  work,
and subjects relating thereto" through various processes and
in various forms.  The Division was authorized to administer
the  Continuing  Education  Program "on a 100% cost-recovery
basis."* The Code  also  states  that  the  "'[c]ooperative
 -----------------------------------------------------------
*  Code of Virginia, Title 3.1, Section 41.
 -----------------------------------------------------------
extension  service' is the function traditionally associated
with the term 'extension'; it is the joint  federal,  state,
local  program  designed  to aid transfer of information and
research  capabilities  of  land   grant   universities   to
citizens."*  Both the Division and the Service were author-
 -----------------------------------------------------------
*  Code of Virginia, Title 3.1, Section 43.
 -----------------------------------------------------------
ized "to conduct work with both  adults  and  youth  through
local  units  to  be  known as 'departments of extension and
continuing education'" [i.e., departments of  local  govern-
ment].*
 -----------------------------------------------------------
*  Code of Virginia, Title 3.1, Section 45.
 -----------------------------------------------------------
 
The University responded to the more critical charges raised
by the JLARC report by viewing the extension mission in more
precise  terms.  This adjustment resulted in a reordering of
program priorities.   Some readjustments  in  priorities  in
extension  work  appear  to  have  occurred  recently as the
Governor and the General Assembly recognize the need for the
University to have a strong role in economic development.
 
In a major move to strengthen the linkage among its missions
of instruction,  research,  and  extension,  the  University
established,  effective  September  1, 1982, the position of
Vice Provost for Extension, thereby recognizing the academic
linkages of extension work with the University.  Today,  the
Extension  Division  operates  two  parallel  efforts:   the
Virginia Cooperative Extension Service and the Virginia Tech
Continuing Education Program.
 
Faculty commitment to the extension mission of  the  Univer-
sity  appears to be low.  As stated in the previous section,
the self-study survey revealed that faculty think  that  the
extension  mission  in  particular  should  receive  greater
emphasis.  Support for faculty participation in these activ-
ities is weak at the administrative levels in  some  depart-
ments and colleges.  More significantly, many members of the
University  community  simply  do not understand the role of
extension in the land grant university.  The committee feels
that this is a serious impediment to the effective function-
ing of the University and seriously hampers its  ability  to
fulfill  the  educational  responsibilities  that  have been
placed on the University.  Modifications in program  content
and  in the administrative and fiscal structure of extension
may be needed to ensure continued emphasis on  the  delivery
of research-based knowledge and the monitoring of its use.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.1  The Extension Mission
-sub- 
9-2.1.1   Recent Background
-rec- 
Recommendation 9-4:   That  the  University  take  concerted
    steps to ensure that  its  extension  mission  is  fully
    integrated  into the academic environment of the Univer-
    sity.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.1  The Extension Mission
-sub- 
9-2.1.2   Administration
-txt- 
The University administers the  Extension  Division  through
the  Office  of  the  University Provost.   Reporting to the
Provost, the Vice Provost for Extension also holds a federal
appointment as Director of the Virginia  Cooperative  Exten-
sion Service.
 
The  Vice  Provost for Extension administers the Cooperative
Extension Service through a staff of  two  associate  direc-
tors,  five  assistant  directors,  and  an assistant to the
director.  There is an Associate Director for Administration
and  Operations, and an Associate Director for Programs, who
also serves as an associate dean in  the  College  of  Human
Resources.  The Vice Provost's staff also includes a person-
nel  officer  and  a  budget officer.   The Vice Provost for
Extension  administers  the  Continuing  Education   Program
through the Director of Continuing Education Programs.
 
An  assistant  director  heads  each  primary  program area:
Agriculture and Natural Resources, Home Economics, 4-H,  and
Community  Resource Development.  The Assistant Director for
Agriculture and Natural Resources is also an associate  dean
of  the  College of Agriculture and Life Sciences.  There is
also an Assistant Director  for  Field  Operations,  who  is
responsible  for  working  with the directors of each of the
six extension administrative districts  across  the  Common-
wealth.
 
A  number of decisions that relate to the Cooperative Exten-
sion Service require the direct involvement of the President
of the University.  Also, the Director  of  the  Cooperative
Extension  Service, officially acting for the University, is
required to maintain close contact with the  "United  States
Secretary  of  Agriculture,  the  United States Secretary of
Commerce, and other participatory bodies."*
 -----------------------------------------------------------
*  Code of Virginia, Title 3.1, Section 41.
 -----------------------------------------------------------
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-txt- 
The Virginia Cooperative Extension Service has  a  statewide
mission.   The mission is directed toward meeting the infor-
mation needs of individuals, businesses, industries,  commu-
nities,  and  government.    The  mission  is  conducted  by
disseminating information and providing  assistance  through
individual  contacts,  group meetings, printed material, and
electronic communication.    The  comprehensive  program  is
supported  by  faculty  located  both  at  VPI&SU  and  VSU.
Programs are delivered by extension  staff  located  in  107
county  and  city  units throughout the Commonwealth.   Each
unit reports to one of  six  district  offices  (see  Figure
9-1).      Where   Virginia's  international  interests  are
involved, and when appropriate grant  funds  are  available,
selected specialists, agents, or administrators will work in
international programs.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.1   Extension Program Areas
-txt- 
Cooperative Extension field staff in the 107 county and city
units  conduct  educational  programs  through workshops and
seminars, provide technical support, and serve  as  informa-
tion  links  between the campus and clientele throughout the
state.    The content delivered and the clientele served are
diverse.  The full resources of  the  University  are  drawn
upon  for this service to the state, usually through campus-
based extension specialists.  Programs are developed  to  be
consistent  with  four-year  plans  of work and are based on
both formal and informal  assessments  of  clientele  needs.
The  following discussions of major program areas illustrate
the scope and content of these field programs.
 
    Agriculture and Natural Resources (ANR)
 
    This program serves as a bridge between  the  University
    and  the agricultural community for the dissemination of
    information.  ANR work is based upon the philosophy that
    people will improve their family's standard  of  living,
    as  well as the state and national economy, through more
    efficient farm production.  This multidisciplinary  area
    reaches  out, through workshops, seminars, publications,
    and  direct  consultations.    The  goal  is  to   apply
    knowledge  in  the solution of problems that people face
    as they work to make agribusiness more productive  while
    safeguarding  the  environment.    Emphasis  is given to
    conservation of natural resources and  the  environment,
    marketing and farm business management, farm safety, and
    the  application  of  mechanical science and engineering
    technology to solving agribusiness problems.  ANR serves
    the educational needs of organizations such as  federal,
    state, and local governments; state, regional, and local
    farm    production   associations;   state   and   local
    agribusiness associations;  volunteer  associations  and
    other  citizen organizations that are concerned with the
    environment.
 
    Community Resource Development (CRD)
 
    This program area provides information and  transfer  of
    knowledge  to assist community leaders and organizations
    in their collective efforts to develop  better  communi-
    ties.    Community  problems  receiving recent attention
    include  hazardous  waste  disposal,  regional  economic
    development,    ground    water   management,   downtown
    revitalization, pollution management in  the  Chesapeake
    Bay,  and community growth management.  Over 900 persons
    have enrolled in  a  leadership  correspondence  course.
    The  CRD  area  provides  leadership  with emergency and
    disaster assistance for the Commonwealth.  In this role,
    it works with 1,700 officials of 141 local  governments.
    Other  programs include conducting intensive programs in
    economic development, in comprehensive planning, and  in
    government operations and finance.
 
    Home Economics
 
    This  program area provides educational experiences that
    address critical concerns of individuals and families in
    a way that enable them to prevent  or  solve  persistent
    problems,  thus enhancing quality of life.  The areas of
    focus include improving  nutrition,  diet,  and  health;
    managing  and utilizing resources; developing supportive
    and effective human relationships;  and  enhancing  home
    and  community environments.   Programs are delivered by
    University faculty, professional extension  home  econo-
    mists,   para-professionals,   and  trained  volunteers.
    Appropriate educational technology and  methodology  are
    used  to deliver the educational opportunities, often in
    small groups or in at-home self-study settings.
 
    Four-H
 
    The  Four-H  Youth  Development  program  area  provided
    informal  learning  opportunities  for  125,000 Virginia
    youth, ages 9 to 19, in 1986.   Four-H is  a  community-
    centered,   volunteer-led,  extension  staff-supervised,
    research-based, home- and family-oriented,  public-  and
    private-funded  extension program.  The "learn-by-doing"
    emphasis   incorporates   projects   in   47   subjects,
    predominately related to agriculture and home economics,
    but also including subjects such as international under-
    standing,  leadership,  and health.   The program should
    strengthen its traditional resource  base  with  support
    from  other  University  disciplines  and greatly expand
    participation by  volunteer  leaders.    Four-H  profes-
    sionals  will  need to be trained in disciplines related
    to youth development if  they  are  to  direct  programs
    focused on the critical social problems of youth.
 
The  content and number of extension field programs were not
explored by the committee.   More  detailed  information  is
available and is monitored and evaluated by extension admin-
istration.    The  Committee recognizes that program content
must continue to change to  meet  emerging  societal  needs.
The  growing  internationalization  of  the state's economy,
changing ethnic composition, and new  forms  of  information
dissemination are among the many factors, to which extension
must adjust.  Addressing the needs of low-income segments of
the  population  and  diverse  ethnic  groups  must  receive
continuing attention in order to be consistent with the land
grant philosophy.
-end-
     
-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.1   Extension Program Areas
-rec-
Recommendation 9-5:   That the University act without  delay
    to establish a committee charged with the responsibility
    to identify subject matter disciplines (and specialties)
    that  can  contribute effectively to both continuing and
    evolving program thrusts of  the  Cooperative  Extension
    Service,  the  Continuing  Education  Program,  and  the
    University's extension mission.   This committee  should
    have  an administrative representative from each college
    and other appropriate units, and  the  committee  should
    submit a formal report to the University Provost.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.1   Extension Program Areas
-rec- 
Recommendation 9-6:   That   the   University  evaluate  the
    contribution the above-recommended committee can make to
    the extension  mission  and  determine  whether  such  a
    committee  should  be a permanent University operational
    committee.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.2   Funding
-txt- 
Cooperative Extension  is  jointly  funded  by  the  federal
government  (through the U.S. Department of Agriculture), by
state  government, and  by local governments.  Currently the
Commonwealth  funds  64  percent  of  the total budget, with                                 SgggggggggggggU SgggggggggggggU SgggggggggggggU  SggggggggggggU  SgggggggggU
local governments and the federal government contributing 24                                                        |                               |              |
percent and 12 percent respectively (see Table 9-1).    From                                                 Tgggggggggggggd                  Tggggggggggggd  Tgggggggggd
1976  through  1986, the share of funding by state and local                                                 |Home Ecomonics                  ANR Specialist Unit Directors
governments  steadily  increased  from  65  percent  to   76                                                 |  Specialist |                  | Unit Staff |  |         |
percent,  and  the  share  funded  by the Federal government                                                 SgggggggggggggU                  SggggggggggggU  SgggggggggU
steadily decreased from 35 percent to 24 percent.  As  state
support  has  grown,  so  has  state  scrutiny  of extension
programs.

The Virginia General  Assembly  has  chosen  to  follow  the
concept  of  level-funding  for  operating allocations while                         Figure 9-1.  Organizational Structure of Virginia Cooperative Extension Service
providing personnel with significant salary increases.   All
employees  of  the  Extension  Division  are state employees
entitled to  salary  increases  authorized  by  the  General
Assembly.    The  Division  expends  funds  other than state
appropriations to meet salary obligations authorized by  the
state but not fully funded by it, because the state supports
only  that  portion  of  increases related to state funding.
For example, the state-approved salary increases  in  FY  86
totalled  $2,372,270  for  the  Division.    The increase in
appropriation from the state to cover those obligations  was
$1,822,310;  the  remaining  35  percent  was  funded by the
Division from funding  appropriated  by  local  and  federal
sources.
 
At  least  one  personal computer has been installed in each
unit office since 1984 as an aid to  office  management  and
program  delivery.    As  a result, the Virginia Cooperative
Extension Service has one of the most sophisticated  comput-
erized  management  systems  among  its peer state extension
services.  This computerization has increased efficiency  to
compensate,  in  part, for reduced staff levels.  Additional
changes to improve efficiency in  program  delivery  include
installation of lines of the State Controlled Administrative
Telephone  System (SCATS) to each unit office with appropri-
ate linkage to the University's computer.  These two actions
have accounted for an increase  in  cost  of  over  $550,000
annually to the Extension Division.
 
The  Cooperative  Extension Service budget for FY 86 totaled
$35,599,380 (see Table 9-2).   These  funds  were  allocated
among two basic sets of expendituresggsalary obligations and
operations.    Of  the  total, salary obligations, formed of
faculty salaries, classified salaries, and fringe  benefits,
comprised  83.6 percent, and operations 16.4 percent.  Among
the innovative projects funded were these:  the Powell River
Mined-Land Reclamation Project,  the  Center  for  Volunteer
Development,  and the project for Computer Use in Electronic
Marketing.
 
In recent years, faculty and staff have become  more  active
in  seeking  outside funding to support innovative projects,
and have been very successful (see Table 9-3).
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.3   Personnel Status
-txt- 
Because  federal  appropriations  have not increased propor-
tionally to state funding, the Cooperative Extension Service
has experienced a significant erosion of its ability to fill
critical vacancies and to provide increased allocations  for
non-personnel  service  operation.    These  conditions were
intensified in 1985-86 when the application  of  the  Budget
Deficit  Reduction  Act  of 1985 (Gramm-Rudman-Hollings law)
resulted in a 4.3 percent reduction in the federal appropri-
ation.  An employment freeze was in place for FY 86.   There
has been a significant change since the 1975-1976 Self-Study
in  the number of field staff and the number of campus-based
faculty.
 
Agent  Positions:    The number of extension agent positions
filled by the Cooperative Extension Service declined  by  65
between  1976  and 1986, decreasing from 434 agent positions
in 1976 to 369 agent positions in 1986.  This latter  number
is  significantly  below  the  core  staffing  level  of 418
positions developed in 1985 and may require  a  reassessment
of the standard established.  The core staffing plan for the
field  units  calls  for  a base staff per unit of one agent
each for agriculture and natural resources, home  economics,
and 4-H.  One of these agents is also designated unit direc-
tor  and  conducts  the community resource development work.
The number of agents in the core staff  increases  depending
on  a  number  of factors including, but not limited to, the
overall  population,  the  school-age  population,  and  the
number  of farm.   Local governments have the opportunity to
increase staff  beyond  the  core  level  by  fully  funding
additional  positions,  and  20 have done so.  The Committee
learned that the number of extension field  staff  with  4-H
responsibility  dropped  from  135  in 1980 to 91 currently,
which  represents  two-thirds  of  the  decrease  in   total
positions in the field staff.  The Extension Division should
examine  these  trends and program needs in order to address
the needs for effective youth programs.  University  support
will be needed in this vital area.
 
Faculty  Positions:    Changes have also occurred in faculty
positions.   With  the  JLARC-recommended  transfer  of  the
off-campus  graduate  program  to  the Graduate School, 39.0
faculty positions were transferred off the extension  budget
as of July 1, 1980.  The College of Veterinary Medicine  has
received  funding  over  the  last  two  bienniums for 13.34
faculty positions (and 22.8 classified positions).
 
There  were  254.76  faculty  positions  authorized  for the
Extension Division on July 1, 1976.  On July 1, 1986,  there
were   216.72   faculty   positions  authorized  and  213.96
positions were filled, distributed among  the  colleges  and
within the Extension Division (see Table 9-4).
 
The  Cooperative Extension Service has expended considerable
effort to gain approval  of  a  performance-based  personnel
system for extension agents.  An internal study conducted in
1984-85  by  the  Extension Division revealed what is called
the "seven-year-top-of-the-scale problem"  and  showed  that
the  currently  effective salary system for extension agents
has become a "lack-of pay-for-performance"  system.    Until
extension  agents  reach the seventh step on the scale, each
agent receives  the  same  merit  percentage  pay  increase,
unless  they  are  on  probation for poor performance.  Each
agent receives any  "cost  of  living"  increases  as  well.
After  seven  years,  the  only salary increase an agent can
receive is the cost of living  increase  that  goes  to  all
classified  employees  regardless  of performance (see Table
9-5).  Currently, 59 percent of extension agents are on  the
top  step of the scale, and none are on step 1.  This latter
condition is the result of a hiring  freeze  during  FY  87.
Extension   agents   are  hurt  not  only  by  the  lack  of
performance-based increases, but by the  unrealistic  salary
ceiling imposed on them after seven years of employment.
 
The  Extension  Division, established in the sixties, had an
agreement with local  governments  that  permitted  a  local
government  to  provide salary supplements to agents who had
reached the top of the scale.   The conditions  under  which
supplements  could be approved were significantly restricted
by the Extension Division in the early eighties in  response
to  civil rights audit recommendations made to ensure salary
equity.
 
A proposal to install a performance-based salary system  has
been  forwarded  to  the  state Department of Education.   A
second  proposal,  recommending  a  new  classification  for
extension  agents  that  would be an associate level between
classified and faculty,  has  been  discussed  by  the  Vice
Provost for Extension with the state Department of Personnel
and Training.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.3   Personnel Status
-rec- 
Recommendation 9-7:   That  the  University  continue strong
    efforts to secure a performance-based salary system  for
    extension agents.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.4   Faculty Performance/Accountability
-txt- 
The Extension Division receives funding to  support  faculty
who  devote  their  knowledge-based  expertise  to  non-fee-
supported education activities in furtherance of the Univer-
sity's extension mission.  Among these faculty are some  who
conduct   activities  identified  as  Cooperative  Extension
programs and  some  who  conduct  activities  identified  as
General Extension programs.
 
The  Committee  concludes from concerns expressed to it that
faculty on funding allocated for General Extension work  are
perceived  to  contribute  relatively  less to the extension
mission  of  the  University  than  do  faculty  on  funding
allocated  for  Cooperative Extension work.   Faculty in the
colleges of Agriculture and Life Sciences, Human  Resources,
and  Veterinary  Medicine  are  held  accountable  to  their
funding through federally required formalized plan  of  work
and reporting procedures.  Faculty in the other colleges are
neither in the accountability system currently applicable to
programs  of  the Cooperative Extension Service programs nor
in a similar accountability system applicable to programs of
the Extension Division.   Moreover, the  Extension  Division
has no program accountability system specifically applicable
to the University's extension mission.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.4   Faculty Performance/Accountability
-rec- 
Recommendation 9-8:   That  the  University  assure that all
    faculty funded by the Extension Division are accountable
    to formal planning, evaluation,  and  reporting  systems
    applicable to the University's extension mission.
-end- 
     
-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.5   Faculty and Staff Development
-txt- 
District  supervisors  and extension agents appearing before
the Committee were very explicit in calling for a comprehen-
sive, on-going staff development plan  for  the  Cooperative
Extension  Service.    The  changing  information  base, the
changing  client base, and the need for employee development
make it imperative to  keep  current  the  education  system
applicable  to  such  personnel.    To  accomplish this, the
Cooperative Extension Service has institutionalized  faculty
and  staff development.   Orientation for all newly employed
extension agents is  standard  practice.    Additionally,  a
mentoring  system  has  been  instituted  in  one  extension
district to provide an improved structure for  communication
between  more-experienced  and  less-experienced agents.   A
schedule of holding an extension conference every other year
with district meetings  in  the  alternate  years  has  been
adopted.  These sessions focus on training related to organ-
izational  development or to broad organizational interests.
In January of each year, a week of  in-service  training  is
scheduled  to  train  extension agents in subject matter and
methods.  It is anticipated that the University's linkage to
a satellite communication system will be used extensively in
the future to provide agents with timely training on  chang-
ing subject matter.
 
Recent  changes  have  tended to reduce the effectiveness of
earlier faculty and staff development procedures.  Extension
staff seek training in
 
*   professional development and personal life skills,
 
*   extension methods and technology skills, and
 
*   subject matter updates.
 
Because extension subject matter  often  has  a  very  short
shelf  life,  constant subject matter training is a critical
need.   This need is unique  to  the  Cooperative  Extension
Service  and  applies  to both faculty and extension agents.
Meeting this need is essential to maintaining the  credibil-
ity   of  the  information  disseminated  by  the  Extension
Service.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.5   Faculty and Staff Development
-rec- 
Recommendation 9-9:   That the University urge the Extension
    Division to continually reassess its  staff  development
    plans  to  assure  a coordinated and comprehensive staff
    development plan.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.6   Structure
-txt- 
Cooperative Extension programs have traditionally had  their
roots  in  the  College of Agriculture and Life Sciences and
the College of Human Resources.  In addition to  agriculture
and  home  economics  programs, the 4-H program has played a
significant role in Cooperative Extension  programs  and  is
perhaps  the  most  comprehensive,  publicly supported youth
development program in the world.   The  Community  Resource
Development  (CRD)  program  has  evolved into a significant
educational program for local government officials.  The CRD
program is expected to play a major educational role in  the
future  by  actively  fostering  economic development in the
Commonwealth.
 
From 1976 through 1986, approximately 40 percent  of  exten-
sion  faculty  efforts  were  directed  to  the agricultural
program  area.     The   importance   of   agriculture   and
agribusiness    to the Virginia economy remains significant,
and the agricultural industry and community  are  continuing
to  experience  significant changes.  Even though the number
of persons engaged in farming is  declining,  the  level  of
requests  for  assistance  in the home horticulture area has
increased substantially.   As a result, many in the agricul-
tural community have criticized  what  they  perceive  as  a
drain on the extension resources available to the commercial
agriculture  community.    This  shift  has  occurred as the
population of the Commonwealth has changed from primarily  a
rural-oriented   society   to   an   urban/suburban-oriented
society.
 
Dr. G. Edward Schuh (who met with the Committee), and  other
authorities  have  recently  suggested  that the traditional
model of delivering Cooperative Extension Programs  must  be
re-examined.   Several among this group recommend a shift in
organizational strategy from the generalist extension agents
located at the county or city offices to the  specialist  on
an area or statewide basis.
 
Embracing a shift to more campus-based specialists and fewer
generalists  in  the  field  has the potential to reduce the
ability of extension work to quickly shift as the  needs  of
the  agricultural community and the demands on the extension
mission change.  For example, a faculty member may be funded
by extension as a specialist to study and conduct a  program
on  a  particular  problem,  may  work  on the problem until
he/she or someone  else  effectively  solves  it,  and  may,
during  that  time, be granted tenure.  Once that problem is
solved, however, the specialist may  find  it  difficult  to
turn  his/her  attention  to  a  different  problem.    This
situation is a familiar problem in Cooperative Extension.
-end-
 
-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.6   Structure
-rec-
Recommendation 9-10:   That  the  University  evaluate   and
    implement appropriate changes in the allocation of unit,
    area,  and  state  staff  of the Extension Division, and
    give particular attention to  the  broadening  range  of
    demands,  the changing clientele base, the impact of the
    information  explosion,  and   the   rapidly   advancing
    technology for program delivery.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.7   Extra-Collegiate Faculty in University Governance
-txt- 
The Committee believes that the credibility of the extension
mission  within  the  University community depends, in part,
upon the involvement of extension faculty in the  governance
system.    Effective  collegial links and communications are
critical factors in enhancing the faculty's understanding of
the University's extension mission.  Collegiate-based exten-
sion faculty have the  opportunity  to  participate  in  the
University's  governance  system,  but  the extra-collegiate
extension  faculty  cannot  elect  representatives  to   the
Faculty  Senate  (although  they  do  have elected represen-
tatives on the Commission on Extension and the Commission on
Faculty  Affairs).    Members  of  the  University   Library
faculty,  also  extra-collegiate  faculty,  do  have elected
representation on the Faculty Senate.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.7   Extra-Collegiate Faculty in University Governance
-rec- 
Recommendation 9-11:   That the  extra-collegiate  extension
    faculty  be  eligible  for election to representation on
    the Faculty Senate and for appointment to units  in  the
    University governance system.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.7   Extra-Collegiate Faculty in University Governance
-txt- 
The  quality  of  the  extension effort would be enhanced by
better integration of the work of extra-collegiate extension
faculty into the academic  environment  of  the  University,
since  these  faculty  do not have academic homes in depart-
ments where much of the intellectual ferment in the  Univer-
sity  occurs.   And because ideas do not flow as easily from
the field into research undertakings at the University,  one
of  the  important  links  to  generate  applied research is
broken.   At the same time, the  quality  of  the  extension
program  may  suffer  because  it does not receive stringent
peer scrutiny and may not draw as effectively  on  research-
based knowledge.
-end-     
     
-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.2  The Virginia Cooperative Extension Service
-sub- 
9-2.2.7   Extra-Collegiate Faculty in University Governance
-rec-
Recommendation 9-12:   That  the University strive to reduce
    substantially the number of extension faculty  positions
    currently  designated  extra-collegiate  by transferring
    such  positions  directly  into   appropriate   academic
    departments.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-txt- 
The  University's  extension  mission  is  furthered  by the
non-credit, fee-based,  self-supporting  educational  activ-
ities sponsored by University faculty and conducted, both on
and  off  campus,  for primarily adult audiences through the
Continuing Education Program.  These activities include, but
are  not  limited  to,  conferences, workshops, and seminars
designed to serve the needs of a  pre-determined  clientele,
usually comprised of citizens of the Commonwealth, but often
of   persons   from   throughout   the   United  States  and
occasionally from foreign countries.  These programs dissem-
inate useful and practical information to a broad  array  of
clientele and establish valuable linkages for the University
to  constituents  across the Commonwealth and throughout the
nation and world.
 
The educational activities conducted through the  Continuing
Education  Program  reached  17,452  persons in FY 1986 (see
Table 9-6).  The number of activities conducted both on  and
off  campus  in  FY  86  totalled  338,  down  from  the 395
conducted in FY 85.   These activities were  divided  almost
equally  between  on-campus  and off-campus sites (see Table
9-7).   In 1986, the College of  Business  had  the  largest
number  of programs (98), and the College of Agriculture and
Life Sciences, the College of Arts  and  Sciences,  and  the
College  of  Engineering  had  about equal numbers, approxi-
mately 40 each (see Table 9-8).  Attendance at the  programs
sponsored by these colleges was, respectively, 2,428, 4,818,
2,458, and 1,703 (see Table 9-6).
 
The  General  Assembly's  mandate that "continuing education
must be self supporting" means that funds for the Continuing
Education Program  have  not  been  included  in  University
budget  requests.  Thus, continuing education activities can
be offered only with fee structures at levels sufficient  to
cover  costs;  state funds can be requested to cover program
costs as needed, and  certain  educational  activities  that
meet specifically established criteria might warrant support
from appropriated funds.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.1   Functions
-txt- 
By University policy, if a non-credit, fee-based educational
activity  is sponsored or co-sponsored by the University, it
must be conducted through the Continuing  Education  Program
(Policy  Memorandum No. 49, January 9, 1984), subject to the
legislative restraint of operating "on a 100%  cost-recovery
basis."  As an incentive to participate in these educational
activities,  faculty with teaching and research appointments
can now receive direct payment for  teaching  in  non-credit
programs as defined by University policy.  Another incentive
allows planned surplus to be included in conference budgets,
with such surplus returning to the sponsoring college.
 
These policies have been implemented to encourage the expan-
sion of continuing education activities at VPI&SU.  However,
many faculty members still do not perceive it to be in their
best interest to participate in these programs as a sponsor.
Many  feel  that  sponsoring continuing education activities
receives minor weight in  decisions  concerning  tenure  and
promotion and in decisions related to salary increases.
 
Currently,  the  Continuing  Education  Program fulfills its
role through these primary functions:
 
*   program development,
 
*   conference services, and
 
*   facilities management.
 
Program development encompasses need identification, program
design, budget development, and program marketing, delivery,
and evaluation.  Conference services assures the  logistical
support  for  a  program, which includes, but is not limited
to,  registration  services,   room   set-up,   audio-visual
services,  and  related arrangements.  Facilities management
covers  hotel/restaurant  services   provided   within   the
Donaldson  Brown  Center for Continuing Education.  Often an
educational activity administered by the  Continuing  Educa-
tion Program requires some services from each of its primary
functions.
 
Many  faculty  and other members of the University community
confuse the Continuing Education Program with the  Donaldson
Brown  Center  for Continuing Education, a building adminis-
tered by the University as an  auxiliary  enterprise,  as  a
site  for  many educational activities conducted through the
Continuing Education Program.   However, Donaldson Brown  is
not  the  only  University-related  site for such activities
(see Table 9-9).  Other sites are the  six  4-H  educational
centers  located across the state, the outlying research and
continuing education centers (the Reynolds Homestead Contin-
uing Education Center, the Southern  Piedmont  Research  and
Continuing  Education Center, and the Tidewater Research and
Continuing Education Center), the Northern Virginia Graduate
Center in Falls Church, and the  College  of  Architecture's
Washington-Alexandria  Center  in Alexandria.   In addition,
other  public  and  private  conference  facilities  in  the
Commonwealth  are  sites  of numerous educational activities
administered by the Continuing Education Program.    Partic-
ipants  in  the  various  activities  of the six 4-H centers
totaled 787,982 between 1979 and 1986.
 
The University should carefully evaluate  the  potential  of
these sites for continuing education offerings.  The purpose
and utilization appear to have expanded enormously in recent
years.    The Committee did not undertake a detailed assess-
ment of the offerings at these facilities.
 
With the installation, by June 30, 1987, of satellite  down-
links  to  25  unit  offices  of  the  Cooperative Extension
Service,  the  opportunity  exists  to  transmit  continuing
education  activities to clients via satellite.  Such capac-
ity has the potential to significantly increase the continu-
ing education  demand  both  on  and  off  the  University's
campus.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.2   Function Review
-txt- 
Most  faculty  members believe that the Continuing Education
Program needs to be reviewed, and possibly improved.    Some
faculty  reported  being  well  served,  but they are in the
minority.   It is clear  that  misunderstandings  about  the
purpose,  scope,  and  structure of the Continuing Education
Program abound and must be clarified for  the  sake  of  the
faculty and the program itself.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.2   Function Review
-rec- 
Recommendation 9-13:   That   the   University   conduct   a
    complete review of the Continuing Education  Program  in
    order  to  make the program more competitive, efficient,
    and cost effective.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.3   Self-Study of the Continuing Education Program
-txt- 
In 1985, a self-study was conducted by the Continuing Educa-
tion Program.*  This study contained several recommendations
 -----------------------------------------------------------
*   Virginia  Polytechnic  Institute  and  State  University
    Continuing Education Program, The University's  Role  in
    Continuing  Education:    Present  and Future Directions
    (Blacksburg, 1985).
 -----------------------------------------------------------
designed to address the expanding role of continuing  educa-
tion for adults in the coming decade as changes in education
attainment, in career opportunities, and in technology bring
about  adjustments  within  the  society forming the Common-
wealth of Virginia.   This study should  be  discussed  more
broadly in the University community.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.3   Self-Study of the Continuing Education Program
-rec- 
Recommendation 9-14:   That  the  University  assign  to the
    Commission on Extension the responsibility  to  evaluate
    each  of  the  recommendations in the 1985 self-study of
    the Continuing Education Program.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.4   Improving Space Utilization
-txt- 
Continuing education activities offered  on  the  University
campus  could be expanded if space is used more efficiently.
To accomplish this, a central office must be established  to
coordinate  and  allocate  all  space needs for the array of
extension mission activities conducted  by  the  University.
This  system  would permit a faculty member or event sponsor
to work with a single office to locate and reserve space for
an educational program or other event.
 
Developing such a  system  will  enable  the  University  to
modestly  expand  the  number  of  campus-based  educational
offerings conducted under the  auspices  of  the  Continuing
Education  Program.   However, there is substantial evidence
that this program will expand and that demand will  increase
for  either  campus-based space or other space convenient to
campus.  The University should act promptly to seek alterna-
tives to meet reasonable expectations of demand for space to
provide non-credit, fee-based, educational activities.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.4   Improving Space Utilization
-rec- 
Recommendation 9-15:   That the University conduct  a  study
    of  demand for non-credit, fee-based, educational activ-
    ities and the space needs to meet the projected demands.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.5   Faculty Achievements
-txt- 
The University's faculty and staff  engage  in  many  educa-
tional  activities  that  might be appropriately credited to
the University's extension and continuing education  mission
were  it  not  for the absence of any established process by
which data about such activities  are  reported  and  recog-
nized.    The  present  restriction  that indicates that all
fee-based educational activities "must be conducted  through
the  Continuing  Education Program" often results in a shift
of such activities to alternative sponsorship, even  as  the
University continues to provide the same level of support it
would  have  under  the Continuing Education Program.   As a
result, the University's extension mission is furthered  but
earns no credit for the resources expended.
 
A  similar  condition  exists  with  educational  activities
conducted by the Cooperative Extension Service.  Reports are
submitted to the federal government on the output of faculty
and staff supported by the  Cooperative  Extension  Service,
but  there  is  no  reporting of output of faculty and staff
supported  by  funding  other  than  Cooperative  Extension.
These conditions appear to be unrealistic for an educational
responsibility  with  the diversity, scope, and resource use
of the University's extension mission.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.5   Faculty Achievements
-rec- 
Recommendation 9-16:   That   the   University  establish  a
    uniform procedure to assure that  fee-based  educational
    activities  conducted  (in  substantial  part)  with the
    University's faculty and staff  resources  be  regularly
    reported  to the University and credited to the Continu-
    ing Education Program.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.3  The Continuing Education Program
-sub- 
9-2.3.5   Faculty Achievements
-rec- 
Recommendation 9-17:   That  the  University   require   the
    Extension  Division  to submit on a fiscal-year basis an
    annual  report  of  structural   adjustments,   resource
    inputs,   and   educational  outputs  by  program  area,
    college, and other appropriate subdivisions  to  provide
    information  on  the accomplishments of the University's
    extension mission.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-txt- 
The University should devote  increased  attention  both  to
strengthening  and  broadening  its extension mission.  This
attention should include  an  emphasis  that  the  extension
mission  of  the University is fully accountable through the
Office of the  University  Provost  and,  thereby,  must  be
carefully  aligned  with  other  academic  programs  of  the
University.  A realignment of titles assigned to the  admin-
istrative  staff  of  extension  should be considered as one
means of communicating the  full  integration  of  extension
into  the  academic  mission  of  the  University.    Acting
affirmatively to enhance the quality of  faculty  and  staff
funded  by  the  Extension  Division  will make an important
contribution to strengthening the extension mission.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.1   International Extension
-txt- 
A major challenge of the next decade will be the development
of research-based extension  programs  to  enhance  interna-
tional  understanding and cross-cultural awareness.  This is
necessitated by  the  changing  ethnic  composition  of  the
state,  the  growing economic interdependence of the economy
of the Commonwealth, and the demands on the  private  sector
to  engage in international transactions and communications.
These demands will  serve  to  broaden  the  extension  base
drawing  more  heavily  on  the  Colleges of Business, Human
Resources, Arts and Sciences, and Education.   At  the  same
time,  the  program  areas  of Human Resources, CRD, and 4-H
will be called on for additional cooperative work.   Program
coordination will be challenging and the faculty required to
deliver  high-quality  programs must be provided with appro-
priate incentives.
 
Youth  programs, such as those traditionally offered through
4-H, provide outstanding opportunities to enhance the under-
standing of the next generation of citizens.  These programs
should be examined for their potential  to  further  promote
international understanding.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.2   Consulting
-txt- 
In  discussions, a number of faculty funded by the Extension
Division expressed concern over  the  University  consulting
policy.  The general perception is that consulting is neces-
sary  to  attract  and  keep  highly  qualified faculty, but
consulting within the Commonwealth of Virginia is restricted
for faculty members in the colleges of Agriculture and  Life
Sciences  and Human Resources as compared to other colleges.
Currently all specialists within the College of  Agriculture
and  Life Sciences on more than 25 percent extension funding
cannot consult within Virginia.    Neither  the  College  of
Veterinary  Medicine nor the College of Human Resources, the
other colleges  with  major  Cooperative  Extension  Service
responsibilities, permit consulting within the Commonwealth.
Most  important,  many  faculty feel that because consulting
can be perceived to be in  competition  with  the  extension
mission  of  the  University,  consulting  can under certain
circumstances become an ethical issue for the University.
 
Consulting appears to strain the extension  mission  of  the
University.    The consulting policy applicable in the other
five colleges is quite different  from  the  policy  in  the
colleges   of   Agriculture  and  Life  Sciences  and  Human
Resources because it is more closely linked to the Universi-
ty's  policy  on  consulting.*   This  policy  implies  that
 -----------------------------------------------------------
*  The Faculty Handbook, 1983, p. 64.
 -----------------------------------------------------------
faculty  members  will  have  the  tendency  to "sell" their
consulting services as opposed to offering the  services  of
their  department,  their  college,  or the University at no
charge,  except  certain  fees  established  by   University
policy.
 
The  issues involved in the ethics of consulting were raised
in the Interim Report of the Task Force on Extension Employ-
ees Consulting for Pay (March 9, 1986) that was submitted to
the Commission on Extension.  Dr. Edward Schuh  also  raised
the  issue  of consulting in his article, "Revitalizing Land
Grant  Universities"*   In  a  clarification  published   in
 -----------------------------------------------------------
*  Choices, Second Quarter, 1986, pp. 6-10.
 -----------------------------------------------------------
Choices,  he  wrote  that  "all  too  frequently  university
professors are out  peddling  on  consulting  contracts  the
knowledge  that  has been produced with [or obtained through
employment supported by] public funds.   This  is  fundamen-
tally  an ethical question."*  Dr. Schuh also spoke to these
issues while making a presentation to the Committee.
 -----------------------------------------------------------
*  Choices, Third Quarter, 1986.
 -----------------------------------------------------------
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.2   Consulting
-rec- 
Recommendation 9-18:   That  the  University  commission   a
    study  of consulting practices to determine how consult-
    ing affects the extension mission of the University  and
    how  equitably  the  policy  is  administered across the
    University.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.3   Intellectual Work Products as Property
-txt- 
The Cooperative Extension Service takes  the  position  that
any educational products developed as a result of an employ-
ee's  position (and on University time) is the sole property
of the University. This policy appears  to  be  inconsistent
with policy applicable to other faculty in the University.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.4   Economic Development
-txt- 
Increasingly,  universities  are being called upon to play a
statewide, and even a nationwide, role in economic  develop-
ment.    The  combination  of  high  technology research and
scientific education provided at  land  grant  universities,
and their statewide extension mission enhances the universi-
ties'  role  in providing appropriate education to shape the
future economy of  states,  including  the  Commonwealth  of
Virginia.
 
During  his  visit with the committee, the Provost suggested
that appropriate conditions existed for  the  University  to
become  more actively involved in economic development.  The
economic  development  program  coordinated   by   Community
Resource  Development  of the Virginia Cooperative Extension
Service is already among the most active within the  Univer-
sity,  which draws on, among others, faculty in agricultural
economics, urban affairs, and sociology.
 
Some economic development activity occurs in other parts  of
the  University,  but this seems not to be coordinated.  For
instance, two or more faculty members  from  the  university
have found themselves on occasion working on closely related
economic  development  projects  without  knowledge  of  the
other's efforts.  More effective coordination would lead  to
more efficient and effective program delivery.
 
Significant  and  diverse efforts are underway to strengthen
the  University's  role  in  economic  development.    These
efforts  are found in the CRD component of extension, in the
continuing education component, and in other  parts  of  the
University.   Prominent examples of these include the devel-
opment of an incubator system for small  businesses  in  the
corporate  research  park,  the  international trade linkage
unit in CRD, faculty participation with state government  to
establish  and  provide staff support for the Rural Virginia
Development  Foundation,  and   the   Continuing   Education
Program's  links  with  the Center for Innovative Technology
(CIT) and the Virginia Community College System through  the
Office of Technology Transfer.
 
The  University  must conduct its extension mission in a way
that continues to transfer and apply the  knowledge  of  the
land  grant  university  to the problems, opportunities, and
challenges that face the citizens of the Commonwealth.   The
several  aspects  of  economic  development,  including more
effective technology transfer, comprise such a problem.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.4   Economic Development
-rec- 
Recommendation 9-19:   That  the  University   establish   a
    procedure  to  coordinate effectively its broad economic
    development mandate and develop and implement a  coordi-
    nated  plan to foster a climate for appropriate contrib-
    utions by the faculty.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.5   Telecommunications
-txt- 
The University is  rapidly  adopting  improved  telecommuni-
cations  technology.    Some  of these technologies, such as
satellite-based instruction, portend  major  adjustments  in
the  way  the  University  performs its extension mission to
disseminate useful and practical information  to  clientele.
However,  while  the  efficiency  of  delivery  and the area
coverage can be enhanced  by  these  improved  technologies,
many  questions remain unanswered.  For instance, will these
technologies finally  contribute  to  better  achieving  the
product  of  the extension mission--the implemented decision
to act--in decreased time and in  increased  numbers?    The
University should continue to act prudently by slowly making
adjustments  in the structure of the field staff and faculty
funded by the Extension Division until an objective  compre-
hensive  analysis  can  be  completed  of  the  rate various
clientele(s) have applied the disseminated data and informa-
tion.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.5   Telecommunications
-rec- 
Recommendation 9-20:   That the University conduct a compre-
    hensive analysis of the purposes and uses of  telecommu-
    nications technology in serving the various clientele(s)
    of  its  extension,  research, and instruction missions,
    including international applications.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.6   User Fees
-txt- 
Many staff have suggested  that  services  and  publications
should be offered on a fee basis, but the Extension Division
has  been  concerned  about  the  costs of such a move.  The
accounting requirements to collect  funds  necessitate  that
the  collection  of  funds be centralized.   Several studies
completed within the last decade concern the  implementation
and  collection  of user fees.   Generally targeted for user
fees  are:  soil  testing,  certain   publications,   insect
identification,    and    plant    disease   identification.
Currently, each of these services are provided at no  charge
to the user.
 
Only a select set of publications has been sold in the past.
This set includes the Pest Management Guide and other fairly
expensive  publications.    The Virginia Gardener, a monthly
publication  of  the  Horticulture  Department,  is   on   a
subscription  basis.    Handbooks, such as The Pork Industry
Handbook, The Beef Cattle Handbook, and a number  of  pesti-
cide applicator training manuals have been offered for sale.
 
When  the College of Veterinary Medicine became operative at
VPI&SU in 1980, new dimensions were added to  the  Universi-
ty's  public  service  programs.   In particular, as well as
contributing to the  traditional  extension  and  continuing
education   activities,  the  college  provides  a  clinical
service for animals on a  fee-for-service  basis.    Similar
problem-solving   approaches   are  provided  by  the  other
colleges  as  extension  activities  for  which  no  fee  is
charged.    This  inconsistency of approach merits consider-
ation and the establishment of a uniform policy.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.6   User Fees
-rec- 
Recommendation 9-21:   That the University conduct  a  study
    of  the  feasibility  of charging clientele for services
    and/or publications  with  an  evaluation  of  the  cost
    effectiveness  and  the impact such a change may have on
    programming.  The study team  should  include  represen-
    tatives from the budget and controller's offices.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.7   Services as an Educational Function
-txt- 
The  University's  extension mission is focused upon dissem-
ination of useful and practical information and upon  apply-
ing the same by conducting effective educational activities.
This   function   is  more  efficiently  performed  in  some
instances by providing a complementary service primarily  to
demonstrate the outcomes that clientele can attain by apply-
ing  a certain set of disseminated information; soil testing
is an example.  However, continuing to offer  such  services
on  a long-term basis has the effect of shifting the role of
the involved organization from a product-oriented agency  to
a service-oriented agency.
 
There  is clear evidence that some of these service-oriented
activities have become institutionalized and have  placed  a
significant  burden  on  the extension budget.  An objective
analysis of each service offered  by  the  University  as  a
complement  to  one or more extension educational activities
would likely enhance  the  effectiveness  of  the  extension
mission.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.7   Services as an Educational Function
-rec- 
Recommendation 9-22:   That  the  University  identify  each
    service provided by the Extension Division as a  comple-
    ment  to  an  educational activity, conduct an objective
    analysis of  the  current  role  of  such  service,  and
    develop  alternative sources for such service, including
    full-cost user-fee alternatives.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.8   Northern Virginia Facilities
-txt- 
Two facilities in Northern Virginia have considerable poten-
tial  for  the  University's  extension  and   international
mission, in particular for the Continuing Education Program.
These  facilities  are the Northern Virginia Graduate Center
(known as Telestar), located in Falls Church and operated by
the  University  in  cooperation  with  the  University   of
Virginia,  and  the  College  of  Architecture's Washington-
Alexandria Center, located in Alexandria.  These  facilities
are  located  in  the most rapidly growing area of Virginia,
where both the needs of public  agencies  and  the  changing
ethnic  population  pose  serious  educational  problems and
challenging   opportunities   for   extension    educational
programs.    The  research base of the University appears to
provide  the  principal   underpinnings,   the   comparative
strength,  for the Graduate School's instructional offerings
currently, whereas the  University  of  Virginia's  program,
which  is  housed  jointly  with that of VPI&SU at Telestar,
places relatively  more  emphasis  on  continuing  education
programs.  However, VPI&SU is in a position to offer several
areas  of  comparative  strength  for  continuing  education
efforts.   One obvious area  is  that  of  agricultural  and
economic   development  education  programs  that  could  be
offered to national and international agencies that  address
agricultural  development needs abroad.  There are no alter-
native programs currently available in the Northern Virginia
area  that  have  the  resource  base  to  offer  comparable
programs.      At  the  same  time,  the  resource  base  in
Washington, D.C. might be drawn upon to  develop  continuing
education  activities that could address critical social and
economic issues in the Commonwealth and in the global commu-
nity.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.4  Some Challenges for the Future
-sub- 
9-2.4.8   Northern Virginia Facilities
-rec- 
Recommendation 9-23:   That  the  University   undertake   a
    comprehensive  assessment  of  the programs currently in
    effect in Northern Virginia and their  role  in  meeting
    continuing  education  needs  of  the  Commonwealth, the
    Washington, D.C. area, and the international community.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.5  The Commission on Extension
-txt- 
The report of the 1975-76 Self-Study contained the recommen-
dation  "That  the President, with the advice of the Faculty
Senate, appoint an ad hoc  governance  committee...to  study
and   make   recommendations   to   the  appropriate  bodies
concerning...(c)  other  appropriate  issues  involving  the
faculty."*   The  University's  governance  system  received
 -----------------------------------------------------------
*   Virginia Polytechnic Institute and State University, The
    University Self-Study 1975-76 (Blacksburg, 1977), 31.
 -----------------------------------------------------------
substantial criticism in  the  report,  and  it  recommended
"that  the  University  take  steps to identify the cause of
sources of faculty dissatisfaction with  governance  at  the
University level and indicate appropriate action."*
 -----------------------------------------------------------
*   Virginia Polytechnic Institute and State University, The
    University Self-Study 1975-76 (Blacksburg, 1977), 154.
 -----------------------------------------------------------
 
These  recommendations  resulted  in two studies.  The first
was initiated by the Faculty Senate.   The resulting  report
contained  a  resolution that requested the President of the
University "to appoint a committee including representatives
from  both  the   University   Council   and   the   Faculty
Senate...(e)   to  formulate  and  recommend  amendments  or
revisions to  update  the  Constitution  of  the  University
Council  and  the  Constitution of the Faculty Senate and to
bring the constitutions into agreement with each other"  and
to consider related matters.*  The second study revised  the
 -----------------------------------------------------------
*   Report  to the Faculty Senate on December 5, 1978 by its
    ad hoc committee on University governance, p. 30.
 -----------------------------------------------------------
constitutions  of  the  University  Council  and the Faculty
Senate, and they were adopted in the academic  year  1981-82
to  become effective with the beginning of the academic year
1982-83.  This action established six commissions;  one  was
the Commission on Extension.
 
   The function and duties of the Commission on Extension
   are:    To  study,  formulate,  and  recommend  to the
   University Council  general  policies  and  procedures
   concerning Extension activities and the implementation
   of the University's Extension Mission.*
 -----------------------------------------------------------
*   Virginia  Polytechnic  Institute  and  State University,
    Constitution  of  the  University  Council  (Blacksburg,
    1982), 9.
 -----------------------------------------------------------
 
The  membership  of the Commission on Extension is specified
by  the  Constitution  of  the  University  Council.     The
Council's   Constitution   provides  that  "Each  University
Commission shall meet regularly during the academic year and
at  other times as called by the chairperson."*  The Commis-
 -----------------------------------------------------------
*   Virginia  Polytechnic  Institute  and  State University,
    Constitution  of  the  University  Council  (Blacksburg,
    1982), 11.
 -----------------------------------------------------------
sion on Extension met two times per year  during  the  first
four  academic  years  of  its existence.   During the fifth
academic year, 1986-87, only one meeting  was  held.    This
record  stands  in sharp contrast to the record of the other
commissions.   Each of the other  five  commissions  met  60
times  or  more  over the five academic years beginning with
the academic year 1982-83.
 
One reason given for the meeting record of the Commission on
Extension is that policy actions  taken  by  the  University
might  affect  extension  faculty  funded  by  the extension
service located at VSU.  However, the extension programs  of
VSU  and  VPI&SU  are  administratively separate; therefore,
policies recommended by the Commission  on  Extension  would
not  be  applicable  to  the  extension  faculty at VSU even
though they might appropriately apply.   This  outcome  will
continue  in  effect at least until the memorandum of under-
standing required by P.L. 95-113, enacted in 1977,  accommo-
dates  a  change  and  is  agreed to by the Division and the
Service and approved by the respective universities,  VPI&SU
and  VSU.   If the Commission takes a more active posture in
the University governance system, it has  the  potential  to
increase  the  consciousness  of  and  the commitment of the
faculty to the University's extension mission.
 
Reorganization  that  has  occurred  within  the   Extension
Division  raises  the need to study the Commission's current
membership.  Based on knowledge of  the  reorganization  and
input  from  other  self-study  committees, the following 22
members are proposed:
 
*   the Vice Provost for Extension, chairperson;
*   one district director, appointed by the Vice Provost for
    Extension;
*   one department or college-level administrator  appointed
    by the President of the University;
*   one   elected  representative  of  the  extra-collegiate
    Extension Division Faculty Association;
*   the Vice Provost for Research and Graduate Studies;
*   one  Cooperative  Extension  Service  assistant  program
    director appointed by the Vice Provost of Extension;
*   the  administrator  of  the  VPI&SU Continuing Education
    Program appointed by the Vice Provost for Extension;
*   one faculty representative from each college, chosen  as
    the faculty and administration of each college decide;
*   two faculty elected by the Faculty Senate;
*   two  elected  representatives  of the Virginia Extension
    Service Association;
*   two members of the extension field  staff  appointed  by
    the Vice Provost for Extension; and
*   one  representative  of international programs appointed
    by the President of the University.
 
The  proposed  membership  reduces the number of department-
and college-level administrators by two.  One representative
each of the Continuing Education Program  and  the  Interna-
tional  Programs  are added.  The Committee feels that these
representatives will help broaden the outreach  programs  of
the University.
-end-

-chname-
9-  Extension and International Programs
-major-
9-2.0  Report of the Subcommittee on Extension Programs
-minor-
9-2.5  The Commission on Extension
-rec- 
Recommendation 9-24:   That the present Commission on Exten-
    sion  be  renamed  the  Commission  on  the University's
    Extension Mission and restructured to give better repre-
    sentation  to  international  programs  and   continuing
    education, and given a broader mandate to:
 
    1.  review  all  policy  issues raised in the governance
        system that have a bearing on the extension mission,
 
    2.  be informed on extension  and  continuing  education
        programs of the University,
 
    3.  identify  issues  and/or  problems  in the Extension
        Division, in the extension mission, or in  extension
        programs that need attention,
 
    4.  propose   methods  to  increase  the  commitment  of
        faculty to the extension mission of the  University,
        and
 
    5.  assure  that  the  Commission  on  the  University's
        Extension Mission fulfills its assigned role as  the
        representative  of  the  extension  mission  in  the
        University's governance system.
-end-
 
-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-txt- 
Universities  in the United States have long been criticized
as parochial in their outlooks.  Except for minimal  foreign
language  offerings, occasional courses in other cultures in
the humanities, and the standard  non-American  history  and
politics  courses,  American universities have traditionally
paid little attention  to  the  rest  of  the  world.    The
increasing  impact of global social, economic, and political
issues requires a change.  Certainly this change is  visible
on the campus of VPI&SU.
 
This university community has begun to recognize the world's
interdependence  and  the  need  to  understand  and  to  be
involved with cultures very different from its own.  We have
begun to share our  intellectual,  cultural,  and  technical
resources  by  means of aid and research projects throughout
the world.  We are active in the exchange  of  students  and
professional  personnel  both  by  bringing  others  to this
campus and by sending away our  own  students  and  faculty.
Finally, we have undertaken a revision of our curriculum and
our on-campus programs to reflect our need and our students'
need  to  understand  and to appreciate the complex world in
which we live.  From these important beginnings, we hope  to
identify  specific  steps  that  can  be taken to more fully
achieve the potential contribution to  international  under-
standing  that  is envisioned by national, state, and campus
leadership and by the faculty and students of  this  Univer-
sity.
 
Our  goal  has been to assess the involvement of the faculty
and students of this university in international  activities
and  education  and to identify alternative means to enhance
this involvement in the future.  This enhancement is  to  be
brought about by raising the international awareness of both
faculty  and students through the content and orientation of
the curriculum and through  the  international  exchange  of
students and faculty.  It is also to be brought about by the
improvement of social, economic, and political conditions in
countries  of the developing world by using the University's
resources to help solve global problems.   These  objectives
must  be  accomplished  while  showing that benefits will be
derived by  the  Commonwealth  through  these  international
activities.
 
This  goal  and  its  objectives  have  been influenced by a
nationwide recognition of the urgency  to  include  interna-
tional  dimensions  in the research, extension, and instruc-
tion of universities in the United States.   Several  recent
events  in  the  Commonwealth  of Virginia particularly have
emphasized the importance of this dimension.   The  Governor
was  recently  appointed  Chair  of  the Southern Governors'
Association Advisory  Council  on  International  Education.
This  Council produced the report, "International Education:
 
Cornerstone of Competition."   The State Council  of  Higher
Education  created  an Advisory Group on Virginia's Interna-
tional Education.  The theme of the 1986  annual  conference
of  the  State Council of Higher Education was international
education.  The Association of  Virginia  Colleges  recently
invited the Governor of the Commonwealth of Virginia to give
a keynote address on international education.
 
The  justification  for  international  education has become
conventional wisdom.  Our global interests  and  commitments
require  that we understand the world in which we live.  Its
importance should not  be  underestimated  or  ignored,  and
renewed emphasis must be made to ensure that adequate finan-
cial support is garnered for new and expanded programs.  The
economic and political well-being of the Commonwealth and of
the United States is dependent upon our understanding of the
varieties  of  world  cultures and of our place within them.
Moreover, as a land grant university, we have expertise  and
experience  to  offer and our work abroad addresses critical
problems of world development.
 
The leadership of  VPI&SU  has  prominently  identified  the
international  dimension  for  further  emphasis and program
expansion.  When he spoke at graduation ceremonies in  1985,
Mr.   Alexander  Giacco,  Rector  of  the  VPI&SU  Board  of
Visitors, charged the graduates to adopt a  global  perspec-
tive in order to develop the language skills, cross-cultural
awareness,  and  knowledge of international affairs that the
business world now requires.  "Go world, young  person,"  he
said.     His emphasis was further strengthened by President
Lavery's appointment as Chair of the Board for International
Food and Agricultural Development.  In his inaugural address
to the annual meeting of the National Association  of  State
Universities  and  Land  Grant  Colleges,  President  Lavery
argued for more concerted attempts to  internationalize  the
curriculum  of land grant universities and to strengthen the
educational outreach efforts in  order  to  promote  greater
cross-cultural  sensitivity.    Provost  David  Roselle also
expressed commitment to these goals in a number of speeches.
 
Unfortunately, state resources  have  not  been  matched  to
these  pleas.  The success of international programs to date
has been due primarily to the dedicated and  effective  work
of  selected individuals on the faculty and their ability to
attract  extramural  funding,  particularly  for   technical
assistance  abroad.    The extraordinary commitment and very
hard work of these individuals  has  in  part  made  up  for
insufficient  resources.    International programs on campus
have also been characterized by a relative  lack  of  formal
coordinative structure.  The informal arrangements of commu-
nication among interested parties have worked well, however.
People do keep themselves reasonably well informed about the
progress  of  others  in  the University, and any efforts to
create new  administrative  structure  should  proceed  with
caution  so  that  the  informal  arrangements  will  not be
damaged.
 
The  recommendation  of  the  1976-76 Self-Study for further
growth and development in international programs has  indeed
been  taken seriously.   In the areas of teaching, research,
and service, international programs on and  off  campus  are
now  on the verge of being very significant to the Universi-
ty's total mission.  The planning and organizing  have  been
done.    Now it is time to make the resource commitment that
will produce the expected and promised results.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-rec- 
Recommendation 9-25:   That the  University  take  concerted
    action,  which  would include the commitment of required
    resources, to recognize and fulfill its global responsi-
    bility as a leading institution of higher  education  in
    the United States.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-txt- 
This  section is divided into four parts:  a) international-
ization of the curriculum,  b)  exchanges  of  students  and
staff,  c)  technical assistance, and d) organization of the
University's efforts.    Recommendations  in  the  following
sections   articulate  the  more  specific  directions  this
commitment must take.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-txt- 
Attention has recently been directed to  the  fact  that  on
many  college  campuses,  students may earn a degree without
ever being exposed to any culture outside the United States.
VPI&SU is one of those campuses.   It is possible  for  most
students  to  graduate  from  this  institution without ever
having had  a  course  in  foreign  languages,  non-domestic
politics,  economics,  history,  or cultural studies outside
the mainstream of life in the United States.
 
This may, in part, reflect  the  parochial  nature  of  some
faculty  and  administrators.    In  order to develop a more
broad-based curriculum, it is  necessary  to  place  greater
emphasis on the recruitment of faculty who have expertise in
areas  of  the  world  other  than  the United States.   The
University should seek the appointment of faculty  who  have
undertaken  significant  professional  and/or cross-cultural
work abroad.  As this recruitment takes place, the  interna-
tional content of courses will increase.  The recruitment of
interested  faculty  is  not enough, however.  Programs that
already exist  need  to  be  strengthened  and  perhaps  new
programs  need  to  be  put in place.   The strengthening of
existing programs should take priority since  those  already
in existence are doing a good job and should receive encour-
agement to do better.
 
Current  international  instructional efforts may be divided
into three categories:
 
1.  those   that  make  available  concentrations  of  study
    (majors and minors) in international matters,
 
2.  those that seek to infuse  international  concerns  into
    technical and other courses of study, and
 
3.  those that provide students throughout the university an
    opportunity  to  gain  a basic perspective on civic life
    and culture in countries other than the United States.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.1   Programs That Offer Majors And Minors In
International Matters
-txt- 
Courses relevant to international studies can  be  found  in
each  of  the  colleges  of the University, but historically
those courses that concentrate  in  this  area  are  in  the
College  of  Arts  and Sciences.   They include the Interna-
tional  Studies  Program  and  the  Department  of   Foreign
Languages.
 
1.  The International Studies Program
 
    This program was established in 1968 as an undergraduate
    interdisciplinary  major.    Its curriculum includes the
    study of language,  politics,  economics,  and  culture.
    Students   may  specialize  in  international  business,
    development, or  historical  studies.    Enrollment  has
    risen  dramatically in the past five years so that there
    are now 140 majors,  well  above  the  median  size  for
    programs  of  study  within  the  University  (see Table
    9-10).  These students tend to  be  overwhelmingly  from
    Northern  Virginia or from out of state.  They also tend
    to be better qualified than the average students in  the
    University.    A  minor was created in 1985, but data on
    students who have chosen this opportunity are not avail-
    able.
 
    The program was  left  unfunded  in  1968  and  remained
    essentially  in  that condition until 1987, when a half-
    time faculty position and a graduate assistantship  were
    assigned to it.  The program is administered by, and the
    students  are  advised  by,  a  member  of the Political
    Science Department, who handles  the  assignment  as  an
    overload.    Administration  of  the program involves 1)
    coordination of the courses of a variety of  departments
    around  campus,  2) offering a few courses directly when
    arrangements can be made to borrow the faculty to do so,
    and 3) encouraging students to spend some time in  study
    abroad.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.1   Programs That Offer Majors And Minors In
International Matters
-rec- 
Recommendation 9-26:   That    the   International   Studies
    Program be sufficiently funded to become institutionally
    sound, so it no longer relies solely  on  the  voluntary
    interests of faculty members.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.1   Programs That Offer Majors And Minors In
International Matters
-txt- 
2.  The Department of Foreign Languages and Literatures
 
    This  department  offers  majors  and  minors in French,
    German, and Spanish (see Table 9-11).  It also  provides
    limited  offerings in Greek, Italian, Latin, Portuguese,
    and Russian.  Class enrollments have risen more rapidly.
    In 1979-1980,  total  enrollments  in  Foreign  Language
    classes  were  3,394;  by  1986-1987,  they  had reached
    4,284.  Much of this increase is related to  the  expan-
    sion  of  the  International Studies Program.   Approxi-
    mately 33 percent of  the  students  enrolled  in  upper
    level  classes  in  Foreign  Languages are International
    Studies students.
 
    The department's focus is clearly European languages and
    literatures,  but  it  did  participate  recently  in  a
    program  to  integrate  language  study into an interna-
    tional  development  curriculum  in  the   colleges   of
    Agriculture and Life Sciences, Human Resources, and Arts
    and  Sciences.  It has also participated in a program to
    teach French, Portuguese, and Spanish to faculty members
    involved in development work.  It is currently  pursuing
    grant support for the inauguration of self-instructional
    tutorial-assisted  courses  in languages such as Arabic,
    Chinese, Japanese, and Portuguese.  If the university is
    seriously interested in the internationalization of  the
    curriculum,  however, objectives must be agreed upon and
    resources must be made available to support  instruction
    in at least one or more of these critical languages.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.1   Programs That Offer Majors And Minors In
International Matters
-rec- 
Recommendation 9-27:   That  resources  be made available to
    add to the curriculum one or more languages of relevance
    to the developing world, and to enhance the teaching  of
    French  and  Spanish as they are spoken in Asia, Africa,
    and Latin America.    The  selection  of  an  additional
    language  or languages should be made by a widely repre-
    sentative committee that will consider possible areas of
    geographical or cultural concentration  in  the  Univer-
    sity.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.2   Efforts to Infuse International Concerns into
Technical and Other Courses of Study
-txt- 
Most  of  the students in the University will not be concen-
trating in international studies.   Nevertheless,  at  least
some  of  them  will  have  career or other reasons to learn
about the world beyond the United States.  Several  attempts
are   underway,   therefore,  to  introduce  internationally
relevant material into courses of various  kinds  throughout
the University.
 
1.  College of Agriculture and Life Sciences
 
    Courses in several departments of this college reflect a
    global  perspective.   Examples include "World Crops" in
    Agronomy,  "Agricultural  Trade  and   Development"   in
    Agricultural    Economics,    "Farming    Systems"    in
    Horticulture, and "World Forestry" in  Forest  Products.
    A  Title  VI  grant  recently  provided funds to develop
    several  new  internationally  related  courses  and  to
    modify selected existing courses in Agricultural Econom-
    ics,  Agricultural  Engineering, and Horticulture.   The
    School  of  Forestry  and  Wildlife  Resources  and  the
    Department of Agricultural Economics have used their own
    resources to organize internationalizing efforts at both
    the graduate and the undergraduate levels.
 
    The  college  has  developed a comprehensive proposal to
    strengthen the international dimension of its undergrad-
    uate program.   This proposal  is  concerned  with  four
    areas:
 
    a.  student     development     through    international
        internships and foreign language training,
 
    b.  curriculum development, but addressing  all  depart-
        ments in the college,
 
    c.  faculty development through special seminars, train-
        ing  visits by others to this campus, and short-term
        international travel and work assignments, and
 
    d.  work with the colleges of Human Resources  and  Arts
        and Sciences in the internationalization process.
 
    Although  the  proposal  has  not  yet  been  funded, it
    provides the  basis  for  further  initiatives.    Major
    international  research  efforts  are underway in almost
    every department of the college and these have an influ-
    ence on the curriculum.  The technical assistance compo-
    nent of the college has provided seed money for some  of
    these  research  efforts  and  in  turn has enhanced the
    efforts to internationalize the curriculum.
 
2.  College of Architecture and Urban Studies
 
    This college has  operated  a  study-abroad  program  in
    Switzerland  for  17 years.   The program enrolled 40-50
    students in the summer of 1987; some of these  continued
    into  the fall.   A new facility has just been leased in
    Basel for this program.  The college also  has  recently
    undertaken  an exchange arrangement with Tong-ji Univer-
    sity in Shanghai, China.
 
    On campus, courses have been offered in disaster manage-
    ment, Third World housing,  world  hunger,  Third  World
    cities,  and  other internationally related topics.  The
    architecture history sequence has  been  reorganized  to
    include  more  non-Western  materials.    A  course  was
    recently taught at the Washington-Alexandria Center with
    the  assistance  of  people  from  the  World  Bank  who
    analyzed  current  practice  in  the  Bank  and spoke of
    problems for the future.
 
    The college would like to create a center  for  develop-
    ment planning and building that would bring together the
    elements  in the college that are related to Third World
    development, so they might encourage each other and that
    their efforts might be given visibility.    It  is  also
    asking  the question:   What is the role of our students
    in the Third World?  Who are we training to do what?
 
3.  College of Arts and Sciences
 
    Traditionally, this college  has  offered  courses  that
    specifically  address  international  subjects,  such as
    European  History,  Comparative   Politics,   Geography,
    International Studies, etc.  Perhaps for this reason, it
    has not given much organized thought to the internation-
    alization of the curriculum, except in the International
    Studies  Program  and  the Foreign Languages Department.
    Nevertheless, several other units  in  the  college  are
    directly involved in international education.
 
    The  Department  of  History  teaches  large  numbers of
    courses dealing with European, Asian, African, and Latin
    American histories.  The Department of Geography is also
    concerned  with  many  cultural  and  physical   regions
    throughout  the  world.    The  Department  of Sociology
    includes a rural development program.  The Department of
    Political Science offers several courses in  comparative
    and  international politics.  The Humanities Program, by
    its very nature, deals with a cultural tradition that is
    international.  While the principal focus addresses  the
    Western  tradition,  it has recently offered a course on
    Third World women that serves as a  starting  point  for
    other   efforts.      The  Appalachian  Studies  Program
    regularly offers courses that  compare  Appalachia  with
    both the Third World and other mountain societies world-
    wide,   and   there  are  plans  to  develop  additional
    coursework and research efforts in comparative  mountain
    studies.  The Department of Religion, on the other hand,
    offers a number of courses in Eastern religions.
 
    The  Department of Communication Studies is increasingly
    interested in international communications and  sponsors
    international  students  for undergraduate education, an
    international journalists  forum,  international  films,
    and  an  ongoing colloquium with communications scholars
    in Europe.    On  the  other  hand,  the  Department  of
    Geography  was deemphasized and the anthropology section
    of  the  Department  of  Sociology was eliminated.   For
    internationalization, the Department of Geography should
    be strengthened and offerings in  cultural  anthropology
    should be encouraged.
 
    Through  the  Department of Sociology, an active linkage
    arrangement with Xavier University  in  the  Philippines
    remains one of the most prominent aspects of the Univer-
    sity's  international programs.   This linkage is funded
    under the United States Information  Agency  (USIA)  and
    has  resulted  in  several faculty exchanges, Philippine
    students  undertaking  graduate   studies,   and   joint
    research projects.
 
4.  College of Business
 
    The  R.  B.  Pamplin  College of Business offers classes
    with an international focus for both  undergraduate  and
    graduate  students.    Faculty  are involved in interna-
    tional work in various areas.  The Management Department
    initiated a program between  VPI&SU  and  the  Northeast
    University of Technology in Shenyang, China that focuses
    on  accounting  information  systems, motivation, reward
    systems, employee appraisal, and managerial  involvement
    in  policy  making.    The  College  of Business is also
    working closely with universities  in  Poland,  Hungary,
    Yugoslavia, and Turkey.
 
    A  university-wide faculty exchange agreement was devel-
    oped with  the  Oskar  Lange  Academy  of  Economics  in
    Wroclaw, Poland.  An exchange program with the Karl Marx
    University  of  Economics  in Budapest, Hungary has been
    established, and a cooperative series  of  international
    marketing  and  management conferences developed.  Three
    recent Fulbright Fellows  have  been  hosted  in  Japan,
    Kenya,  and  Taiwan.    In  addition,  the department of
    marketing has been instrumental in the establishment  of
    an  exchange  program with the University of Istanbul in
    Turkey.
 
    The College has  actively  supported  the  work  of  the
    Virginia  World Trade Center and the Roanoke World Trade
    Club.  College faculty recently worked with the  Univer-
    sity's  international  efforts  in  Zambia  through  the
    Office  of  International  Development.    International
    students  are  enrolled in each of the college's depart-
    ments, and foreign scholars are often in residence.
 
5.  College of Education
 
    This college  has  offered  graduate  courses  in  South
    America  for  14  years.    Funded in part by the United
    States Department of State, these courses provide oppor-
    tunities for teachers in international schools  and  for
    teachers  in  local  colleges and universities.  Cooper-
    ative arrangements currently  exist  with  international
    schools in Chile and Venezuela.  A new linkage agreement
    has   just   been  completed  with  The  Polytechnic  in
    Wolverhampton in the United Kingdom and another  linkage
    exists with the American Farm School in Greece.
 
    The college is currently examining ongoing international
    activities  with  the  intent  of  setting  more precise
    priorities for international involvement.  This examina-
    tion is, at least in part, motivated  by  concern  about
    decreases  in  University  operating funds and increased
    demands placed upon faculty members.
 
6.  College of Engineering
 
    Each year, the college brings faculty  from  around  the
    world  to  spend  time  at VPI&SU.   These international
    faculty teach undergraduate  and  graduate  courses  and
    often  work  on  research  projects  with  the permanent
    faculty.  This association enhances both  the  faculty's
    and the students' understanding of other countries.
 
    The   college   has   sponsored  undergraduate  exchange
    programs for the past  10  years.    Programs  with  the
    University  of  Essex  for  electrical  engineering, the
    University City College of London for chemical engineer-
    ing, and the Universite de Technologie de Compiegne  for
    mechanical engineering allow students to study engineer-
    ing  and  the  liberal  arts  with  students  from those
    countries.  Students transfer these  course  credits  to
    their  VPI&SU  degree.    The  college  provides partial
    scholarship  support  for  these  educational   exchange
    programs.
 
    The  college  also  assists  students  who  wish to work
    abroad  in  summer  programs  such  as  IAESTE  and  The
    American-Scandinavian   Foundation.    Typically,  these
    students are self-supporting in  these  work  experience
    programs and the college acts only as a mediator.
 
7.  College of Human Resources
 
    The  college  has  a  history of internationally related
    activities.  It has sponsored study abroad  programs  in
    Haiti, Finland, and Switzerland.  Students in its Hotel,
    Restaurant  and  Institutional  Management  program have
    been sent to Europe and students  in  the  Clothing  and
    Textiles  Program  have  traveled  to  Hong  Kong.   The
    college has established a Title XII  chair  in  Interna-
 
    tional  Nutrition and the current occupant has developed
    an international nutrition course,  integrated  interna-
    tional dimensions in three core departmental courses and
    provided  technical assistance in Sierra Leone.  Faculty
    have  assumed  major  responsibilities  in   development
    projects in The Gambia and institutional building activ-
    ities  in  Saudi  Arabia.   Other faculty in the college
    have also participated in scholarly  exchanges,  farming
    systems  support  project  training  workshops, language
    training, and international projects.   Each  department
    has  had  visiting  faculty professors and post-doctoral
    scholars from a number of countries,  including  Israel,
    India, England, Saudi Arabia, and the Philippines.
 
8.  College of Veterinary Medicine
 
    Since  graduates  are  accepted for the various forms of
    practice in countries all over the world,  attention  is
    given  in  various  parts of the college's curriculum to
    diseases exotic to the United States.  The college  also
    has a study group in tropical disease.  This group has a
    core  of  about 15 students.  Items related specifically
    to tropical diseases are presented in  various  courses.
    One  course  in  the  first  year  offers an overview of
    opportunities for service abroad.  Occasionally students
    use the one-month blocks of time in the fourth  year  to
    get  public  practice  in  Third World countries.   Some
    individual exchanges with other countries have  occurred
    with students in the first three years of the curriculum
    and  several faculty members have had short-term assign-
    ments in Africa, Latin America, and the Caribbean.
 
    The  international  dimensions  of  the  subject  matter
    content  is  explicitly  addressed  in most courses, and
    special attention is given to the global environment  in
    which  graduates  will  work.   Moreover, the internship
    program, similar to that in the College  of  Agriculture
    and  Life Sciences, provides practical working knowledge
    of Third World conditions.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.2   Efforts to Infuse International Concerns into
Technical and Other Courses of Study
-rec- 
Recommendation 9-28:   That each college  be  encouraged  to
    develop a plan for an international perspective and role
    consistent  with  both  the  University's  and  its  own
    academic and professional objectives.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.3   Service Courses To Provide Basic Perspectives And
Skills
-txt- 
If, as a comprehensive university,  VPI&SU  trains  students
for  technical  or  applied  work abroad or for work at home
that deals with other countries, it  will  need  to  educate
them  in languages other than English.  It will also need to
teach them about other cultures throughout the world and  to
instruct  them  in economic and political theories that make
sense of this varied and complex world.    VPI&SU  graduates
must  understand  the contexts in which they will be working
and living.  They must learn that we are a global community.
 
The  present  language  requirement in the University is two
years of a single foreign language in  high  school  or  the
completion  of  the  third  quarter  of  the first year of a
language  in  the  University.    No  other  internationally
oriented  course work is generally required of our students.
Both social science and humanities requirements can  be  met
without  once  encountering  the  world  beyond  the  United
States.  These requirements do little to encourage the study
of foreign languages and cultures or to foster  an  interna-
tional  understanding  among our students.   Far too many of
our students  leave  the  University  naively  unaware  that
capitalism  is  a  dirty  word  in much of the world or that
Muslims  hold  fundamentally  different  values  than   most
Westerners.    Our  students need cross-cultural sensitivity
and conceptual pegs on which to hang their understandings of
the cultures, religions,  politics,  and  economics  of  the
world.    They  need  to  know  how  to  relate to the world
intellectually.
 
A number of courses are offered in geography,  history,  the
humanities,  religion,  political science, and other depart-
ments that would provide some of the needed perception.  The
core course offered by  the  International  Studies  Program
combines  the  perspectives  of  and  is  taught  by faculty
members from history, political science, and economics.    A
counterpart  course  pulling  together perspectives from the
disciplines of the humanities should also be developed.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.3   Service Courses To Provide Basic Perspectives And
Skills
-rec- 
Recommendation 9-29:   That students be required to take  at
    least  one  social  science  or  humanities  course that
    provides  a  comprehensive  theoretical  perspective  on
    international  matters.   Several courses already in the
    core curriculum could be used for this purpose.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.3   Service Courses To Provide Basic Perspectives And
Skills
-txt- 
The normal University scheduling of classes is not conducive
to language learning.  To become fluent in a  language,  one
needs  significant  blocks of time.  This calls for creative
arrangement of classes, both within the day and the week and
within the course  of  a  degree  program.    Fluency  in  a
language  for  students  who  need  it  probably can best be
achieved through intensive full-year-in-one-semester conver-
sationally focused language  courses.    This  will  require
additional  staffing in the Department of Foreign Languages,
as well as appropriate equipment, personnel commitments, and
a willingness to engage in creative course scheduling.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.3   Service Courses To Provide Basic Perspectives And
Skills
-rec- 
Recommendation 9-30:   That the University develop the means
    to teach languages in concentrated  blocks  of  time  so
    intensive language training is possible.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.3   Service Courses To Provide Basic Perspectives And
Skills
-txt- 
The  effective teaching of language also requires a language
laboratory with audio-visual facilities and  with  materials
on  other  cultures.    Such  a  facility should have tapes,
records,  videos,  films,   foreign   satellite   telecasts,
computer  stations,  short-wave  radio broadcasts, and other
learning aids.   It should  be  available  for  use  by  the
Foreign  Language  Department,  by  the  English as a Second
Language programs, and by other members  of  the  University
community  who  want  access to foreign language recordings,
films, telecasts, newspapers, etc.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.1  Internationalization of the Curriculum
-sub- 
9-3.1.3   Service Courses To Provide Basic Perspectives And
Skills
-rec- 
Recommendation 9-31:   That a central language learning  and
    foreign  culture  facility  be  established, and foreign
    language broadcasts be transmitted  by  the  new  campus
    cable system when it is completed.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.2  Exchanges of Students and Faculty
-txt- 
The  exchange of students and faculty is extremely important
if the University is to be more international in its  orien-
tation.    Students  need  to live abroad and study there in
order to  understand  other  cultures  and  to  learn  other
languages.    Other students from the rest of the world must
come here, not only to take  advantage  of  the  educational
opportunities  of this university, but also to contribute to
the learning experience of our own students.
 
Faculty exchange programs  designed  to  strengthen  project
objectives  have grown from a number of technical assistance
projects.  These are usually managed in a different  fashion
than  the  Fulbright  programs  and  other  forms of faculty
exchange scholarship programs.  VPI&SU has had  a  scholarly
exchange  with  Xavier University in the Philippines for the
past five years.    This  program  has  taken  three  VPI&SU
faculty  members  to Xavier University and has brought three
Xavier faculty members to VPI&SU to  teach  in  the  regular
academic programs of each university.  International faculty
have  also served at VPI&SU on salaries provided by overhead
funds from technical assistance  projects.    One  professor
from  Sri Lanka taught in the Agricultural Economics depart-
ment for a year as  a  direct  outgrowth  of  our  technical
assistance  relationship  with his institution in Sri Lanka.
Another served in the  Dairy  Science  department.    VPI&SU
faculty  members  have  worked abroad for short-term periods
under a variety  of  consulting  and  non-University  funded
auspices  such  as  the  Partners of the Americas and Rotary
International.  Others have pursued research abroad  through
the  National  Science  Foundation  and  a  variety of other
funding agencies whose focus grew out of  technical  assist-
ance efforts.
 
The  sending  abroad  and  the  receiving  from  abroad  are
functionally two rather different activities.  This fact  is
reflected in the way that these programs are handled on this
campus.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.2  Exchanges of Students and Faculty
-sub- 
9-3.2.1   Study Abroad
-txt- 
The  advising for study abroad was once a task of the Office
of International Programs.  When this office was dismantled,
the advisor moved to the Cranwell International  Center  and
the  activities became administratively a part of the Gradu-
ate School.  In the Cranwell International Center, a library
of study-abroad information is maintained, and students  are
advised  on  various  programs  of study abroad available to
them.  Contacts are maintained with the Institute of  Inter-
national  Education  (IIE),  the  Council  for International
Educational Exchange (CIEE), and the National Association of
Foreign Student Affairs (NAFSA).    The  office  is  closely
involved in the Virginia Council for Study Abroad.  Programs
of the office include the following:
 
1.  Summer Programs
 
    VPI&SU  has  operated a few summer study-abroad programs
    of its own (see Table 9-12).  Some faculty  members  who
    offer  these  courses request very extensive administra-
    tive support from the Study Abroad Office, ranging  from
    negotiations  with  the  travel agent to disbursement of
    program  funds.    Bookkeeping  is  required   for   all
    programs,  as  the  financial  records  are  subject  to
    occasional auditing.
 
2.  International Student and Youth Hostel Cards
 
    International  student  identity  cards  are  issued  on
    behalf  of  the  Council  for  International Educational
    Exchange.  International youth hostel cards  are  issued
    on behalf of American Youth Hostels, Inc.  This activity
    has  greatly  increased  the  office's  visibility among
    students.  It has also increased  the  workload  of  the
    office staff.  Students who request the cards frequently
    ask for advice about travelling or working abroad.
 
3.  International Student Exchange Program
 
    This program currently permits one-to-one exchanges with
    70  overseas  institutions  in  30  countries (see Table
    9-13).  The advisor recruits students for the  exchange,
    advises on program requirements and credit transfer, and
    has full financial responsibility for the program admin-
    istration.    This includes the collection of funds from
    the outbound students and the securing  of  housing  and
    the  disbursement  of funds for tuition, room and board,
    utilities,  etc.  for  the  inbound  students.      Some
    students,  and  especially their parents, require inten-
    sive and frequent involvement  by  the  advisor  in  the
    individual  student's  program, from program application
    to return of students and the final transfer of credits.
 
    International Exchanges were initiated by  4-H  in  1949
    and  have  expanded  to  serve  several  youth and adult
    audiences.  In 1987, there were 43 inbound and  outbound
    exchanges  and  52  host  families  involved.    The 4-H
    curriculum includes projects in international foods  and
    international citizenship, which has involved over 1,900
    4-H  youth,  serving to broaden extension offerings into
    the international dimension.
 
4.  Student Fulbright Advising
 
    The number of Fulbright applications has risen over  the
    years  (see  Table  9-14).    Winter and spring quarters
    require recruitment activities,  followed  by  intensive
    student advising during the application process.
 
5.  Peace Corps
 
    For  the  second  consecutive  year,  support  has  been
    received for a graduate student to work as  Peace  Corps
    recruiter  on campus.   The current recruiter works very
    independently, is reliable, and  requires  virtually  no
    additional staff time.
 
6.  Faculty Grant Opportunities
 
    Occasional  announcements  are published in the Spectrum
    on faculty grant opportunities for research and teaching
    abroad.   Some faculty members request  advice  on  such
    opportunities, as well as on specific aspects of sabbat-
    icals abroad.  Questions may range from the availability
    of English language schools to visas and currency trans-
    fer problems.
 
The University needs to increase its support for and encour-
agement  of  study abroad by faculty and students.  This may
require the relocation of the Study Abroad Office to give it
more visibility; it almost  surely  requires  a  budget  for
advertising.   Faculty and students need to be encouraged to
participate in these programs and in  similar  international
experiences  through  internships  and  international travel
opportunities provided by the various colleges.
-end- 
     
-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.2  Exchanges of Students and Faculty
-sub- 
9-3.2.1   Study Abroad
-rec-
Recommendation 9-32:   That a study-abroad office, with  its
    own  staff  and  budget, operate under the Office of the
    University Provost, although it might  appropriately  be
    housed  with  the  International Studies Program.   This
    office should work closely with the appropriate academic
    deans and the colleges to coordinate academic credit.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.2  Exchanges of Students and Faculty
-sub- 
9-3.2.1   Study Abroad
-rec- 
Recommendation 9-33:   That   study  abroad  be  more  fully
    funded; that programs be publicized nationally  as  well
    as  locally;  that  scholarships and tuition waivers for
    meritorious needy students be made available; that  more
    University-sponsored  summer  and  year-long programs be
    encouraged;  and  that  current  full-cost  recovery  be
    altered to allow subsidization of these programs.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.2  Exchanges of Students and Faculty
-sub- 
9-3.2.2   International Students at VPI&SU
-txt- 
The other side of exchange is non-United States students who
attend  VPI&SU.  The International Student program has grown
from a small and relatively  unnoticed  program  to  one  of
major importance to the University.  At the time of the 1976
Self-Study,  401  international students enrolled.  For fall
quarter, 1986, there were 1,252, an  effective  increase  of
300 percent during the decade.  While the size of the inter-
national  student population has changed during this decade,
its principal characteristics have  remained  constant.  The
"average  international  student"  has continued to be male,
Asian and graduate.   The greatest number  of  international
students major in engineering-related disciplines.
 
Administratively,  the  Office  of International Students is
charged with the responsibility to provide services for  the
students.    Until  1979,  this  office  was  staffed by one
faculty member and one secretary  and  was  located  in  the
Division  of  Student  Affairs.    In 1980, English language
teaching was added to the office and another  three-fourths-
time  professional  person joined  the staff.  (This did not
represent additional support from  the  University  for  the
office,  but  rather  a reallocation of existing personnel.)
In 1981, the office was merged with the Graduate School  and
the  advisor  was promoted to the rank of assistant dean and
given added responsibilities in the  area  of  international
admissions.    In  1983,  responsibilities  for  services to
international faculty, which number from 150  to  175,  were
added.  In view of the dollar volume of research facilitated
by  international  faculty  and  researchers at VPI&SU, this
added responsibility has become a very important enterprise.
 
Additional programs and services  to  international  faculty
and  students  have  evolved  through  the  structure of the
Cranwell International  Center,  which  operates  under  the
supervision of the Graduate School.
 
While  the  administrative  changes in 1981 did increase the
operating budgets in support of this aspect of international
programs, the international student program of  the  Univer-
sity  remains  badly  understaffed.   Services of the office
depend greatly on the  volunteer  structure  that  has  been
developed,  which  is  housed  in the Cranwell International
Center.  The entire "English as a Second  Language"  program
is  the responsibility of one person, who teaches as many as
27 hours a week.  This program is of special  importance  if
the  University  is  to  continue  to  compete for technical
assistance contracts.  It is also of importance  if  we  are
not  to  lose students who are well prepared in all respects
except spoken and written English.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.2  Exchanges of Students and Faculty
-sub- 
9-3.2.2   International Students at VPI&SU
-rec- 
Recommendation 9-34:   That  additional   resources   of   a
    professional  and  a  secretarial nature be allocated to
    the  international  student  program,  with   particular
    support to the "English as a Foreign Language" program.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.2  Exchanges of Students and Faculty
-sub- 
9-3.2.2   International Students at VPI&SU
-txt- 
The  University  has  experienced  tremendous  growth in the
number of international students, particularly at the gradu-
ate level.   These students  bring  a  needed  international
perspective to campus life.  Their interaction with domestic
students  on  campus is an essential source of enrichment to
the college experience of our students.   More  importantly,
as a first step into the global community it provides a rich
cross-cultural  perspective  for  domestic  students.   More
international students at the undergraduate level would help
further  enrich  student  life  and  course  work  for   our
students.    There  are relatively few undergraduate foreign
students.
 
The  growing  number  of  international  graduate   students
creates  pressures on the graduate program of the University
as training needs of the state and nation are considered and
as faculty members seek to achieve balance in their research
projects.  This may be especially important in the  agricul-
tural  and social sciences where a significant proportion of
research topics  must  address  state  and  national  needs.
These topics may not always be of primary interest to inter-
national students.
 
The  1975-76  Self-Study  recommended  that  the  University
increase the number of graduate students to  4,000.    Since
1976,  the  actual number of graduate students has increased
substantially and the target  of  4,000  will  be  achieved.
However,  80 percent of the increase in the graduate enroll-
ments during the decade under review has consisted of inter-
national graduate students.   Presently, 31 percent  of  all
graduate students come from other countries.
 
The  growth in the number of international graduate students
stems from at least two sources:
 
1.  the quality  of  international  students  who  apply  to
    graduate  school  remains  very high, bringing a pool of
    bright, capable students into the university, and
 
2.  graduate school  stipends  (assistantships  and  fellow-
    ships) have not been sufficiently competitive to attract
    the   desired   proportion   of   high-quality  domestic
    students.
 
The research program of the University has been strengthened
by the  high-quality  international  students  that  it  has
attracted.    Some  of  these  students remain in the United
States and contribute their skills and cultural diversity to
American society.  It is also important  to  ensure  that  a
significant  proportion  of foreign graduate students return
to their home countries to enhance their economic and social
conditions, particularly in  Third  World  countries.    The
University  must  recognize  the need to maintain balance in
the research orientation of the University  to  ensure  that
state  and  national  needs  are  met  as  well.   This will
continue to require that a  sufficient  number  of  domestic
students  are attracted into the graduate school.  Political
pressures and academic program  balance  will  require  that
these  issues  be  explicitly addressed by the University at
the highest levels.  Policies toward  international  student
enrollment  should  be  developed in full recognition of the
University's  global  responsibilities,  the  importance  of
international   technology   transfers,  and  the  potential
contribution of the University  to  social,  political,  and
economic progress and world peace.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.2  Exchanges of Students and Faculty
-sub- 
9-3.2.2   International Students at VPI&SU
-rec- 
Recommendation 9-35:   That the University, working with the
    Graduate  School and academic departments, determine the
    level of support for graduate students that will achieve
    a desirable mix of international and  domestic  graduate
    students, and that a policy on the admission of interna-
    tional  graduate students be formulated so that informa-
    tion and admission procedures are  well  understood  and
    consistently followed.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-txt- 
A  significant aspect of international programs at VPI&SU is
technical assistance to encourage  economic  development  in
Third  World  countries.    This  assistance  may  be  of  a
research, instruction or extension nature and draws  on  the
expertise  of all three missions of our University.  Efforts
in this area have  principally  involved  personnel  in  the
colleges   of   Agriculture  and  Life  Sciences  and  Human
Resources,  but  faculty  from  virtually  all colleges have
participated.  Projects have been supported almost  entirely
by  outside  funding and indeed they have generated substan-
tial revenue through overhead recovery that has been used to
enrich research, instruction, and extension programs of  the
University.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.1   Contracts for Technical Assistance Projects Abroad
-txt- 
Technical  assistance  contracts have come from both private
and  governmental,  and  both  national  and  international,
sources,  but  the primary source has been the United States
Agency for International  Development  (AID).    University-
sponsored   technical  assistance  abroad  was  strengthened
particularly by the Foreign Assistance Act of 1975.    Title
XII  of  the  Act  encourages  the participation of American
universities in finding solutions for the critical food  and
agricultural  problems  of  the world.   Food production and
nutrition were central  issues  in  the  University's  early
involvement  in  the  programs  in Haiti and the Philippines
that were discussed in  the  1975-1976  Self-Study.    These
emphases  helped create a close working relationship between
the College of Agriculture and Life Sciences and the College
of Human Resources.    This  cooperation  has  continued  to
represent  a  hallmark  strength in the University's role in
international technical assistance.   Brief descriptions  of
the projects for the past decade follow.
 
*   Institution Strengthening, Sri Lanka
 
    In cooperation with Texas A & M University, Pennsylvania
    State University, and the Academy for Educational Devel-
    opment  (Washington, D.C.), VPI&SU received a AID-funded
    contract from the government of Sri Lanka to upgrade the
    faculty of Agriculture and the  Post-graduate  Institute
    of  Agriculture  of  the  University  of  Sri  Lanka  at
    Peradeniya.    Seven  Sri  Lanka  faculty  members  were
    enrolled  at  VPI&SU  for graduate degrees.   One VPI&SU
    faculty member, a rural sociologist, served in Sri Lanka
    on a two-year assignment.   Fourteen  additional  VPI&SU
    faculty worked in Sri Lanka on short-term assignments.
 
*   Resource Conversation and Utilization, Nepal
 
    The  University  served as a co-lead institution in this
    project obtained by the Southeast Consortium for  Inter-
    national  Development  (SECID).    Four  VPI&SU  faculty
    members and their families served in Nepal on  long-term
    assignments.    Two  others have been to Nepal as short-
    term  consultants.    Several  Nepalese  students   have
    studied at VPI&SU for advanced degrees.
 
*   Small Scale Irrigation Projects, Indonesia
 
    One VPI&SU faculty member was assigned to monitor devel-
    opment and operations of small-scale irrigation projects
    in  conjunction with the Office of International Cooper-
    ation and Development (OICD) of the U. S.  Department of
    Agriculture (USDA).
 
*   Agricultural Research and Training, Uruguay
 
    VPI&SU, in consortium with  Michigan  State  University,
    Pennsylvania  State  University, and Texas A & M, helped
    provide  technical  advisors  and  participant  training
    components  of  an  Agricultural  Research and Technical
    Assistance Project with the Ministry of  Agriculture  of
    the Republic of Uruguay.
 
*   Wood Products Research Program, Brazil
 
    VPI&SU  forestry  experts helped develop a wood products
    research  program  at   the   Instituto   de   Pesquisas
    Technologicas in Sao Paulo.  The project, funded by AID,
    brought five Brazilians to VPI&SU for graduate studies.
 
*   Nutrition and Family Planning, Dominican Republic
 
    VPI&SU  conducted  a  four-year project in the Dominican
    Republic to determine the extent to which  early  child-
    hood  mortality  was influenced by nutritional deficien-
    cies  and  the  implications  of  mortality  on   family
    planning acceptance.
 
*   Institutional Development, Saudi Arabia
 
    Under  a  contract with the U.S. Department of Treasury,
    VPI&SU has agreed to provide a range of  specialists  to
    King   Faisal  University  to  develop  educational  and
    research capabilities.  Included are a number of techni-
    cal specialities in agricultural engineering.
 
*   Sahel Regional Financial Management Project, West Africa
 
    The purpose of this project was to  develop  alternative
    improved training and management development methods for
    financial  and  program  management  of agricultural and
    rural development projects in  eight  countries  in  the
    Sahel  Region  of West Africa.   Six VPI&SU faculty were
    placed in various  countries  of  the  Sahel  Region  to
    fulfill this project.
 
*   Caribbean  Agricultural  Research and Development Insti-
    tute
 
    This  project  has  provided  a  horticulturist  and  an
    agronomist to help develop an effective and  sustainable
    farming  systems research and development program in the
    Caribbean region.
 
*   Smallholder Production Preparation Project, Guinea
 
    This project was designed  to  develop  a  strategy  for
    increasing the agricultural productivity of smallholders
    in  Guinea, to design a project to implement that strat-
    egy, and to bring  to  an  efficient  operational  level
    previously  constructed agricultural research and train-
    ing facilities.  Two VPI&SU faculty were assigned  on  a
    long-term  basis  to  the  Guinea  project.   Additional
    VPI&SU faculty served on a short-term basis  to  support
    this project.
 
*   Farming Systems Research and Extension Project, Mali
 
    Working  jointly  with  Auburn University through SECID,
    VPI&SU provided two faculty members to the Institute  of
    Rural  Economy  in Mali.   The purpose was to expand and
    increase  the  effectiveness  of  its  farming   systems
    research   program  in  order  to  develop  agricultural
    technology that is relevant to farmers needs and circum-
    stances and to promote the effective  transfer  of  such
    technology.   Additional VPI&SU faculty have served on a
    short-term basis to support this project.
 
*   Technical Support to Mission, Haiti
 
    VPI&SU is the  lead  institution  working  jointly  with
    Tuskegee  University to provide across-the-board support
    to the various  AID  projects  in  Haiti.    Under  this
    project,  VPI&SU  and  Tuskegee  will  provide technical
    support for AID projects that are  designed  to  develop
    Haiti's  rural  agricultural sector, including the human
    resource base.  The project is designed to generate  and
    diffuse new technologies, promote the efficient utiliza-
    tion  of the plant, animal, water, and soil resources of
    Haiti and improve the overall socio-economic welfare  of
    Haiti's rural inhabitants.
 
*   Agricultural   Training,   Planning,  and  Institutional
    Development Project, Zambia
 
    A VPI&SU faculty member  in  agricultural  economics  is
    working  with  a six-person team to conduct research and
    training with the Ministries of Agriculture and Finance.
    VPI&SU is working with the University of  Wisconsin  and
    private  firms  in  this  project.   The project will be
    undertaken over a five-year period and  will  involve  a
    wide  range  of  faculty from several departments.   The
    start-up phase involved faculty members in  the  College
    of  Business  and Architecture in team-building programs
    both on campus and in Zambia.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.2   Administration
-txt- 
Most of  these  projects  have  been  administered  directly
through  the Office of International Development (previously
the International  Agriculture  Office).    This  office  is
directed  by an associate dean of the College of Agriculture
and Life Sciences.  One additional support person  for  this
office  is  provided  by the College of Agriculture and Life
Sciences and three faculty positions are  supported  by  the
Extension  Division,  even though they work across all three
missions of the University.  The equivalent of  another  5.5
positions  is made available through overhead funding in the
College of Agriculture and Life Sciences.
 
Faculty  for  the  international  technical  assistance  and
training  projects  come both from on-campus departments and
from outside the University.  Personnel from the outside are
hired for specific, limited jobs.   Whenever VPI&SU  faculty
are sent abroad on long-term assignments, the general policy
of  the  University has been to provide salary savings and a
share of overhead directly to the department that  furnishes
the  faculty  member to the project.  This practice has been
followed on both long- and short-term assignments.  However,
during  recent  periods  of  financial  exigencies,   salary
support  has  often  not  been  returned  to the department,
creating significant disincentives on the  part  of  depart-
mental  faculty and administration for further participation
in similar projects.  This failure to provide salary support
back to  the  department  could  potentially  undermine  the
University's  efforts  to  enlist  high-quality  faculty  in
international technical assistance projects.
 
The Committee discussed  a  variety  of  funding  approaches
based  on  the  administrative and financial organization of
the international programs of other universities.    No  one
model  appeared  superior to others.  Some universities have
been successful in securing state funds to support  interna-
tional  technical assistance functions, an approach that has
not been widely encouraged in Virginia.   The  international
programs at VPI&SU have depended on faculty support, grants,
and overhead from technical assistance projects.
 
Overhead   funds   recovered  from  international  technical
assistance projects have represented an  important  resource
flow  for  internationalizing  the University.   These funds
have been used to provide personnel and  operating  expenses
for the Office of International Development and to encourage
faculty  participation  in  all  colleges  in  international
meetings, workshops, and training programs.  Overhead  funds
have  provided part-time employment for a number of interna-
tional and domestic students  in  business,  education,  and
other  departments, who work with the office on campus.  The
funds have also been used to  provide  tuition  support  for
spouses  of  international students who have been brought to
VPI&SU under technical assistance contracts.  Travel support
has been provided to research scientists  to  attend  scien-
tific meetings and to develop research projects abroad, both
within  the  colleges  of  Agriculture and Life Sciences and
Human Resources and within other parts  of  the  University.
Seed  money  has been used to obtain research financing from
the National Science Foundation, AID,  and  other  agencies.
For  example,  VPI&SU faculty are currently undertaking four
separate research projects jointly with  Egerton  University
College  in Kenya.  This type of synergistic effect has been
achieved through focusing the resources  of  the  Office  of
International Development on faculty members on campus whose
interests  coincide  with  those  at  Egerton College.   The
earlier technical assistance project  there  resulted  in  a
formal  linkage  agreement,  which  has  further facilitated
collaborative work.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.3   Training Programs on Campus
-txt- 
Graduate degree training has long been an integral  part  of
international  technical  assistance programs.  Many faculty
members of institutions in developing  countries  have  only
bachelor's or master's degrees and look to technical assist-
ance  contracts  to  provide  an  opportunity  to  obtain  a
master's degree, a doctorate, or both, in the United States.
Other faculty of contracting institutions are  often  desig-
nated  for short-term training experiences that enrich their
backgrounds and strengthen their ability  to  function  back
home.   VPI&SU has managed participant training of 56 degree
candidates over the past seven years and has hosted a number
of other degree candidates placed on campus by other  insti-
tutions.  Approximately 160 international professionals from
developing  countries have participated in short-term train-
ing programs designed by the  faculty  and  managed  by  the
Office of International Development.  Many of the short-term
efforts  are undertaken by faculty members without financial
support, but training programs lasting one  week  or  longer
usually have support from AID, USDA, or the World Bank.
 
VPI&SU training programs have included the following:
 
*   The USDA has used the facilities and expertise of VPI&SU
    faculty  to train participants from developing countries
    who manage agricultural research.
 
*   The University has conducted both long-term  and  short-
    term  training  for  project management in public utili-
    ties,  irrigation,  and   agricultural   marketing   for
 
    trainees  from  Indonesia,  the Philippines, and several
    other countries.
 
*   The  USDA  also has called upon specialists at VPI&SU to
    train international participants who manage agricultural
    extension projects and training programs.
 
*   VPI&SU  is  currently  under  contract  to  follow-up  a
    several-year    soil   conservation   training   program
    conducted in the Sahel by several of its faculty.    The
    current contract involves developing methodology to plan
    and evaluate effectiveness of agricultural training.
 
*   Connected  with  the  Nepal  project, the University has
    trained soils and forestry volunteers who worked on  the
    contract in Nepal.
 
*   VPI&SU was selected to be the site for training special-
    ists  from  the  Republic  of  Botswana.    The training
    focused on the use of renewable energy resources.
 
*   VPI&SU developed and conducted  a  six-week  course  for
    women  from  various developing regions who hold manage-
    ment  positions  in  their  home  countries,  mainly  in
    agriculture and related fields.
 
*   Utilizing  the  recently  established  Cranwell Interna-
    tional Center, VPI&SU hosted 15 students from 13  devel-
    oping  countries in 1986 for a two-week training program
    on campus and in field sites.
 
*   Twenty-three  Tanzanians  were  trained  at  the   post-
    collegiate level in 1983.
 
*   Twelve  Portugese  cooperative  marketing  managers were
    trained as part of the requirements for application  for
    entry into the European Common Market.
 
Such  training programs are important components of interna-
tional technical assistance efforts and  represent  sizeable
investments  in  human resource development.   Although they
represent a significant resource burden on  the  University,
they  do  provide international goodwill, reciprocal invita-
tions, and occasionally new research or  training  projects.
International  donors, foundations, voluntary organizations,
and foreign governments all indicate that training  will  be
relatively  more  important  in  future technical assistance
work.  Practically all of the management of  these  training
programs  falls  to  the Office of International Development
and a significant part of  the  expenses  are  derived  from
recovered overhead funds.
 
Tables   9-15  and  9-16  provide  detailed  information  on
VPI&SU's international training experiences over the past 10
years.
-end-
     
-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.4   Women in World Development Program
-txt- 
This  program  at  VPI&SU  focuses on the role and status of
women worldwide and the impact  of  development  on  limited
resource women, especially in lesser-developed regions.  The
program is housed in VPI&SU's Office of International Devel-
opment.    A graduate assistant provides access for students
and faculty members to the Women in Development Library, and
assists in the implementation of program  activities.    The
director  of  the  program is also the assistant director of
the Office of International Development.
 
The program provides:
 
*   A library of documents, books, films, and visual aids on
    women worldwide.
 
*   Seminars,  workshops,  and  conferences  on  development
    issues and women.
 
*   Development projects and internships in lesser-developed
    countries.
 
*   A Scholar's Forum for students and faculty members doing
    research on development issues.
 
*   Two  courses,  "World  Development  and  Women,"  and "A
    Seminar on Third World Women" offered through  Sociology
    and Humanities.
 
*   Integration  of  women  in  development  issues into the
    curriculum.
 
*   Training programs for women  from  developing  countries
    and U.S.  personnel going overseas.
 
*   A  place for both international and domestic students to
    exchange information and experiences.
 
*   Review of the University's projects in order  to  assure
    women  are  included both as agents and as beneficiaries
    of development.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.5   International Professorships and Foreign Language
Development
-txt- 
VPI&SU  has  received  $624,000 in the past seven years from
the strengthening funds of Title XII of the Foreign  Assist-
ance  Act.   These funds have been used to support a variety
of efforts on campus that  have  served  to  strengthen  the
international  experience  of  the  faculty  and our foreign
language training on campus.    These  faculty  and  related
efforts  have in turn served to strengthen the curriculum of
the University  by  developing  new  courses  and  modifying
existing courses.
 
The strengthening grant funds have been used to support four
faculty  members:    one  each  in  the colleges of Arts and
Sciences, Agriculture and Life  Sciences,  Architecture  and
Urban  Studies,  and Human Resources.  The Title XII scholar
in Horticulture was granted tenure by VPI&SU and  the  Title
XII   scholar  in  Human  Nutrition  is  in  a  tenure-track
position.  The two earlier professors  in  Anthropology  and
Architecture left the University before any formal promotion
and  tenure  considerations of their status were undertaken.
Since the purpose of the Title XII chairs,  supported  under
the  strengthening  grant,  was  to  recruit  faculty with a
strong  international  interest  and  to enrich the interna-
tional capability of the faculty  in  the  long  term,  only
partial success has been observed.
 
Funds  were  also  provided  to  the  Department  of Foreign
Languages to provide special  French,  Spanish,  Portuguese,
Nepalese,  and Chinese language courses to faculty.  Thirty-
six faculty members  have  participated  in  language  study
through  the  beginning stages and 12 have completed a more-
advanced language training program, principally  in  Spanish
and  French.    Some  of  these faculty have gone on to gain
proficiency in the language studied through  long-term  work
experience  abroad.    In  these cases, the initial training
appears to have represented an  excellent  investment.    In
addition,  tapes  and  training  materials  have been widely
disseminated through the Extension Service so that more than
50 individuals have been studying  languages  at  their  own
pace.   This experience has not been totally satisfactory as
a means of gaining competency in foreign languages and other
approaches that include total immersion are being appraised.
Since foreign languages are widely viewed  as  an  important
component  of  the international programs, it appears that a
more  systematic  approach  should  be  taken  for   foreign
language training.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.6   Linkage Agreements
-txt- 
Technical  assistance  activities  give  rise  to continuing
collegial relationships between the University's faculty and
faculty of other institutions abroad.  In many cases,  these
have  resulted  in  formal ties being established with those
institutions.  The strength of these linkages has  varied  a
great  deal depending upon the energy and commitment brought
to the linkage by a specific faculty member and his  or  her
department.    These linkage agreements currently exist with
universities in China, Europe, Africa,  and  Latin  America.
The  linkages  include formal university-to-university links
and memoranda of understanding  between  departments  within
the  University  and their counterpart departments in insti-
tutions abroad.   VPI&SU also maintains  linkage  agreements
between  the  University and agencies of governments abroad.
An example  of  this  is  the  memorandum  of  understanding
between  the  Secretariat of Agriculture and Water Resources
of the United States of Mexico and the College  of  Agricul-
ture and Life Sciences at VPI&SU.
 
The linkage reflects an important ideal of the University --
collegial  relationships  based  on  the  common  pursuit of
knowledge  and  educational  endeavors.    In  that   sense,
linkages  deserve  to  be  given appropriate recognition and
value by the University.   This also means  they  should  be
monitored  closely  and  efforts made to use them as a basis
for strengthening  VPI&SU's  own  international  thrusts  in
research,  instruction,  and extension.  This will require a
greater  commitment  on  the  faculty's  part  to coordinate
resources among departments and with their colleagues abroad
so that project support can be garnered from government  and
private sector agencies.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.7   International Extension and World Trade
-txt- 
Private  sector  firms throughout the state are beginning to
recognize the need  for  greater  support  in  technological
innovation,  marketing assistance, and greater understanding
of the international financial and commodity markets.   Both
Governor  Gerald  L.  Baliles  and  the former rector of the
VPI&SU Board of Visitors, Alexander Giacco, have made strong
public pronouncements that call for greater attention to the
international dimension  of  the  state's  economy  and  the
dependence  of  the  private  sector  on students who have a
global perspective,  language  skills,  and  the  desire  to
understand  the  world  around them.   Incentives abound for
reallocation of resources within  the  University  to  place
emphasis on these vital issues.
 
The  Virginia  World  Trade  Center  was  established at Old
Dominion University, headed by  former  Lieutenant  Governor
Richard  Davis.  This center has made significant strides in
calling the public's attention to the need  for  support  of
international trade by the extension arm of our institutions
of higher education.  More than any university in the state,
VPI&SU  is  in  the unique position of being able to combine
technical and scientific expertise  with  foreign  languages
and  cross-cultural  sensitivity.   This combination will be
necessary to train future business leaders  and  leaders  in
the public sector.
 
VPI&SU's  Extension  Division has responded by designating a
unit devoted to international trade.   This  unit,  however,
has   not   been   integrated   within   the   international
programmatic  structure  of  the  University.    Since  this
position  was assigned to the Community Resource Development
program, rather than a unit  with  international  experience
and  expertise, fears have been expressed that it represents
another fragmentary approach to  international  programming.
Moves  are  underway  to  link  this  unit into the economic
development program of Extension.  Its dependence on a solid
research base should be recognized  and  effective  linkages
developed.    It is clear that international trade and other
components of international extension  must  be  coordinated
with the research and instruction missions of the University
and with the international development thrust of the Univer-
sity.    The  depth of understanding required to support the
private sector and the state's initiatives in  international
trade  can  only  come  by drawing on faculty excellence in,
among others, agriculture, engineering, business,  forestry,
languages,  and  the  arts and sciences.   More programmatic
attention must be given by the  University  to  ensure  that
there is a coordinated thrust to serve the Commonwealth.
 
The  University-wide  role  of  the  Office of International
Development is evidenced by its support and strengthening of
research, instruction, and extension across  college  lines.
Also,  faculty  in sociology, geography, business, architec-
ture, education, engineering, and human resources have  been
included  in  technical  assistance  projects managed by the
office.  Strengthening linkage agreements that  are  now  in
place  and  developing  a university policy regarding future
linkages places an increasing demand on  the  administrative
role  of the office.  These growing tasks, combined with the
public relations function of hosting numerous  international
visitors, create financial stress.
 
Substantial  growth in the technical assistance program over
the next 10 years is anticipated.  The state and the Univer-
sity are asking for significant  support  for  international
trade  to  enhance  Virginia  competitiveness.   The current
staff of the Office of International Development is  already
spread  thin  over  a  wide range of activities.   A faculty
position to support the Women in Development Program and  to
promote  curricula revisions to reflect development concerns
has been ensured by recent action taken by  the  University.
An  extension position has also been added to promote inter-
cultural awareness.   To adequately  fulfill  this  emerging
role,  the  full-time faculty and staff must be assured that
their positions do not rely only on support from grants  and
contracts.    All three missions of the University should be
integrated with a strong international dimension and  should
contribute to the support of technical assistance programs.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.7   International Extension and World Trade
-rec- 
Recommendation 9-36:   That  additional  faculty  and  staff
    support from state funds be allocated to the  Office  of
    International Development.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.7   International Extension and World Trade
-txt- 
Additional  positions  would  strengthen faculty support for
the University's technical assistance projects,  enrich  the
range of research and other intellectual support provided to
project work in specific countries, and provide insight into
emerging  global  trade  and development patterns that would
help guide the evolving institutional development of  VPI&SU
in  the  international  arena.    The teaching and extension
missions could  also  be  assured  of  further  support  and
enrichment.  In addition to support for office staff, atten-
tion  should be given to other needs for faculty strengthen-
ing in support of  the  international  technical  assistance
mission.    The  University  has  faculty  in both long- and
short-term assignments abroad.  When these faculty return to
campus, there is often a gap between their overseas  assign-
ment  and their home assignment, creating a resource squeeze
on campus.  In order to fully utilize these faculty  in  the
classroom  and in the University in general, the flexibility
is  needed  to place these faculty immediately in a position
within the University.
 
In view of the extensive range  of  programs  that  draw  on
agricultural  sciences  and  the  relationship  of technical
assistance to the  economic  development  of  Virginia,  the
University  should  move  in  a concerted fashion to provide
faculty  and  staff  support  to  the  technical  assistance
program  and its role in furthering the economic development
of Virginia.  Additional commitment to scientific  expertise
is needed.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.7   International Extension and World Trade
-rec- 
Recommendation 9-37:   That    the    University   establish
    professorships that support the  University's  expanding
    role  in  international  agriculture  development and in
    international trade.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.3  Technical Aid and Research
-sub- 
9-3.3.7   International Extension and World Trade
-txt- 
These positions could help increase  a  mutually  supportive
research, teaching, and extension program that would provide
a  stronger academic foundation for the technical assistance
role of the University.
 
These recommendations are made in the spirit of  strengthen-
ing  the  extension mission of the University.  The interna-
tional programs  will  enhance  the  relevance  of  VPI&SU's
agricultural and technical assistance programs, enable it to
serve  its  state  clientele more effectively, and provide a
strong foundation for the breadth of  curriculum  needed  by
its students for the future global community.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.4  Organization Of The University's Efforts
-txt- 
The   purposes  of  international  programs  at  VPI&SU  are
manifold.  Pedagodically, the International Studies Program,
the Study Abroad programs, and the Foreign Language  Depart-
ment  are  designed  primarily  to  expose undergraduates to
non-domestic issues, cultures, customs, and problems.    The
International  Student Program is designed to offer scholas-
tic opportunities to international students and  to  produce
potential  "Good  Will  Ambassadors"  for the United States.
The technical assistance, research, and faculty  development
programs complement U. S. international policies and encour-
age  faculty  research.   These separate programs have their
own identity and their own immediate goals,  which  must  be
respected.    Nevertheless,  VPI&SU's international programs
need a coherent  sense  of  direction  and  purpose  if  the
University is to remain a regionally, nationally, and inter-
nationally recognized and respected University that contrib-
utes  to  the  long-term  social and economic welfare of the
world.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.4  Organization Of The University's Efforts
-sub- 
9-3.4.1   Structures and Personnel
-txt- 
Visibility  and  effectiveness  of international programs at
VPI&SU could be enhanced significantly by  a  Commission  on
International   Programs.    This  commission,  which  would
consist of  members  who  represent  specific  international
programs  throughout  the campus as well as the deans of the
colleges, should replace the current University Committee on
International Programs.  Such a commission should  be  given
significant   governance   responsibilities  and  should  be
expected to provide policy direction at a high level.
 
This commission would most appropriately  be  headed  by  an
officer in the Office of the University Provost who would be
directly responsible for the health and progress of interna-
tional  programs  at  VPI&SU.    The committee discussed the
issue of the appointment of an associate or vice provost for
international programs who would provide a centrally  placed
individual  responsible  for  identifying needs and opportu-
nities in  international  programs,  and  who  would  be  an
advocate  both  on and off campus for international instruc-
tional,  exchange,  research,   and   technical   assistance
programs.   However, careful thought must be given to deter-
mine the degree to which programs on campus should report to
this officer.  Direct administrative responsibility would be
more appropriate for student exchange and technical  assist-
ance  programs than for instructional programs, but even the
latter could be more effectively coordinated with a  commis-
sion  and  an  administrative  officer in charge of interna-
tional programs.
 
It is absolutely essential, however, that the appointment of
an administrative officer not be seen as a solution  to  the
allocation of resources needed for international programs on
campus.  The need for teaching personnel and staff positions
is very real and even effective coordination cannot overcome
that  fact.   In somewhat less than academic language, it is
now time for the University "to fish or cut bait" on  inter-
national programs.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.4  Organization Of The University's Efforts
-sub- 
9-3.4.1   Structures and Personnel
-rec- 
Recommendation 9-38:   That  a  Commission  on International
    Programs, headed by an associate or vice provost respon-
    sible for international programs, be created  and  given
    policy   development  responsibility  for  international
    programs in instruction, research, and extension.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.4  Organization Of The University's Efforts
-sub- 
9-3.4.2   Office of International Development
-txt- 
Special attention must be given to the role and location  of
the  Office  of International Development.   This office has
very effectively fostered international work, especially  in
the   colleges  of  Agriculture  and  Life  Sciences,  Human
Resources, and  Veterinary  Medicine.    One  of  its  major
problems,  however,  is  the  general  perception that it is
essentially the property of the College of  Agriculture  and
Life  Sciences.   This close association with agriculture is
natural,  given  the  primary  source  of  funding  and  the
agricultural  expertise  needed in most technical assistance
projects, and the office must continue to maintain a special
relationship with this college.  Nevertheless, it must  also
relate  more  effectively  to the rest of the University and
must broaden its interests, if it is to continue to  enlarge
its effectiveness across the University.  Third World devel-
opment  is a part, but only a part, of internationalization.
To maintain and strengthen its program, the Office of Inter-
national Development must be able to maintain  direct  links
with  the  Office  of  the  University  Provost and with the
Office of the President of the University.   The  Office  of
International  Development,  by  the nature of its relation-
ships with federal agencies, foreign governments, and  other
organizations,  must  be in a position to effectively repre-
sent and speak for the University's policies and its  admin-
istration.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.4  Organization Of The University's Efforts
-sub- 
9-3.4.3   Center for International Instruction, Research,
and Extension
-txt- 
A  center that brought together faculty interested in inter-
national  teaching,  research,  and  service  from  all  the
colleges  of  the  University would be an enormous boost for
the  exchange  of  ideas  and  information  on  the  campus.
Faculty  should  remain  members of their own departments in
order to be grounded fully in  their  own  disciplines,  but
they   should  also  have  instructional  ties,  perhaps  on
renewable   five-year   appointments,   to   identify   with
colleagues  interested in international programs.  Interdis-
ciplinary programs should be strongly encouraged through the
center.
 
In order to  work  effectively,  the  center  would  need  a
location  where  people can gather.   In the best of circum-
stances, this facility would include various offices related
to international programs and would  be  near  the  Cranwell
International   Center,  with  its  somewhat  more  socially
oriented international programs.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.4  Organization Of The University's Efforts
-sub- 
9-3.4.3   Center for International Instruction, Research,
and Extension
-rec- 
Recommendation 9-39:   That a task force be created to study
    the feasibility of organizing a Center for International
    Instruction, Research, and Extension, and of housing  it
    properly.
-end- 
     
-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.4  Organization Of The University's Efforts
-sub- 
9-3.4.4   The Cranwell International Center
-txt- 
The Cranwell International Center is located adjacent to the
campus.    It  is  housed in a Georgian-style residence, the
gift of the William C.   Cranwell family.   After  extensive
remodeling,  this new facility provides much-needed space in
which  to  develop high-quality programs, which, among other
things, complement the  curricula  of  such  departments  as
Communications  Studies  and  International  Studies.    One
example of this  cooperative  effort  is  the  International
Journalist  Forum,  which  brings correspondents for foreign
newspapers and journals  to  the  campus  to  present  their
perspectives  on  current events.   Included in the schedule
for  the  current   year   are   speakers   from   Honduras,
Switzerland,  and China.   The Cranwell International Center
is also the focal point for a wide variety of  programs  for
and  by  students,  both American and international.   These
include the undergraduate International Studies Program,  an
orientation program for entering international students, and
the  International Club, which brings together students from
80 countries around the world  with  Virginia  students  for
social and cultural programs.
 
The  Cranwell  International Center also provides office and
program space for several non-profit organizations that  are
especially concerned with international issues or service to
international  students.    These  organizations include the
YMCA at Virginia Tech and UNICEF, in addition to the  campus
offices  for  both  Peace  Corps  and the Fulbright Program.
Space is also provided for the University-Community Interna-
tional Council (UCIC), a volunteer organization that fosters
"town-gown" relations, especially in the international area.
UCIC, through its Host Family Program and its Public  School
International Education Program, provides a means for inter-
national  students  and  visitors to interact with the local
community.
 
The staffing of the Cranwell International  Center  consists
of  a  director, a program director, and secretarial support
provided through the Graduate School.  A part-time extension
center specialist position has been approved and is  in  the
process  of  being  filled.   Since its opening in 1986, the
center has seen the level of its programming expand exponen-
tially.  In the first 11 months of  operation,  over  11,000
persons attended lectures, seminars, and social functions at
the center (see Table 9-17).  Over 300 volunteers supplement
the  work  of  the  staff  personnel  through the associated
non-profit groups.
 
With the  impending  two-year  closing  of  Squires  Student
Center,  a  greater demand for program and social space will
be directed toward the Cranwell International Center for the
immediate  future.    Already,  the  lecture  programs   are
attracting  audiences  that  strain the existing facilities.
 
With an international student body of over 1,200, the sched-
uling of national cultural events is  becoming  very  diffi-
cult.   The Cranwell International Center is a great success
and is beset with the growing pains that come with success.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.4  Organization Of The University's Efforts
-sub- 
9-3.4.4   The Cranwell International Center
-rec- 
Recommendation 9-40:   That   the   University  establish  a
    broadly representative committee to prepare a  five-year
    projection  for  future  developments  of  the  Cranwell
    International Center and propose the means to carry  out
    these plans.
-end-

-chname-
9-  Extension and International Programs
-major-
9-3.0  Report of the Subcommittee on International Programs
-minor-
9-3.4  Organization Of The University's Efforts
-sub- 
9-3.4.5   Name of the University
-txt- 
Concern  about  the name of the University, particularly for
its international image, was raised early in the Committee's
deliberations.    The  principal  issue  is  that  the  name
"Virginia   Polytechnic   Institute  and  State  University"
suggests a vocational or trade  school  in  many  countries.
This is particularly true in Europe as well as in Africa and
Asia.  The present name seriously misrepresents this univer-
sity  with  its  strong liberal arts, humanities, and social
science curricula.  The quality of the University can not be
easily communicated with the present  name,  an  unnecessary
barrier that will continue to plague the University far into
the  future.   The use of the full name of the University on
all publications and public  relations  materials  may  help
alleviate this problem.
 
Often, faculty attendance at conferences results in at least
three  different  names  being  used  by  faculty and causes
confusion in regard to the recognition  of  the  University.
The  name  is  often  abbreviated  by  the  host institution
because of the length, which results in even further  misun-
derstanding.    A  name is needed that everyone will use and
that will not do VPI&SU a disservice  in  the  international
arena.
-end-

-chname-
9-  Extension and International Programs
-major-
9-4.0  Executive Summary
-txt- 
The  extension mission of Virginia Polytechnic Institute and
State University in extension and international programs  is
to  develop  and  implement educational programs of resident
instruction, research, extension and  continuing  education,
and  technical  assistance.    The  University's response to
fulfilling this mission follows a variety of paths that have
been shaped by the experience,  resources,  public  demands,
and  social  and  economic  structures  of the Commonwealth,
nation, and by international events.    The  growing  trade,
diplomatic,  and  communications  networks  around the world
cast society's development in an international  perspective.
This  report  has attempted to deal with the implications of
these global concerns for the appropriate role of  extension
and international programs within the University.
 
The philosophy and mission of a land-grant university encom-
pass  a  broader  and more inclusive set of scholarly activ-
ities than basic research and  resident  instruction.    The
University's  mission  includes  the dissemination, applica-
tion, and monitoring of scientific knowledge  to  a  broader
public  beyond  the  walls of the University campus.  Hence,
the delivery mechanisms  for  new  knowledge  must  also  be
appropriately   organized,   administered,   and   financed.
Rewards systems for faculty participation in all  components
of  the  University's  mission  must  reflect administrative
commitment to the extension mission.
 
The past decade has been a period of significant  adjustment
in  both the extension and the international programs of the
University.  Extension programs face new clientele,  demands
for   new  content,  and  significantly  different  delivery
capability brought on  by  computer  and  telecommunications
technology.    Severe  adjustments  in  personnel,  adminis-
tration, and financing have been necessary.    International
programs  have  significantly  expanded over the past decade
with rapid growth  in  numbers  of  international  students,
technical  assistance  programs abroad, scholarly and scien-
tific exchanges, and curricula changes designed to provide a
global perspective.
 
Evidence obtained by the committee  suggests  that  a  large
proportion  of  the  faculty  perceive  that an insufficient
commitment to these programs is held by  the  administration
of  the  University  and  that  this  is  reflected  in  the
promotion and tenure processes within the University.    The
committee  recommends  that  the  University  plan  and that
actions be undertaken to demonstrate a  stronger  commitment
to  the extension mission and to international programs, and
that concrete steps be taken to show how  faculty  endeavors
in  these  areas  will  be evaluated in promotion and tenure
evaluations.
 
Supportive recommendations made by the committee include the
creation of a new Commission on International Programs and a
broadened Commission on Extension, which should be named the
Commission on the University's  Extension  Mission.    Other
recommendations   are   designed  to  ensure  more  complete
integration of extension programs and international programs
into  the  academic  mission  of  the  University   and   to
strengthen  financial  and  administrative support for these
activities.  Each program area will be briefly summarized.
-end-

-chname-
9-  Extension and International Programs
-major-
9-4.0  Executive Summary
-minor-
9-4.1  Extension Programs
-txt- 
Transferring research-based knowledge, ensuring its applica-
tion, and monitoring its consequences are  essential  compo-
nents   of   the   mission   of   land-grant   universities.
Effectively achieving this mission  requires  a  continuous,
substantive  commitment  by  the University community.   The
extension mission cannot  be  relegated  to  a  second-class
status.   The University faces important challenges with new
clientele and new demands from a rapidly  changing  agricul-
tural  sector,  demographic  changes in ethnic and household
composition,  and  economic  development  needs  created  by
state, national, and international factors.
 
The  committee  recommends that the extension and continuing
education programs address  these  needs  and  that  program
efforts  be  planned  and monitored to ensure the efficiency
and quality of the programs.   Specifically,  the  committee
recommended, among others, the following:
 
*   Full  accountability  to the University should be estab-
    lished for all faculty funded by the Extension Division.
 
*   Staff development plans should be reassessed.
 
*   A  comprehensive  examination  should  be  made  of  the
    allocation of unit, area, and state extension staff.
 
*   The   organization,  efficiency,  and  effectiveness  of
    continuing education programs should be improved.
 
*   Consulting policies and user-fees for selected  services
    should be re-examined.
 
*   A  comprehensive analysis should be made of the purposes
    and uses of telecommunications technology in serving all
    clientele, including international applications.
 
*   An analysis should be made  of  the  full  potential  of
    program offerings in Northern Virginia.
 
*   A  well-coordinated  plan  should be established for the
    University's economic development program and a  climate
    should  be  fostered for effective faculty participation
    in the program.
 
The Committee recognizes that a changing extension clientele
requires continued adjustment in organization and content of
extension programs.  The growing sophistication of clientele
needs  requires  more  direct  contacts between researchers,
extension specialists, and the clientele.  This shift  tends
to  place more emphasis on continuing education programs and
the delivery of some of  these  programs  through  satellite
technology.   Extension organization may have to change even
further and resource re-allocation occur if  these  emerging
needs are to be met.
 
Expanding  needs  for  continuing education are likely to be
accentuated in the future.  Accordingly, the University must
be in a position to ensure that quality educational programs
be tailored to meet these needs.   A  high-quality  adminis-
tration  in  continuing education will be required to effec-
tively   represent   University   programs   to    business,
government,  and  other public and private agency personnel.
The administration of these programs must be  knowledgeable,
sensitive  to  clientele  needs, and capable of representing
the University to the public.
-end-

-chname-
9-  Extension and International Programs
-major-
9-4.0  Executive Summary
-minor-
9-4.2  International Programs
-txt- 
The global nature of today's society  and  economy  and  the
need  for  greater international understanding represent the
basic driving forces that  call  for  strengthened  interna-
tional  programs.    The  Committee  advocates that priority
attention be given to building the intellectual  foundations
to  strengthen  the University's language, area studies, and
general curricula offerings in the international area.    In
order  to  ensure  an  effective  University  response,  the
committee recommended
 
   That the University take concerted action to recognize
   and fulfill its global  responsibility  as  a  leading
   institution  of higher education in the United States;
   and that this action include a  sufficient  commitment
   of   resources   to  ensure  that  this  objective  is
   achieved.
 
Among other recommendations, the following were made:
 
*   Each college should develop a plan for an  international
    perspective  and  role  consistent with the University's
    mission.
 
*   Foreign language offerings should  be  strengthened  for
    oral  proficiency  and  targeted  to  areas of the world
    where the University should be active.
 
*   Support should be enhanced for  international  students,
    for   study-abroad   opportunities,  and  for  technical
    assistance efforts abroad.
 
*   Professorships  should  be  established in international
    agricultural development and in international trade.
 
*   The feasibility  should  be  examined  of  organizing  a
    comprehensive  international center for research, exten-
    sion, and instruction.
 
These foundations  will  enable  the  University's  outreach
efforts  at  home  and abroad to be guided by sound research
and academic principles.  Some limited reorganization may be
needed to facilitate more effective technical assistance and
linkage arrangements between VPI&SU and universities abroad.
Yet, the Committee recognizes the significant advances  that
have  been achieved under the present organization.  Greater
stature and resource  support  could  probably  be  garnered
through  a  formalized  Commission on International Programs
linked directly to the Office of the University Provost.  We
emphasize that this is no panacea for current problems,  nor
will it be a substitute for essential program support at the
departmental  and  college  levels.    Establishing  faculty
positions with principal  responsibility  for  international
research, extension, and resident instruction will be a more
effective strategy.
 
The  continued  growth  in  international enrollments at the
graduate level will require careful planning to ensure  that
an  appropriate balance is achieved in the academic programs
of the University.    Resident  instruction,  research,  and
extension   must   effectively   serve  state  and  national
clientele as well as international needs.  Both student  and
faculty  exchanges must continue to be encouraged and oppor-
tunities to live and work abroad be expanded.  Only in  this
way  will  the  interrelated nature of our global society be
truly recognized and respected for its strength  and  vital-
ity.
-end--chname-
                          Computing and Information Services
 
                                            February 9, 1988
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-txt- 
The  area  of  computing  and  information services has witnessed
far-reaching changes since the 1975-76 Self-Study.  These changes
are expected to have major impacts on the delivery and effective-
ness of not only the teaching  program,  but  also  on  research,
extension,  and  public service.  Although the changes are viewed
as positive and have catapulted VPI&SU into the forefront in this
area at the national level, some unique problems  have  resulted.
These  include a decline in the rating of the library collection,
additional costs, and to some degree, a pressure on  the  faculty
to  keep pace with technological changes, whether or not that can
be directly translated into  an  improved  ability  to  help  the
University  accomplish  its mission.   This chapter will consider
the current status,  activities,  and  plans  for  computing  and
information  systems including discussions of the possible impact
of these and other external trends in  the  information  area  on
future  University  activities.   Recommendations are included to
help ensure that progress is  made  in  a  planned  and  balanced
fashion during the next 10 years and beyond.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.1  Charge and Organization of Committee
-txt- 
The  Computing  and Information Services Committee was charged to
evaluate the University's performance regarding SACS criteria 5.2
and 5.4 for computing and information  services.    Although  the
SACS  criteria  refer  specifically to computing and the library,
the committee also evaluated services relating to areas  such  as
data  transmission and learning resources.  All of these services
fall under the leadership of the Vice President  for  Information
Systems.
 
The  committee  included  representatives  from each college, the
administration, the University library, the  University  communi-
cations  services,  and  the  undergraduate  and graduate student
bodies.   Several  subcommittees  were  organized  to  study  the
following areas:
 
*   Instruction
 
*   Extension
 
*   Research
 
*   Administration
 
*   Library
 
*   Learning resources
 
Each  subcommittee collected information from written reports and
questionnaires,  as   well   as   through   focused   interviews.
Additional  information  was  obtained from administrators in the
Information Systems area and  has  been  incorporated  into  this
chapter  as needed.  Various drafts of this report were developed
by the committee chairs, with  assistance  from  other  committee
members.  Summaries of findings and recommendations were reviewed
by the whole committee.
 
Portions of this chapter are based upon material presented in the
December  1987 draft copy of "Information Systems: Annual Report"
by R. C. Heterick, Jr.  The evolution of information  technology,
the organization and general situation in the information systems
area  at  the University, and the Integrated Systems Concept that
is the focus for  coordinated  Information  Systems  efforts  are
discussed.
 
In  later  sections of the chapter, each of the units in Informa-
tion Systems are reviewed.  History, status, comparison with peer
institution  units,  organization,  facilities,  budget,   staff,
activities,  and  recommendations  for  the future are key topics
discussed for the various units, especially the larger ones.  The
Annual Report is again drawn upon where appropriate.    There  is
also  a  discussion  of important issues and recommendations from
various perspectives, which include different  user  communities,
personnel  in  the information systems units, resources and their
allocation, training and assistance,  research  and  development,
and planning and decision making.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.2   Historical Perspective
-txt- 
With  the  advent  of  print  technology more than 500 years ago,
print grew to be the dominant means by which information would be
shared.   That the evolution of  education  in  our  society  has
paralleled  the  development  of  print  media  indicates a close
symbiotic relationship between the two.
 
In the present century several alternative information  technolo-
gies have evolved gg television, radio, film, records, tapes, and
telecommunications  in  general.    Until  recently each of these
technologies remained an information medium separate and distinct
from any other.  Corporations and individuals have  been  in  the
"television business," the "publishing business," or the "record-
ing  business."   Few people thought of themselves as part of the
"information business."
 
In the past  two  decades  the  digital  computer,  coupled  with
telecommunications technologies, has made deep inroads as a major
information instrument essential to the operations of government,
business, and industry.  More importantly, its information encod-
ing  techniques  provide  a  mechanism  whereby other information
technologies may be  easily  assimilated.    Indeed,  in  today's
electronic  information  systems  it  is  impossible to examine a
digital datum and know whether it serves to represent a part of a
letter of the alphabet,  a  blip  of  sound,  or  a  pixel  in  a
television  image.    Moreover,  the  information consumer of the
future may expect to receive increasingly  integrated  multimedia
information services both at home and in the work place.
 
Educational  institutions,  responsible for preparing many of the
young information workers of tomorrow, are under intense pressure
to use productively the converging information  technologies  and
new integrated information environments in classrooms and labora-
tories.   Traditionally, information skills (specifically reading
and writing) have been learned in our schools, and libraries have
served as the primary information support resource.  Other infor-
mation technologies have moved into the education arena, but none
alone has challenged the dominance of print.  In the  university,
as  in  society  at  large, each new technology has found its own
niche separate and  distinct  from  the  others.    Consequently,
educational   institutions  have  responded  organizationally  by
creating separate and distinct units to support each technology.
 
VPI&SU seems typical in this respect, having  supported  separate
units  for telephones, printing, computing, television, and more.
The increasing potential for the integration of media and  infor-
mation  presents  challenges  and opportunities to the university
communityggchallenges and opportunities  that  require  proactive
response and cooperative action.
 
The University is responding to the information challenge on both
an organizational level and a technical level.  Organizationally,
the  University created the position of Vice President for Infor-
mation Systems.  This person is responsible for providing  vision
and  leadership  on  these  matters and virtually all information
units on campus now  report  directly  to  this  vice  president.
Those units are discussed later in this chapter.
 
VPI&SU's  technical response to the challenges can be best under-
stood in the context of working toward an Integrated  Information
System,  as  discussed  below in Section 10-1.5   "The Integrated
Information Systems Concept."  Since 1985, efforts in this direc-
tion have been broadly based but coordinated around  the  concept
of  the single system image as described in An Information System
Strategy.* Implications of this approach are discussed throughout
the remainder of this chapter.
 ----------------------------------------------------------------
*   R.  C.   Heterick,   "An   Information   Systems   Strategy",
    CAUSE/EFFECT, Volume 9, Number 6 (September 1986).
 ----------------------------------------------------------------
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.3  Organization and Overview of Information Systems
-txt- 
The  Information  Systems  group  at  VPI&SU,  which incorporates
various units under the  direction  of  the  Vice  President  for
Information  Systems,  was established by the President and Board
of Visitors in 1983.  The Vice President for Information  Systems
reports  to  the  President through the University Provost and is
responsible for overall policy and planning of  the  University's
information  systems, including University-wide computing, commu-
nications (voice,  video,  and  data),  the  University  Library,
educational technology, and printing.
 
The  Vice  President  for  Information Systems is responsible for
information and technology-based support for  the  instructional,
research, and extension programs of the University and the activ-
ities  required  to administer that tripartite mission.  The Vice
President is charged:
 
*   to develop and propose strategic planning initiatives for the
    integration  of information technology into the activities of
    the University, and
 
*   to direct and  monitor  the  activities  of  the  departments
    charged  with  the  provision  of information and technology-
    based services so as to provide effective  planning,  manage-
    ment, and evaluation of the resources required.
 
As  a  land  grant  institution serving 22,000 students and 8,000
faculty and staff, VPI&SU  offers  a  well-developed  and  still-
growing   computer   environment.     Centralized  instructional,
research, and administrative computing activities are  under  one
manager,  the  Director  of the Computing Center.  There are over
10,000 personal computers on campus and 2,500 terminals  attached
to  one  or  more of the University's mainframes, which include a
Class VI supercomputer.  The University is a node on BITNET,  and
has  access  to  CSnet, ARPAnet, and NSFnet, and supports profes-
sional organizations as a member of both EDUCOM and CAUSE.
 
A comprehensive telecommunications plan is being implemented that
features  a  16,000-line  digital  switch  with   a   fiber-optic
infrastructure connecting 125 buildings on the Blacksburg campus.
The  University  also  operates  a  teleport  with  KU and C band
uplinks and 40 downlinks at off-campus sites.
 
Library resources include over 1.5  million  volumes  and  17,000
serial  subscriptions.  Library circulation records are computer-
ized and much of the catalog is on-line  and  accessible  through
terminals in the library and through the campus computer network.
Library  automation is provided by VTLS, Inc.gga system developed
at VPI&SU.   The library  is  a  member  of  the  Association  of
Research  Libraries and subscribes to the Online Computer Library
Center, Inc. (OCLC).
 
The University is a member of the National University Teleconfer-
encing Network and operates a fully  equipped  television  studio
and  two teleconferencing classrooms to provide original program-
ming to over 20 sites in three  states.    Comprehensive  design,
photographic,  audio, and machine-scoring services are supported.
Duplicating, collating,  binding,  and  quick-copy  services  are
available  in  the  University's two Copy Centers.   The Printing
Department provides  comprehensive  services  to  the  University
community,  such  as  duplicating,  binding,  multi-color  offset
printing, and process color offset printing.
 
The units reporting to the vice presidency represent  a  combined
staff  of  500  and  an  annual budget of $30,000,000 (see Figure
10-1).
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.4  The Integrated Information Systems Concept
-txt- 
The availability and use of advanced technology  in  instruction,
research,  and  extension  has  had major impacts on the academic
community at VPI&SU.  As our society in general and  the  Univer-
sity  in  particular enter the Information Age, close cooperation
is  called  for  between  organizations  dealing with information
storage (e.g., University Library), distribution  (Communications
Network  Services),  manipulation (Computing Center) and utiliza-
tion (Learning Resources Center).  Evolutionary shifts in respon-
sibilities among those central units and between  related  groups
in other parts of the University, including ones in many colleges
and departments, have resulted from changes in computers, storage
devices,  communication  systems,  printers, display devices, and
data entry equipment.  The future points clearly toward increased
use of  electronic  data  transmission  for  research,  classroom
instruction, and for the delivery of information around the state
and beyond.
 
The  increased  emphasis  on technology will produce new opportu-
nities and new problems.  On the plus side,  information  dissem-
ination no longer requires the participants' presence at specific
sites  or  times,  but rather can occur at the convenience of the
student, staff, or faculty member.  Also, new media  can  deliver
to  students  educational  materials  that  can  better  describe
concepts and processes, and field experiences can be delivered to
the students through media methods that were  unavailable  a  few
years  ago.   These include computer-aided design, simulation and
visual presentation of mathematical and scientific concepts,  and
electronic access to information databases.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.4  The Integrated Information Systems Concept
-sub- 
10-1.4.1   Information Sources
-txt- 
The  University  Library  is  the  most  obvious and probably the
largest--certainly the most well organizedggcollection of  infor-
mation  on campus.  The 1.5 million monographs and 17,000 serials
subscriptions represent a significant, yet increasingly  insuffi-
cient,  University resource.   The University ranks 49th in terms
of research expenditures, but only 75th in  most  Association  of
Research  Libraries  categories--holdings,  current acquisitions,
budget, staffing, etc.  Even at its current level  of  operation,
the Newman Library building is rapidly being outgrown.  If acqui-
sitions were to continue at no more than the currently inadequate
rate,  significant  new  space,  either in the form of new branch
libraries or major additions or renovations to  Newman,  will  be
required in the next five years.
 
There  is the very real prospect that by the year 2000 it will be
possible to slow the rate of growth  of  space  requirements  for
collections.    At  that  time,  an  international  standard  for
electronic storage of full text (and graphics) will be available,
as well as the capability to distribute  significant  amounts  of
text  via  some  form of electronic publishing.   In the interim,
however, increased space needs in the Newman Library will  become
critical.
 
Increased  automation in the University Library is both necessary
and desirable.   The Library is well  positioned  with  a  mature
computer  system  that  supports  much  of  the  acquisition  and
cataloging activity and has begun to assume a proactive  role  in
studying  the  applications  of  videodisc and CD ROM information
retrieval  technology.* It is important that the Library increase
 ----------------------------------------------------------------
*   H.M. Kriz (Chair), "CD  ROM:  Evaluation  and  Proposals  for
    Distributed Access", May 1987.
 ----------------------------------------------------------------
these efforts, particularly in the areas of full text capture and
dissemination.
 
Growth  in  graduate  and research programs will require that the
Library become both more efficient and more effective in  provid-
ing  consulting  and reference assistance to faculty and graduate
students.  This is an activity that the  Library  currently  does
well,  but  at relatively low volume.  More effective techniques,
possibly augmented by electronic mail, need to be developed.
 
In addition to the  University  Library,  there  are  many  other
information  sources  on campus.  It seems appropriate, given the
Library's  demonstrated  capabilities,  that  these  sources   be
cataloged  in  the library automation system.  There are numerous
important and expensive slide and video collections, audio tapes,
museum-size artifact collections, as well as major  databases  in
research, extension, administrative, and instructional units that
should  be  more  widely available and more easily accessed.  The
Library needs to assume  a  leadership  role  in  collecting  and
cataloging  information  regarding  these collections.   A recent
project, the study of  a  database  of  databases,  needs  to  be
expanded.  It is apparent that conventional MARC records may only
partially  address  the  cataloging requirements of many non-text
sources.
 
It is in the area of databases that the University  will  experi-
ence the most immediate pressure for better access and management
techniques.  In an increasingly pluralistic and distributed world
of  computing,  better tools must be available to access, manipu-
late,  and  update  data  distributed  across  several   physical
systems.    It seems unlikely that in the next four or five years
there will be commercial offerings that will handle campus needs.
Whether such commercial software will be available  in  even  ten
years seems open to debate.*
 ----------------------------------------------------------------
*   Phyllis  Johnson  (Chair), "A University Resource Directory",
    October 21, 1987.
 ----------------------------------------------------------------
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.4  The Integrated Information Systems Concept
-sub- 
10-1.4.2   Distribution Channels
-txt- 
A substantial increase can  be  expected  in  totally  electronic
distribution channels by the year 2000.  However, it is necessary
to  recognize  that  there will still be a number of physical and
labor-intensive channels, even ten years from now.
 
The  digital  switch  project  will  bring  both  telephonic  and
computer  data  distribution  channels  totally  under University
control.  No developments are foreseen in the  next  decade  that
should  substantially  change the economics of this decision.  It
is expected that Integrated Systems Digital Network  (ISDN)  will
be  a  relatively  mature standard by the turn of the century and
that the University will respond with evolutionary changes in its
voice/data digitally switched network.
 
Of greater  fiscal  import  will  be  the  need  to  maintain  an
infrastructure capable of handling increasing bandwidth.  At this
juncture,  with  very rare exceptions, bandwidth requirements are
dictated by graphics.  There will be an increase in the  creation
of  information on campus in the form of faculty-generated papers
and  monographs,  original  artwork  and  ancillary   productions
(slides,  video,  etc.);  and administrative reports, statistics,
and analyses.  The typical piece of scholarly  or  administrative
work  will include graphics, which will require coding schemes to
convert the graphic media to digital form;  it  is  this  process
that  requires an increased bandwidth.  Pilot projects need to be
developed that use the campus local area networks (LANs) for such
wideband activities.
 
Another concern will be to  devise  methods  to  make  very-high-
bandwidth information available beyond the campus LANs.  Students
and  staff  in the town, as well as those beyond Blacksburg, will
not have equal access to information sources if current bandwidth
limitations are not overcome.  Growth and maturation of on-campus
distribution channels will create the  potential  of  a  two-tier
student  body;  those  on-campus  with  a  rich array of learning
support (36 channels of cable  television,  economical  low-speed
data connectivity, access to megabit data rates, etc.), and those
off-campus  students  (even  in  the  Town of Blacksburg) who are
unable to connect to those services without a trip to the campus.
Methods to establish off-campus distribution channels need to  be
developed.  The University should also investigate an increase in
the  number of channels available to it on the cable franchise in
the Town of Blacksburg.  Better costing information needs  to  be
developed  to  permit  rational  allocation  of resources to this
task.
 
The process and character of instruction  will  be  significantly
impacted by both television and the new interactive videodisc and
CD  ROM technologies.   The introduction of both, in a major way,
into the teaching/learning environment promises to change dramat-
ically the primarily lecture-oriented environment.  The  capabil-
ity  to deliver instruction to the student's workstation conjures
all sorts of interesting  scenarios  of  a  learning  environment
beyond  the conventional classroom.  This raises many interesting
questions in domains as far removed as the economics of dormitory
construction/operation to compensation and support  services  for
faculty  with  perhaps  thousands  of  students enrolled in their
"lectures".
 
The next decade needs to be a time during which  every  classroom
on   campus   is  upgraded  to  contain  a  basic  complement  of
audio/visual equipment.  This would include  permanently  mounted
television  receivers  capable  of  displaying  the  screen  of a
computer device used by the instructor in the classroom, as  well
as  cable programming.   These receivers may also be the best way
to handle some "slide"  presentation  formats  if  some  form  of
remote control of the "projector" is developed.

The  cable  programming will be both University-produced and from
national and international broadcasts.  This year a KU-band  data
uplink and television downlink will be added to the C-band uplink
in  the  University's teleport.   The University will be actively
pursuing  funding  sources  that  will  permit  installation of a
National Public Radio compatible uplink.  With the  exception  of
several   specialized  downlinks,  the  base  capability  of  the
teleport will be in place.  It is evident that expansion of those
facilities needs to begin now to  handle  growth  in  off-campus,
distance learning, and teleconferencing.
 
The  next  step  will  be  the  development  of the capability to
simulcast television programming on both KU and C  bands.    This
will  require  the  construction  of two additional antennas.   A
suitable partner, located in the Corporate Research Center,  will
help  make the business case for an Intelsat antenna to provide a
direct link to Europe.   The University will  also  require  more
flexible  access  to  satellite  transponder  time  and potential
audiences.
 
Because both two-way and compressed video will  be  important  to
future  programs  and  initiatives  of the University, there is a
need to begin research  efforts  on  distribution  of  compressed
video  to  locations  where  downlinks  are  unavailable  and  T1
telephone connections must be used.   Compressed video  may  also
have a significant role in teleconferencing.
 
Another concern with distribution channels revolves around print-
ing,  which  presents  a  number  of  issues  that range from how
printed computer output reaches the end user to  the  appropriate
use  of  graphics  on University publications and correspondence.
If the dramatic drop in the cost  of  laser  printing  technology
continues,  it  is  not  unrealistic  to expect that many, if not
most, personal workstations will have a laser printer.  The roles
of laser printer computer output, xerography in the copy centers,
and offset printing in the Print Shop need to be assessed.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.4  The Integrated Information Systems Concept
-sub- 
10-1.4.3   Control Mechanisms
-txt- 
The non-computational uses of the computer play, by far, the most
important strategic role in the future of the University.  In the
next decade the personal computer revolution  will  permeate  all
aspects  of  the  University  community.   The next generation of
desktop and portable machines will be true workstations;  capable
of  megabit  communication  speeds,  television-quality graphics,
high-fidelity sound,  current  minicomputer  performanceggall  at
affordable  price to students, faculty, and staff.  The student's
workstation will replace (or subsume) the textbook,  the  labora-
tory, the physical library and perhaps even the classroom experi-
ence itself.
 
This integrated delivery will displace the attitude that "comput-
ers  are  for  computing and our students don't need to compute."
The development of the  full  potential  of  integrated  delivery
media  is  at least a decade away.  That development will require
significant shifts in attitude and an openness and willingness to
support new ideas.
 
The  single system image is construed as a computing and communi-
cations environment that permits distribution  across  campus  of
voice,  video,  and computer-based information.   It will provide
for the future integration and electronic  delivery  of  a  broad
range  of  information  services.    Over  the next three to five
years, the design and development of the capabilities related  to
the  single  system  image  will be a major thrust of those units
that report  to  the  Vice  President  for  Information  Systems.
Research  in  several  academic departments could also be instru-
mental if this ambitious project is to  be  accomplished  in  the
near future.
 
The  prospectus for the single system image calls for development
efforts for mail, archive, print, and database servers.    It  is
clear  that  without  significant augmentation of Computer Center
and Systems Development staffs  the  development  of  the  single
system  image will be delayed.  Another, and probably more effec-
tive, option would be to divert current development resources  to
the  image project, leaving development activities on administra-
tive systems to either the  software  marketplace  or  contractor
development.    In  fact, a combination of these, supplemented by
in-house resources, is currently the  method  by  which  the  new
accounting system is being handled.
 
To  avoid  anarchy  in such a distributed environment, it will be
necessary to consider a more active and independent role for Data
Administration in developing written standards,  procedures,  and
methodologies.  Standards must be put in place that guide, but do
not  prescribe,  system development standards.   These activities
need to be shaped, as well as adhered to, by the total University
community.
 
As the entire University becomes more  dependent  upon  computer-
based technologies, the issues of security, privacy, and disaster
planning  assume a more prominent role.  Historically, these have
not been major issues in University computing environments.   The
threat  to  daily University operations from these exigencies can
no longer be dismissed or ignored.  The University  must  address
these  issues, emphasizing the importance of compromising ease of
use and avoidance of investing too large an amount of  University
resources to their implementation.
 
A  great  deal  of  VPI&SU's  future  reputation and success will
depend on the degree to which its information  agencies  maintain
the  technical  competence to support the new technologies needed
by faculty and students.   Of  equal  importance  with  technical
competence  will  be the degree to which the information agencies
acquire the  concepts,  the  organizational  abilities,  and  the
skills that will allow them to coordinate their activities effec-
tively in the new information environment.
-end- 

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.5  Planning and Decision-Making
-txt- 
Several  costs are associated with the opportunities in computing
and information  services.    These  include  substantial  dollar
expenditures  for  equipment  and  maintenance,  expenditures for
training  in  the  use  of  electronic  equipment  and  computing
systems,  and  a loss of sense of community as communications and
learning occur more through the electronic media than  by  direct
personal contact.
 
The  most  serious problems are the added financial and personnel
costs associated with the up-front development of new information
and communications systems.  Over time, these expenditures should
allow the University to improve  efficiency;  recruit  additional
students (both traditional and non-traditional) in locations away
from  the  main  campus;  and  provide access to information that
otherwise would be difficult, costly, or slow to obtain.  If  the
expansion  of  information  and  communication  systems  is to be
successfully executed at VPI&SU, substantial recovery of costs or
well-documented  educational  opportunities  must  be   attained.
Accumulation  of sophisticated communications or computing equip-
ment for its own sake  is  unacceptable.    On  the  other  hand,
funding   agencies  and  employers  will  increasingly  seek  out
students  and  faculty  capable  of   incorporating   time-saving
technology  into  their activities.  Accordingly, such activities
should be encouraged.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.5  Planning and Decision-Making
-rec- 
Recommendation 10-1:   That  procedures   be   implemented   that
    require   the  Vice  President  for  Information  Systems  to
    document the  enhanced  benefits,  reduced  costs,  or  added
    efficiency for major procurements that appear to be needed to
    expand  information  and communication systems.  Before a new
    initiative is put into place, the  specific  benefits  to  be
    achieved  should  be  included  in the developmental plan and
    that plan should  be  properly  publicized  and  reviewed  by
    faculty and others.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.5  Planning and Decision-Making
-txt- 
Because  communications and information systems profoundly affect
the academic community at VPI&SU, decisions regarding changes  in
these  systems  should  have the benefit of input from the entire
University community through the  University  governance  system.
At  present,  there  are University committees for Communications
Network Services, the Library, and the  Computing  Center  (there
is,  however,  no  committee  for the Learning Resources Center).
These committees, in theory, receive  their  direction  from  and
report  to  University  Council.    In  practice,  however, these
committees are not required to subject their actions to  approval
by   University  Council  and  therefore  have  effectively  been
excluded from the governance system.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.5  Planning and Decision-Making
-rec- 
Recommendation 10-2:   That a Commission on Computing and  Infor-
    mation  Services  be  established  by  University  Council to
    provide coordinated input through the  University  governance
    system.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-1.0  Introduction
-minor- 
10-1.5  Planning and Decision-Making
-txt- 
The  existing  committees  for CNS, the Library and the Computing
Center (as well as any future committees relating to the  LRC  or
other units) will be continued under their current composition as
subcommittees  of  the  commission.   The chair of each committee
should be a member of the commission.  Membership of the  commis-
sion and committees should ensure that due consideration is given
to  need  for  representation  of  constituencies  (especially by
faculty) as well as access to technical expertise.  There  should
be close interaction between the commission and the office of the
Vice President for Information Systems.
-end-
     

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-txt- 
In  many  ways the progress made by the University Library in the
past ten years parallels that made by the University.  As  VPI&SU
has  greatly  expanded  its  graduate  offerings,  moved into new
disciplines, and won recognition as a  research  university,  its
library  has  developed  the collections and services that mark a
mature research library.    Since  the  1975-76  Self-Study,  the
library  collection  has  grown by 50 percent, from just over one
million volumes to over 1.5 million; the attendance of  the  main
library  has  increased  by 70 percent; and both on-campus circu-
lation and interlibrary loan  volume  have  nearly  doubled  (See
Table 10-1).
 
Other,  less  quantitative  signs  of  progress  supplement these
statistical indicators.  While growth in the size of the  library
staff  has  been  negligible,  the library's classified staff now
encompasses a wealth of experience and technical skill  that  far
surpasses  previous expectations, and an increasingly diverse and
talented body of professional librarians have  raised  their  own
horizons  through  active  participation  in  state  and national
professional associations and by reaching new levels of  research
and publication.
 
The  quality  of the library's technical services has been recog-
nized by admission to the select body  of  libraries  allowed  to
enhance  bibliographic  records on OCLC.  The Special Collections
Department has been both honored and strengthened by the addition
of the American Archives of Aerospace Exploration and the  Inter-
national Archives of Women in Architecture.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.1  Recent History
-txt- 
The  past  two  years have been a pivotal period in the Library's
history.  In June 1985, a new director assumed responsibility for
the University Library.  Almost immediately, the top  administra-
tive  structure  of  the Library underwent a complete transforma-
tion.  The resulting structure included assistant  directors  for
the  major  functional  areas  and  a  personnel officer.   These
positions brought VPI&SU more into line with the structure of its
peer institutions and made it possible to assemble  a  management
team  capable  of  meeting  the challenges of today's information
environment.  Once positions had been filled, a second  phase  of
reorganization began, which reached further down into the library
both  for its sources of ideas and in its direct consequences for
service.
 
This second phase of reorganization emerged  from  a  broad-based
strategic planning effort, which drew on the labors of seven task
forces comprised of forty-nine volunteers from the library staff,
as  well  as  members  of the teaching faculty.  The various task
forces' recommendations covered a wide range of issues, including
space, internal automation, and telecommunications.

The most dramatic change to emerge from  the  strategic  planning
effort  was the Steering Committee's recommendation to reorganize
the Library's public services along functional lines.      Previ-
ously,  public  services  had  been  organized  by  subject, with
functional generalists providing the entire range of services for
their  respective  disciplines.    Four  reference desks, one for
general  services  and  one  each  for  the  humanities,   social
sciences,  and  science and technology, offered parallel services
over half the time the library was open.  While this  system  had
real  strengths  and  was  not  abandoned  lightly,  the Steering
Committee's final conclusion was that the  subject-based  pattern
no  longer  reflected  the  interdisciplinary  nature of academic
research,  that  it  unduly  promoted  redundant   services   and
collections  while  incurring  patrons' frustration with multiple
referrals, and that it made  it  difficult  for  the  library  to
provide  adequate  services  for  some  of its collections, which
cover all disciplines  but  differ  in  format  from  traditional
materials.
 
Under  the  new arrangement, reference services have been brought
together into a single department with specialists in the  impor-
tant  functional  areas  of  on-line  literature  search, library
instruction, and locating  government  documents.    The  Special
Collections  Department  has  been  strengthened  with additional
professional positions.  Current periodicals in  all  areas  have
been centralized so as to increase the library's physical control
over  them  while  facilitating  interdisciplinary  use  of these
materials.    Reserve  has  been  recombined   with   circulation
services,  and all services relating to physical access have been
brought together under the User Services Department.
 
In compliance with a key recommendation of  the  Strategic  Plan,
the  library  administered  a  "Survey on Library Collections and
Services" to all faculty and a large sample of  students  in  the
spring  of  1987.   Similar instruments will be administered each
year to discover what unmet library needs the library's clientele
perceive to exist.   The results  of  this  first  questionnaire,
together  with  the  Strategic  Plan  itself,  have  provided key
background information for this Self-Study.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.2  Current Status
-txt- 
It would  be  untrue  to  claim  that  in  every  particular  the
Library's progress has matched that of the University.  Indeed it
has not, and in some important ways the Library's problems may in
time  limit  the University's future progress.  A brief review of
the recommendations of the 1975-76 Self-Study provides a  conven-
ient  means  to  measure  the  Library's  progress  over the past
decade.  Many of the recommendations were fulfilled, and  by  and
large  the  library's progress is greatest in these areas.  Other
recommendations were not  heeded,  and  here  a  disproportionate
share of the Library's problems may be found.
 
On  the  positive side, the Library followed through on recommen-
dations to add both off-site storage space and a large measure of
air-conditioned library space on campus.   Efforts were  made  to
fill collection deficiencies identified ten years ago; a security
system  was  installed; the Library has maintained its commitment
to a strong centralized structure; and  technical  services  have
increasingly  moved  toward  an  acceptance  of  the  Library  of
Congress and national networks as sources of both leadership  and
bibliographic data.
 
Perhaps  most  dramatically,  the  Library  not only finished the
development of its circulation and finding system, but went  past
this  goal to participate in the development of one of the better
integrated library systems that have yet  emerged,  the  Virginia
Tech Library System (VTLS).  All of these changes represented the
fulfillment  of  recommendations from the 1975-76 Self-Study, and
all represented important progress for the University Library.

On the negative side, the  1975-76  Self-Study  team  recommended
that  a  total of 451,000 square feet be available to the library
by 1986; however, less than half that space now exists.  The team
also recommended the annual addition of 100,000 volumes so that a
collection  of  two million would be attained by 1986, but growth
has been just over half the  recommended  level.    It  was  also
recommended  that the Library's share of the University budget be
held constant so that the two-million-volume collection could  be
achieved.   This key parameter of the University's commitment has
eroded continuously since the 1975-76 Self-Study.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.3  Peer Comparison
-txt- 
The consequences of the University's economies in library support
have been inevitable.   The University is  justifiably  proud  to
have  achieved  the  49th  rank  in  total research expenditures.
However, the Library's rank, based on total amount of  University
financial  support,  has  fallen from 47th place to 75th place in
the past decade.  Comparisons between the VPI&SU library and  the
libraries  ranked 49th in various parameters of library resources
suggest deficiencies that  may  in  time  slow  the  University's
further progress.  The University Library suffers from comparison
with  the libraries that hold, among American academic libraries,
the same rank on various indicators as VPI&SU holds  in  research
support (see Table 10-2).
 
The shortfalls identified by these comparisons illustrate painful
deficiencies  in  collections and services.   While the Library's
4.2 million microform  pieces  place  it  fourth  among  American
libraries in this regard, the insufficient and outmoded equipment
to  read  and copy these materials greatly reduces their utility.
Advanced in some  respects,  the  Library's  adoption  of  modern
technology has been weak in others; unlike many of its peers, the
library has yet to acquire any information resources on CD ROM.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.4  Organization
-txt- 
The University Library is administered by a director aided by two
officers  and  three  assistant  directors (see Figure 10-2).  In
addition to the central Newman Library,  there  are  four  branch
libraries:  Art & Architecture, Geology, Northern Virginia Gradu-
ate  Center, and Veterinary Medicine.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.5  Collection
-txt- 
As  of  June 1987, there were over 1.5 million volumes and 17,000
active serial subscriptions.  Microform holdings were nearly  4.2
million.    During  the  period 1986 to 1987, over 50,000 volumes
were added, half of which were monographs.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.6  Facilities
-txt- 
By any available standard, the University libraries are  woefully
deficient  in space.  The 212,000 square feet currently available
fall 239,000 square feet short  of  the  recommendations  of  the
1975-76  Self-Study  and  189,000 square feet short of the amount
called  for  by the SCHEV Space Planning Guidelines.  This is the
single largest space deficit on campus, and has continued to grow
in spite of the fact there have  been  several  building  efforts
undertaken  in  recent  years.      Because  of the long planning
horizon for buildings, planning and initial steps must  be  taken
if  a  severe  crisis in the mid-1990's is to be averted.  In ten
years, the deficiency, according to the  SCHEV  guidelines,  will
have grown to 220,000 square feet.
 
This  deficiency  already  forces unpleasant compromises with the
Library's service goals.   No more  than  2,497  patrons  from  a
campus  community  of  nearly  30,000  can be accommodated at one
time; this is less than the  1985-86  median  value  for  ARL  of
2,850.    Space  for  this  small number is preserved only by the
exigency of storing approximately 250,000  volumes  of  materials
off-site.    These  materials,  which are becoming more numerous,
already include many recent and relevant items that are available
to patrons only after a wait of from three to 29 hours after they
have been requested.  Furthermore, the off-campus storage  facil-
ity (CHEDS, named for the department store that formerly occupied
the  building)  will be filled within the next two or three years
and materials sent there are  difficult  and  labor-intensive  to
access.
 
A  permanent  solution  must  be  found for the collection now at
CHEDS.  Rent is being paid for this minimally  acceptable  space,
to  house  a  collection  that  will  be  held by the library for
decades.  Without additional library  space,  another  CHEDS-type
building  will need to be leased by the early 1990's.  Additional
labor costs will also result as the  shelf  load  in  the  Newman
Library  increases  to  over  80  percent of capacity, since more
shifting of books, sometimes even of several sections  of  books,
becomes necessary to fit each new book into its proper place.
 
It  is  inevitable that these conditions will appear as "the good
old days" within the foreseeable future and that a genuine  space
crisis  for the Library would be unavoidable even if a new build-
ing were approved in 1988.   The  Library's  stacks  are  now  70
percent full, the level that is generally considered at the upper
limit  of  utilization.    At a net growth rate of 50,000 volumes
annually (lower than any year of the past  decade,  except  one),
the  library  will  have exhausted its off-site storage space and
reached the maximum feasible shelf load  of  86  percent  by  the
summer of 1994.
 
The  least  acceptable option for facing this crisis would be the
proliferation of branch libraries.  The 1975-76 Self-Study called
for a commitment to a strong central library.  The wisdom of this
position rests on the diseconomies of scale of branch  libraries,
on  the  redundancies  they necessitate, and on the inconvenience
they cause readers with  interdisciplinary  interests.    In  the
current  instance  it  is  perhaps  more  to  the point that more
branches would not in fact solve the problem; data indicates that
it would require the annual addition of a  facility  larger  than
the  largest  current  branch  library  for the Library simply to
break even on space.  Any such facility would  require  at  least
two  full-time  staff  members, placing further demands on scarce
staff resources.
 
A much more efficient and logical approach is that recommended in
the Library's "Strategic Plan," which is  to  create  a  separate
Science  and  Technology library of at least 135,000 square feet,
which would absorb the Geology Library and free up the  space  on
the  fourth and fifth floors of the Newman Library.  The majority
of CHEDS materials could then be  moved  back  to  campus.    The
suggestion  has been made that a major addition could be built on
the north side of Derring Hall.  Of any possible  major  division
of  collections, the split between science and technology and all
other disciplines would be most compatible with  the  pattern  of
collections usage the Library has observed.  The resulting facil-
ity  would  achieve  economies of scale and would free sufficient
space in Newman Library so that future space shortages  for  both
facilities would not reappear until early in the next century.
 
Unfortunately, SCHEV's current stance on new library construction
makes approval of such a facility unlikely.  An alternative might
be to construct an addition to Newman Library on the Mall side of
the  building,  adding  to  the second, third, and fourth floors.
This would be a 40,000-square-foot compact book storage  facility
that  would  hold  80  percent more material per square foot than
conventional shelving.  Access to the area would  be  limited  to
library  staff  and faculty only and would house intermediate-use
materials, in contrast with the high-use materials  in  the  main
portion  of  the library and the low-use materials at CHEDS.  The
cost of this addition would be significantly less than a separate
Science and Technology Library and  would  avoid  the  additional
cost  of  staffing  a  separate facility.   However, this type of
addition  would  be  less  flexible,  require  more  effort   for
collection  organization  and access, and be less serviceable for
students and others in the University community.  Whatever option
is  chosen,  additional  library space must be made a priority of
the University and placed high in the queue for new facilities.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.6  Facilities
-rec- 
Recommendation 10-3:   That a new library building or addition to
    the current building  become  the  highest  priority  on  the
    University's  list of requested space additions.  Alternative
    plans should be solicited and considered  by  the  University
    community   as  soon  as  possible,  so  that  completion  of
    construction would occur during the early 1990s.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.6  Facilities
-txt- 
Certain physical changes remain to be made in connection with the
reorganization  and  physical  reconfiguration  of  the  Library.
Several  permanent  walls need to be constructed, new circulation
and reference desks need to be  purchased,  and  a  comprehensive
signage system needs to be designed and installed.
 
Another  serious deficit is the total lack of group studies areas
where students can meet and discuss their work,  and  a  lack  of
faculty  carrels.    The  library  ought to have a minimum of 100
carrels where faculty can continue  long-term  library  research.
Currently there are none.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.7  Automation
-sub- 
10-2.7.1   On-Line Public Access Catalog
-txt- 
The Library's role in developing VTLS was truly one of its signal
accomplishments  of the past decade.  The development process was
enormously educational for the library staff and the  result  was
well  worth  the immense effort.   The success of this system has
made it possible for the Library to close its card catalog and to
distribute bibliographic information to some 2,000  terminals  on
campus,  a  number  that  will  grow  tenfold  in the foreseeable
future.  Important components of the  system,  including  serials
check-in,   acquisitions,   and  word  searching,  are  now  near
completion by VTLS, Inc.
 
Despite the library's progress in  automation,  there  are  valid
causes  for  concern, two of which are especially troubling.  One
is that an increased reliance  on  bibliographic  information  in
electronic  form  ultimately translates into an increased depend-
ence on the extent and quality of the  data  available  electron-
ically.    Much  of  the  collection  of  the  University Library
(perhaps 300,000 records in all, representing a larger number  of
physical  items) predate the Library's automation efforts and are
not represented in VTLS.  An additional 200,000  records  reflect
the  brief,  nonstandard records of the precursor system to VTLS.
These records are not accessible at all by subject, and  are  not
always  reliably accessible by other means.  As a result of these
deficiencies in the Library's bibliographic data, a large portion
of its treasures are unavailable or only marginally available  to
those  who search its most powerful access tool.  Heretofore, the
labor  and  computer  costs  to  fully convert these records have
prohibited its accomplishment.
 
Nevertheless, this year contracts have been executed with  AMIGOS
to  up-grade  200,000  short records in the database to full MARC
status, giving  faculty  and  students  subject  access  to  this
significant portion of the collection.  However, there will still
exist  about 300,000 additional books in the library that are not
represented at all in VTLS.  Conversion of these records will  be
far  more  expensive  and  labor-intensive and will cost close to
$500,000 to convert to electronic form.    Yet  their  conversion
should  be  a  priority  over  the next three years.   Funds have
already been requested from the Commonwealth  to  assist  with  a
large  share  of the costs involved.  Regardless of the result of
that request, this task should remain a  priority  item  for  the
library for the next three years.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.7  Automation
-sub- 
10-2.7.1   On-Line Public Access Catalog
-rec- 
Recommendation 10-4:   That   the   Library  convert  its  manual
    records to full, standard machine-readable catalog records in
    the most cost-effective and timely manner possible.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.7  Automation
-sub- 
10-2.7.1   On-Line Public Access Catalog
-txt- 
The second source of  concern  is  a  cautionary  fear  that  the
Library not be blinded by one of its own successes.  The develop-
ment  of  the  Virginia  Tech Library System is evidence that the
Library was at one time in the forefront of  library  technology.
A  separate  for-profit  corporation,  VTLS, Inc., was set up and
should move to the Corporate Research Center in 1988.  VTLS, Inc.
has done very well in sales,  especially  to  smaller  libraries.
Yet, reports of efforts at other major research libraries suggest
that  the Library may have outgrown the capabilities of VTLS, and
there appears to be little involvement by VTLS, Inc. in  research
or  provision  of  new  services to large libraries.   There is a
continuing concern that the Library  will  outgrow  the  Hewlett-
Packard  product  line  used  by the VTLS system.   The long-term
future of library automation would seem better served with equip-
ment from DEC or IBM.  Consequently, the potential of VTLS should
be examined relative to other options available  in  the  market-
place.   Ties between the library and VTLS, Inc.  should be based
solely on the needs of the former.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.7  Automation
-sub- 
10-2.7.1   On-Line Public Access Catalog
-rec- 
Recommendation 10-5:   That the Library, with  the  participation
    of  the  campus  community, review its commitment to VTLS and
    the relationship with VTLS, Inc. in light of the present  and
    future capabilities of VTLS and its competitors.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.7  Automation
-sub- 
10-2.7.2   Electronic Information
-txt- 
VPI&SU is building the infrastructure that will allow the Univer-
sity  community  to  obtain  access  to information by electronic
means.  Yet little attention has been given to collecting  infor-
mation  and  making  it accessible electronically.  Currently the
library does offer access to VTLS via Localnet,  both  to  campus
offices  and to homes.  The expected increase in usage because of
the  new  campus communications network is likely to far outstrip
the services provided by currently available  ports.    With  the
upgrading  of  the main Library computer to an HP 3000 Model 950,
and possibly with some improvements in algorithms and file struc-
tures that could be used in VTLS, however, it should be  possible
to meet the increased demand for quantity and quality of service.
The power and capacity of the 950 system should permit the use of
Boolean  search  capability,  so  that  volumes can be found that
match combinations of natural language  words  appearing  in  the
title,  as  well  as in the controlled language of the Library of
Congress subject headings.   This should  substantially  increase
ease of access to the Library's collection.
 
The  Library currently offers information via INFO about hours of
service, instructions on how to  access  VTLS,  news  notes,  and
access  to  books  on  order  in  the  sciences.   An increase is
expected in the use of this type of  electronic  service  in  the
near  future  by  offering  reference  service through electronic
messaging.   The goal will be  to  increase  the  scope  of  this
electronic reference service to support the tenants of the Corpo-
rate  Research  Center  and  the  Technology  Transfer  Directors
located at the community colleges across the state, and to become
a campus information center that deals  with  questions  that  go
beyond the traditional library reference service.
 
It  is of critical importance that the Library begin to subscribe
to the new sources of electronic information now available,  both
on  CD  ROM  and on tape.  Presently there is very little on-line
searching of numeric, bibliographic, or  full-text  databases  at
VPI&SU,  even  though  the  number of such databases has risen to
well over 3,000.  Part of the problem is  that  the  Library  has
slow,  inadequate equipment to support a heavy load of searching,
and so has not advertised or otherwise encouraged such use.  Yet,
if the new campus network is to be used to its full potential and
faculty are to retain their competitive edge in seeking  research
support,  the  same  electronic  information  that researchers in
private industry and many  other  research  universities  already
take for granted must be provided.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.7  Automation
-sub- 
10-2.7.3   Budget
-txt- 
It  is  difficult  to  escape  the  conclusion  that  many of the
Library's problems stem from a  serious  and  growing  divergence
between  its  needs and the resources available for the Library's
use.  During the past decade the University has greatly increased
its graduate enrollment, while moving rapidly into the top  fifty
universities  in  research expenditures.  Both graduate education
and advanced research place  the  greatest  possible  demands  on
library  resources, requiring that they be many times more exten-
sive than would be required to support only the mission of under-
graduate instruction.

New  electronic  technologies  for  information   transfer   have
increased  the  demands of this more-sophisticated clientele, and
while the Library  has  been  successful  in  providing  advanced
technological   means  of  information  delivery  (e.g.,  on-line
catalog  access), the great expense of these services has further
stretched  scarce  resources.    And  if  electronic  information
collection  and  access  is  to  fully  develop, additional large
expenditures must be made.  As a final straw,  predatory  pricing
practices for scientific serials, inflation, and a severe decline
of  the  dollar  have  recently threatened to seriously limit the
Library's ability to acquire new materials.
 
At the same time,  as  demands  on  the  Library  have  increased
dramatically  and the costs of its most basic needs have consist-
ently outpaced the cost of living, the University's  support  for
library  resources  and  services  has been continuously falling.
Perhaps because the Library, unlike the colleges, has no  alumni,
the  University's  spectacularly  successful efforts in obtaining
private support have  been  only  marginally  beneficial  to  the
Library.  While the University's Campaign for Excellence achieved
twice  its  goals for fund-raising support, the Library component
of the campaign fell  far  short  of  its  goal  of  one  million
dollars.   Only the Library's successful efforts to generate more
revenue through improved photocopy services  and  other  recovery
enterprises  have  prevented  an  even  greater  erosion  of  its
resource base.
 
As the size and sophistication of its clientele have  grown,  the
Library's  staff has remained static in size.  As competition for
current information has increasingly  become  the  struggle  that
determines  winners and losers in research, as well as in society
generally, the share  of  University  resources  devoted  to  the
Library  has  steadily  fallen.    The extent of the University's
divergence from the 1976 goal of a stable proportion  of  overall
funding for the Library is made clear in Table 10-3.
 
The  most critical sacrifices have been made in collection devel-
opment, the one area in which any future freeing of resources may
not be able to remedy current deficiencies.    Having  discovered
that   library  demand  for  critical  serial  titles  is  almost
completely elastic, foreign publishers  in  particular  have  not
hesitated  to increase subscription rates several times over.  As
a result largely of this practice and the declining  dollar,  the
Library  has  been forced to cut back severely on its purchase of
monographic materials.   This year the Library  has  adopted  the
strategy  of paying for the increases in journal subscriptions by
curtailing the purchase of monographs by over 37 percent  and  by
cancelling  a  number  of  duplicate subscriptions.   The serials
budget will soon absorb 70 percent of the book budget and if  not
controlled could soon place the Library in the position of having
no  funds  for  monographs.   Unless significant increases to the
budget are made, the Library may be forced to cancel between  500
and  1,000  serials  titles  next  year.   At the end of the 1987
fiscal year, there were over 12,000 monographs requested  by  the
faculty  or  identified  by  bibliographers  that the Library was
unable to order.  At the current rate of acquisitions, the  point
is  being  approached  where the Library will only be able to buy
about  one  book  for  each faculty member and student.   One can
hardly expect a vigorous research program  to  be  maintained  at
this  rate  of acquisition.   In the last decade, the Library has
slipped from an annual acquisition rate of 60,000 to 70,000 books
to as few as 25,000 to 30,000 volumes.
 
If relief is not granted soon, the Library  will  find  that  its
efforts  to maintain its serial holdings exact an excessive price
on monographic purchases, potentially eliminating them, and  will
be forced to make severe cuts in periodicals and other continuing
orders.    It  is  anticipated  that a $300,000 cut in periodical
expenditures will need to be made in 1988; while some pruning may
be possible, there are presently outstanding requests for some of
the many new journals recently launched.  Deficiencies  generated
in the collection through insufficient funding are very difficult
to  recover,  if  possible  at all, due to the much smaller print
runs of titles produced by the publishers.   Should  the  Library
manage to receive better funding at a later date, recovering past
deficiencies  could  cost many times more than what it would have
cost to acquire them in the first place.
 
It is clear that the Library has done  all  it  can  to  maintain
services  despite  increasingly  inadequate  financial resources.
Services have already begun to suffer, and now the quality of the
collection itself is at risk.  The time has come for the  Univer-
sity  to  recognize  the long-term harm that may ensue from these
trends and to take corrective measures.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.7  Automation
-sub- 
10-2.7.3   Budget
-rec- 
Recommendation 10-6:   That the University restore its support of
    library collections and services to at least the level of 3.9
    percent  of  University  educational and general expenditures
    that prevailed in 1975-76.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.7  Automation
-sub- 
10-2.7.3   Budget
-txt- 
Further, it is hoped that additional funding can be  obtained  to
bring the collection level up to that of comparable institutions,
and  to  allow for the enhancement of services through the use of
technology and by hiring of additional staff.    Considering  the
types  of  demands placed on the Library to expand and change its
role on campus over the next several  years,  attention  must  be
given  to  the  Library  as  a focus of private fund-raising.  An
initial campaign to identify  those  interested  in  the  Library
needs  to  be  developed this year, and to be directed toward the
current short-fall of the book budget.  Once this core  group  of
Library  supporters  is identified, then further work can be done
to target this segment and enhance their interest in the Library.
Other research libraries are experiencing good success in raising
funds; VPI&SU should not be an exception.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.8  Staff
-txt- 
It is clearly a truism that change is accelerating and  that  the
body  of  knowledge a worker brings to a job must be refreshed or
even replaced at ever shortening intervals.   This  statement  is
truest of all in the information professions, and nowhere more so
than  in  libraries.    The  University libraries now use over 50
personal computers (a device unknown in 1976) for  word  process-
ing, student payroll, inventory, and communications.  The variety
of  software  packages  available for these and other purposes is
bewildering, making it a major challenge for the  Library  simply
to keep track of what is available in this area.
 
Together  with the introduction of a new administrative style and
changed  expectations  for  professional   activities   such   as
research,  the dislocations and anxieties caused by high technol-
ogy have caused morale problems within the Library.   Many  staff
members  are  unsure about what challenges they should expect and
less than confident about their ability to meet these challenges.
While not a panacea, a greatly increased effort  to  educate  the
staff,  to  keep  them  abreast  of  the  changing technology and
techniques of the information world, will go a  long  way  toward
solving  this  problem  while maximizing the Library's efficiency
and guaranteeing that it  delivers  state-of-the-art  information
products.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.8  Staff
-rec- 
Recommendation 10-7:   That  the  Library  institute  an  ongoing
    program of staff education and  training  by  increasing  its
    support  for  external  training opportunities and by dramat-
    ically enhancing its programs of in-house staff training.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.8  Staff
-txt-
The Library continues to fall short in the number  of  classified
positions  approved  and funds for wages for student shelvers are
limited.   This difficulty will be compounded  by  the  need  for
helpers  to  find  and  catalog  materials  not in the electronic
catalog  and  by  delays  resulting  from reshelving materials as
sections of the stacks become overcrowded.
-end-     
     
-chname-
10-  Computing and Information Services
-major- 
10-2.0  University Libraries
-minor- 
10-2.9  Additional Activities
-txt- 
Within the next three years, the Library will begin to supplement
its ongoing commitment  to  traditional  paper-based  information
sources  with  an  ever-growing  commitment  to  the  delivery of
electronic information.  The campus infrastructure should  be  in
place  by the fall of 1988 to allow access to electronic informa-
tion via the new fiber-optic and digital switch network.  By that
time, the Library could have a significant amount  of  electronic
information that can be delivered over the network.
 
In  addition  to  their other responsibilities, then, the Library
faculty must also meet the challenge of accepting  and  utilizing
the new technology.  There are already a number of activities and
proposals  indicating  this  change  in roles.   Some of the most
interesting are:
 
*   A locally produced series  of  three  CD  ROMs  with  serials
    holdings,  along with other University-produced databases, is
    being developed under grants from Nimbus Records, SCHEV,  and
    CIT  that  have  been  awarded  to the Department of Computer
    Science and the Library.
 
*   A experimental project to prepare  dissertations  using  SGML
    standards and the new AAP standard for document markup is now
    underway.   In addition to the Library, the Computing Center,
    Computer Science, Arts and Sciences, and the Graduate  School
    are  involved,  as is University Microfilms International and
    SoftQuad (of Toronto).   The Graduate  School  and  UMI  will
    accept  suitably  formatted dissertations in electronic form,
    possibly for ultimate publication on CD ROM instead of paper.
 
*   A proposal has been made  to  CIT  to  establish  a  Resource
    Research  Center  at  the  Newman  Library  in support of the
    Technology Transfer  Directors  connected  with  the  Common-
    wealth's  community  colleges.   This Center would also serve
    the tenants of the Corporate Research Park.
 
*   A proposal is under development  to  establish  a  University
    Information  Center at the Newman Library, which would direct
    individuals and agencies outside the University to  appropri-
    ate faculty members for their expertise.
 
*   A study has just been completed that calls for the Library to
    create  a  University "Database of Databases," which could be
    expanded to include listings of all University collections of
    rocks, slides, biological specimens, etc.

*   Optical Character Recognition equipment is  being  sought  to
    enhance  the  electronic conversion service in the Library to
    support University offices,  and  to  allow  the  library  to
    convert  articles  into  ASCII  format  to  transmit  them to
    faculty and other libraries.  Such equipment would also allow
    the  library  to scan contents pages of heavily used journals
    and deliver them over the campus network.
 
*   Many internal operations, such  as  wage  payroll,  inventory
    control,  and  statistical  data  collection,  have also been
    automated.
 
Over the next three years and during the decade of the 1990s, the
Library can take major steps toward assuming  its  role  for  the
future.    If space and budget limitations can be dealt with as a
result of increased University support,  the  University  Library
should  be  able  to further increase its level of service to the
entire community and  become  the  major  source  of  information
supporting the University mission.
-end- 
     
-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-txt- 
Widespread  instructional  computing  is  new in this Self-Study.
The 1976-77  Self-Study  observed  that  "computer  services  are
essential  to many educational programs" and "all students should
be encouraged to make  some  practical  use  of  these  available
resources."    Demand  for  computing  services  was  expected to
increase and to include demands  for  interactive  computing  and
computer-aided instruction.
 
Through 1983, there was a steady growth in use of central comput-
ing  facilities  as predicted.  There were also a small number of
departmental computer  centers,  such  as  in  Computer  Science,
primarily  serving  the  needs  of  researchers.    But  with the
emergence of  powerful  microprocessors  and  their  delivery  in
personal computers by vendors such as Apple and IBM, a new era of
widespread  distributed  processing  began at VPI&SU.  Simultane-
ously, the first high-performance workstations from SUN,  Apollo,
and Digital Equipment Corporation (DEC) were ordered.
 
Since  1983,  campus  computing  facilities have grown rapidly in
quantity and capacity.  Spurred by decisions to require  students
to  purchase PCs and by numerous donations by interested vendors,
academic and administrative departments have  obtained  thousands
of  computers  from a wide variety of vendors and applied them to
text   processing,   communication,   administration,   research,
instruction, and extension tasks.
 
Today  the  central  computing center has resources comparable or
superior to VPI&SU's peer institutions.  One of the  largest  IBM
mainframes  has  been  available  to  the entire University since
1986.  There are many more PCs than at any other similar  univer-
sity.  A moderate number of workstations are available, less than
the  number  at  peer  universities,  but  as PCs are replaced or
supplemented by units like the Apple Macintosh  II  or  IBM  PS/2
Models  60  and  80,  computing  power  comparable to all but the
latest workstations is coming into use.  Minicomputers in depart-
ments around the University are present in comparable numbers  to
those at peer institutions.
 
In  most  criteria, the computational capabilities of the central
computing center and of the other distributed resources  meet  or
exceed  those  of  peers.   In specialized areas such as computer
graphics,  however,  there  are  cases  where  the  computational
support is not yet up to par.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.1  Computing Center
-sub- 
10-3.1.1   Facilities and Services
-txt- 
The  Computing Center at the University is built around two large
IBM systems, a 3090/200 VF and a 3084QX.  The two  IBM  mainframe
machines  are  used to support instructional, research, extension
and administrative activities.   The IBM  3084  complex  operates
under  the  control  of  VM/CMS  and  MVS and has 64 megabytes of
memory.  The IBM 3090 operates under the control  of  VM/CMS  and
has dual Vector Facilities to support supercomputing.
 
The installation of the 3090 addressed not only a critical capac-
ity  shortfall  for  general  services, but also provided for the
first time local Class VI supercomputing power  to  the  research
community.    The  accompanying  vectorizing  support software is
recognized as being among the easiest for the scientific program-
mer to use.  The 3090 system complements  an  FPS  164/MAX  array
processor that also supports scientific computing.
 
There  are  also  four  DEC  VAX  11/780 systems and two IBM 4341
systems.  Two of the VAX 11/780 systems are clustered to  provide
reliable  interactive  computing  under  VMS,  primarily  serving
undergraduate  instruction.    The  remaining  VAX  systems   are
dedicated  to CAD/CAM and research purposes.  One IBM 4341 system
is a dedicated CAD/CAM system that supports an array of sophisti-
cated graphics workstations.  The other 4341 is an internal  test
and development system.
 
The  Computing  Center  is  also equipped with a diverse array of
support peripherals, including high-speed  laser  printers,  tape
and  cartridge  drives,  and high-quality plotters.   The systems
have more than 150 gigabytes of on-line storage.
 
For interactive access to the various systems, a wide variety  of
terminals  operating  under different communication protocols and
line speeds are supported.  In addition to terminals  located  in
faculty  and  administrative  offices, there are laboratories and
personal computer facilities, housing approximately 300 units for
student use.   Remote printing stations are  located  across  the
campus, as well as at many off-campus locations.
 
The systems support an extensive list of compilers and interpret-
ers,  as  well as statistical, mathematical, simulation, graphics
and other special-purpose packages.   In  addition,  the  systems
have  highly  versatile  text processing and data base management
packages that are available for faculty, staff, and student use.
 
The introduction two years ago of the high-speed IBM  3800  laser
printers  and the development of support software has been a boon
to the University's document preparation  activities.    Graduate
theses,  research  manuscripts,  reports,  sponsored research and
contract proposals, and other University documents now take on  a
polished, professional form with much reduced production efforts.
The  value  to  the  University of the improved appearance of the
documents that represent it is widely recognized.  There is  also
an   interface  with  the  printing  plant,  which  provides  for
typesetting of computer-generated text.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.1  Computing Center
-sub- 
10-3.1.2   Organization
-txt- 
The  organizational  structure,  responsibilities  and   staffing
levels  of the Computing Center are shown in Figure 10-3.  In the
last two years there has been some reorganization of the staff to
provide more technical assistance in key areas such as  supercom-
puting  and  distributed processing.   Otherwise, staffing levels
have changed very little.
 
The User Services Department provides:
 
*   Liaison between the Computing Center and the user community;
*   Consulting:  desk, telephone, on-line;
*   Publications:  documentation, user guides, handouts, newslet-
    ters;
*   Installation and maintenance of application software; and
*   Instruction:  short courses to faculty,  staff  and  graduate
    students.
 
Distributed Computing provides:
 
*   Maintenance  of  the  Computing  Center  network  control and
    telecommunication software;
*   Consulting for purchase and use of workstations and  network-
    ing equipment;
*   Projects to provide connection to national networks; and
*   User documentation.
 
Advanced Scientific Computing provides:
 
*   Support  for large-scale computing, including vector process-
    ing (3090, floating point system);
*   Support for remote supercomputing; and
*   User documentation.
 
Systems Programming provides:
 
*   System software maintenance;
*   Performance and configuration analysis; and
*   Identification and evaluation of major computer hardware  and
    software needs and changes.
 
The Operations Department provides:
 
*   Computer systems, RJE, and access facilities operation;
*   Tape library maintenance and operation; and
*   Management  for  physical  changes  to  the  Computing Center
    plant.
 
In addition to the professional staff, there are 45 wage  employ-
ees  who  support  Computing Center access facilities and general
logistics services (runners, clerks, monitors).
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.1  Computing Center
-sub- 
10-3.1.3   Budget
-txt- 
Budget information for the Computing Center  for  the  past  four
years was supplied by the Vice President for Information Systems.
These data are estimates and may include some mixing of Computing
Center and Systems Development budgets, particularly on salaries.
Dollar  allocations for the Computing Center have remained almost
static  over  this  period (see Table 10-4).   When one considers
that the budget for operations includes expenditures for the  IBM
3090  computer,  a  real  decline  in  the  operations  budget is
evident.  In addition, due to a mandated  increase  in  salaries,
fewer people are in salaried positions that four years ago.
 
The  Computing Center budget reflects a significant commitment to
decentralization of computing activities on campus.   It  is  the
expectation  of  the  Vice President for Information Systems that
the Computing Center will reach a steady-state operational  level
somewhat below the current status with services provided only for
those computing activities provided by the Computing Center.
 
Because of the decentralization of computing activities, accurate
resource  allocations  for campus-wide computing are difficult to
obtain.  It is estimated by the Vice  President  for  Information
Services  that  approximately  20 million dollars was expended in
1987 on  campus-wide  computing  activities,  including  hardware
purchases.    Budget  figures  for computing and Computing Center
activities are also difficult  to  categorize.    The  operations
budget  for  the  Computing  Center  does not distinguish between
uses, so  separations  such  as  administrative  computing,  word
processing, and "number crunching" cannot be made.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.1  Computing Center
-sub- 
10-3.1.3   Budget
-rec- 
Recommendation 10-8:   That  more  detailed  and  better  defined
    budget information for both the Computing Center and  campus-
    wide  computing  be provided, both for administrative use and
    for dissemination on campus.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.1  Computing Center
-sub- 
10-3.1.4   Current Projects and Priorities
-txt- 
The  Computing  Center  has  established  a  list of projects and
activities to be completed in the next one to three  years.    In
some  cases,  the  items  reflect  steps  being  taken to provide
remedial action to correct past deficiencies.

*   Upgrade the operating system  running  on  the  IBM  3090  to
    VM/XA.    The most critical benefit of doing so is the relief
    of the 16MB address constraint imposed by the  current  VM/SP
    system.    The  16MB  limit is unrealistically small for many
    research projects; among research programmers, it is the most
    reported   limiting  feature  of  the  computing  environment
    offered on the systems.
 
*   Improve the graphics support environment.  Much of the avail-
    able graphics software and hardware is more  than  ten  years
    old.    The  current  competing graphical standards are being
    evaluated.  New graphics hardware (plotters, film  recorders,
    and terminals) will be added as funds become available.
 
*   Upgrade  the  instructional  systems.    The DEC VAX systems,
    which now  support  a  large  portion  of  the  undergraduate
    computing  requirement,  have become unreliable and uneconom-
    ical and must be replaced.
 
*   Plan for upgrade to IBM mainframe system.   Computing in  all
    categories  is  increasing  greater than 50 percent per year.
    Usage statistics indicate that  capacity  will  be  exhausted
    within one year.
 
*   Continued  development  of network support.  TCP/IP ethernets
    are still new at the University and will require considerably
    more effort to become established.   Security  considerations
    are  a primary concern.  Expanding these networks to a state-
    wide stature is also a priority.  In joint projects with CNS,
    the  Southeastern  University  Research  Association  network
    (SURAnet)  and the Virginia Research Network (VRN), proposals
    have been funded by NSF.
 
*   Provide electronic mail services for all constituents of  the
    University, including, especially, the undergraduate students
    with  microcomputers.    A joint project with CNS is underway
    and aimed at producing a  mail  system  based  on  the  X.400
    international standard.
 
*   Integrate  the  separate  CAD/CAM  system  into  the  general
    University systems.  This will provide more widespread access
    to the capabilities of the powerful graphics system,  and  at
    the  same time, allow development of sophisticated facilities
    management   applications   within   the   University's   own
    infrastructure.
 
*   Identify  and develop document-preparation, document-storage,
    and  print  standards  that  permit  universal  sharing   and
    exchange,  device independence and merged graphics.  Analysis
    of the SGML standards are a beginning for these efforts,  but
    a great deal of work lies ahead.
 
*   Continue  to enhance the terminal and PC access facilities in
    the public and departmental/college areas.   The goal  is  to
    provide student access to the mainframe systems in support of
    the instructional program on suitably modern equipment.
 
*   Continue to develop and enhance on-line information systems.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.2  Training and Assistance
-txt- 
Based  on  surveys  of both students and faculty, it appears that
the utilization of the University computing  resources  could  be
greatly  enhanced  by improved training programs and user assist-
ance.  Most of the faculty concerns about computing at VPI&SU are
found in the "Crofts Report," which was completed in 1982 by  the
Ad Hoc Committee on Research Computing, chaired by George Crofts.
The  most  universal complaint had to do with the absence of user
support and training.  User Services teaches short  courses,  but
these  deal  mainly  with mainframe software; personnel who teach
the courses are programmers, not trainers.   Most  faculty  train
and  support  themselves  on  PCs,  and  they usually train their
students as well if they use PCs in class.  Faculty and  graduate
students alike complain about the level of User Services consult-
ing.   One specific complaint is that users get helped by whoever
is  on  duty,  regardless  of  what  expertise  a  given  problem
requires.    Users feel they should be able to get expert help on
problems that require it.  Even Engineering faculty find training
inadequate for faculty and staff.   Said one  chemical  engineer,
"[The  University  assumes that] buying a PC will permit us to do
wonderful things."  Like a book, though, if we "don't know how to
use it, just having the  computer  may  prove  to  be  a  Pyrrhic
victory."
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.2  Training and Assistance
-rec- 
Recommendation 10-9:   That training laboratories to support both
    mainframe  and  PC  computing  be  provided  and staffed with
    professional trainers to teach students and  faculty  how  to
    use  hardware and software, manage their data, and use graph-
    ics and printing capabilities.  Further user support services
    should be provided, including additional short courses,  more
    annual  presentations  to colleges on recent innovations, and
    introduction to appropriate on-line expert systems.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.2  Training and Assistance
-txt- 
The University needs  a  state-of-the-art  development  lab  that
could be used to:
 
*   provide  the  facilities to teach faculty and students how to
    use computer-based technologies for teaching;
 
*   teach extension seminars for faculty at  other  institutions;
    and,
 
*   teach  standard  workshops  for  Virginia  business and other
    markets.
 
It is expected that  a  state-of-the-art  computer  lab  for  the
faculty  would  lead  to  further  development  of  software  for
instructional purposes and an increased spread  of  the  software
and  techniques  at VPI&SU and other universities.  Such achieve-
ments would be accelerated if both the Computing Center  and  the
LRC  helped  make  this  effort  a success.   In conjunction with
Virginia Tech Intellectual Properties, Inc.,  software  licensing
and  faculty  consultation can be arranged to further promote the
interests of faculty and the University.   Workshops  on  desktop
publishing,  computer-aided  design  and manufacturing (CAD/CAM),
graphics, and other application that require  advanced  computing
equipment  and  knowledge  can  also  be planned and coordinated,
charging top rates for instruction.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.2  Training and Assistance
-rec- 
Recommendation 10-10:   That development of educational programs,
    including short courses and industrial institutes, be greatly
    expanded to take advantage  of  the  available  expertise  at
    VPI&SU and to generate much needed support for further devel-
    opment of sophisticated computing and information systems.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.3  Training and Development
-txt-
An  increase  in  expertise in these areas brings the opportunity
for VPI&SU to become a leader in the field of information systems
through the development of educational programs for use by  other
universities  and  by  industries  that may wish to adopt similar
technology.  By offering a variety of courses, both  on  and  off
campus  for  VPI&SU  students  and  faculty, and for business and
academic personnel from off campus, this  technology  can  become
more  widely  used  and can generate opportunities for additional
development and educational programs.  Such programs will provide
students with skills desired by industry and government  through-
out the country.
 
At present, no degree program in library and information services
is  available  in  the Commonwealth of Virginia.   Because of the
development of computer-based data systems,  including  those  in
the  library,  VPI&SU  is uniquely positioned to provide graduate
training in information science and technology.  There is already
a Master of Information Systems degree offered by the  Department
of  Computer Science that could serve as the basis for developing
a Ph.D. program.   Such a program  could  rely  on  the  combined
resources   of   the  computing  and  information  systems  areas
(Library, Computing Center, and Communications Network Services),
and the departments of Computer Science and Electrical  Engineer-
ing  to  develop  a  unique  and marketable graduate and research
effort.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.3  Training and Development
-rec- 
Recommendation 10-11:   That  the  development  of  an   academic
    program to encourage research and to provide degree offerings
    at  the graduate level in the area of information science and
    technology be studied.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.3  Training and Development
-txt-
An outgrowth of such a program  would  be  the  transfer  of  the
practical  expertise gained by such units as CNS or the Computing
Center to both students and faculty so that these activities,  in
addition  to  their  existing  role as instructional and research
support  units,  would  also have a strong educational component.
At the same time, instructional and research  contributions  from
the  academic  program  would inform and strengthen the services.
It is envisioned that all faculty associated  with  this  program
would  have  joint  appointments with the information science and
technology program and CNS, the Library, the Computing Center  or
other  departments.    From  such  a  group,  large proposals for
research and development of new computing and information systems
should be forthcoming, thereby transferring some of the  develop-
ment burden from the University to external funding sources.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.4  Resources and Allocation
-txt- 
Not  surprisingly,  the allocation, distribution, and adequacy of
funds for computing and other information services is  controver-
sial.    Concerns include the adequacy of funds to accomplish all
the computing that is desired, skewing of funds from other educa-
tion areas into computing, fund allocation among departments, and
decentralization of computing activities without an  accompanying
decentralization of funds.
 
Although  the  dollars  allotted  for  computing  are not easy to
identify, an estimation from budget codes  indicates  that  about
$20,000,000 per year is the current expenditure.  Of this, nearly
50  percent  is  expended  by  departments,  in  part  due to the
increased purchase of PC-related hardware and software and partly
due to decentralization.  A logical concern of the entire Univer-
sity  community  is  whether  this   heavy   orientation   toward
technology-based  education is appropriate.  Since questionnaires
to the computing community show that  the  demand  for  computing
services has not been satisfied, it appears that continued expan-
sion  of campus-wide computing will result in future restrictions
in other educational programs.  Decisions about  the  educational
direction  of  the  University in the future will be based on the
availability of resources and the use of those  resources.    The
clear  emphasis  at  VPI&SU  has  been  toward a technology-based
educational system with computing at the center of  this  thrust.
It  is  appropriate at this time to evaluate the progress made in
this direction and to consider  whether  continued  expansion  in
this  direction  is  desirable,  particularly given the limits on
resources.
 
A careful accounting and critical review of  resource  allocation
needs to be undertaken with regard to expenditures for computing,
and  this  review  needs  to include faculty input.    Evaluation
should consider impact on research,  instruction,  and  extension
and  issues  of  equity.    Positive  effects of efforts at other
universities should be studied and incorporated where  applicable
at VPI&SU.

The  current  system of allocating funds for use of the mainframe
is viewed benignly  by  individuals  in  departments  with  ample
funds.    Others  have a less charitable view.  One administrator
described the system as follows:
 
   The  so-called  SMARTDOLLAR  system  for  the allocation of
   computing resources was devised in a much different time in
   the relative short history of  central  computing  at  this
   University.  As such, it is no longer adequate or appropri-
   ate  to  the  changing  needs and conditions that drive the
   computing facilities and resources and should therefore  be
   abandoned  as  soon  as  possible.   This system produces a
   false sense of resource priorities, rations capacity unnec-
   essarily, creates a bureaucratic nightmare  of  doling  out
   SMARTDOLLARS  as  if  they were bowls of rice in the Sudan,
   and results in incremental adjustments in  a  very  dynamic
   'supply-demand' relationship.
 
When  asked  whether they prefer funding information services out
of user fees or the University  general  budget,  responses  were
mixed.  Representative responses were:  "User fees should pay all
costs";  "Developing a user fee approach to funding would open up
a political can of worms which we feel would work to  the  disad-
vantage  of  the  politically  weak,  low-use  users."    Several
individuals suggested a combination of funding sources with  each
user   guaranteed  a  minimum  level  of  access  to  information
services.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.4  Resources and Allocation
-rec- 
Recommendation 10-12:   That the University  investigate  methods
    to  improve  its  allocation  of  computing  and  information
    resources.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.4  Resources and Allocation
-txt- 
This change in allocations might be accomplished by:  1)  provid-
ing  each graduate student and faculty member with a satisfactory
minimum level of access to library databases, mainframe time, and
long distance and  local  networks;  2)  augmenting  departmental
operating  budgets  to  reflect  the  ongoing decentralization of
computing and information services; and 3) developing an alterna-
tive system to allocate mainframe computing resources.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.5  Personal Computers
-txt- 
Substantial donations of PC equipment  have  been  made  by  IBM,
Digital  Equipment  Corporation, AT&T, and Apple Computer.  Large
quantities of PCs have been purchased  by  students,  staff,  and
faculty  for  personal use.   Many systems have been purchased by
individual investigators, by research groups, by departments,  or
by  the  central  administration  for a wide variety of uses.  In
total there are well  over  10,000  systems  present  at  VPI&SU.
Students  in  the College of Engineering were required as of 1984
to purchase IBM-compatible systems.  In 1987,  entering  freshmen
in the College of Engineering were required to purchase computers
from the IBM Personal System 2 family.  All of Engineering's over
5,000 undergraduates are now expected to be equipped with PCs.
 
Apple  Macintosh personal computers, required for students in the
Computer Science Department,  make  up  a  substantial  minority.
Starting  in  Fall 1985, the Department of Computer Science began
requiring  about  200  entering  freshmen  to  acquire  Macintosh
systems  with  hard disks running the UNIX operating system.  The
Macintosh was initially chosen because it was the only affordable
system supporting UNIX.   By  the  fall  of  1988,  all  computer
science  undergraduates will be equipped with a Macintosh system,
with three of the four classes  using  a  Macintosh  II.    These
systems  are  more  expensive  than  the  IBM microcomputers, but
better serve the needs of computer scientists by  providing  many
of the features of a state-of-the-art workstation.
 
With PC-equipped students, the Engineering faculty redesigned the
curriculum  from Engineering Fundamentals on up to take advantage
of the new technology.  By Winter Quarter 1987,  the  College  of
Engineering estimated that roughly 90 percent of its courses used
computers to some extent.
 
The  College  of Business is currently planning for significantly
greater use of IBM microcomputers  or  compatibles.    In  Winter
Quarter  1987,  the college estimated that by 1989-1990, when the
current freshmen are juniors and seniors,  roughly  half  of  the
college's undergraduate courses would use computers, with all but
a  few  of those using IBM microcomputers.  Plans do not call for
required purchase by students.
 
The added cost of computers has not limited the number of  under-
graduate  applicants.    Indeed,  in  1985  the  Computer Science
Department  overaccepted,   expecting   a   greater   number   of
rejections,  and  ended  up  instead with roughly 25 percent more
freshmen than usual.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.5  Personal Computers
-sub- 
10-3.5.1   PC Labs, Software, and Access
-txt- 
Until  recently,  VPI&SU  operated  as  many  as  eight  personal
computer  laboratories throughout the campus, open to any student
or faculty member who wanted to use them.  In 1986, these labora-
tories contained roughly  189  PCs  and  various  other  computer
tools.    Students  and staff could obtain software to use in the
labs or to use on their own PCs.   VPI&SU pioneered  the  use  of
site-licensed  software  for  educational  institutions  to  make
commonly-used software  such  as  word  processors  and  spelling
checkers legally available to all students, staff, and faculty at
little or no cost, thus reducing the risks of software piracy and
copyright  violation.    Faculty could also place programs in the
labs for students to use as part of their class assignments.  The
software was available by exchanging a student ID  card  for  the
software to be used in the lab, or by exchanging a blank, format-
ted diskette for software to be used on personal machines.

As  a  supplement  to  student-owned  PCs  and University-managed
laboratories, many  colleges  and  departments,  among  them  the
College  of  Education and the departments of English, Sociology,
and Computer Science in the College of Arts and Sciences, operate
laboratories for their faculty and students. These have generally
been  built  by equipment donations, grant funds, or departmental
discretionary  funds.    Much  of  the   departmental   equipment
purchases  represent  conscious  choice to buy PCs rather than to
support other faculty educational activities.
 
As part of the overall plan to decentralize computing facilities,
the Computing Center began in  1987  to  transfer  ownership  and
operational  responsibility  of  PC  labs to colleges and depart-
ments.  Though this action seemed to have been accelerated  as  a
result  of  budget  limitations  in  the  Computing  Center,  the
ultimate intent was for the  new  operating  units  to  be  given
suitable  funds allotments so as to properly maintain and run the
labs.  It was hoped that this plan would lead to improved support
of PC-based computing, since departments responsible for specific
requirements regarding the use of PCs would have direct responsi-
bility and control.
 
Indeed, student use of PC labs appears to be mostly  by  students
in  or  taking  courses  taught  by  Engineering,  Business,  and
Computer Science.  Students with PCs at home often use  the  labs
to  print  results  or  to  complete  assignments during the day.
Surveys indicate that adequate capacity  exists  to  satisfy  the
current demand for access to PCs, as shown by attendance figures.
 
However,  there are various complicating factors regarding decen-
tralization of labs.   First,  there  is  the  tendency  for  the
departmental/college  laboratories  to be opened only to students
with particular majors or in certain courses, and to thus exclude
other students, faculty, and staff who lack PC access.    Second,
there is the increased competition for funds in colleges, so that
in times of scarce resources departments will be pressured to use
their  own resources or (in opposition to educational preference)
to discourage use of their PC labs and instead  advocate  use  of
central  computer  resources through "free" SMARTDOLLARS.  Third,
there is the conflicting requirement for having labs in  precious
space  near  the  administering  departments versus having PCs in
convenient places in publicly  accessible  dormitories.    A  key
consequence  of  the  transfer  appears  to be the perception and
probably the reality of reducing accessibility of PCs, especially
to students and others not related to the units running the labs.
 
The Graduate Student Assembly  and  the  Commission  on  Graduate
Studies in its June 1987 meetings expressed their concern regard-
ing  possible  reduction  in  accessibility  of  PCs  to graduate
students.  There have been discussions by the Computer  Committee
and  Faculty  Senate  as  well.    It  seems  clear that there is
widespread sentiment that, given the emphasis in recent years  to
encourage use of PCs, it is essential that adequate access to PCs
be  afforded  to  the entire University community.   Somehow this
must be reconciled with trends toward decentralization.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.5  Personal Computers
-sub- 
10-3.5.1   PC Labs, Software, and Access
-rec- 
Recommendation 10-13:   That  PC labs be provided at a sufficient
    number of locations in sufficient quantity and with  adequate
    rights  of  access  to  support  the needs of the faculty and
    students.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.6  Equipment Purchases, Repair, and Obsolescence
-txt- 
It is expected that steadily increasing amounts of equipment will
be  purchased,  making  rapid  obsolescence  a   major   concern.
Projections  are  for continued growth at the rate of 2,500-3,000
microcomputers per year to a level of 14,000 workstations by 1989
and as many as 20,000 PCs by 1990.
 
The University has  set  up  repair  facilities  and  maintenance
agreements  for faculty and students who buy PC equipment through
University channels.   Several  faculty  complained  about  those
agreements,  though,  saying  that they could find cheaper repair
service from outside sources.  Some departments  reported  having
discontinued their maintenance contracts after projections showed
lower costs if repairs were contracted for as needed.  Fewer than
half  of  the  students  responding  to the questionnaire had had
their equipment serviced.   Of  those,  roughly  two-thirds  were
satisfied  with  the service; the rest were not.  A vast majority
had required no service at all.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.6  Equipment Purchases, Repair, and Obsolescence
-rec- 
Recommendation 10-14:   That  repair  and  maintenance  costs  be
    examined  closely  by the Computer Committee.  If the Univer-
    sity cannot repair equipment as cheaply as outside firms,  it
    should  cease  to  provide repair service.   An investigation
    should be made of more  economical  and  effective  means  to
    maintain actively used equipment.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.6  Equipment Purchases, Repair, and Obsolescence
-txt- 
Many  faculty and administrators have expressed concern about the
absence of systematic means to replace  equipment.    In  public,
college,  and departmental laboratories, obsolescence is becoming
a major problem.   By January  1987,  IBM  had  discontinued  the
original  8088-based  PC,  which  makes  up the bulk of equipment
currently available in laboratories.   With the half-life  of  PC
technology  estimated  at  roughly 18 months, regular replacement
and equipment update are critical to maintain  not  only  working
equipment  but  also  new equipment like that which students will
encounter on the job.
 
Requiring students to purchase PCs  partly  solves  this  problem
because the equipment pool turns over every four or five years at
graduation.     Thus  administrators  may  change  the  equipment
requirement as market changes dictate.  Continued stiff  competi-
tion  for admission shows that the College of Engineering and the
Department of Computer  Science  have  not  been  hurt  by  their
computer  requirement,  although  it is possible that the student
mix may have changed.  Furthermore, other students' responses  to
the Office of Institutional Research's survey show that a healthy
majority (68 percent) would purchase a PC if their major required
it.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.6  Equipment Purchases, Repair, and Obsolescence
-rec- 
Recommendation 10-15:   That a program be developed that provides
    for  the  orderly  replacement  of PCs for faculty and for PC
    labs.  Arrangements for repair, maintenance, and  replacement
    of other computer equipment should also be investigated.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.6  Equipment Purchases, Repair, and Obsolescence
-txt- 
Many  faculty express dissatisfaction with the University's focus
on  IBM  products,  suggesting  that  generic  MS-DOS  and  Apple
Macintosh  equipment  would have been better and that VAX systems
are  more  effective  than  IBM  mainframes.    In  physics,  for
instance,  faculty  have  purchased  NEC  PCs  for their superior
graphic capabilities.  Furthermore, a physicist asked why  VPI&SU
isn't    in    competition   for   the   "3M"   machines   (mega-
instructions/second, megabytes, mega-pixels),  which  cost  about
$3,000  each;  only in Computer Science are machines of this type
required.  Faculty have expressed the need  for  computers  other
than  the Intel 8088- or even 80286-based PCs currently in use if
they are to teach students  the  most  up-to-date  equipment  and
techniques.     Clearly  there  is  need  for  more  emphasis  on
workstations as opposed to PCs, but in recent years  workstations
have been purchased without much coordination, mostly by individ-
ual  investigators or by departments using research or state bond
funds.  Additional concerns have been expressed about the quality
of computer graphics and printing.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.6  Equipment Purchases, Repair, and Obsolescence
-rec- 
Recommendation 10-16:   That a  process  be  established  through
    which  Computing  Center  equipment  upgrade  or  procurement
    decisions, especially of  larger  systems,  receive  adequate
    input  from the user community.  This process should consider
    both the acquisition of funds to support  computing  and  the
    selection of specific pieces of equipment and systems.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.6  Equipment Purchases, Repair, and Obsolescence
-txt- 
One  possible  solution  is  to  adequately  involve the Computer
Committee in these decisions.  It should be noted that during the
period 1980-84, it was common practice for the Computer Committee
to be engaged in discussions prior to making  major  outlays  for
computing facilities.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.7  Distributed Computing
-txt- 
Outside  the  Computing  Center  are  a  wide  variety of smaller
centers,  in  colleges  and  departments,   with   minicomputers,
supermicros,  workstations,  and microcomputers.   In addition to
over 10,000 personal computers, there are approximately two dozen
departmental minicomputers and numerous sophisticated workstation
installations  serving  specialized  research  programs.    These
facilities  can be used for word processing, publishing/printing,
storage/access,  scientific  computations,  statistics,  business
reporting,  and  a  variety  of  other  tasks.    Generally, good
software on PCs, once identified, is easy  to  use  and  in  many
cases becomes quite popular.
 
Most units outside the Computing Center are owned by the relevant
administrative  unit.    Some are managed by the Computing Center
and some are even located in space  allocated  to  the  Computing
Center,  but  due  to manpower limitations, such arrangements are
only possible if a number of constraints on technical support and
administration are acceptable to the unit  owing  the  equipment.
Other  units  have  their  own  staff or rely on the expertise of
students, staff, and faculty, as well  as  the  vendor  or  other
support agent.  Rarely is there support for much training, so all
users  share  in  the  burden of learning how to use and maintain
their equipment.
 
There is no central support for most of the  distributed  comput-
ing,  except  through  regular operating budgets or from overhead
returned on grants. This totally distributed  budget  arrangement
creates   problems   for  departments  whose  expenses  increase,
especially when research  support  is  not  sufficient  to  cover
costs.    In  selected  instances,  the  University  has provided
assistance, though it is more  commonly  in  the  form  of  cost-
sharing  for  procurement rather than assistance with maintenance
expenses.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.7  Distributed Computing
-sub- 
10-3.7.1   Power Supply and Air Conditioning
-txt- 
University-provided electrical power  and  air  conditioning  are
often  significant  problems  for  departmental computer systems.
The power situation is an especially  critical  one;  during  the
summers  of  1986 and 1987 there were lightning strikes and other
power faults that cost many man-years of  time  and  hundreds  of
thousands of dollars in repairs.
 
Plans for new buildings and changes to existing structures should
always  be reviewed to ensure that future computer use is consid-
ered.  Staff involved in building renovation, repair, and mainte-
nance should be trained in key issues about computing equipment.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.7  Distributed Computing
-sub- 
10-3.7.1   Power Supply and Air Conditioning
-rec- 
Recommendation 10-17:   That serious attention be  given  to  the
    need  for clean, reliable power to support the growing number
    of computer and computer-related devices on campus.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.7  Distributed Computing
-sub- 
10-3.7.2   Interconnection and Coordination
-txt- 
In many departments where moderate to large numbers of systems or
terminals have been installed, there has been substantial invest-
ment in cabling or networking to provide access  to  the  various
resources.  File transfer and electronic mail are universal goals
in these situations.
 
While  distributed  processing  has  clearly  become  the norm at
VPI&SU, however, there are significant problems  that  should  be
addressed  for  the  long term.   There is almost no adherence to
standards for data, computer languages, word processing, network-
ing, and software purchases.  Many systems are  totally  isolated
and  cannot  receive  mail; even development of the single system
image  approach  will  leave  support of large numbers of PCs and
larger units stranded for several years.  There is little coordi-
nation of  computer  maintenance  that  might  lead  to  quantity
discounts  or  local  stocking  of  parts.    There are some good
discounts on purchases, but many more could be possible  if  more
coordination  was enforced.   Substantial savings in funds, time,
and labor are possible if planning, establishment  and  adherence
to  standards,  and  ongoing  coordination  became  the  rule for
distributed computing.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.8  Research Computing
-txt- 
During the  past  ten  years,  the  computation  and  information
requirements  of  the VPI&SU research community have increased by
an extraordinary amount.  As one measure of this growth, expendi-
tures for computing services (hardware and  software)  under  the
research  mission of the University have increased from less than
$500,000 in 1977-78 to over $3.5 million in 1985-86. It has  been
estimated  that there is now much more computing capacity outside
the Computing Center than within.  Major changes provide a number
of challenges and opportunities to the  University,  particularly
in the areas of coordinating and connecting services.
 
The  1985  Crofts  survey  found  that  seventy  percent of those
responding felt that research computing facilities and  resources
at VPI&SU equal or exceed those available at comparable universi-
ties.   Several individuals responding to the questions commented
on the impressive array of hardware available at the  university.
As  one  researcher said, "I feel very fortunate to have the kind
of power we have at our disposal."  The benefits of the Universi-
ty's strong support for computing were expressed by  one  faculty
member,  who  wrote "Without a doubt this University is committed
to a progressive high tech environment.  From my point  of  view,
that commitment encourages faculty to stay here because there are
few campuses that compete with us; it encourages students to come
here;  and  it  potentially  will  limit  bureaucratic  growth of
department support staff as we do much of our own computer work."
 
Researchers at VPI&SU use computers for a variety of tasks.   The
most  popular  areas  of  computing  are  data  analysis, "number
crunching," and word processing (see Table 10-5).
 
These statistics indicate that fewer than half of the respondents
used computers for producing graphics.   One reason for  this  is
dissatisfaction  with the quality of graphics on the mainframe as
expressed in response to the questionnaire.   Similar  statements
might  be  made for other advanced computer services that require
specialized hardware  or  software.    Other  issues  of  concern
include  the  difficulty  of finding the right consultant in (the
Computing Center's) User Services to ask a specialized  question,
the  need  for more site licenses for microcomputer software, and
difficulties  in  obtaining  knowledgeable  advice  on   hardware
purchases.  Further, there is a general perception by researchers
that  the  centralized  computing facilities favor administrative
users more than research users.
 
The  research  community  anticipates  a  trend over the next few
years toward greater decentralization of computing on the campus.
In light of this, they  ask  for  more  advice  and  support  for
hardware  and  software  purchases and maintenance outside of the
Computing Center.  The University is attuned to  this  trend  and
the  Vice President for Information Systems is actively promoting
efforts to create an infrastructure that permits the  integration
of  campus-wide systems.  However, it does not appear that decen-
tralization of funding  to  support  the  decentralized  computer
activities  is  underway.   This is a critical need which must be
addressed as soon as possible.
 
Most faculty and graduate students feel  that  they  have  little
voice  in  decisions regarding computing and information services
beyond the departmental level.  The Crofts Committee reported the
following two findings related to this:
 
1.  Only 53 percent agreed  with  the  statement  "The  Computing
    Center appears interested in providing the computing services
    that I need for my research."
 
2.  By  a  greater  than 4 to 1 ratio, the faculty that responded
    believe that faculty members in  their  department  had  less
    influence  on  decisions  of  software  purchases than on the
    decisions of purchases of library journals.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.9  Extension Computing
-txt- 
Modest uses of computer systems by the Extension  Division  began
in  1975.   Between 1975 and 1978, the Special Programs Office of
Extension developed several major data base  systems.    The  4-H
system  was  designed  to  record  4-H  enrollment  data  for 4-H
members,  leaders,  and  friends of 4-H.  A publication inventory
system was implemented to manage the distribution of  over  4,000
different   Extension  publications.    Other  systems  developed
included property control  and  mailing  list  management.    For
Extension's  Continuing Education Center, there are CEU programs,
an in-service registration system, and a centralized mailing list
management system.
 
In January 1982, a  project  was  begun  to  develop  a  computer
network  to enhance the program management and delivery capabili-
ties of the Virginia Cooperative Extension Service (VCES).    The
network was designed to provide:
 
*   an electronic link for communication and program delivery for
    Extension  staff at VPI&SU, Virginia State, district and unit
    offices, research stations, and 4-H educational centers;
 
*   capability to manage information,  personnel,  and  clientele
    data bases at all levels of the organization; and
 
*   additional  means  for  timely,  efficient,  and  coordinated
    program delivery.
 
Significant accomplishments have been made  toward  an  Extension
computer network.  All the Virginia Cooperative Extension Offices
across the Commonwealth have microcomputers that are connected to
the IBM mainframe in Blacksburg.
 
VCES  maintains  two  collections  of  computer  programs  on the
mainframe computer system.  These collections are  identified  by
the  terms CMN (Computerized Management Network) and XNET (Exten-
sion Computer Network) and are the strength of Extension  comput-
ing.  All the computer applications in the CMN and XNET have been
written or updated since 1982.
 
The  major  support  group for the VCES computerization effort is
the Extension Computing Resources group.   The  computer  program
development  activities include computer program design, develop-
ment, testing, and implementations for the CMN and XNET.
 
With its responsibilities for information  dissemination,  Exten-
sion  has moved toward electronic document delivery as a replace-
ment for its warehousing  of  publications.    Funding  from  the
Kellogg Foundation and assistance from the LRC has enabled devel-
opment  of  videodisc-based  delivery  approaches.   CD ROM-based
information  dissemination  is   also   being   investigated   in
connection with research in the Department of Computer Science.
 
Most  of the concerns of extension personnel relative to computer
use have to do with information dissemination.  Since many of the
services provided by  Extension  involve  information  brokering,
much  more  extensive  use  of PCs and other information transfer
systems   may   drastically  alter  the  manner  in  which  field
operations function.   It is anticipated  that  courses  directly
from  the  campus  to clients will become more widespread.  These
may be either live presentations or taped  programs  for  use  in
VCRs.
 
Although  some field instruction may be eliminated by information
links from central locations, it is expected  that  other  field-
based  programs  will continue or expand.  Instruction in the use
of PC software will become an important  activity  for  Extension
personnel as data management becomes more critical for successful
small  business  operations.    Traditional  means of information
dissemination, such as newsletters, slides, and  overhead  trans-
parencies,  can be made more cost-effective and time-efficient by
using computer-based production methods.    Information  delivery
with videodiscs, CD-ROMs, or other laserdisc systems will also be
developed.   For these technologies to be properly applied, there
must be  additional  instruction  for  Extension  personnel,  and
improved  delivery  and printing equipment must be available.  In
addition, access is  needed  to  databases  provided  by  outside
information  suppliers,  either  locally  from  optical discs, or
remotely through network  connections;  the  relative  costs  and
special requirements in each situation should be contrasted.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.9  Extension Computing
-rec- 
Recommendation 10-18:   That  a  long-range  planning  effort  be
    undertaken by the Vice Provost for Extension to study the use
    of new and changing computer-based technology in Extension.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.10  Users by Group
-txt- 
Survey information has been  collected  regarding  the  views  of
various  groups  at  the  University  on the current situation in
information systems.  Other data has been obtained through inter-
views and inquiries by the committee.  The following  subsections
provide  some  of  the  key  findings  of this investigation, and
complement the observations made in the rest of this chapter.
 
It should be noted, however, that this  committee  has  not  been
able  to  obtain  all the information that would be desirable for
such a study, and that it is the members' hope that future  self-
study  efforts  will be able to draw upon a larger amount of more
specific findings.  Thus, while the vast majority  seem  to  feel
that services are "adequate," the committee is not sure what that
means,  and  feels  that  more effort is needed to determine what
people "need" or "want."  It is hoped that future data collection
efforts will be planned with more direct aid by  faculty,  staff,
and students so that more specific lessons can be learned.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.10  Users by Group
-sub-
10-3.10.1   Faculty
-txt- 
The 1987-88 Self-Study faculty survey indicated that 86.3 percent
of  the faculty agreed or tended to agree with the statement that
the computer services at the University were adequate.  Areas  of
concern  include the adequacy and distribution of computer funds,
the  quality  of  printing,  the level of service provided by the
Computing  Center,  and  the  limited   flexibility   in   vendor
selection.   Overall, however, computer facilities are considered
to be among the better university systems.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.10  Users by Group
-sub-
10-3.10.2   Administrators
-txt- 
A  survey  of  administrators  indicates  satisfaction  with  the
current  system.  Administrative uses of computers include record
keeping, communications, and data transmission.   These  services
and  a  demand  for  additional services has required substantial
assistance from Systems Development.  In the future, a  need  for
Systems Development to focus on system integration, as opposed to
development,  may  produce  conflicts  between administrative and
other users.    Administrative  considerations  should  be  fully
incorporated  into  the  Single System Image to ensure that their
needs are included in  the  overall  University-wide  information
system network.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.10  Users by Group
-sub-
10-3.10.3   Students
-txt- 
Students  agree  or tend to agree by 74 percent that the computer
services at the University are  adequate.    In  a  1986  student
survey  of  computer  services,  two items were of concern.   The
level of assistance by faculty and staff  was  frequently  criti-
cized,  as  was access to computers.  The facilities were consid-
ered satisfactory.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.10  Users by Group
-sub-
10-3.10.4   Handicapped Users
-txt- 
In 1984, the Handicap Concerns Counselor (EO/AA Office) was  able
to  obtain  a one-time grant from the Virginia Department for the
Visually Handicapped to purchase special computers and peripheral
equipment for blind, legally blind, and learning  disabled  users
in  the  University community.  The equipment includes a Kurzweil
Optical Character Reader, M-Boss 1 Braille Printer,  Digital  DEC
Talk,  two  IBM  PCs, Panasonic enlargement monitor, Votrax voice
synthesizer, and Apollo reader.  One unanticipated bonus  to  the
voice  computers  has  been  the language development of learning
disabled dyslexic students.   The  auditory  support  has  helped
students  identify and correct their writing and reading problems
faster than with conventional write and rewrite techniques.   One
additional  benefit  of  new  technology  and  voice  synthesized
computers can be demonstrated by a blind professor in the English
department.  The professor teaches freshman English sections that
require all students enrolled in the classes to have  access  and
prior knowledge of PCs and word processing.  The students turn in
their  papers and assignments on disks, and the professor is able
to review and grade all work  without  the  aid  and  expense  of
readers.
 
It  is important that the beginning efforts to support the acces-
sibility of educational processes by the handicapped  be  contin-
ued.    Since  special  computer  equipment  and software are not
funded by any department on campus, a special "computer  acquisi-
tion" budget should be established in the EO/AA Office to upgrade
and  purchase  state-of-the-art computers for disabled users.  In
addition,  before  adopting  new  software,  departments   should
discuss  with companies whether the software will work with voice
synthesizers and adaptive equipment for the disabled user.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-3.0  University Computing
-minor- 
10-3.10  Users by Group
-sub-
10-3.10.4   Handicapped Users
-rec- 
Recommendation 10-19:   That whenever possible, software that  is
    compatible with voice synthesizers be purchased to facilitate
    access by visually handicapped persons.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-4.0  Communications Network Services
-minor- 
10-4.1  History and Current Status
-txt- 
The  Department  of  Communications  Network  Services  (CNS) was
formed in 1984 in order to 1) coordinate University-wide communi-
cations services, 2) to improve voice and data transmission while
controlling costs, and 3) to develop and support the complex data
and information systems needed in a world where access to and the
ability to transmit information is of critical importance.    CNS
provides all voice, data, and video services to the VPI&SU commu-
nity.    The  services  provided by CNS range from developing and
managing large-scale projects, to the design and planning of  new
network services, to the financial management and billing for the
communications services.  A major CNS goal is to provide services
that maintain and enhance the University's leadership position in
the  delivery of instructional, research, and extension services.
To accomplish this goal, a concerted  effort  has  been  made  to
maintain  a  "leading  edge" position with respect to advances in
communications technology.
 
CNS is operated as a  cost-recovery  utility.    Two  operational
guidelines dictate the operation and planning of CNS.  These are:
1)  to determine the facilities and services necessary to develop
or advance the University's competitiveness, and, 2) to determine
a mechanism to pay for these facilities and services.  The commu-
nications infrastructure  affects  institutional  competitiveness
and  therefore, long-term effect on competitiveness is determined
by how efficiently and effectively  that  infrastructure  shrinks
distances  and  stretches time.  The competitive opportunities to
the University  include  reducing  the  cost  of  communications,
increasing  market  accessibility, and creating service differen-
tiation.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-4.0  Communications Network Services
-minor- 
10-4.2  Organization
-txt- 
Communications  Network  Services  is  organized  in  four  major
departments  to  best  serve  the  communication needs at VPI&SU.
Each department is headed by a manager that reports  directly  to
the Director of Communications Network Services, who oversees the
entire organization's operation (see Figure 10-4).
-end-

-chname-
10-  Computing and Information Services
-major- 
10-4.0  Communications Network Services
-minor- 
10-4.3  Facilities
-txt- 
The University-wide facilities that are managed by CNS to enhance
the University capability in voice,  image,  and/or  data  trans-
mission  include  a  9-meter  (diameter)  C-Band satellite uplink
antenna to transmit video  and  audio  signals,  located  at  the
Virginia  Tech  Corporate  Research  Center,  and  a  network  of
satellite-receiving earth stations (downlinks)  in  26  locations
across  the  state  (the  sites include:   two 4-H centers, three
VPI&SU agricultural research centers, and 21 county and  district
extension offices).

Two  additional  satellite  dishes  are planned for installation.
These will augment C-Band  and  soon-to-be-built  KU-Band  uplink
facilities.    The  first of these is a 5.7 meter Simulsat C-Band
receive-only  dish  to  distribute  entertainment  and  education
programming  on  campus.    The  second  is  a  5.5-meter  C-Band
transmit/receive dish to distribute extension, sports,  cultural,
and  information  programming  to  radio  stations throughout the
Commonwealth.
 
During fiscal year 1987-88, VPI&SU began installation of communi-
cations facilities  that  will  provide  state-of-the-art  voice,
data, and video services.  These facilities are being financed by
$16  million in revenue bonds.  One key aspect of this project is
the development of a communications  distribution  infrastructure
(i.e.  cable and wire plant), which will provide greater informa-
tion transfer capacity, be significantly less costly to maintain,
and will be vendor independent with respect to digital  switching
systems  and termination equipment (i.e.  telephones, modems).  A
second salient component of the project  is  the  acquisition  of
digital switching facilities to integrate voice and data communi-
cations over the distribution system.
 
Perhaps  the  best way to define these initiatives is in terms of
what individual users of the  system  will  see  and  experience.
Most  of  the  current telephones on campus, including the rotary
dial,   multiline   sets,   will   be   replaced   with   modern,
multibutton/multiline  digital sets.   Each digital set will have
numerous programmable buttons that will allow users to tailor the
telephone for individual needs.    Such  needs  may  include  the
ability  to  have  multiple  lines, to hold or transfer calls, to
initiate conference calls from pre-defined lists, to query  voice
mail  messages,  and many others.  All of the phones will have an
intercom capability, a message waiting  indicator,  single-button
speed dealing, automatic redial, and line status indicators.  The
entire system, with its anticipated low-cost long-distance links,
will  be cost-recovered through the per-telephone station charges
and through an overhead  charge  per  minute  for  long  distance
usage.
 
The  campus-wide  wiring  infrastructure, the Virginia Tech Cable
Plant, will include cable to every workspace (offices,  dormitory
rooms, and classrooms) for video and some specialized data commu-
nications  services.    A project in conjunction with the digital
communications system will provide a rich array of video program-
ming on this broadband cable system.   It  is  quite  conceivable
that  35  to  40  channels  of  programming,  providing access to
instructional  programs,   teleconferences,   and   informational
services,  will be distributed over this cable system.  The video
system costs are to be recovered through a charge per  connection
in dormitories and offices.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-4.0  Communications Network Services
-minor- 
10-4.4  Budget
-txt- 
Total  CNS  revenues/expenditures  for  fiscal  year 1986-87 were
approximately $9 million.  This included about $2.2  million  for
the  purchase and resale of personal computers, approximately $.3
million to support video and satellite transmission services,  $4
million for telephone services and approximately $2.5 million for
data  services.  These totals include all operating and personnel
costs.  Totals for the current fiscal year are approximately  the
same.    For  fiscal year 1988-89, about a $3 million increase in
revenue/expenditures is expected over the current year due to the
provision of services to students housed on campus.
 
The demand for data communications services has grown  each  year
and  as  the  cost  of  basic telephone services has increased, a
greater portion of most department  operating  budgets  has  been
spent  for communications.  Several departments spend close to 50
percent of their operating budget  for  communications  services,
compared  to  less  than 10 percent five years ago.  A few, in an
effort  to  control  costs,  have  required  two, three, and four
faculty members to share a telephone.    Whereas  basic  research
capabilities would be enhanced by having faculty personal comput-
ers connected to the University network facility, many cannot get
support for this connection.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-4.0  Communications Network Services
-minor- 
10-4.4  Budget
-rec- 
Recommendation 10-20:   That every faculty member have some basic
    level  of  communication  services  that  are  not  a part of
    department  operational  budgets  (i.e.,  come  from  central
    funds).  These are:
 
    *   a basic single line telephone set
    *   a 19.2 Kbps data connection
-end-

-chname-
10-  Computing and Information Services
-major- 
10-4.0  Communications Network Services
-minor- 
10-4.4  Budget
-txt- 
While  this  will  be  costly  to  implement,  the existence of a
University-owned digital switch and cable plant will make this  a
problem  in  funds  allocation  rather  than  capital  outlay and
procurement.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-4.0  Communications Network Services
-minor- 
10-4.5  Staff
-txt- 
Because of the extraordinary manner in which CNS is funded (it is
run as a cost center and virtually all of its monies  are  recov-
ered  by  billing departments for services), some unique staffing
problems exist.  Approximately 70 percent of the staff  are  wage
(temporary)  employees.  Wage personnel are hourly employees with
no holiday or health benefits.   There is no  security  in  these
jobs  and  retirement  benefits  are nonexistent.   These factors
cause the higher quality employees  to  seek  salaried  positions
outside CNS.
 
Communications-related  expenditures  and  personnel costs exceed
$10 million a year.   CNS  is  involved  in  several  development
projects  in  state-of-the-art computer and communication facili-
ties.  Both of the above circumstances call  for  extraordinarily
competent  and  experienced  management  personnel.    It is also
necessary  to  employ  knowledgeable  professionals  involved  in
state-of-the-art  communications developments.  Under the Common-
wealth's  classified  system,  positions  that  provide  adequate
compensation  for  professionals  in the communications field are
unavailable;  new  classifications  are  sorely  needed.     This
situation  restricts  the  ability  of  CNS  to  employ personnel
adequate to fulfill their mission.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-4.0  Communications Network Services
-minor- 
10-4.5  Staff
-rec- 
Recommendation 10-21:   That  CNS  be  provided  additional   and
    appropriate positions for faculty and professional classified
    personnel.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-4.0  Communications Network Services
-minor- 
10-4.6  Additional Activities
-txt- 
The following are current development projects:
 
*   Digital Switch System and telephone facilities
 
    This  project is allocated approximately $8.5 million for the
    implementation of an IBM digital switch and telephone system.
 
*   Video System
 
    This project is allocated approximately $1.5 million for  the
    implementation of a 64 channel video system.
 
*   Cable Plant
 
    This  project is allocated approximately $4.5 million for the
    implementation of the specification "The Virginia Tech  Cable
    Plant Plan."
 
*   Teleport development
 
    The  Virginia  Tech  Teleport,  which  consists  of a 9-meter
    C-Band transmit/receive earth station, is being  expanded  to
    include two additional facilities:  a multi-feed receive-only
    earth  station, which will receive programming to be distrib-
    uted  over  the  new  VPI&SU  video  system;  and  a  KU-Band
    transmit/receive  earth  station,  which will be used, exper-
    imentally, to provide communications capability  to  Northern
    Virginia,  as  well  as by the Satellite Engineering Group in
    the Electrical  Engineering  Department.    This  project  is
    allocated  $1.5 million.  Also, a feasibility study is under-
    way for the development of a Blacksburg-Europe  link  via  an
    Intelsat satellite facility.
 
*   Virginia Research Network
 
    This  project is being funded by the National Science Founda-
    tion,  for  approximately  $250,000,  and  will  establish  a
    network  among  many  of  the institutions of higher learning
    within the Commonwealth.
 
*   Departmental Networking Initiative
 
    This project involves the development of  a  long-range  plan
    for  networking,  at very high rates of speed, for the entire
    campus.    In  addition,  assistance  and  guidance  will  be
    provided  to  individual  departments  in  the development of
    their own departmental network, and the  connection  of  that
    network to the University "backbone."
 
*   Joint Development Projects with IBM
 
    IBM  is  sponsoring a multi-faceted joint development project
    with VPI&SU, providing $2,000,000 of funding.   This  project
    encompasses  a  number  of areas of joint interest to IBM and
    VPI&SU, and is expected to be a starting point for a mutually
    beneficial  partnership.    The  areas   being   investigated
    include:
 
    -   Network  Administration  Center  -  This project involves
        developing a  highly-distributed  network  administration
        center,  to handle all of the facets of administration of
        a large-scale telephone and cable-TV company.
 
    -   TCP/IP - TCP/IP is a communications protocol that is used
        on the largest  networks  in  the  world,  including  the
        DoD-funded ARPAnet and NSFnet.
 
    -   Bridges  and  Backbones - VPI&SU, in cooperation with IBM
        product development laboratories, will  be  investigating
        methods to create "bridges" between separate networks, as
        well as methods of developing a campus-wide "backbone" to
        tie all networks on campus together.
 
    -   The  Electronic Library - In the not-too-distance future,
        libraries will  be  accessed  much  more  frequently  via
        personal  computers.    This  "electronic  library"  will
        require  much   more   communications   capability   than
        currently exists on campus.
 
    -   Satellite  Test  Bed  and  Monitoring - This project will
        create a satellite test bed, in order to experiment  with
        different communications protocols and technologies, with
        emphasis  on  satellite transmission.   This project will
        also create remote monitoring mechanisms for all  of  the
        teleport  facilities,  in  order  to  reduce  operational
        costs.
 
    -   Electronic Mail for Every Student - This project  is  the
        first  stage  of  "SSI"  or "Single System Image," and is
        intended to create an electronic mail system that can  be
        used  by every student, faculty member, or administrator,
        regardless of what computing system they choose to use.
-end- 
     
-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.1  History and Current Status
-txt- 
The  mission  and focus of the Learning Resource Center (LRC) has
gradually evolved since the 1976-77 Self-Study.  A major role  of
the  center  remains  the  support  of instruction, research, and
extension  through  the  Audiovisual  Services  and   Educational
Technologies divisions.  The Research and Measurement Division is
designed  to  assist  the  quantitative  evaluation  of students,
faculty, and courses has been added since the 1976-77 Self-Study.
The  Instructional   Development   Division   and   Instructional
Television  Division  have  been  combined  into  the Educational
Technologies Division.   This change  recognized  that  increased
University  use  of  new  information technologies, such as video
teleconferencing and  computer-assisted  interactive  videodiscs,
would  be  enhanced  by integrating program design and production
services with project implementation services.
 
In the 1976-77 Self-Study, the suggestion was made  that  charges
to  departments for instructional materials be eliminated.  These
charges still exist and there are no plans to eliminate them.
 
Major growth areas for the LRC are apparent in an examination  of
its  current activities.  They center on the computerized design,
production, and technologically-based delivery  of  instructional
materials, such as graphics, slides, and video.  They include: 1)
the production of short courses and ad hoc video teleconferences;
2)   the   design,  development  and  production  of  interactive
computer-videodisc programs; and 3)  advances  in  computer-based
testing of students.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.2  Peer Comparison
-txt- 
In  1987,  the LRC was nationally recognized in the profession as
an Exemplary Media Center with Exemplary Practices.  The LRC  was
one  of  seven media centers at doctoral-granting universities in
the nation to receive this award.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.3  Organization
-txt- 
The organization and staffing levels  of  the  divisions  of  the
Learning Resources Center are shown in Figure 10-5.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.4  Facilities and Their Use
-txt- 
Traditional  facilities  of  the  LRC continue to be used.  Color
slide  production  has  ranged  from  30,000  to  45,000   slides
annually,  but  growth  has not been steadily upward.  In 1984-85
and 1985-86, 43 percent and 37 percent, respectively, of  graphic
arts  use  was for instructional purposes.  Overall, use of other
services has declined since 1983-84.  For instance, use of  films
dropped  from  5,180  in  1983-84  to  4,113 in 1985-86, possibly
reflecting the faculty's discovery of  newer  technologies.    ID
card  production  rose  dramatically,  largely in response to the
introduction  in  1986  of  a card with a magnetic stripe encoded
with a student's ID number, for use in readers in  food  service,
Newman  Library,  and  other departments.   The new card has made
record-keeping both more reliable and more flexible.
 
Production services include graphic arts for various media usage,
color and black and white photography and  processing,  and  silk
screen printing.  Audiovisual equipment is provided on short-term
loan  to  faculty.   A delivery service and technical support for
auditoriums are provided.   The Center  maintains  a  library  of
University-owned films and a film rental service.  A test scoring
and  questionnaire  processing  service  to  include  analysis of
results is provided.   Assistance is  given  in  the  design  and
development of tests, questionnaires, and evaluation procedures.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.5  Services
-sub- 
10-5.5.1   Direct Faculty Assistance
-txt- 
The  primary  focus of the Learning Resources Center continues to
be the improvement of  instruction  through  the  use  of  modern
instructional technologies and techniques.  The LRC also provides
an  increasing  amount  of direct support to research, extension,
and administrative activities.   The  design  and  production  of
media products (e.g., slides, videotapes) continue to be the most
used  categories  of services available.   Other services include
faculty development activities, both on an individual and depart-
mental basis, and providing for more effective evaluation of both
students and faculty.  The emphasis on individual faculty assist-
ance,  as  opposed  to  large  groups  or  facility  development,
provides  a  unique  and  valuable  service for those faculty who
avail themselves of the  available  services.    However,  it  is
unclear how the vast majority of the faculty, who do not use this
or other services, can be best aided.
 
Services  available  to  all  faculty  include  assistance in the
systematic design of instruction using  various  teaching  styles
and  media technology.   Consultation is provided in the instruc-
tional use of computers, interactive videodiscs, and other media.
Production services are available for computer graphics, interac-
tive programs using video and computers,  and  video  teleconfer-
ences.    Studio  and  on-location  color  television  production
services are  provided.    Electronic  classrooms  are  used  for
televised teaching via satellite to off-campus classrooms.
 
Other  functions include the management of planning and producing
multi-media materials,  planning  independent  study  facilities,
conducting  in-service  workshops for faculty and field extension
staff, and providing self-service media production facilities for
faculty.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.5  Services
-sub- 
10-5.5.2   Teaching/Learning Grants
-txt- 
In the early 1980s,  a  "remote  batch"  site  in  Burruss  Hall,
designed  to  input  card decks, was undergraduate students' main
access to computing.  Today, with PCs  available,  curricula  are
changing   to  use  the  new  technology.    Data  on  the  LRC's
Teaching/Learning  Grant  programs  show  a slow but steady trend
toward computer-based instructional innovation.  In 1982 and 1983
combined, only six such grants involved computers;  in  1986,  16
funded  proposals involved computers.  Over the five-year period,
the colleges of Arts and Sciences, Agriculture and Life Sciences,
and Education received most of the grants (see Table 10-6).  They
affected courses in  family  and  child  development,  industrial
engineering, biology, food science, geography, chemistry, theater
arts,  veterinary  medicine, vocational education, forest manage-
ment, and introductory sociology.
 
LRC's Faculty Summer Fellowship program, which awards two fellow-
ships each year, also reflects  increased  interest  in  teaching
with  computers.    In  1982  and  1985, one fellowship each year
supported development of computer-based instruction.    In  1983,
1984,  and  1986,  both  did.   Most of these fellowships went to
faculty in the Colleges of  Arts  and  Sciences,  Education,  and
Engineering (see Table 10-6).
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.6  Projects and Activities
-sub- 
10-5.6.1   Research and Measurement
-txt-
The Research and Measurement division continues to track progress
of  new testing ideas at other institutions with an eye on poten-
tial implementation at VPI&SU.  Those ideas include:
 
*   Test  Banking  -  The  development  and maintenance of secure
    banks of test items of established quality.   Such a  service
    would  include  item  writing and editing and the updating of
    statistical characteristics for the test items.
 
*   Automated Test Construction - The construction  and  printing
    of  tests  based  on instructor specifications and subject to
    instructor approval.  Such a service, based on an item  bank,
    would  allow  the efficient and effective production of high-
    quality tests for classroom use.
 
*   Test Administration - The administration of group  tests  and
    individual   make-up  tests  in  a  classroom  or  laboratory
    environment  might  provide  significant  benefits  both  for
    faculty and students.
 
*   A  Central  Testing  Facility  -  The  existence of a central
    testing facility not only would  support  teacher-made  tests
    mentioned  above,  but  also  would permit administration and
    scoring of various psychological and  other  inventories  for
    groups  such  as  the Counseling Center and the Psychological
    Services Center.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.6  Projects and Activities
-sub- 
10-5.6.2   Audiovisual Services
-txt- 
Computer Graphics
 
The  graphics unit in Audiovisual Services is providing state-of-
the-art computer graphics output in  the  form  of  35mm  slides,
overhead  transparencies  and  paper plots.   These materials are
produced by the  graphics  staff  from  ideas  submitted  by  the
faculty,  either  in  the  form of rough drafts or computer files
that require enhancement by an artist.   Future  plans  call  for
growth  in  the level of sophistication and power of the hardware
and software, which includes animation for television, ability to
scan existing artwork for enhancement, and faster film  recorders
to decrease exposure time for complex images.
 
Classroom Projection Equipment
 
The  classroom AV unit in Audiovisual Services has acquired video
and computer projection equipment to support teaching and confer-
ence presentations.  These units are of two types.    The  larger
and  more  expensive  unit  projects video and computer images in
full color.   This type of unit  is  best  suited  for  permanent
installation  in  the  classroom.    The plan is to install these
units as rapidly as possible in heavily  used  classrooms.    The
second  type  of unit is portable and is used in conjunction with
an overhead projector.   These  are  currently  being  loaned  to
faculty.    The unit is also doing some cost-sharing with depart-
ments on the purchase of units when the demand is heavy enough to
justify departmental investment in the equipment.
 
Electronic Photography
 
The photo unit of the  division  is  continuing  to  monitor  the
price/performance  specifications and appropriate applications of
electronic photography.  The current units  that  are  reasonably
priced  and portable enough for field photography lack sufficient
resolution for  the  precision  scientific  and  other  demanding
applications that the photo unit provides for faculty.
 
High-Quality Scanning
 
Audiovisual  Services  is currently pursuing a cooperative effort
with the Computing Center to acquire a  high-quality  scanner  to
digitize text and graphic images.  These images could be incorpo-
rated  into  a  variety  of  documents through the use of desktop
publishing software and may be useful in the process  to  prepare
35mm slides and overhead transparencies.
 
Consulting and Design
 
Consultation  is  provided  on the setup and use of microcomputer
graphics software for production  of  35mm  slides  and  overhead
transparencies.    The best graphics software is constantly being
evaluated and  advice  is  being  given  to  prospective  faculty
purchasers  regarding  the usefulness of these packages for their
needs.   One particularly easy to  use  and  relatively  powerful
package is being distributed to selected faculty on a pilot basis
for evaluation purposes.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.6  Projects and Activities
-sub- 
10-5.6.3   Educational Technologies
-txt- 
Interactive Video
 
Growth  of the interactive video market segment has been dramatic
over the past years.  In recent months, Educational  Technologies
has  significantly  enhanced  its  ability  to design and produce
products and services related to videodisc  and  other  computer-
based  interactive  media (e.g. Hypertext).  While such capabili-
ties may not have short-term potential for the academic classroom
due to present high cost, their long-term  potential  is  signif-
icant.    Advances  in  design  and  production  techniques  will
continue to reduce costs, and faculty  will  become  increasingly
familiar  with  the technologies and their potential.  Therefore,
Educational  Technologies  will  continue  to  develop,  support,
monitor,  and  evaluate  these  technologies  for possible future
faculty application.
 
Meanwhile, Educational Technologies is in an  excellent  position
to  support  external  research  and  development  contracts that
require interactive videodisc design and production.  The  strat-
egy  will be to continue to enhance the capability, while closely
examining appropriate ways to use it.
 
Teleconferencing
 
Electronic teleconferencing is increasingly popular on a national
basis and is receiving much use in Extension programs.  The  past
year  has seen a significant increase in demand for such telecon-
ferences.   The trend is  expected  to  continue,  and  the  unit
intends  to  refine  its  abilities to produce and originate such
teleconferences.
 
Distance Learning
 
As the demographics of student populations  continue  to  change,
VPI&SU  will  want  to  place  higher  emphasis on its ability to
attract  non-traditional  students  and  to  deliver  instruction
remotely   in  non-traditional  ways.    Correspondence  courses,
teleconferences,  and  individualized   computer-based   distance
instruction  all have potential to contribute to the University's
mission in this new area.  Educational Technologies,  in  collab-
oration  with the Director of Distance Learning, will continue to
track trends in this new  business  and  make  every  attempt  to
position  its  program  designers  and  production  facilities in
conjunction with other units to take advantage  of  opportunities
as they arise.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.6  Projects and Activities
-sub- 
10-5.6.4   Academic Activities
-txt- 
The  role  of  technology  as  an  academic  pursuit  must not be
overlooked.  Several LRC faculty hold adjunct appointments in the
College of Education and teach graduate courses related to  their
specialties.    The  LRC  feels  that direct academic involvement
helps  to  expand  and  improve  relationships  with  faculty and
students by increasing cooperation and mutual awareness of needs,
opportunities, resources, and constraints.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.7  Plans and Technology
-txt- 
The University-wide commitment toward increasing use of  technol-
ogy in teaching research and extension will require a substantial
amount of support for the expansion of advanced electronic class-
rooms,  improved  computer  graphics,  and  a major commitment to
train and support faculty involvement in the newer  instructional
technology.
 
The impact of several new forms of technology may soon alter some
faculty's use of production services.  Increasingly, the means to
produce  certain  media  are  becoming more directly available to
faculty.   For  example,  commonly  available  computer  software
permits faculty to create presentation graphics on their own PCs.
Similarly,  low-cost  video camcorders permit faculty to document
laboratory and field  experiments.    As  budgets  and  equipment
permit,  the LRC service role will shift to support this distrib-
uted production.  The LRC staff may increasingly  provide  direct
consultation  and  advice  to  faculty  on more effective uses of
media technologies, in addition to traditional production  roles.
Thus  the  service-oriented past history of the LRC may likely be
refocused to include a strong consultation component.  The  means
to  provide  these  expanded services may themselves be augmented
technologically for efficiency.
 
In the future,  electronic  classrooms,  video-conferencing,  and
computer-based  interactive  videodisc  (or CD-ROM/CD-I) programs
for independent learning will all play vital parts, especially in
off-campus programming.  To ensure effectiveness, emphasis should
be placed on having adequate program  development  resources  and
support  staff  available  to  faculty through the LRC.  This new
role will require a different focus for the LRC,  away  from  its
successful  individual faculty focus to an equipment and facility
emphasis.  To accomplish this, a separate  division  of  the  LRC
could  be  established  and  additional funding used to begin the
transition to technologically-based material delivery.
 
Several activities currently underway at the  University  suggest
the  need  for  immediate implementation of a technological focus
for the  LRC.    First,  renovations  and  additions  to  several
buildings  are  underway  and,  as classrooms are renovated, they
need  to   include   capability   and   equipment   to   transmit
technologically-developed  information  and  to  train faculty in
their use.  Second, because some faculty  will  begin  using  new
technology  on  an  individual  basis, whether planning occurs or
not, equipment and  supplies  would  be  purchased  that  may  be
uselessly  duplicated  or  incompatible,  thereby wasting limited
resources.
 
Finally,  the  LRC  should  continue its development of effective
teaching tools.   The use of the  LRC  staff  and  facilities  to
support  the  development  and  integration of media technologies
into instruction is consistent with their current role.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.7  Plans and Technology
-rec- 
Recommendation 10-22:   That, in response to the need to incorpo-
    rate new technology into delivery of education materials, the
    LRC expand its activities devoted to technology-based  educa-
    tion.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.7  Plans and Technology
-txt- 
This  activity  will no doubt involve collaborative work with CNS
and the Computing Center, and may involve the University  Library
and various academic departments as well.
 
To  nurture  the new perspective, the LRC will take the following
general actions:
 
*   Each division will continue to analyze the logical extensions
    of its present capabilities and make every effort to maintain
    technological currency.  Such activities in recent years have
    resulted in the rapid expansion of computer-based  production
    capabilities  in  audio-visual  services and the upgrading of
    television production capabilities compatible with the  needs
    of interactive videodisc and teleconferencing.
 
*   The  leadership of LRC will attempt, through study, consulta-
    tion, and increased involvement with the leadership of  other
    units,  to  analyze  the  shape  of  new businesses and LRC's
    potential contribution to them.  Of particular present inter-
    est are interactive videodisc,  video  teleconferencing,  and
    the evolving area of distance education.
 
*   The  LRC  will  continue  to  aggressively pursue cooperative
    projects, external contracts and funding, and other  liaisons
    that  promise  to broaden its exposure to new technologies or
    to enhance the potential for integrated activities.
 
*   The LRC will publish periodic reports that reflect its evolv-
    ing perceptions of present  and  future  activities.    These
    reports  will  provide  the  basis  for  dialog with the Vice
    President for Information Systems and with other  information
    systems organizations.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.8  Consolidation and Coordination
-txt- 
The  major  concern  that  has  been  expressed by members of the
University community with regard to the operation of the LRC  and
to  the use of media resources campus-wide is the lack of consol-
idation of facilities and resources.  Because of  space  problems
on  campus,  portions  of the LRC are spread between six separate
buildings.  Consolidation of the LRC, coupled with  an  expansion
of its activities, may result in relocation of the LRC off-campus
in  the  new research park.   A danger with this is the fact that
development of media resources by several departments  and  other
units  in addition to the LRC has already resulted in duplication
of equipment and ineffective use,  and  further  duplication  may
result due to greater distance.
 
Services  of  the  LRC  now  are  located  in Whittemore, the Old
Security Building, Saunders, Smyth, Sandy, and  Patton.    Public
Affairs  facilities  extend  from  Burruss to the Media Building;
Educational Communications from the Media Building to  the  Media
Annex  to  WVTF in Roanoke.   Movement of the production units of
the LRC to the Corporate Research Center may solve the LRC  space
problem  and increase the quality and quantity of services avail-
able to faculty.  The use of on-campus service consultants and  a
drop-off/pick-up  point  may  alleviate  potential service access
problems.
 
For many years, the LRC TV studio has been used for  two  labora-
tory  sections  of  one  course in Communication Studies, offered
yearly.  The use of LRC staff and facilities for direct education
of students in Communication Studies may need to  be  re-examined
in  light  of  the  LRC mission.   The LRC will continue to offer
centralized  design  and  production  services,  much  of   which
requires  state-of-the-art  hardware  and software.   It provides
faculty and administrators with these communication tools; dupli-
cation of facilities among other units of the  University  should
be  resisted  as  reducing  the  ability to compete for resources
campus-wide.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-5.0  Learning Resources Center
-minor- 
10-5.8  Consolidation and Coordination
-rec- 
Recommendation 10-23:   That the  University  establish  a  media
    resources  committee  to oversee the use of campus-wide media
    resources.   This committee should  report  to  the  proposed
    Commission for Computing and Information Services.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-6.0  Other Units
-txt- 
This section deals with Data Administration, Systems Development,
publications-related   efforts  (i.e.,  Printing  Department  and
Faculty Book Publishing), and the new Distance  Learning  depart-
ment.    The  departments  currently reporting to the Director of
Information Resource Management are the Printing  Department  and
the  Systems  Development  Department.    The Data Administration
Department, which was originally a part of that  organization  as
well, is temporarily directed by the Assistant Vice-President for
Information  Systems  as  it  begins to position itself organiza-
tionally to assume broader responsibilities.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-6.0  Other Units
-minor- 
10-6.1  Data Administration
-txt- 
The data administration activity evolved at VPI&SU  in  much  the
same  way  it  did  in  other  data  processing operations.   The
increased use of data base management systems in the early  1970s
required the coordination and enforcement of standards and proce-
dures.    Data  Administration  started  at  the  University as a
"one-person" operation and  has  grown  over  the  years  to  its
present  staff  of  five (which includes four analyst level staff
members and one production control technician).  Responsibilities
over the past 15 years  have  not  changed  significantly.    The
current Standards and Procedures Manual has the following mission
statement:
 
   The  Data  Administration  function  exists for the primary
   purpose of facilitating an  interface  between  Information
   Management  Systems  and  the end users.  To this end, Data
   Administration's concerns are concentrated as follows:
 
   *   Integrity and availability of the data resource,
   *   Security and auditability,
   *   Service and education for all administrative users,
   *   Research and implementation of new tools,
   *   Liaison role.
 
The rapid growth of information technology has resulted in a  new
high-level  emphasis  on  many university campuses.   Most insti-
tutions feel information systems are becoming  more  critical  to
the  missions  of  an institution, and that common strategies are
very important.
 
In the recent strategy for information systems, it was stated "we
have begun to recognize that we may have overvalued  the  obvious
computational  capabilities of computing machines and undervalued
the informational capacities that they offer."
 
Data Administration supports departmental and institutional goals
through  its  technical  expertise  and  management  of  security
measures to meet well-defined restrictions.  However, Data Admin-
istration  must look beyond these areas and prepare to enter into
this era of change.  Development functions at the University will
likely change over the next five years; that is, there will be  a
decrease  in  actual  development of systems and more emphasis on
distributed  technology,  specialized  software,  and   available
third-party  products.  As a result, Data Administration needs to
take a  lead  role  and  accept  new  challenges  to  coordinate,
integrate, and disseminate the "new wave" of information technol-
ogy.    The  future of Data Administration must be evaluated, and
modified if necessary, so that its activities become an  integral
part  of  the  goals  for  the  University's  overall information
systems environment.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-6.0  Other Units
-minor- 
10-6.2  Systems Development
-txt- 
The Systems Development Department is  currently  organized  into
two  groups:  analysts and programmers.  The primary responsibil-
ity of the senior members of the staff are to analyze the  admin-
istrative  data  processing  requirements of the user departments
and provide the programming staff  with  detailed  specifications
for  development,  testing  and implementation.   The programming
staff, in turn, writes the necessary computer  code  to  success-
fully  implement  the  intent of the program specifications.  The
analysts are ultimately responsible for overall  project  coordi-
nation   and  implementation.     After  successful  development,
testing, and implementation, the systems are 'turned over' to the
appropriate Systems Coordinators for operation and maintenance.
 
The role that the staff currently devote to  the  development  of
administrative data processing systems will likely change dramat-
ically  in the coming years.  The department has had under devel-
opment  several  major  strategic  University  projects.      The
conversion  of  the  academic calendar to the semester system has
consumed a majority of this department's resources.   Central  to
the  successful implementation of the semester conversion project
was the total rewrite of the Student Records System, as  well  as
the  peripheral systems that access it.  These include the Under-
graduate Admissions System, Financial Aid System, Graduate Admis-
sions System, and the Student Accounting System.   Other  smaller
modules  are  also  dependent upon the conversion to the semester
academic calendar.  The Department is also providing support  for
the implementation of the new University accounting system, which
is the first major software system to be purchased commercially.
 
The  Department  continues  to work on projects that will further
the concepts of source-point  data  capture  and  the  electronic
signature.    Both of these concepts are being built into all new
modules being developed.  Security, at the person level, is  also
a  major  design criterion.   Most, if not all, of these concepts
appear  to  be  absent  as  features  of  commercially  available
software.    Consequently,  it  is necessary to invest heavily in
modification and/or enhancement to  purchased  systems  or  leave
these initiatives behind.
 
The Systems Development Department must seriously consider both a
reorganization of it staff as well as a retreading of its techni-
cal  expertise.  It is unrealistic to believe that Systems Devel-
opment can  continue  to  develop  all  of  the  decision-support
systems  needed by the University.  The demands are too great and
the  resources  too limited.  Both the organization and the staff
expertise must place  more  emphasis  on  system  integration  as
opposed to system development.  This is a major challenge for the
future.      Given   the   rapid   proliferation  of  intelligent
workstations and  departmental  networks  into  the  University's
computing  environment, it is imperative that Systems Development
position itself to begin development of the Single System Image.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-6.0  Other Units
-minor- 
10-6.3  Publication
-sub- 
10-6.3.1   Printing Department
-txt- 
The Printing Department faces many challenges.  It will  have  to
continue  to  be  competitive with the private sector in order to
remain a viable campus service, while at the same  time  it  must
keep  up with changes in technology.  Quality of work and timeli-
ness of delivery continue to be foremost  in  the  minds  of  the
department's customers.  The number of printing jobs has declined
over  the  past five years (although gross revenue has increased)
as customers are becoming more selective in  the  jobs  that  are
being  printed;  but  these same jobs are higher-quality and more
complex.  The Printing Department must deal  with  several  major
issues  to meet the challenge of being competitive while deliver-
ing quality, fair-priced printing jobs, produced  on  technically
advanced equipment.
 
Most departments submit between 20 and 50 jobs per year.  Many of
the  jobs  are  4-color  brochures,  particularly in the areas of
research and student recruiting.  An increase is expected in  the
number  and complexity of these jobs.  This increase will largely
be due to the competitiveness of student recruitment  nationally,
particularly  at  the  graduate  level, and the increasingly keen
competition for sponsored research funding.  The Printing Depart-
ment will play a key role in these  instances  by  providing  the
highest-possible-quality printed image of the institution.
 
There  will  also  be an increase in the number of jobs that will
come to the Printing Department 'camera-ready' due to  the  rapid
proliferation  of  high-resolution  laser  printers  and desk-top
publishing systems.    The  Printing  Department  must  meet  the
challenge to provide customers with the best information possible
regarding mechanical style and subsequent printing processes.  An
associated trend will be the quantity of materials that will come
to  the  Print  Shop  electronically  by  way of the university's
communications infrastructure.  The Print Shop enjoys a  distinct
advantage  over its commercial counterparts by being connected to
the  communications  system  itself.    The  sources   of   these
electronic  documents  will be varied, so the Printing Department
must prepare the receiving mechanisms to handle inbound  traffic.
This may also change the nature of the specialization of services
offered by the Printing Plant.

One  concern  expressed  by  Printing  Department  customers in a
recent survey is the cost of printing.  Some respondents felt the
price of a printing job was too high.  The reason for the "appar-
ent" high cost of printing is due  to  several  factors.    As  a
department  within  a State agency, the Print Shop must adhere to
the Commonwealth's graded  salary  scale  and  benefits  package.
This cost routinely increases 7 to 10 percent annually.  Further-
more,  the  full  administrative  cost of the Printing Department
must be charged back to the departments using printing services.
 
Another problem the Printing Department  is  faced  with  is  the
equipment  it has to work with.  The major presses are the singly
most deficient area in the Printing Plant.    The  most  recently
acquired  press  is  7  years old.   The average age of the major
press equipment is 17 years old.  Although the typesetting equip-
ment is 3 years old, it may  become  outdated  rapidly  as  laser
printing technology changes almost daily.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-6.0  Other Units
-minor- 
10-6.3  Publication
-sub- 
10-6.3.2   University Press
-txt- 
Because  VPI&SU  has  significant computer and telecommunications
power, it is positioned advantageously to establish  a  scholarly
press  to publish in traditional and electronic formats.  Perhaps
one of the most compelling reasons to establish  a  press  is  to
enhance  the  University's  reputation  for  scholarship  and  to
strengthen its image as a major, comprehensive research  institu-
tion.  While only a modest percentage of books and other products
published  by  any  university are the work of its own faculty, a
university press brings  the  institution  to  the  attention  of
scholars  elsewhere in many disciplines.  A press helps to estab-
lish a university's credentials, as it were,  by  announcing  its
intent  further  to  disseminate  scholarly research.   Books are
ambassadors that can be found in any library in many lands.    As
the  costs  of  producing books have increased and the market for
serious scholarship has shrunk  in  the  last  ten  years,  fewer
scholarly  books  are  being  published  by  general,  commercial
publishers; thus, the importance  of  the  university  and  other
scholarly presses has increased.
 
At VPI&SU, a subvention committee, established in 1984, allocates
modest  funds  provided by the Provost's Office.  These funds are
matched by a faculty member's  department  and  college  to  help
scholarly  publishers offset the high price of printing titles in
small quantities.   As the title  earns  royalties,  the  faculty
member  returns the subvention to the University.  The availabil-
ity of these funds has made the difference  between  a  publisher
publishing or not publishing a book.
 
From  1975  to 1983, VPI&SU had a subvention arrangement with the
University Press of Virginia (UPVa) in Charlottesville.  However,
the flow of manuscripts to UPVa was stopped because VPI&SU admin-
istrators could not discern an editorial program or a  consistent
quality of content in the titles that were supported.

Discussions  have also been held for the past ten years to deter-
mine if there is interest in establishing a press at VPI&SU.   To
start  a new university press today would not be inexpensive, but
after five to seven years, a successful program could earn back a
substantial  portion of its costs.  Another option is to start an
editorial office at VPI&SU, where the publishing  decision  would
be  made  and  the  project  carried to the point of a copyedited
manuscript.  At that point, the project would be turned  over  to
an  existing  press  to design and produce the work, then promote
and sell it, all for a fee.  In this fashion, VPI&SU  would  have
an  imprint,  which  would  be  distributed by another university
press.  An editorial office would cost money, but not as much  as
a  press.    The  UPVa  is  also seeking a new director and it is
possible in the future that the person hired might want to create
a true state-wide university press, with which VPI&SU could  make
a new and more beneficial subvention arrangement.
 
Since  VPI&SU,  like  every  other  major  research  institution,
requires publications  of  high  quality  from  faculty  who  are
promoted  and  tenured,  it  has  seemed to many faculty who were
queried that the  University  should  do  more  to  assist  them,
especially  younger  scholars,  in getting published.  In many of
the disciplines for which VPI&SU is best  known  --  engineering,
agriculture,  architecture -- books are not the most efficient or
primary method to disseminate the results of research.   While  a
combined  electronic/print  publishing  program  might  serve the
entire University, it is the faculty in the other disciplines  --
the  arts,  humanities,  social sciences, human resources, educa-
tion, and business -- that would benefit most from  establishment
of a university press.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-6.0  Other Units
-minor- 
10-6.3  Publication
-sub- 
10-6.3.2   University Press
-rec- 
Recommendation 10-24:   That the University continue to study the
    feasibility  of  establishing a University press or editorial
    office at VPI&SU.
-end-

-chname-
10-  Computing and Information Services
-major- 
10-6.0  Other Units
-minor- 
10-6.4  Distance Learning
-txt- 
The Office of Distance Learning was created in November  1987  to
further  develop  credit  and non-credit telecommunication activ-
ities throughout the  University.      Creation  of  this  office
signals  the  University's  intent  to utilize telecommunications
systems more extensively in the future to reach widely  dispersed
audiences  with  timely  information and courses.   The Office of
Distance Learning,  in  conjunction  with  several  colleges,  is
exploring  ways  in  which  additional curricula offerings may be
added to the televised programs currently offered in the  College
of Engineering.
 
VPI&SU,   though   its  instructional,  research,  and  extension
missions, has been instrumental  in  creating  and  disseminating
knowledge to constituents on and off campus for decades.  Faculty
have  worked  with  students  in  the  classrooms, adults seeking
information at conferences  (locally,  nationally,  and  interna-
tionally), and more recently, though the electronic technology of
television and satellites to unseen learners.
 
The  University  is  in  its  fifth year of broadcasting graduate
engineering courses to practicing engineers throughout  Virginia.
The  program originated in 1983, with two courses telecast to the
campus of Virginia Commonwealth University, using  the  microwave
system  of  the public television stations.  The program expanded
during the  following  year  to  include  Northern  Virginia  and
Tidewater.    The University, in cooperation with other universi-
ties in the state, has developed a program that  has  widely  met
the  needs  of  a  number of individuals employed in industry who
seek graduate courses but are unable to leave their place of work
to attend a University.  A variety of engineering disciplines are
being offered to students.  Nine courses were offered in the fall
of 1987.
 
The program is now in its second year of using satellite technol-
ogy for dissemination of courses.  Courses all originate live  in
specially  designed classrooms and are transmitted to a satellite
via an uplink located on campus.  This system allows any industry
or university site that has a  C-band  downlink  to  receive  and
participate  in  the program.  Approximately 22 sites in Virginia
have received courses from the VPI&SU campus.   All  classes  are
live  and  interactive,  which  allows students in each receiving
classroom, through a telephone response system, to ask  questions
during the course of instruction.
 
Nationally,  there  is  a  strong  interest in the development of
telecommunications  systems  that  will  serve  widely  dispersed
audiences.    Corporate satellite networks are expanding rapidly;
universities are exploring networking to a  greater  degree;  and
linkages   between   industry  and  higher  education  are  being
explored.   VPI&SU is a  participating  member  of  the  National
University  Teleconference Network, so it is positioned to play a
part in these new activities.  The specific role played by VPI&SU
will depend on support by the faculty and the  level  of  funding
provided to expand distance learning opportunities.
-end- 
     
-chname-
10-  Computing and Information Services
-major- 
10-7.0  Summary
-txt- 
This  chapter  has  elaborated  on the progress achieved over the
last decade  in  the  computing  and  information  systems  area,
described current plans by the relevant organizational units, and
provided recommendations.  Since VPI&SU clearly has surpassed the
level  of  support  needed  for  accreditation in this field, the
committee's focus has  been  on  identifying  real  or  potential
weaknesses or inequities and on making suggestions to help ensure
that  the  University  builds upon its successes to become a true
leader in information systems.
 
The most notable cause of concern is that of library funding  and
space.   The committee recommends that additional funds and space
for the Library and library resources  become  a  key  University
priority, so that the needed books, journals, and other resources
that  are  a  natural  part  of  a  nationally respected research
university are accumulated and  properly  stored.    As  many  as
possible  of those library resources should be made available for
direct use and, as appropriate, be made accessible for electronic
search and transfer.
 
In this Information  Age,  there  are  myriad  possibilities  for
developing  information  systems  to  support the missions of the
University.    VPI&SU,  through  the  efforts  of  administrative
personnel,  faculty, staff, and students, in departments through-
out the University, has made an enormous investment of both  time
and  resources  for computing and communications.  The University
now has the opportunity to follow through on  this  work  and  to
make  sure  that  expenditures  bear  fruit.    To be successful,
however, key issues must be addressed
 
First, communications must be improved among all parties involved
in this venture.   On the  administrative  side,  an  appropriate
organization  is  evolving, though attention must be given to the
roles of such departments as Systems Development and Data  Admin-
istration.   However, there is also a clear need for a University
commission to  be  established  that  will  coordinate  with  the
current committees and ensure that there is sufficient input into
the  policy-making  process through the shared governance system.
Further, administrative units  serving  the  University  must  be
engaged  in  more  dialog  with  those being served.   To support
effective communications, data on user needs and  resources  must
be  collected  and considered in the planning process.  Equitable
access to information system resources will be possible  only  if
needs  are  identified  and  the creative ideas of the University
community are solicited prior to acquisition and system implemen-
tation.
 
Second, building upon the open communication  called  for  above,
the  University  must  ensure  that a coordinated thrust into the
further development of information systems is maintained.    This
will  require  development  of an academic program in information
science and technology, as well as hiring of staff in key  organ-
izational  units,  so  that the needed research, development, and
training in the  information  area  can  take  place.    Adequate
support  is a necessity if the University is to follow through on
its efforts in communications, building the Single  System  Image
capability,  making use of new educational technologies, distance
learning,  and  providing  electronic  access   to   information.
Planning,  based  upon  knowledge  of  the  current situation and
needs, as well as technological  alternatives,  requires  coordi-
nated efforts and standards, and must go hand in hand with effec-
tive  communication so that individuals throughout the University
can become excited about and participate in these  varied  activ-
ities.
 
Finally,  in  the  several  organizational  units responsible for
information services, current problems must be surmounted and new
opportunities must be embraced.  The Computing Center must become
further involved in computing activities throughout  the  Univer-
sity,  to  ensure  that "servers" exist for diverse needs such as
printing, parallel computing, graphics, database access,  special
languages  and  operating  systems, etc.   It must deal more with
smaller systems, help with setting of standards, and  in  general
rethink its role in the University's evolving distributed comput-
ing  environment  that  will  result from the Single System Image
effort.  CNS, born and rapidly developing in recent  years,  must
obtain  more  permanent staff to be able to follow through on its
ambitious plans.   The LRC, with a new  thrust  in  the  area  of
educational technologies and in connection with the new office of
Distance  Learning, must  be involved in more University planning
activities and must play  a  more  active  role  in  seeing  that
computing  and communication resources are understood and used by
the faculty.  Rather than simply responding to faculty  requests,
the  LRC  should  develop  new  projects  to  truly transform the
process of teaching  at  VPI&SU,  so  that  students  can  derive
greater benefit from the University's investment in computing and
communication  resources.    The  Library,  when given additional
funds, should also rethink its role in  this  age  of  electronic
information,  and  develop into a provider of desired information
of all types.-tabno-
			      Table 1-1
-tabc-
			Student/Faculty Data
 ----------------------------------------------------------------
					1975	      1986
Total Student Enrollment  (On Campus) 18,477	    22,345

   Undergraduate		      15,786	    18,310
    Male			      10,299	    10,557
    Female			       5,487	     7,733

   Graduate			       2,691	     3,716
    Male			       1,938	     2,559
    Female				 753	     1,157

   Veterinary Medicine				       319
    Male					       120
    Female					       199

SAT Scores (Undergraduate)

   VPI&SU
    Verbal				 483	       514
    Mathematics 			 547	       589
    Total				1030	      1103

   National
    Verbal				 434	       431
    Mathematics 			 472	       475
    Total				 906	       906

Graduate Applications (1977 - 1985)

    Applications Received	       2,740	     5,343
    Applying/Accepted		       1,796	     2,333
			      (%)     (65.5)	    (43.7)

Faculty (Percent with Special Professional of Doctoral Degree)

    Professor				90.0	      94.4
    Associate Professor 		79.5	      85.6
    Assistant Professor 		70.6	      82.3
    Total				78.7	      87.7

Faculty Salaries  (in $1,000)

    Professor			       $24.9	     $53.7
    Associate Professor 		18.6	      38.2
    Assistant Professor 		14.7	      33.5
    Instructor				11.1	      23.0

    All Ranks				17.7	      41.4
 ----------------------------------------------------------------
-end-

-tabno-
			      Table 1-2
-tabc-

		      Reputational Survey Results
		      Concerning Doctoral Programs

       Virginia Polytechnic Institute and State University
 ----------------------------------------------------------------
   Discipline		    1964	1970	    1982
   (Scores Averaging >2)

   Botany					    2.6  (24.2)
   Chemistry					    2.4  (42.1)
   Chemical Engineering 		2.0-2.4
   Civil Engineering			2.0-2.4     2.8  (57.9)
   Economics				2.0-2.4     2.9  (69.2)
   Electrical Engineering			    2.6  (50.0)
   Entomology		    2.0-2.4	2.5-2.9     n.e
   Geoscience		    2.0-2.4	2.5-2.9     3.7  (81.6)
   Mathematics					    2.3  (38.2)
   Mechanical Engineering		2.0-2.4     3.0  (61.8)
   Microbiology 			2.0-2.4     3.1  (65.5)
   Physics					    2.9  (57.9)
   Psychology					    2.3  (38.2)
   Statistics		    n.e.	n.e.	    2.9  (54.0)
   Zoology				2.0-2.4     2.8  (54.0)

   n.e.:  discipline not polled

   Parentheses:  Percentile within discipline compared	to  rated
     programs in other universities, 1982 survey.
 ----------------------------------------------------------------
-end-

-tabno-
			     Table 1-3
-tabc-
			University-Related
			     Resources

 ----------------------------------------------------------------
   Major University Resources (in $1,000)	 1985-86
     Total		       102,945		 309,002
     State			56,551		 148,843
     %				(54.9)		  (48.2)

   Educational Foundation (in $1,000,000)	    1987
     Foundation Assets		   6.8		    93.7
     Agency Funds		   0.0		    29.6
     Endowment (Market Value)	   1.7		    86.8

   Research Expenditures       75-76		  85-86
     Core		   $10,560,420	      29,755,725
     Sponsored		   $ 9,915,948	      35,779,619
     Total		   $20,475,368	      65,535,344
 ----------------------------------------------------------------
-end-

-tabno-
			     Table 1-4
-tabc-
			Computing Resources
 ----------------------------------------------------------------

			    1975	    1986
   Computers		 IBM 370/158	   IBM 3090/200
			 IBM 370/158 AP    IBM 3084QX
					   2  IBM 4341
					   4  VAX/780

   Terminal Access Locations  25	   &app 2,500

   Disk Storage 	 6 gigabytes	   80 gigabytes
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 2-1
-tabc-
	     Summary of Lenning's Outcomes Taxonomy
  ----------------------------------------------------------------

    Economic Outcomes
	Economic Access and Independence Outcomes
	Economic Resources and Costs
	Economic Production
	Other Economic Outcomes
    Human Characteristics Outcomes
	Aspirations
	Competence and Skills
	Morale, Satisfaction and Affective Characteristics
	Perceptual Characteristics
	Personality and Personal Coping Characteristics
	Physical and Physiological Characteristics
	Status, Recognition and Certification
	Social Activities and Roles
	Other Human Characteristic Outcomes
    Knowledge, Technology and Art Form Outcomes
	General Knowledge and Understanding
	Specialized Knowledge and Understanding
	Research and Scholarship
	Art Forms and Works
	Other Knowledge, Technology and Art Form Outcomes
    Resource and Service Provision Outcomes
	Provision of Facilities and Events
	Provision of Direct Services
    Other Maintenance and Change Outcomes
	Aesthetic-Cultural Activities, Traditions and Conditions
	Organizational Format, Activity and Operation
	Other Maintenance and Change Outcomes.
  ----------------------------------------------------------------
-end-

-tabno-
  Figure 3-1.	University Organizational Structure
-tabc-
Figure 3-1 is not displayable
-end-

-tabno-
  Figure 3-2.	Goverance Structure at Virginia Polytechnic
		Institute and State University
-tabc-
Figure 3-2 is not displayable
-end-

-tabno-
  Figure 3-3.	University-Related  Corporations  at   Virginia
		Polytechnic Institute and State University
-tabc-
Figure 3-3 is not displayable
-end-

-tabno-
			      Table 3-1
-tabc-
	Administrative Responsibilities On Boards Of Various
			    Corporations

 ---------------------------------------------------------------
 ---------------------------------------------------------------

    Corporations
     Virginia Tech Foundation, Inc.
     Virginia Tech Corporate Research Center, Inc. (VTCRC)
     Virginia Tech Intellectual Properties, Inc. (VTIP)
     VTLS, Inc.
     Virginia Tech Alumni Association, Inc.
     Virginia Tech Athletic Association, Inc.
     Virginia Tech Student Aid Association, Inc.
     VPI Facilities, Inc.
  ----------------------------------------------------------------
   Treasurer and Associate Vice President - Ray Smoot
     Virginia Tech Foundation, secretary-treasurer of the board
	  Responsible for daily management with Charles Forbes
     VT Corporate Research Center board member, ex-officio and
	  secretary-treasurer of the board
	  Responsible for management with Charles Forbes and
	  director of CRC
     VTIP board member (ex-officio), secretary-treasurer of board
	  Responsible for management with Provost and business manager
     VTLS board member and secretary-treasurer
     As interim AD, VT Athletic Association, member Executive
	  Committee
     VPI Facilities, board member and secretary-treasurer
   Vice President for Finance - Minnis Ridenour
     Virginia Tech Foundation, vice president of Foundation
     VTIP board member, ex-officio
     VTLS board member
     VT Athletic Association, member Executive Committee
     VPI Facilities, board member
   Vice President for Development - Charles Forbes
     Virginia Tech Foundation, executive vice president
	  Responsible for daily management with Ray Smoot
     VT Corporate Research Center board member (ex-officio)
	  President of the board
	  Responsible for management with Ray Smoot and director
	  of CRC
     VTIP board member, ex-officio
     VT Student Aid Association board, ex-officio
   Provost - John Perry
     VT Corporate Research Center, board member (ex-officio)
     VTIP board member (ex-officio)
	  President of board
	  Responsible for management with Ray Smoot and business
	  manager
     VTLS board member
     VPI Facilities board member
   President - William Lavery
     Virginia Tech Foundation board member
     Virginia Tech Athletic Association board member
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 3-2
-tabc-
 Space Needed for 21,000 FTE Students Based on Space Guidelines
	Assignable Square Feet (1992-1993 Planning Year)

 ---------------------------------------------------------------
 ---------------------------------------------------------------

						 Space	Remaining
Space Guide	      Required Available  Needed       Deficiency

1) General classroom and
service space	       213,375	 150,150   63,225 10,266   52,959

2) Teaching labs, shops, and
service space	       323,730	 181,774  141,956 54,295   87,661

3) Teaching faculty office
and service space      274,860	 267,975    6,885  7,530    (645)

4) Library stack, reader,
and service space      397,042	 213,207  183,835      0  183,835

5) Physical education and
athletic activities space
and service space      204,030	  95,742  108,288      0  108,288

6) Special class and
independent lab space	37,542	  61,693 (24,151)  4,881 (29,032)

7) General use and service
space		       102,015	  49,648   52,367      0   52,367

8) Research faculty office and
service space	       123,914	 100,471   23,443  9,300   14,143

9) Other research space584,049	 481,360  102,689 69,628   33,061

10) Extension and public
service administrative and
faculty office space	36,720	  36,112      608      0      608

11) Administrative and
general office		62,306	  64,974  (2,668)      0  (2,668)

Net Totals	     2,359,583 1,703,106  656,477155,900  500,577

Space not included
under guidelines       462,769	 443,373   19,396      0   19,396

TOTAL		     2,822,352 2,146,479  675,873155,900  519,973

Administrative Processes				Page 3-29
 ---------------------------------------------------------------
*June 1987

Available space includes  space  under	construction  and  leased
space  terminated.    Guidelines  assume  regular day utilization
(7:00 a.m. - 5:00 p.m.).

 ---------------------------------------------------------------
-end-

-tabno-
			    Table 3-3
-tabc-
  Inventory of Campus Physical Facilities, Ten Year Comparison

 ---------------------------------------------------------------
 ---------------------------------------------------------------

		    Assignable Space
		    June      1975-76
Room Type	    1987     Self-Study   Net Change	 % Change

Classroom	  139,140      147,202	   - 8,062	  - 5.5

Laboratory	  606,739      507,676	   +99,063	  +19.5

Office		  520,047      458,509	   +61,538	  +13.4

Study Facilities  244,079      145,977	   +98,102	  +67.2

Special Use	  633,816      621,570	   +12,246	  + 2.0

General Use	  416,307      394,915	   +21,392	  + 5.4

Supporting	  175,565      159,751	   +15,814	  + 9.9

Medical Care	   19,837	14,944	   + 4,893	  +32.7

Residential	  950,528      918,940	   +31,588	  + 3.4

Total		3,706,058    3,369,484	  +336,574

*Does not include unassigned space.    Definition  of  unassigned
space  in  1975-76  Self-Study	is  not  compatible  with present
definition.
 ---------------------------------------------------------------
-end-

-tabno-
			    Table 4-1
-tabc-
    Freshman Applications  Received, Accepted, And Enrolled;
		  Undergraduate Degrees Awarded
			    1966-1987
 ----------------------------------------------------------------

      Number	Number	 Percent    Number   PercentUndergraduate
   Applications 	Applicants	   Acceptances Degrees
 YearReceived  Accepted  Accepted  Enrolled  Enrolled Awarded*

 19664,813     3,188	  66.3	   2,131      66.8     1,064
 19686,313     3,992	  63.2	   2,352      58.9     1,348
 19707,246     5,187	  71.6	   3,102      59.8     2,068
 19727,650     5,606	  73.3	   3,266      58.2     2,182
 19748,330     6,092	  73.1	   3,489      57.2     2,660
 19769,377     6,188	  66.0	   3,687      59.5     3,034
 19779,736     6,407	  65.8	   3,813      59.5     3,211
 1978	       6,637	  66.0	   3,861      58.2     3,250
 1979	       6,666	  63.1	   3,904      58.6     3,373
 1980	       6,659	  59.7	   4,028      60.5     3,521
 1981	       6,684	  55.7	   3,973      59.4     3,436
 1982	       6,799	  54.2	   3,907      57.5     3,639
 1983	       7,095	  56.9	   3,864      54.5     3,680
 1984	       8,025	  67.6	   4,128      51.4     3,851
 1985	       8,815	  67.4	   4,163      47.2     3,757
 1986	       8,672	  63.6	   4,051      46.7     3,689
 1987	       9,210	  59.2	   4,173      45.3	  --

* The undergraduate degrees were awarded in the June prior to the
entry of these freshman classes.   The figures	are  included  to
give some sense of how many entering students are actually gradu-
ating.

Note: Under  SCHEV  reporting  guidelines,  the  figures  include
first-time freshman applicants for the fall quarter.  The figures
do not include part-time, nondegree,  unclassified,    transient,
or special students.

SOURCE:  Admissions Office and SCHEV Form B-8
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 4-2
-tabc-
    Transfer Applications  Received, Accepted, And Enrolled;
		  Undergraduate Degrees Awarded
			    1966-1987
 ----------------------------------------------------------------

      Number	 Number   Percent    Number   PercentUndergraduate
   Applications  Appl.	 ApplicantsAcceptances Accept.	Degrees
 Year Received	Accepted  Accepted  Enrolled  Enrolled	Awarded*

 1966 1,288	  765	   59.4       587      76.7	1,064
 1968 1,263	  776	   61.4       539      69.4	1,348
 1970 1,422	  965	   67.9       639      66.2	2,068
 1972 1,941	1,457	   75.1       874      59.9	2,182
 1974 2,501	1,816	   72.6     1,082      59.5	2,660
 1976 2,968	2,065	   69.6     1,263      61.1	3,034
 1977 2,985	1,925	   64.5     1,142      59.3	3,211
 1978 2,991	1,886	   63.1     1,113      59.0	3,250
 1979 2,932	1,806	   61.6     1,044      57.8	3,373
 1980 3,042	1,815	   59.7     1,057      58.2	3,521
 1981 3,213	1,714	   53.4     1,001      58.4	3,436
 1982 3,273	1,381	   42.2       785      56.8	3,639
 1983 3,054	1,449	   47.5       859      59.3	3,680
 1984 2,919	1,881	   64.4       939      49.9	3,851
 1985 2,425	1,516	   62.5       830      54.7	3,757
 1986 2,616	1,493	   57.1       884      59.2	3,689
 1987 2,670	1,191	   44.6       637      53.5	   --

* The undergraduate degrees were awarded in the June prior to the
entry  of  these  freshman classes.   The figures are included to
give some sense of how many entering students are actually gradu-
ating.

Note: Under  SCHEV  reporting  guidelines,  the  figures  include
first-time freshman applicants for the fall quarter.  The figures
do  not  include  part-time, nondegree, unclassified,  transient,
or special students.

SOURCE:  Admissions Office and SCHEV Form B-8
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 4-3
-tabc-
 On-campus Undergraduate Enrollment By Colleges, Fall 1982-1986
 ----------------------------------------------------------------

		1982	  1983	    1984      1985     1986

 Agriculture & Life Sciences
 Undergraduate	 955	   948	     871       832	 714
	 Women	 648	   647	     583       584	 556
	 Total 1,603	 1,595	   1,454     1,416     1,270

 Architecture & Urban Studies
 Undergraduate	 583	   623	     643       670	 689
	 Women	 234	   249	     244       283	 276
	 Total	 817	   872	     887       953	 965

 Arts And Sciences
 Undergraduate 3,137	 3,074	   3,317     3,427     3,463
	 Women 2,813	 2,874	   3,093     3,105     3,195
	 Total 5,950	 5,948	   6,410     6,532     6,658

 Business
 Undergraduate 1,957	 1,704	   1,413     1,428     1,469
	 Women 1,553	 1,506	   1,397     1,433     1,461
	 Total 3,510	 3,210	   2,810     2,861     2,930

 Education
 Undergraduate	 313	   295	     270       266	 262
	 Women	 477	   486	     538       499	 499
	 Total	 790	   781	     808       765	 761

 Engineering
 Undergraduate 3,872	 3,812	   3,871     3,944     3,832
	 Women	 907	 1,010	     984       958	 913
	 Total 4,779	 4,822	   4,855     4,902     4,745

 Human Resources
 Undergraduate	  33	    51	      67	83	 148
	 Women	 622	   663	     731       777	 833
	 Total	 655	   714	     798       860	 981

 Interdisciplinary
 Undergraduate	   0	     0	      25	 0	   0
	 Women	   0	     0	      43	 0	   0
	 Total	   0	     0	      68	 0	   0

 University
 Undergraduate10,850	10,507	  10,477    10,650    10,577
	 Women 7,254	 7,435	   7,613     7,639     7,733
	 Total18,104	17,942	  18,090    18,289    18,310

 SOURCE: Quarterly Student Record
	 Institutional Research and Planning Analysis
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 4-4
-tabc-
	  Mean SAT Scores Of VPI&SU Freshmen, 1966-1986
 ----------------------------------------------------------------

	  Year	Verbal Mathematics  Total    National
	  1966	 514	   588	    1102
	  1968	 52O	   588	    1108
	  1970	 514	   570	    1084
	  1972	 497	   558	    1057
	  1974	 490	   552	    1042
	  1976	 460	   590	    1050
	  1977	 487	   560	    1047       899
	  1978	 489	   559	    1048       897
	  1979	 493	   564	    1057       894
	  1980	 498	   568	    1066       890
	  1981	 500	   571	    1071       890
	  1982	 508	   580	    1088       892
	  1983	 506	   581	    1087       893
	  1984	 505	   579	    1084       897
	  1985	 508	   581	    1089       906
	  1986	 514	   589	    1103       906

	  Source:  Admissions Office
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 4-5
-tabc-
	   Applications, Acceptances, and Enrollments
	    First-Time Freshmen by College, Fall 1986
 ----------------------------------------------------------------

      College	    ApplicationsAcceptances    Enrollments

     University      13,642	  8,672 	  4,051
     Agriculture	654	    434 	    259
     Architecture	731	    325 	    167
     A&S	      5,247	  3,674 	  1,655
     Business	      2,360	  1,374 	    623
     Education		388	    211 	     94
     Engineering      3,880	  2,424 	  1,114
     Human Resources	381	    229 	    139

SOURCE:   Institutional Research and  Planning	Analysis  report,
Vol. 86, No. 43, December 1, 1986.
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 4-6
-tabc-
		    Average SAT Scores by Sex
	    First-Time Freshmen by College, Fall 1986
 ----------------------------------------------------------------

		SAT Verbal	  SAT Math	   SAT Total
 College       M    F	 T	M    F	  T	  M    F    T

 University   510 500  510     610  550  590	1120 1050 1100
 Agriculture  500 520  510     560  540  550	1060 1060 1060
 Architecture	  530  520     620  600  610	1130 1130 1130
 Arts & Sciences  500  500     580  540  560	1080 1040 1060
 Business     480 490  490     580  550  570	1060 1040 1060
 Education    420 470  450     500  510  510	920  980   960
 Engineering  550 550  550     660  640  660	1210 1190 1210
 Human Resources  470  470     520  510  510	970  980   980

SOURCE:    Institutional  Research  and Planning Analysis report,
Vol. 86, No. 43, December 1, 1986.
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 4-7
-tabc-
		     SAT Score Distributions
	    First-Time Freshmen by College, Fall 1986
 ----------------------------------------------------------------

		SAT Verbal	  SAT Math	   SAT Total
College       500  600	700    500  600  700	 1000 12001400

 University   57% 15%	1%     90%  48%  11%	76%  26%    1%
 Agriculture  56% 15%	1%     71%  30%   3%	66%  16%    0%
 Architecture	  14%	1%     97%  63%  10%	92%  31%    2%
 Arts & Sciences  41%	1%     77%  36%   6%	70%  17%    1%
 Business     41%  5%	0%     86%  33%   3%	70%  10%    0%
 Education    27%  3%	0%     59%  10%   1%	40%   3%    0%
 Engineering  79% 27%	3%     99%  85%  27%	98%  57%    4%
 Human Resources   1%	0%     41%  10%   1%	44%   4%    0%

SOURCE:   Institutional Research and  Planning	Analysis  report,
Vol. 86, No. 43, December 1, 1986.
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 4-8
-tabc-
		 High School Rank Distributions
	    First-Time Freshmen by College, Fall 1986
 ----------------------------------------------------------------

		 Top	  Second    Third     Fourth	Bottom
   College	Fifth	  Fifth     Fifth     Fifth	Fifth

University	 64%	   29%	      6%	1%	   0%
Agriculture	 64%	   29%	      7%	0%	   0%
Architecture	 73%	   24%	      3%	0%	   0%
Arts & Sciences  52%	   39%	      8%	1%	   0%
Business	 53%	   40%	      6%	1%	   0%
Education	 46%	   44%	      8%	1%	   1%
Engineering	 93%	    6%	      1%	0%	   0%
Human Resources  42%	   41%	     17%	0%	   0%

SOURCE:    Institutional  Research  and Planning Analysis report,
Vol. 86, No. 43, December 1, 1986.
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 4-9
-tabc-
Percent Of Entering Freshmen By High School Class Rank, 1967-1986
 ----------------------------------------------------------------

     ------------------ HIGH SCHOOL DECILE -----------------
   Year    1/10      2/10      3/10	 4/10	   5/10     Other
   1967    25.7      27.5      20.1	 15.3	    7.5       4.1
   1968    33.0      26.0      20.0	 12.7	    6.3       2.0
   1969    37.3      26.4      17.0	 11.8	    6.6       0.9
   1970    32.1      26.7      19.5	 13.2	    8.5       0.0
   1971    28.8      26.9      19.7	 12.8	    8.5       3.1
   1972    27.8      25.1      21.6	 15.3	    7.9       2.0
   1973    25.5      24.0      19.1	 13.6	   10.9       6.5
   1974    32.9      25.6      19.1	 13.8	    6.3       2.5
   1975    31.2      24.0      19.5	 14.1	    9.3       2.9
   1976    34.0      28.0      19.2	 12.5	    4.4       1.9
   1977    36.0      26.6      18.2	 12.0	    5.6       1.6
   1978    38.0      25.6      17.2	 11.3	    5.4       2.5
   1979    43.0      24.8      16.9	 10.3	    3.3       1.7
   1980    43.6      26.1      16.7	  8.7	    3.5       1.4
   1981    47.3      27.8      15.6	  6.2	    1.8       1.3
   1982    48.4      26.4      14.4	  7.3	    2.3       1.2
   1983    46.1      25.9      15.5	  7.9	    2.9       1.7
   1984    42.4      24.2      16.1	  9.0	    5.3       3.0
   1985    40.5      25.8      16.9	  9.2	    4.6       3.0
   1986    35.2      26.3      19.3	 11.4	    5.3       2.5

   Source:  Admissions Office
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-10
-tabc-
   Projection of High School Graduates in Virginia, 1976-1995
 ----------------------------------------------------------------

	  Year	    Number		Year	  Number
	  1976	    65,800		1981	  67,500
	  1977	    66,500		1982	  67,500
	  1978	    67,000		1983	  63,200
	  1979	    68,600		1984	  60,100
	  1980	    67,400		1985	  58,100

 Source: Division of Educational Research and Statistics,
	 Department of Education, Richmond, Virginia

	  Year	    Number		Year	  Number
	  1986	    63,000		1991	  59,400
	  1987	    65,100		1992	  58,000
	  1988	    66,700		1993	  57,500
	  1989	    66,400		1994	  57,700
	  1990	    62,100		1995	  60,500

 Source: Annual Report of the Superintendent of Public Information,
	 Bureau of Vital and Health Statistics of the Virginia
	 Department of Health and the Virginia Department of
	 Planning and Budget.
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-11
-tabc-
	     On-Campus Enrollment By Race, 1982-1986
 ----------------------------------------------------------------

			  Fall	  Fall	 Fall	 Fall	Fall
	     Race	  1982	  1983	 1984	 1985	1986
   International	   911	 1,090	  798	1,009  1,199

   Black		   762	   883	  917	  864	 745

   American Indian
   or Alaskan Native	    13	    17	   21	   25	  19

   Asian or Pacific Islander	   266	  547	  671	 797

   Hispanic		   100	   114	  150	  186	 180

   White		19,424	18,987 19,021  19,289 19,405

   Total		21,510	21,357 21,454  22,044 22,345

Note: Prior to 1984, "International" students  included  resident
and   non-resident  alien  students.	Only  non-resident  alien
students are included as International students in  1984  through
1986.

   SOURCE:Student Census File
	  Institutional Research and Planning Analysis
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-12
-tabc-
      First Freshman Admissions Analysis, 1979 through 1987
 ----------------------------------------------------------------

New Freshman
Fall Quarter   1980  1981   1982  1983	1984   1985  1986  1987

Black
 Applied   406	 498   514    493   613   530	 569   657 1,091
 Accepted  341	 348   362    370   511   398	 451   388   664
	   84%	 70%   70%    75%   83%   75%	 79%   59%   61%
 Enrolled  217	 229   222    199   253   193	 182   113   221
	   64%	 66%   61%    54%   50%   48%	 40%   29%   33%

Other Minority
 Applied   214	 387   471    547   703   574	 836   998 1,183
 Accepted  144	 175   206    263   359   378	 517   583   627
	   67%	 45%   44%    48%   51%   66%	 56%   58%   53%
 Enrolled   78	  88	95    130   191   193	 225   246   259
	   54%	 50%   46%    49%   53%   51%	 48%   42%   41%

 White
 Applied      10,79410,922 11,11510,61710,558 11,53411,98713,292
 Accepted      6,694 6,080  6,125 6,163 7,190  7,851 7,701 7,919
	   65%	 62%   56%    55%   58%   68%	 68%   64%   60%
 Enrolled      4,292 3,639  3,551 3,378 3,711  3,753 3,692 3,696
	   62%	 64%   60%    58%   55%   52%	 48%   48%   47%

Source:    Institutional  Research  and Planning Analysis report,
Vol. 86, No. 44, December 11, 1986.
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-13
-tabc-
   Entering Freshmen Pre-Admission Measures, 1979 through 1987
 ----------------------------------------------------------------

 New Freshmen
 Fall Quarter	1980  1981   1982  1983  1984	1985  1986  1987

 Black
  HS GPA  3.14	3.09  3.02   3.11  3.05  3.03	2.95  3.02  3.17
  HS Rank  78%	 80%   79%    81%   80%   78%	 74%   79%   81%
  SAT Score850	 860   850    870   920   920	 940   930   960

 Other Minority
  HS GPA  3.40	3.39  3.37   3.36  3.39  3.39	3.38  3.35  3.40
  HS Rank  82%	 84%   86%    85%   85%   82%	 83%   83%   84%
  SAT Score	1040  1020   1050  1070  1060	1050  1070  1080

 White
  HS GPA  3.41	3.33  3.37   3.38  3.35  3.29	3.26  3.28  3.34
  HS Rank  82%	 83%   86%    86%   85%   83%	 82%   83%   84%
  SAT Score	1070  1090   1100  1100  1090	1090  1100  1130

Source:   Institutional Research and  Planning	Analysis  report,
Vol. 86, No. 44, December 11, 1986.
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-14
-tabc-
	     Fall On-Campus Enrollment, 1977 to 1986
 ----------------------------------------------------------------

    Fall     Undergraduate   Graduate Professional     Total

     1977	 16,966       2,682		      19,648
     1978	 17,498       2,763		      20,261
     1979	 17,847       2,933		      20,780
     1980	 17,886       3,119	   64	      21,069
     1981	 18,214       3,233	  137	      21,584
     1982	 18,104       3,190	  216	      21,510
     1983	 17,942       3,120	  295	      21,357
     1984	 18,090       3,053	  311	      21,454
     1985	 18,289       3,440	  315	      22,044
     1986	 18,310       3,716	  319	      22,345

Note: Enrollment figures for years prior to 1980 include all cooperative
      education students, whereas subsequent years include cooperative
      education students only if they are enrolled in courses for credit.
Source: SCHEV Form B-3 for 1977 through 1981
	Quarterly Student Record for 1982 through 1986
	Institutional Research and Planning Analysis
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-15
-tabc-
	    Summary Of Academic Continuance Policies
 ----------------------------------------------------------------

Criteria for Academic Drop/Suspension

   Grades only	    9		 Sliding scale 8 - Tenn, Ga, NCS,
						   OSU, ILL,
				  Purdue, Md, VPI&SU
				 One cutoff 1 - PSU
   Grades & progress4		 UNC, W&M, Va, Duke
   Discretionary    2		 Texas A&M, Princeton
		   15

When Drop Occurs

   Drop each term (anyone)	 Ten, Va, Ill, Purdue, Md
   Drop each term (but not
     freshmen)	    8		 Ga, NC State, W&M, PSU, OSU,
				  Texas, Princeton, Duke
   Drop once a year 2		 UNC*, VPI&SU
		   15

Criteria for Readmission

   Time out only    5	1 term	 2 - W&M, PSU
			2 qtrs	 1 - Ga
			1 yr	 2-NCS, VPI&SU
   Time out and screen		 Must take courses elsewhere 3-UNC,
				  Princeton, UVA
				 Committee/College 5 - Purdue, Tenn,
				  Texas A&M, OSU, Duke
   Screen only (can be
    readmitted immediately)
		   15

Summer School Permitted after Drop in Spring

   Yes		    5		 NCS, UNC, VPI&SU, Ill, Md**
   No		    9		 Tenn, Ga, W&M, PSU, OSU, Duke,
				 Purdue, Texas A&M, Princeton
		   14***

 -----------------------------------------------------------------

* UNC does this after a student's 2nd, 4th, 6th terms,  which  may
  be Spring or Fall
** Marlyand does not permit if student dropped in Fall
*** UVA policy varies by college and is not included in ether yes
    or no
 -----------------------------------------------------------------
-end-

-tabno-
			   Table 4-16
-tabc-
		 Graduation and Retention Rates
 ----------------------------------------------------------------

			   National		  VPI&SU
		       (after 5 years)	     (after 5 years)

     All		      52.3%		  64.5%
     Black		      42%		  42.9%
     White		      59%		  65.5%
     Highly Selective Public  64%
     Highly Selective Private 77%

		     Freshman Retention Rate

			   National		  VPI&SU

     All					  87.5%
     Black					  75.7%
     White					  88%
     Highly Selective Public  80%
     Highly Selective Private 90%
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-17
-tabc-

     Summary of VPI&SU Scholarship Funds, 1982-83 to 1986-87
 ----------------------------------------------------------------

	     1982-83   1983-84	 1984-85   1985-86   1986-87

   Admissions & Competition
     $	     119,496   135,153	 176,861   148,875   177,194
     #		  71	    81	     116       104	 121
     Avg.      1,683	 1,668	   1,525     1,431     1,464

   Athletic
     $	     735,573   911,536 1,021,693 1,072,890 1,082,698
     #		 357	   513	     481       370	 309
     Avg.      2,060	 1,777	   2,124     2,900     3,504

   Engineering
     $	     263,044   228,854	 240,027   269,634   307,462
     #		 332	   293	     263       303	 350
     Avg.	 792	   781	     913       890	 879

   Other University/Departmental
     $	     297,142   145,721	 184,880   261,083   244,641
     #		 336	   174	     185       260	 253
     Avg.	 884	   838	     999     1,004	 967

   Non-University
     $	      31,497	41,091	  42,167    78,890    60,022
     #		  17	    17	      18	36	  21
     Avg.      1,853	 2,417	   2,343     2,191     2,858

   Subtotals
     $	   1,446,752 1,462,355 1,655,628 1,831,372 1,872,017
     #	       1,113	 1,078	   1,063     1,073     1,054
     Avg.      1,300	 1,366	   1,567     1,707     1,776

   Misc.-Other	 (?)	   (?)	$295,532  $397,857  $296,946
   Grand Totals   NA	    NA$1,961,160$2,229,229$2,168,963
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-18
-tabc-
	Distribution of VPI&SU Scholarship Funds, 1986-87
 ----------------------------------------------------------------

	  Athletic		   $1,082,698	 49.91%
	  Engineering		      307,462	 14.18%
	  Miscellaneous 	      296,946	 13.69%
	  Other Departmental	      244,641	 11.28%
	  Admissions/Competition      177,194	  8.17%
	  Non-University	       60,022	  2.77%
	  Total 		   $2,168,963	100.00%
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-19
-tabc-
	   VPI&SU Scholarship Funds 1982-83 to 1986-87
 ----------------------------------------------------------------

		  1982-83   1983-84   1984-85	1985-86   1986-87*
		    $  #      $  #	$  #	  $  #	    $  #
Admissions And Competition

Alumni Presidential    13 22,999 12 19,334 10 23,413 12 16,000	8

Distinguished	53,999 29 60,666 31 62,194 31 42,547 23 57,605 27
 University

M. P. Lacy	 2,000	1  4,000  2  5,333  3  7,333  4  3,334	2

Walter S. Newman10,833	4 10,000  4 11,000  4 12,000  4  9,000	3

Powell		    --	      --    37,000 28 23,416 24 23,901 23
 (Undergraduate)

University Academic --	  10,000 10 10,667  8  8,500  4 15,020	7
 Excellence

University Scholarships24 27,488 22 31,333 32 31,666 33 50,334 51

  Subtotals    119,496 71135,153 81176,861116148,875104177,194121

Athletic

Athletic Fund  585,511274706,014286796,703268849,558280867,642258

Student Aid Fund       83205,522227224,990213223,332 90215,056 51

  Subtotals    735,573357911,536513	  481	    370      3309

Engineering

Engineering Merit6,435 12  5,823  8  9,863 11 11,249 21 10,001 16

Engineering Senior  --	      --	--    16,166 33  5,500 11

Hahn Engineering      296177,136257183,412226200,627225183,333180

NAC Minority Engineering  10,916 14  9,751 13  8,000 12  8,333	8

National Society of    13 34,979 14 37,001 13 33,592 12 25,636	9
 Professional Engineers

Seay		    --	      --	--	  --	74,659126
	       --------------------------------------------------
Subtotals	263,044  228,854  240,027  269,634  307,462
		      332      293	263	 303	  350

 ----------------------------------------------------------------
		  1982-83   1983-84   1984-85	1985-86   1986-87*
		    $  #      $  #	$  #	  $  #	    $  #
Other University & Department
Art		 1,000	2  1,005  4  7,750 11 10,763 19  9,816 18

Biochemistry	 6,501 11  2,176  2  7,914  8 15,444 11  7,260	7

Chemical Engineering   13  9,486 15 17,251  7	  --	    --

Chemistry	 7,501 13 26,826 20 24,683 32 17,656 35 31,824 36

Geological Science	7  1,554  8  1,134  3  8,790 17  1,235	2

A. T. Massey	12,000	8 12,000  8  6,000  5 12,900  2 11,650	5

Cyrus McCormick  1,666	3  8,333 12  7,167  9 12,422 13 22,000 22

Barry Moseley	 2,433	4  7,482 12  1,000  4 10,459 14 10,350 20

National Merit/  1,750	1  2,000  1  2,500  2  2,000  1  3,000	3
  Achievement-VPI

National Merit/ 16,963 28 17,066 29 23,967 32 29,467 38 38,633 45
  Achievement-Corp

Polymer Materials1,074	2     --    14,529 10 11,007 10  1,692	2

Powell (Graduate)   --	      --    11,664  6 22,599 15 17,164 11

Powell (Teaching)   --	      --	--     9,000  9  8,667	9

Vaughan 	 5,524	2 11,696  2 13,539  2 20,450  4 17,100	3

Va. Community College	7  5,323 11 11,333 15 13,999 14  4,000	4

Virginia Incentive Grant      --	--	  --	    --

VPI Class of 19242,278	3    983  2  4,000  5  9,800 10  8,000	9

VPI Class of 1929   --	      --	--  3  3,000	    --

VPI Class of 1933   --	      --     1,500  2  6,200  6  8,100	8

VPI Class of 1934   --	      --	--     6,600  6  8,550	8

VPI Class of 1935   --	      --	--	  --	 5,400	5

Watson		14,591 18  5,500  8  3,450  5 14,600 13 10,200 16

Winslow 	23,902 21 19,650 18 11,566 12 16,427 19 20,000 20

Wine		       10  14,641 22 13,933 15 7,500  1   --

  Subtotals	     145,721 174 184,880 185 261,083 260 244,641 253

 ----------------------------------------------------------------

		  1982-83   1983-84   1984-85	1985-86   1986-87*
		    $  #      $  #	$  #	  $  #	    $  #
Non-University

Allied Chemical     --	      --	--    20,000 10  2,000	1

Bath County	 6,000	1  6,000  1 11,000  6  7,000  7     **

General Motors	 8,414	4 11,921  4 16,166  5 26,184  7 27,809	7

Kodak Educational      12 23,170 12 15,001  7 26,706 12 30,213 13

  Subtotals	31,497 17 41,091 17 42,167 18 79,890 36 60,022 21

Total of Above	       1,462,355 1,665,628 1,831,372 1,872,017
		    1,113     1,078	1,063	  1,073     1,054

Miscellaneous Other
  Scholarships	   (?)	     (?)   295,532   397,857   296,946

Grand Totals	    NA	      NA 1,961,160 2,229,229 2,168,963

 *  As	of  January  12,  1987.    Includes  some  incomplete and
estimated data.
** Awarded in the Spring Quarter.
 ----------------------------------------------------------------
-end-

-tabno-
  Figure 4-1.	Average QCA for All University	Grades	(Fall
		Quarter)
-tabc-
Figure 4-1 is not displayable
-end-

-tabno-
  Figure 4-2.	 Distributions	Of  Grades  Assigned In Upper-	
		 division Courses, Fall 1986			
-tabc-
 ----------------------------------------------------------------
|	 |    |    |	|    |	  |    |       |		|
|	 |    |    |	|    |	  |    |       |		|
|	 |    |    |	|    |	  |    |       |     A		|
|    100--    |    |	|    |	  |    |       |		|
|      | |   ||    |	|    |	  |    |       |		|
|      | |   ||   ||	|    |	  |    |       |		|
|      | |   ||   ||   ||    |	  |    |       |  |		|
|      | |   ||   ||   ||   ||	 ||    |       |  |		|
|     80--   ||   ||   ||   ||	 ||   ||       |  |		|
|      | |   ||   ||   ||   ||	 ||   ||       |  |		|
|      | |   ||   ||   ||   ||	 ||   ||   |   |  |  B		|
|      | |   ||   ||   ||   ||	 ||   ||   |   |  |		|
|      | |   ||   ||   ||   ||	 ||   ||   |   |  |		|
|     60--   ||   ||   ||   ||	 ||   ||   |   |  |		|
|      | |    |   ||   ||   ||	 ||   ||   |   |  |		|
|      | |    |    |   ||   ||	 ||   ||   |   |  |		|
|      | |    |    |	|    |	  |   ||   |   |		|
|      | |    |    |	|    |	  |   ||   |   |     C		|
|     40--    |    |	|    |	  |    |   |   |		|
|      | |    |    |	|    |	  |    |       |		|
|      | |   ||   ||	|   ||	 ||    |       |  |		|
|      |					     D		|
|      |							|
|     20--							|
|      |							|
|      |							|
|      0--------------------------------------------------	|
|								|
|								|
|	  BUS  ALS  AUS  A&S  ENG   HR	 ED    AVG		|
|								|
|								|
|  Figure 4-2.	 Distributions	Of  Grades  Assigned In Upper-	|
|		 division Courses, Fall 1986			|
 ----------------------------------------------------------------
-end-

-tabno-
  Figure 4-3.	QCA for Grades in Jr/Sr Courses
-tabc-
Figure 4-3 is not displayable
-end- 

-tabno-
   Figure 4-4
-tabc-

 ----------------------------------------------------------------
|     SAT/High School Data From Students Admitted Fall 1984	|
|   QCA Data From Grades Assigned in Jr/Sr Courses Fall 1986	|
|								|
|								|
|     3.2|gg	o Education					|
|	 |	      o Human Resources 			|
|	 |							|
|     3.0|gg							|
|	 |							|
|QCA	 |		     o Arts & Sciences o Engineering	|
|     2.8|gg		       o Architecture			|
|	 |		  o Agriculture 			|
|	 |		    o Business				|
|     2.6|gg							|
|	 |   -----------------------------------------		|
|	    900       1000	1100	  1200	      1300	|
|								|
|			 Total SAT Score			|
|								|
|								|
|								|
|     3.2|gg	  o Education					|
|	 |	     o Human Resources				|
|	 |							|
|     3.0|gg							|
|	 |							|
|QCA	 |		 o Arts & Sciences o Engineering	|
|     2.8|gg		    o Architecture			|
|	 |		   o Agriculture			|
|	 |		     o Business 			|
|     2.6|gg							|
|	 |   -----------------------------------------		|
|	     30 	  20	       10	     0		|
|								|
|		     High School Class Rank			|
|								|
|								|
|								|
| Figure 4-4.	Relationship Between  Student  Performance  and |
|		Student Potential				|
 ----------------------------------------------------------------
-end-

-tabno-
 Figure 4-5.   Responses to Student Exit Interview Question
-tabc-
Figure 4-5 is not displayable
-end-

-tabno-
			   Table 4-20
-tabc-

  Highest Degree Distributions Of Full-Time Faculty, Fall 1986.
 ----------------------------------------------------------------

	       Other   Bachelor's     Doctorate      Total

Agriculture	 1	 4     24	288	 -     317
Architecture	 -	 1     34	 21	 1	57
Arts & Sciences  1	 6     82	399	 1     489
Business	 -	 2     12	 97	 2     113
Education	 -	 -	-	104	 -     104
Engineering	 2	 3     31	221	 1     258
Human Resources  -	 -	7	 55	 1	63
Vet. Medicine	 -	 1	3	 27	39	70
Library 	 -	 1     39	  3	 -	43
Other		 -	 4     25	 35	 3	67

Total University 4	22    257     1,250	48   1,581
Percent        0.2     2.3   18.2      75.8    3.5   100.0

 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-21
-tabc-

   Demographic Statistics Of The University Faculty, Fall 1986
 ----------------------------------------------------------------

(a)Division by sex

   Rank 	  Total  Male	 %	Female	%
   All ranks	1,788  1,491	84	297    16
   Professor	  535	 521	98	 14	2
   Associate Prof.538	 473	88	 65    12
   Assistant Prof.437	 315	73	122    27
   Instructor	  103	  61	60	 42    40
   Other	  175	 121	70	 54    30

(b)Division by race

   Rank        Total   Black  Asian   Hispanic	     Foreign*
   All ranks 1,788     33      32     10   1,578    135
   Professor   535	5      16      4     470     40
   Associate Prof.	7      11      3     486     31
   Assistant Prof      10	5      0     365     57
   Instructor  103	3	0      2      93      5
   Other       175	8	0      1     164      2
   Percent   100.0    1.8     1.8    0.6    88.2    7.5

(c)Division by date of receipt of last degree

   Rank        Totalbefore 1950       1960-691970-79 after 1979
   All Ranks 1,771     23     144     466    661      477
   Professor   533     12     833     277    154	7
   Associate Prof.	5      31     120    324       56
   Assistant Prof.	2	6      16     94      310
   Instructor  101	1	3	6     31       60
   Other       173	3      21      47     58       44
   Percent   100.0    1.3     8.1    26.3   37.3     26.9

  *Those with non-resident visa status

 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-22
-tabc-
Sources Of Highest Degrees Of 1,384 Full-time Collegiate Faculty
		       And Administrators
			   August 1983
 ----------------------------------------------------------------

	  Source				  Degrees
	  AAU					  190
	  Land Grant				   68
	  NCHEMS-1A				   67
	  AAU and Land Grant			   36
	  AAU and NCHEMS-1A			  263
	  Land Grant and NCHEMS-1A		  263
	  AAU, Land Grant, and NCHEMS-1A	  382
						1,384
 --------------
     AAU: The 52-member American Association of Universities
     Land Grant: The 50 Land Grant Universities
     NCHEMS-1A: The 57 "Major Research Universities" as
     classified by the National
       Center for Higher Educational Management Systems.

 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-23
-tabc-

 Responses to Pre-graduate Survey Question on Teaching, 1985-86
       "The teaching in my department has been very good."
 ----------------------------------------------------------------

				   Tend to   Tend to
     Group		 Agree	   Agree     Disagree  Disagree

 Total University	  32	    51	      13	 4
 Agriculture & Life Sc.   55	    37	       8	 0
 Architecture		  26	    49	      14	 9
 Arts & Sciences	  35	    51	      10	 3
 Business		  30	    56	      12	 2
 Education		  29	    48	      19	 4
 Engineering		  26	    52	      16	 6
 Human Resources	  37	    48	      11	 4

 ----------------------------------------------------------------
-end-

-tabno-
 Figure 4-6.   Student	Responses  to Pre-Graduation Survey on
	       Advising
-tabc-
Figure 4-6 is not displayable
-end-

-tabno-
			   Table 4-24
-tabc-
	  Cases Handled by the Honor System, 1979-1987
 ----------------------------------------------------------------

		       Cases	 Cases
		      Handled	Appealed

	       1979-80	 139	   45
	       1980-81	 104	   51
	       1981-82	 119	   46
	       1982-83	 114	   51
	       1983-84	 129	   56
	       1984-85	 126	   49
	       1985-86	 128	   57
	       1986-87	 103	   48

 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-25
-tabc-

   Cooperative Education Program Enrollment Report, 1969-1987
 ----------------------------------------------------------------

	 Year	Enrollment	       Year   Enrollment

	  1969	    988 		1979	  1,110
	  1970	    928 		1980	  1,188
	  1971	    864 		1981	  1,334
	  1972	    700 		1982	  1,367
	  1973	    657 		1983	  1,296
	  1974	    601 		1984	  1,232
	  1975	    637 		1985	  1,221
	  1976	    675 		1986	  1,133
	  1977	    809 		1987	  1,082
	  1978	    954
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-26
-tabc-

  Cooperative Education Program Enrollment Report, Spring 1987
 ----------------------------------------------------------------

	  College	    Enrollment		 Percentage

	  Engineering		802		   74.1
	  Arts and Sciences	147		   13.6
	  Business		 89		    8.2
	  Agriculture		 39		    3.4
	  Human Resources	  6		    0.3
	  Total 	      1,082		  100.0

	  (Male, 808; Female, 274.  Minorities, 59)
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-27
-tabc-
		  Summer School Data, 1977-1986
 ----------------------------------------------------------------

			      TotalY	Spring		  Faculty
	 Student Enrollment   Summer   Student	  SS as  Positions
   Year    SS I     SS II   EnrollmentEnrollment % Spring (Alloc)Z

   1977   6,080     5,213    11,293    18,238	   61.9       *
   1978   6,470     5,626    12,096    18,613	   65.0       *
   1979   6,669     5,905    12,574    19,192	   65.5       *
   1980   6,843     6,033    12,876    19,642	   65.6     552
   1981   6,122     5,351    11,473    19,823	   57.9     552
   1982   6,152     5,164    11,316    20,360	   55.6     560
   1983   5,857     4,944    10,801    20,289	   53.2     555
   1984   5,624     4,710    10,334    20,131	   51.3     550
   1985   5,994     4,914    10,908    20,497	   53.2     527
   1986   6,081     5,041    11,122    20,831	   53.4     550

* Reliable records for faculty positions are not available  prior
to 1980.

1.  Total enrollment is simply the sum of the two session enroll-
    ments  and	does  not  represent  the  number  of  individual
    students, since most are enrolled for  both  sessions.    The
    number  of	students  (unduplicated)  is  generally about 18%
    higher than the number in the first session.

2.  Faculty positions allocated include GTA positions  at  a  2:1
    ratio.  Although the records are spotty on that breakdown, in
    1983  there  were  74  positions used to employ 148 GTA's, in
    1985, 82 positions were used to  employ  161  GTA's,  and  in
    1986,  90  positions were used to employ 180 GTA's.  Although
    most of the GTA positions are allocated that way for  labora-
    tory  assistance,  some  are converted from faculty positions
    for lecture courses when faculty are unavailable.

Source:  Office of the Provost, 1987.
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 4-28
-tabc-
	  VPI&SU Participation in Study-Abroad Programs
			     1981-87
 ----------------------------------------------------------------

	  1981	    Electrical Engineering	     28
		    English			     34
		    *Architecture		     51
		    Environmental and Urban Systems  12

	  1982	    Spanish			     12
		    English			     18
		    Environmental and Urban Systems   7

	  1983	    English			     27
		    Architecture		     47

	  1984	    English			     26
		    Architecture		     49
		    Spanish			     24

	  1985	    Architecture		     14
		    English			     38

	  1986	    Programs cancelled due to
		      fear of terrorism

	  1987	    Architecture		     32
		    English			     39
		    Environmental and Urban Systems/
		     International Studies	     10
		    Spanish			     38

*Architecture has for a number of years also sponsored	a  study-
abroad program in the fall quarter of the academic year.
 ----------------------------------------------------------------
-end-

-tabno-
  Figure 5-1.	Organizational	 Structure  of	the  Office  of
		University Provost
-tabc-
Figure 5-1 is not displayable.
-end-

-tabno-
  Figure 5-2.	Responsibilities  of  the  Vice   Provost   for
		Research and Graduate Studies
-tabc-
Figure 5-2 is not displayable.
-end-

-tabno-
			    Table 5-1
-tabc-
	    Graduate School Activities and Functions
 ----------------------------------------------------------------

1.  Receives  and  assembles applications.  The final versions of
    the applications are sent to the departments and  like  units
    for recommendations for admission.

2.  Makes final decisions on admissions.

3.  Administers  student  requests  for  changes in curriculum or
    readmission.

4.  Gives final approval to programs of study, or changes to  the
    programs of study.

5.  Determines	the cases of academic probation and dismissal for
    those performing below minimum  standards;	notifies  depart-
    ments of the need for action in such instances.

6.  Certifies  membership  of thesis and dissertation committees,
    and schedules preliminary and final doctoral exams.

7.  Approves  the  formats  for  theses  and  dissertations,  and
    collects and distributes final copies of these documents.

8.  Determines	the  eligibility  of students for graduation, and
    certifies this  fact  to  the  Registrar  for  the	permanent
    record.

9.  Administers   graduate  assistantship  program,  fellowships,
    graduate cooperative education.

10. Coordinates the activities of the Graduate Honor  System  and
    provides support services to the Graduate Student Assembly.

11. Administers  requests  about  in-state  residency for tuition
    decisions.

12. Assists departments in their recruiting efforts, and performs
    the recruiting at the University level.

13. Handles all matters dealing with non-resident student status.

14. Administers tests for proficiency  in  English  as	a  second
    language, and determines the need for remedial courses.

15. Maintains  files and records on performance, and participates
    with departments and colleges in evaluations.
 ----------------------------------------------------------------
-end-

-tabno-
  Figure 5-3.	Organizational Structure of the Graduate School
		at Virginia  Polytechnic  Institute  and  State
		University
-tabc-
Figure 5-3 is not displayable.
-end-

-tabno-
			    Table 5-2
-tabc-
	     Approved Graduate Curricula and Degrees

 ----------------------------------------------------------------
 ----------------------------------------------------------------

   HEGISCurr				     Master's  Doctor's
   Code Abbr Curriculum Name		     Degrees   Degrees
   0102 AGRN Agronomy			     MS        PHD
   0104      Animal Science		     MS        PHD
	ANSD Animal Science, Dairy
	ANSP Animal Science, Poultry
   0105 DASC Dairy Science		     MS
   0106 POUL Poultry Science		     MS
   0107 FIW  Fisheries and Wildlife	     MS        PHD
   0108 HORT Horticulture		     MS        PHD
   0111 AGEC Agricultural Economics	     MS        PHD
   0113 FST  Food Science and Technology     MS
   0114 FFPR Forestry and Forest Products    MF-MS     PHD
   0201 EDP  Environmental Design And Planning	       PHD
   0202 ARCH Architecture		     MS-MARCH
   0204 LAR  Landscape Architecture	     MLA
   0206 URPL Urban and Regional Planning     MURP
   0402 BOT  Botany			     MS        PHD
   0404 PPWS Plant Path, Phys and Weed Science	       PHD
   0407 ZOOL Zoology			     MS        PHD
   0411 MICR Microbiology		     MS
	AL   Anaerobic Microbiology
   0414 BION Biochemistry and Nutrition      MS
   0421 ENT  Entomology 		     MS        PHD
   0422 GEN  Genetics				       PHD
   0499      Life Sciences			       PHD
	LSAL Anaerobic Microbiology
	LSBC Biochemistry and Nutrition
	LSFS Food Science and Technology
   0501      Business				       PHD
	BFIN Business, Finance
	BMGT Business, Management
	BMSC Business, Management Science
	GBUA General Business, Accounting
	BMKT Business, Marketing
   0502 ACCT Accounting 		     MACCT
   0506 BAD  Business Administration	     MS-MBA
   0517 ECON Economics			     MA        PHD
   0702 INFS Information Systems	     MIS
   0799 CSA  Computer Science and Applications	       PHD
   0806 EDCC Junior and Community College Education    EDD-CAGS
   0807 EDAC Adult and Continuing Education  MAED-MSED EDD-CAGS
   0809 EDSE Admin & Supervision of Special Education  EDD-CAGS
   0824 EDRE Educational Research and Evaluation       PHD
   0826 EDSP Student Personnel Services      MAED      EDD-CAGS
   0827 EDAD Educational Administration      MAED      EDD-CAGS
   0829 EDCI Curriculum and Instruction      MAED      EDD-CAGS
   0835 EPDE Health and Physical Education		  MAED-MSED

   0839 EDVT Vocational-Technical Education		  MAED-MSED
     EDD-CAGS
   0902 ASE  Aerospace Engineering			  MS-MENGR
     PHD
   0903 AGE  Agricultural Engineering			  MS-MENGR
     PHD

   HEGISCurr				     Master's  Doctor's
   Code Abbr Curriculum Name		     Degrees   Degrees

   0906 CHE  Chemical Engineering	     MS-MENGR  PHD
   0908 CE   Civil Engineering		     MS-MENGR  PHD
   0909 EE   Electrical Engineering	     MS-MENGR  PHD
   0910 ME   Mechanical Engineering	     MS-MENGR  PHD
   0913 IEOR Industrial Engineer & Operations Research PHD
   0915 MATE Materials Engineering	     MS-MENGR
	MESC Materials Engineering Science	       PHD
   0918 MINE Mining Engineering 	     MS-MENGR
	MINE Mining  and Minerals Engineering	       PHD
   0920 NSE  Nuclear Science and Engineering MS-MENGR
   0921 EM   Engineering Mechanics	     MS-MENGR  PHD
	BME  Biomedical Engineering
   0923 ENE  Environtal Engineering	     MS-MENGR
   0992 SYSE Systems Engineering	     MS-MENGR
   0993 EAD  Engineering Administration      MEA
   0999 ESEN Environmental Science and Engineering     PHD
   1007 TA   Theater Arts		     MFA
   1219 VMSC Veterinary  Medical Sciences	       PHD
   1303 CT   Clothing and Textiles	     MS        PHD
   1305 FCD  Family and Child Development    MS        PHD
   1305 HIDM Housing, Int Design and Resource Mgt      PHD
   1306 HNF  Human Nutrition and Foods	     MS        PHD
   1501 ENGL English			     MA
   1701 MATH Mathematics		     MS        PHD
   1702 STAT Statistics 		     MS        PHD
   1902 PHYS Physics			     MS        PHD
   1905 CHEM Chemistry			     MS        PHD
   1914 GEOL Geology			     MS        PHD
   1916 GEOP Geophysics 		     MS        PHD
   2001 PSYC Psychology 		     MS        PHD
   2102 PAPA Public Administration/Public Affairs      PHD-CAGS
   2205 HIST History			     MA
   2206 GEOG Geography			     MS
   2207 PSCI Political Science		     MA
   2208 SOC  Sociology			     MS        PHD
   2214 URBA Urban Affairs		     MUA
   4999 STS  Science & Tech Studies	     MS        PHD

Source:  State Council of Higher Education, October 1986
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 5-3
-tabc-
	 Master's Degrees Awarded By Program, 1977-1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

 Degree Program       1977197819791980	 198219831984	1986

 Agricultural Economics  8  10	 6   7 11   6  10  10  2   6  76
 Agronomy		 5   2	 4  11	6  10	7  17 10   4  76
 Animal Science 	 4   3	 4   9	7   9  15  15  5   5  76
 Biochemistry and Nutrition  5	 3   1	6   2	4   5  7   1  38
 Dairy Science		 4   2	 7   4	4   9	5   7  9   3  54
 Entomology		 -   2	11   3	5   6	9   7  2   6  51
 Fisheries and Wildlife Sciences12  12 12 17	9  10  6   6 119
 Food Science and Technology 5	 1   6	4   2	4   9  3   -  34
 Forestry		21  18	22  21 26  21  22  27 20  12 210
 Horticulture		 7   7	 7   6	9   7	8  13  4   2  70
 Plant Path, Physiology & Weed Sc9   9 13   9	5   7  5   4  81
 Poultry Science	 3   2	 2   5	3   5	7   6  2   2  37
 Total Agriculture	84  83	88  94106 103 105 133 75  51 922

 Architecture		15  21	29  44 34  39  44  49 36  32 343
 Landscape Architecture  -   -	 -   -	-   -	-   1  1   1   3
 Urban and Regional Planning 8	28  15 13  16  13  23 10   8 164
 Urban Affairs		12   9	16   7 16   6	5   4  4   4  83
 Urban Design		10   2	11   8	3   6	1   2  -   1  44
 Total Architecture	67  40	84  74 66  67  63  79 51  46 637

 Botany 		 2   5	 5   3	5   3	2   2  5   2  34
 Chemistry		 3   3	 8  10	9   6	9   5 12   9  74
 Computer Science & Applications20   9 25  18  16  27 33  62 250
 English		14  10	10  10	9  12  12  11 12  18 118
 Geography		 -   -	 -   -	-   1	1   3  1   4  10
 Geology		 6   9	10   5 12  19  12  18  5  15 111
 Geophysics		 4   1	 4   4	2   6	4   6  5   5  41
 History		10   8	 8   8	9   9	5  13 11   7  88
 Information Systems	 -   -	 -   -	1   3	1   -  3   4  12
 Mathematics		 8   9	 5  12	7  12  11  16 15  19 114
 Microbiology		 7  12	 7   6	2   3	7   9  5   2  60
 Physics		 6   2	 6   5 12   5	6   6  5   3  56
 Political Science	 6   8	 2  10 10  10  19  17 16  15 113
 Psychology		12  14	10  11 11  19  15  17 19   7 135
 Sociology		 5   3	 9   6	9   4	3   3  6   3  51
 Statistics		13  11	12  16 15  17  15   9  8  14 130
 Theatre Arts		 -   -	 -   -	1   4	2   5  7   7  26
 Zoology		 9   6	 9  10	3   6  13  10  6   9  81
 Total Arts and Sciences   118 125 125142 157 153 177174 2051504

 Accounting		21  14	10  20 17  17  18  20 21  14 172
 Business Administration54  65	80  99108 120 107  98101  89 921
 Economics		12  12	11  21 16  13  16   9 12   9 131

 Total Business 	87  91 101 140141 150 141 127134 1121224

 Degree Program       1977197819791980	 198219831984	1986

 Adult and Continuing Education 23  15 24  17  18  19  9  18 175
 Curriculum and Instruction111 112 131126 100  70  72 39  65 826
 Education	       424   -	 -   -	-   -	-   -  -   - 424
 Educational Administration 24	21  16 24  19  11  14 15  13 157
 Educational Supervision -   2	 4   2	-   -	-   -  -   -   8
 Health and Physical Education	25  17 17  13  20  26 19  18 181
 Student Personnel	 -  40	26  39 18  41  25  37 27  22 275
 Vocational Technical Education 56  46 58  48  29  26 21  10 366
 Total Education       424 307 267 266267 238 173 194130 1462412

 Aerospace Engineering	 6   9	 9  14	9   8  18  18 13  19 123
 Agricultural Engineering3   3	 1   4	7   6	5   8  3   3  43
 Chemical Engineering	 6   3	 6   4	4   6	6  11 15   4  65
 Civil Engineering	35  25	26  21 29  33  36  48 38  41 332
 Electrical Engineering 33  22	26  28 32  38  39  48 52  52 370
 Engineering Mechanics	17  10	16  15 14  19  25  21 25  24 186
 Environmental Engineering  10	 7   9	4   9  14   9 10  11  98
 Environmental Science and Engr 12   5	7  13  15   9  4   7  99
 Industrial Engr & Operations Res   16 13  26  23  32 24  30 201
 Materials Engineering	 5  10	 6   4	5   9	9   7  6   6  67
 Mechanical Engineering 21  20	23  25 17  30  29  24 23  35 247
 Mining Engineering	 3   4	 3   2 10   8	8   7  2   4  51
 Nuclear Science and Engineering 5   5	2   2	5   2  5   1  47
 Systems Engineering	 8   6	 8   3	8   -	7   5  3   5  53
 Total Engineering     188 159 159 155161 207 239 249223 2421982

 Clothing and Textiles	 5  11	 9   8	7   4	8   5  1   4  62
 Family and Child Development-	 -   -	-   -	5  15  7   7  34
 Housing, Int Des & Resource Mgt -   -	-   -	3   4  6   5  18
 Human Nutrition and Foods   9	11  17 33  20  20  20 12  16 171
 Mgt Housing & Family Development   19 15  17	4   -  -   - 112
 Total Human Resources	37  36	42  44 55  41  40  44 26  32 397

 Total University     1039 834 866 898938 963 9141003813 8349102
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 5-4
-tabc-
	 Doctor's Degrees Awarded By Program, 1977-1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

 Degree Program       1977197819791980	 198219831984	1986

 Agricultural Economics  4   4	 1   3	2   2	3   2  2   6  29
 Agronomy		 1   3	 4   2	3   3	5   2  3  10  36
 Animal Science 	 6   2	 7   4	8   7	5   8 12   9  68
 Biochemistry and Nutrition  2	 1   2	3   -	-   -  3   2  14
 Entomology		 -   5	 3   2	2   6	4   2  5   5  34
 Fisheries and Wildlife Sciences 8   3	3   2	3   3  -   3  26
 Food Science and Technology -	 2   3	1   -	1   2  -   1  10
 Forestry		 -   4	 5   7	2  10  11  10  7   7  63
 Genetics		 2   3	 -   2	1   -	1   2  2   1  14
 Horticulture		 2   1	 1   3	3   2	2   4  2   1  21
 Plant Path, Physiology &1Weed Sc5   5	4   6	3   3  4   7  41
 Total Agriculture	18  27	37  36 32  38  38  38 40  52 356

 Environmental Design & Planning -   -	2   2	2   1  3   2  12
 Total Architecture	 -   -	 -   -	2   2	2   1  3   2  12

 Botany 		 3   1	 -   2	5   2	-   -  2   2  17
 Chemistry		 9   9	 8   8 13  12	4  12 12  15 102
 Computer Science & Applications 1   1	-   -	2   2  5   2  13
 Geology		 1   -	 1   2	3   3	2   4  3   1  20
 Geophysics		 -   -	 1   -	-   -	-   -  1   1   3
 Mathematics		 2   3	 1   1	2   3	7   5  3   6  33
 Microbiology		 1   3	 5   2	6   -	7   4  4   1  33
 Physics		 2   2	 1   3	1   1	2   4  6   6  28
 Psychology		 4   3	 6   4	8  18  13   9 11  10  86
 Sociology		 5   4	 1   1	1   4	2   5  2   4  29
 Statistics		 4   9	 4   4	6   1	4   3  8   5  48
 Zoology		 4   4	 5  10	5   5	3   6  5   5  52
 Total Arts and Sciences35  38	34  38 50  49  46  54 62  58 464

 Business		 3   2	 9   5	9   9	9  15 10   9  80
 Business, Finance	 -   -	 -   -	-   -	-   -  2   -   2
 Business, Marketing	 -   -	 -   -	-   -	-   -  2   -   2
 Economics		 9   6	14   7 12  10	9   5  -   4  76
 Total Business 	12   8	23  12 21  19  18  20 14  13 160

 Admn and Supervision Special-Ed -   1	-   2	9   6  3   6  27
 Adult and Continuing Education  -   2	1   1	3   1  2   7  19
 Curriculum and Instruction  -	 -   4 10  11	9  17 10   7  68
 Education		72   -	 -   -	-   -	-   -  -   -  72
 Educational Administration 23	19  21 15  23  30  19 31  26 207
 Educational Research and-Eval	 4   3	6   5	5   5  2   4  37
 Educational Supervision -  11	 8   8	-   -	-   -  -   -  27
 Junior and Community College Ed 7   9	7   6	6   7  4  10  70

 Degree Program       1977197819791980	 198219831984	1986

 Aerospace Engineering	 3   3	 2   1	3   5	8   5  8   6  44
 Chemical Engineering	 1   2	 1   1	2   1	4   2  6   3  23
 Civil Engineering	 3   2	 5   4	5   4	2   6  9   6  46
 Electrical Engineering  3   2	 3   4	2   4	8   6  4   9  45
 Engineering Mechanics	 6   9	12   9	-   9  10  17  7  13  92
 Engr Science and Mechanics  -	 -   -	5   -	-   -  -   -   5
 Environmental Science and Engr  4   1	2   3	5   1  2   5  25
 Industrial Engr & Operations3Res3   1	3   5  10  11  9   9  56
 Materials Engineering Science	 1   3	5   1	1   6 10   -  30
 Mechanical Engineering  2   2	 5   2	6   2	1   4  6   4  34
 Nuclear Science and Engineering -   1	1   3	1   2  1   -  12
 Total Engineering	24  27	36  27 34  37  50  60 62  55 412

 Clothing and Textiles	 -   -	 -   -	-   -	4   6  -   1  11
 Family and Child Development-	 -   -	-   -	5   5  5   8  23
 Housing, Int Des & Resource Mgt 6   4 11   3	2   3  2   6  38
 Human Nutrition and Foods   -	 6   4	4   8	3   2  1   2  33
 Total Human Resources	 3   1	12   8 15  11  14  16  8  17 105

 Public Admn and Public Affairs  -   -	-   -	2   4  6   3  15
 Total Inter-College	 -   -	 -   -	-   -	2   4  6   3  15

 Total University      170 178 193 194211 227 246 271260 2742224
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 5-5
-tabno-
	      Master's Degrees Approved, 1976-1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

   Degree	  Program			       Year

   MS		  Geophysics				76
   MFA		  Theater Arts				77
   MS		  Geography				79
   MEA		  Engineering Administration		80
   MIS		  Information Systems			80
   MLA		  Landscape Architecture		80
   MS		  Housing, Int. Design and Resource Mgt.82
   MS		  Science & Tech Studies		86
   MS-MENGR	  Materials Engineering 		76
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 5-6
-tabc-
	      Doctorate Degrees Approved, 1976-1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

   Degree	  Program			       Year

   PHD		  Geophysics				76
   PHD		  Public Administration/Public Affairs	77
   EDD		  Admin & Supervision of Special Education
   PHD		  Clothing and Textiles 		79
   EDD		  Curriculum and Instruction		79
   CAGS 	  Curriculum and Instruction		79
   PHD		  Mining and Minerals Engineering	82
   PHD		  Housing, Int. Design and Resource Mgt.82
   PHD		  Life Sciences 			83
   PHD		  Veterinary Medical Sciences		85
   PHD		  Agriculture Engineering		86
   PHD		  Science & Tech. Studies		86

Source:  State Council of Higher Education, October 1986
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 5-7
-tabc-
	     Full-Time Equivalent Graduate Students
		On Campus, Fall Quarters 1977-86

 ----------------------------------------------------------------
 ----------------------------------------------------------------

College 	1977 1978 1979 1980 1981 1982 1983 1984 1985 1986

Agriculture	 369  349  374	426  416  415  347  361  388  392
Architecture	 164  175  189	205  225  204  194  177  226  242
Arts & Sciences  464  484  475	522  553  565  588  618  688  715
Business	 216  226  243	243  262  254  265  241  280  334
Education	 319  331  327	328  323  289  285  278  288  277
Engineering	 345  365  331	448  551  613  634  677  806 1020
Human Resources  111  124  134	133  114  126  136  132  160  148
Inter-College	   0	5  114	144  167  147 135*   28   29   29
Vet Medicine	 ---  ---  ---	---  ---  ---  ---  ---    1	8

Total University1988 2059 2187 2449 2611 2613 2584 2512 2866 3165

* In 1984, most Inter-College programs were assigned to Colleges.
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 5-8
-tabc-
Graduate Applications Received, Accepted, and Enrolled, 1977-1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

	  Number    Number    Percent	Number	  Percent
	ApplicationsAccepted  Accepted	Enrolled  Enrolled

   1977  2,740	   1.796      65.5	 906	  50.4
   1978  3,115	   2,106      67.6	 849	  40.3
   1979  3,178	   2,052      64.6	 999	  48.7
   1980  3,209	   1,809      56.4	 848	  46.9
   1981  3,453	   1,831      53.0	 818	  44.7
   1982  3,658	   1,778      48.6	 767	  43.1
   1983  4,318	   1,849      42.8	 781	  42.2
   1984  4,245	   1,774      41.8	 771	  43.5
   1985  4,791	   2,286      47.7	 961	  42.0
   1986  5,343	   2,333      43.7	 989	  42.4

 ----------------------------------------------------------------
NOTE:	 Figures  for  years prior to 1980 include summer session
       enrollment.  For 1980 and subsequent years  only  students
       who  applied, were accepted, and enrolled for Fall Quarter
       are included.  Not included are non-degree,  unclassified,
       transient,  special, or professional certificate students.
       Similarly, students who have  incomplete  applications  or
       complete  applications  pending decision are not included.
       Under  SCHEV  reporting	guidelines  the  figures  include
       master and post-master applicants for Fall Quarter.

Source:  Graduate School and SCHEV Form B-8.
 ----------------------------------------------------------------
-end-

-tabno-
			    Table 5-9
-tabc-
		 Graduate Admissions By College

 ----------------------------------------------------------------
 ----------------------------------------------------------------

			      1981

	 College      Regular	  Provisional  Special
				   No.	(%)    No.  (%)

 Agriculture		 162	     7	(4)	 0  (0)

 Architecture		 106	    12 (10)	 0  (0)

 Business		 132	    15 (10)	 1(0.7)

 Education		 101	    22 (17)	 3  (2)

 Engineering		 407	    38	(9)	 1(0.2)

 Human Resources	  57	    10 (15)	 0  (0)

 Arts & Sciences	 336	    25	(7)	 5  (1)

 Totals 		1301	   129	(9)	10(0.7)

 ----------------------------------------------------------------

			      1986

	 College      Regular	  Provisional  Special
				   No.	(%)    No.  (%)

 Agriculture		 130	    12	(8)	 2  (1)

 Architecture		 133	    20 (13)	 1(0.6)

 Business		 187	    26 (12)	 4  (2)

 Education		  80	    14 (15)	 0(0.5)

 Engineering		 707	    37	(5)	 4(0.5)

 Human Resources	  48	     9 (15)	 4  (6)

 Arts & Sciences	 380	    28	(8)	 1(0.2)

 Totals 		1665	   146	(8)	16(0.9)
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-10
-tabc-
    Average Standardized Test Scores and Grade Point Averages
		   Accepted Master's Students

 ----------------------------------------------------------------
 ----------------------------------------------------------------

			      1981

					    GRE       GRE
     College	      GPA      TOEFL	   Verbal Quantitative

  Agriculture	     3.44	620	     518       608

  Architecture	     3.24	603	     493       553

  Business	     3.28	591	     535       613

  Education	     3.14	593	     453       485

  Engineering	     3.36	612	     506       719

  Human Resources    3.34	545	     509       534

  Arts & Sciences    3.35	595	     557       617

 ----------------------------------------------------------------

			      1986

					    GRE       GRE
     College	      GPA      TOEFL	   Verbal Quantitative

  Agriculture	     3.34	570	     512       605

  Architecture	     3.21	606	     507       597

  Business	     3.25	623	     559       675

  Education	     3.11	579	     472       551

  Engineering	     3.34	623	     529       732

  Human Resources    3.13	598	     455       520

  Arts & Sciences    3.37	630	     558       677

 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-11
-tabc-
 Non-Resident Alien Graduate Students Fall 1976 to Fall 1986, On
			     Campus

 ----------------------------------------------------------------
 ----------------------------------------------------------------

			  Fall 1976	      Fall 1986
     College		NRA Total Pct	   NRA	Total Pct

   Agriculture		29    390   7%	   110	  454  24%
   Architecture 	13    255   5%	    49	  260  19%
   Arts and Sciences	47    584   8%	   199	  820  24%
   Business		10    237   4%	    98	  378  26%
   Education		 3    529   1%	    14	  468	3%
   Engineering	       110    422  26%	   555	 1108  50%
   Human Resources	 5    129   4%	    27	  177  15%
   Inter-College	14    146  10%	    17	   43  40%
   Veterinary Medicine	 -	-	     4	    8  50%

   Total University    231   2662   9%	  1073	 3716  29%
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-12
-tabc-
	    Graduate Enrollments by Gender, 1976-1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

						    Percent
     Year	      Men	Women	  Total     Women

    1976	    1,961	 718	2,679	    26.8
    1977	    1,901	 781	2,682	    29.1
    1978	    1,936	 827	2,763	    29.9
    1979	    2,027	 906	2,933	    30.9
    1980	    2,131	 988	3,119	    31.7
    1981	    2,182      1,051	3,233	    32.5
    1982	    2,109      1,081	3,190	    33.9
    1983	    2,055      1,065	3,120	    34.1
    1984	    2,014      1,039	3,053	    34.0
    1985	    2,310      1,130	3,440	    32.8
    1986	    2,559      1,157	3,716	    31.1

Note:  Fall Quarter enrollments

Source:  Registrar
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-13
-tabc-
      Minority Enrollments in Graduate Programs, 1981-1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

    College	       1981    1982   1983    1984   1985    1986

   Agriculture		4	4      1       9     12       8

   Architecture 	3	4      5      12     14      14

   Business		5	5      4       7      9      10

   Education	       39      30     35      31     39      30

   Engineering	       10      15     17      23     40      44

   Interdisciplinary	7	2      5       4      6       2

   Human Resources	7	6      8       7     12       9

   Arts & Sciences     10	7     13      19     19      28

   Totals	       85      73     88     112    151     145

 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-14
-tabc-
FTE Graduate Student Counts For The Off-campus Program, 1977-1986

 ----------------------------------------------------------------

College 	1977 1978 1979 1980 1981 1982 1983 1984 1985 1986

  Agriculture	 0    1    0	0    4	  -    0    -	 0    0
  Architecture	18   13    9	8    5	  1    1    -	 0    6
  Arts & Sciences    24   42   43   12	  2    8   82	80   69
  Business	69   64   76   96  108	 95   92   92  107  104
  Education    302  269  234  220  259	212  206  213  279  309
  Engineering	52   39   67   65   48	 59   82  160  183  197
  Human Resources    21   17   13   14	 13   16   21	34   30
  Inter-College  0    1    6	9   41	 52  66*   27	11   12
  Vet Medicine	 -    -    -	-    -	  -    -    -	 -    -

  Total University  432  441  453  491	434  471  595  693  727
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-15
-tabc-
	     Total Enrollments in Television Courses
 ----------------------------------------------------------------

			    No. of Courses	   Total
	     Year	       Offered		Enrollment

	     83-84		6		108
	     84-85	       18		359
	     85-86	       18		656
	     86-87	       24		860
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-16
-tabc-

 Summary of Policies and Procedures Adopted by the Commission on
			    Research
 ----------------------------------------------------------------

Fixed-Price Contracts:	Delineates the extent of commitments that
the  University  is  willing to assume on contractual agreements,
which include provisions that may result in substantial liability
to the University.

Research Involving Human Subjects:  Procedures developed to be in
compliance with guidelines of the Department of Health and  Human
Services.

Policy	on  Intellectual  Property:    Designed  to  protect  the
equities of authors and inventors, as well as the University,  to
define responsibilities, rights,and privileges of those involved,
and  to establish basic guidelines to be included in the adminis-
tration of this policy.

Policies and Procedures for Cost Transfers:  Improves the process
by which costs are transferred	between,  to,  and  from  federal
contract  and  grant  accounts	after  original charges have been
certified and recorded in the University accounting system.

Retroactive Salary Transfers:  Improves accuracy in the Personnel
Activity Reporting process and minimizes retroactive transfers of
charges associated with sponsored grants and contracts.

Funding Ending Dates:  Improves the timeliness	and  accuracy  of
official information related to personnel appointments.

Research  Agreements  with Industry:   Clarifies the distinctions
and limitations that pertain to research agreements with industry
and other private organizations.

Single-Source Procurement:  Establishes a single-source  procure-
ment  procedure  in  recognition  that	the usual competitive bid
procedure may be difficult to apply to the acquisition of certain
types of research and scientific equipment.

Service Centers:  Provides a consistent and auditable  basis  for
the  development  and  maintenance  of	special  use  charges for
service support facilities and activities.

Subcontract and Consultant Agreements:	 Clarifies the	responsi-
bilities  of  the Principal Investigator, the Office of Sponsored
Programs, and  the  Purchasing	Department  in	the  issuance  of
subcontracts and consultant agreements.
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-17
-tabc-
	 Research Expenditures:  1974-75 Through 1984-85
 ----------------------------------------------------------------

				 CORE RESEARCH
			     -------------------
	     Total	       State	     Federal
   Year   Expenditures	  Appropriations(1)  Formula(2)
  ----------------------

   74-75 $18,089,006	     7,593,450	    2,180,088
   75-76 $20,476,368	     8,265,014	    2,295,406
   76-77 $22,728,160	     8,969,438	    2,648,188
   77-78 $23,704,606	     9,346,174	    2,796,275
   78-79 $30,584,110	    11,994,842	    2,964,931
   79-80 $35,720,761	    12,874,215	    3,218,207
   80-81 $40,977,899	    14,107,128	    3,785,898
   81-82 $43,374,868	    15,563,389	    3,787,611
   82-83 $43,601,062	    15,735,852	    3,964,349
   83-84 $47,123,360	    17,498,794	    3,804,600
   84-85 $55,535,714	    22,342,398	    3,948,695
   85-86 $65,535,344	    25,977,440	    3,778,285
   86-87 $70,210,661	    27,233,660	    3,516,588

		       Sponsored Research
						   Indirect
			 State &    Commercial &     Cost
   Year      Federal	  Local     Foundations   Recoveries

   75-76  $5,648,974   $1,218,257  $1,837,991	 $1,210,726
   76-77   6,232,222	1,327,652   2,049,850	  1,500,810
   77-78   6,665,807	1,241,099   2,613,104	  1,042,147
   78-79   9,209,665	1,596,877   3,355,344	  1,462,451
   79-80  11,383,915	2,504,699   3,707,317	  2,032,408
   80-81  12,549,348	2,518,685   5,309,544	  2,707,296
   81-82  12,222,221	2,358,557   6,252,577	  3,190,513
   82-83  12,618,268	2,250,919   6,022,465	  3,009,209
   83-84  14,732,822	2,165,739   5,612,595	  3,308,810
   84-85  17,002,844	3,228,116   5,749,921	  3,262,740
   85-86  20,147,636	5,481,516   6,433,174	  3,717,293
   86-87  21,647,906	5,860,488   6,809,185	  5,141,834

(1)  State  appropriations  include  General  Funds (supported by
state taxes) and other Nongeneral Funds, such as revenue from the
sale of agricultural commodities, indirect cost recoveries, etc.

(2) Federal formula funds include annual allotments from the U.S.
Department of Agriculture and the programs in Mining and  Mineral
Resources  Research and Water Resources Research supported by the
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-18
-tabc-
		 USDA Formula Fund Expenditures
 ----------------------------------------------------------------

				      McIntire
	       Hatch	    RRF       Stennis	     Totals
  ---------------------------------------------------------------

   1979-80$2,178,454	  532,331     326,659	  $3,037,444

   1980-81$2,542,916	  577,200     275,476	  $3,395,592
   Increase   16.73%	    8.43%     -24.85%	      11.79%
   1981-82$2,586,194	  590,066     320,203	  $3,496,463
   Increase    1.70%	    2.23%      16.24%	       2.97%
   1982-83$2,766,613	  656,388     368,938	  $3,791,939
   Increase    6.98%	   11.24%      15.22%	       8.45%
   1983-84$2,737,538	  646,847     324,824	  $3,709,209
   Increase  - 1.05%	  - 1.45%     -11.96%	     - 2.18%
   1984-85$2,820,081	  669,578     361,369	  $3,851,028
   Increase    3.20%	    3.51%      11.25%	       3.82%
   1985-86$2,542,520	  765,466     367,943	  $3,675,929
   Increase  - 9.84%	   14.32%	1.81%	     - 4.55%
 ----------------------------------------------------------------
-end-
-tabno-
			   Table 5-19
-tabc-
Core Research Support:	College of Agriculture and Life Sciences

 ----------------------------------------------------------------

						   USDA As
						   Percent
   Year     USDA Funds Other Funds  Total Funds    of Total

   1976-77$2,228,628   $5,075,305  $7,303,933	     30.5%
   1977-78 2,310,773	5,259,920   7,570,693	     30.5%
   1978-79 2,433,766	6,964,423   9,389,189	     25.9%
   1979-80 2,657,724	7,508,076  10,165,800	     26.1%
   1980-81 2,915,970	8,283,247  11,199,217	     26.0%
   1981-82 3,045,051	9,388,564  12,433,615	     24.5%
   1982-83 3,459,258	9,155,246  12,614,504	     27.4%
   1983-84 3,256,481   10,137,223  13,393,704	     24.3%
   1984-85 3,398,544   12,926,677  16,325,221	     20.8%
   1985-86 3,365,464   15,180,504  18,545,968	     18.1%
 ----------------------------------------------------------------
-end-
-tabno-
			   Table 5-20
-tabc-
    Number of Principal Investigators with Sponsored Research
			    Projects

 ----------------------------------------------------------------

			  Academic Year

   College     82-83	 83-84	   84-85     85-86     86-87

   Agriculture &
   Life Sciences 183	   171	     176       190	 213

   Architecture &
   Urban Studies   6	     5	      15	 8	  13

   Arts & Sciences	    96	      90       108	 111

   Business	   4	     2	       3	 4	   4

   Education	  12	    15	      17	16	  27

   Engineering	 122	   117	     133       149	 166

   Human Resources 8	     5	       3	 6	  14

   Veterinary
   Medicine	   8	    10	      13	28	  31

   Centers	  11	    15	      12	19	  34

   Totals	 478	   437	     467       528	 613
 ----------------------------------------------------------------
-end-
-tabno-
			   Table 5-21
-tabc-
   NSF Data for Virginia Tech -- FY 77 and FY 80 Through FY 86
		      (Dollars in Millions)

 ----------------------------------------------------------------

     Research & Development Expenditures by Source of Funds

			 FY 77	   FY 80     FY 81     FY 82

     Virginia Tech     $22.834	 $33.604   $37.933   $39.909

     Federal		10.914	  16.380    18.490    17.967
     State & Local	 9.959	  10.546    11.051    12.417
     Industry		 0.760	   3.692     5.658     6.515
     Institutional	 1.201	   2.986     2.734     3.010

			 FY 83	   FY 84     FY 85     FY 86

     Virginia Tech     $46.696	 $52.076   $60.558   $75.450

     Federal		20.406	  23.090    25.650    30.359
     State & Local	12.871	  14.370    19.382    24.712
     Industry		 6.642	   6.547     6.772     6.463
     Institutional	 6.777	   8.069     8.754    12.983
     Other Sources				       1.033

	  R&D Expenditures by Science/Engineering Field

			 FY 77	   FY 80     FY 81     FY 82

     Virginia Tech     $22.834	 $33.604    37.933   $39.909

     Engineering	 4.673	   9.374    11.016    11.691
     Physical Sciences	 1.739	   2.604     2.777     2.986
     Environmental Sciences	   2.444     2.810     2.467
     Mathematics	 0.392	   0.142     0.173     0.200
     Computer Science	 0.069	   0.202     0.235     0.322
     Life Sciences	13.436	  17.437    19.419    20.772
     Psychology 	 0.053	   0.198     0.153     0.204
     Social Sciences	 0.384	   1.203     1.350     1.267
     Other		 0.701	    ---       ---	---

			 FY 83	   FY 84     FY 85     FY 86

     Virginia Tech     $46.696	 $52.076   $60.558   $75.450

     Engineering	13.108	  16.463    17.552    23.989
     Physical Sciences	 3.627	   4.306     5.176     5.716

 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-22
-tabc-
     Research Proposals and Awards:  1976-77 Through 1985-86
 ----------------------------------------------------------------

		       University Summmary

   Fiscal    Proposals	 Awards 	Dollar/
   Year      Submitted	Received      Dollar Value   Awards

   1976-77	637	  266	    $  9,681,054    $36,395
   1977-78	744	  312	    $ 12,618,922    $40,445
   1978-79	860	  435	    $ 16,555,443    $38,058
   1979-80	984	  555	    $ 23,935,471    $43,127
   1980-81    1,243	  704	    $ 25,396,111    $36,074
   1981-82    1,596	1,118	    $ 22,499,525    $20,125
   1982-83    1,970	1,285	    $ 25,123,241    $19,551
   1983-84    1,592	1,173	    $ 32,111,900    $27,376
   1984-85    1,502	1,508	    $ 41,420,725    $27,467
   1985-86    1,617	1,611	    $ 41,021,745    $25,464
   1986-87    1,701	1,612	    $ 46,182,395    $28,649

Note: Renewals	of  continuing	proposals accounts for numbers of
awards received to be essentially equal to  numbers  of  proposal
submitted in the periods 1984-85 and 1985-86.
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-23
-tabc-
       Equipment Expenditures:	FY 75-76 Through FY 85-86
 ----------------------------------------------------------------

				      Indirect
   Fiscal				Cost
   Year 	Core	 Sponsored   Recoveries      Total

   1975-76$  511,240  $   810,704  $  446,356	 $ 1,768,300
   1976-77   496,492	1,012,928     601,443	   2,110,863
   1977-78   348,220	  812,664     391,702	   1,552,586
   1978-79 1,037,021	1,689,794     542,346	   3,269,161
   1979-80   699,707	1,361,732     793,927	   2,855,366
   1980-81   571,056	1,694,054     828,538	   3,093,648
   1981-82   609,693	1,325,970     763,886	   2,699,549
   1982-83   332,112	1,501,435     456,897	   2,290,444
   1983-84   506,687	1,822,064     880,592	   3,209,343
   1984-85 1,822,616	2,983,111     592,205	   5,397,932
   1985-86 1,163,206	2,927,801     571,357	   4,662,364
   1986-87   672,243	3,024,701     655,142	   4,352,086

   Totals $8,770,293  $20,966,958  $7,524,391	 $37,261,642
 ----------------------------------------------------------------
-end-

-tabno-
			   Table 5-24
-tabc-
	 Student-Faculty Ratios and Student-Staff Ratios

 ----------------------------------------------------------------

	     State-Funded     Student-	   State-FundedStudent-
	  Faculty PositionsFaculty Ratio Staff Positions   Ratio
   Average all US
   Vet Schools	  97	       3.63	       138	2.55

   Benchmark group
   for VPI&SU	 109	       3.76	       146	2.81

   Vet schools with
   student body of
   similar size   99	       3.21	       164	1.93

   Southeastern
   Vet Schools	  92	       3.07	       170	1.67

   VMRCVM - VPI&SU85	       3.76	       119	2.69

 ----------------------------------------------------------------
-end-

-tabno-
			    Table 6-1
-tabc-

Selected Demographic Characteristics of VPI&SU Full-time, Ranked
		      Instructional Faculty
			  1976 and 1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

    Characteristic			Percentage Distribution
					 1986	     1976
				     (n = 1,581) (n = 1,351)
    Gender
      Women			     15.4	  12.1
      Men			     84.6	  87.9

    Race/Ethnicity
      White			     93.5	  96.9
      Black			      1.5	   1.1
      Other*			      5.0	   2.0

    Age
      <30 years 		      5.2	  12.9
      31-40 years		     33.6	  40.7
      41-50 years		     32.9	  26.5
      >51 years 		     28.3	  20.0

 ----------------------------------------------------------------

*Asians, Pacific Islanders, Hispanics, American Indians, and Native Alaskans

 ----------------------------------------------------------------

 ----------------------------------------------------------------

-end-
-tabno-
			    Table 6-2
-tabc-
     Appointment Characteristics of VPI&SU Full-Time, Ranked
		      Instructional Faculty
			  1976 and 1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

    Characteristic			Percentage Distribution
					 1986	     1976
				     (n = 1,581) (n = 1,351)
    Academic Rank
      Instructor		      7.1	  10.9
      Assistant Professor	     26.4	  37.4
      Associate Professor	     33.6	  27.6
      Full Professor		     32.9	  24.1

    Tenure Status
      Untenured 		     33.5	  -- -
      Tenured			     66.5	  -- -

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 6-3
-tabc-
	     Tenure and Promotion Outcomes 1982-1986
	       Number Successful/Number Considered

 ----------------------------------------------------------------
 ----------------------------------------------------------------

		 Male	  Female      Caucasian     Minority
Mandatory Tenure*
    1982       34/41	  7/13	     39/51	     2/3
    1983       29/40	  8/11	     36/50	     1/1
    1984       32/41	   4/7	     30/42	     6/6
    1985       21/31	   7/9	     27/39	     1/1
    1986       25/32	   7/8	     32/39	     0/1
   Total     141/185	 33/48	   164/221	   10/12

1978-1986    287/363	 59/79	       ---	     ---

Total Tenure**
    1982       52/64	  9/15	     55/72	     6/7
    1983       44/61	 10/14	     52/72	     2/3
    1984       49/58	  8/11	     50/62	     7/7
    1985       42/54	 10/12	     50/64	     2/2
   1986        41/49	   8/9	     45/53	     4/5
   Total     228/286	 45/61	   252/323	   21/24

Promotion***
    1982      64/102	   7/7	    64/101	     7/8
    1983      74/109	 11/14	    77/115	     8/8
    1984       69/95	  9/17	    70/103	     8/9
    1985       69/91	 12/16	    76/102	     5/5
   1986        65/89	 11/13	     71/95	     5/7
   Total     341/486	 50/67	   358/516	   33/37

*   everyone in the sixth year of probationary service
**  includes "early" tenure
*** only those recommended by their departments

 ----------------------------------------------------------------
 ----------------------------------------------------------------
-end-
-tabno-

			    Table 6-4
-tabc-
Highest Degree of VPI&SU Full-Time, Ranked Instructional Faculty
			1986 (n = 1,581)

 ----------------------------------------------------------------
 ----------------------------------------------------------------

    Highest Degree		Percentage Distribution
    Associate or less		      0.3
    Bachelor's                        1.4
    Master's                         15.7
    Doctorate			     79.1
    Other Professional		      3.0
    Advanced Certificate	      0.6

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 6-5
-tabc-
 Percentages of Instructional Faculty with Terminal Degrees and
		      GTA's With 27+ Hours
		       Fall Quarter, 1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

		     Percent of Faculty   Percent of GTA's
		 Holding Terminal Degrees    Direct Teaching
		     All  Those Teaching Responsibility Who
College/Department FacultyGraduate LevelHave 27+ Grad Hours

Agriculture & Life Sciences

Ag Econ 	   85.2        100		 100
Ag Engineering	     81        100		 n/a
Agronomy	     87        100		 100
Anaerobic Microbiol.100        100		 100
Animal Science	   95.5        100		 n/a
Biochem. & Nutrition	       100		 100
Dairy Science	     95        100		  92
Entomology	    100        100		 100
Fisheries & Wildlife100        100		  45
Forestry	     96        100		  75
Forest Products     100        100		  0*
Food Sci. & Tech.   100        100		 100
Horticulture	     90        100		71.4
Plant Pathology     100        100		 n/a
Poultry Science     100        100		 100

Arch. & Urban Studies		95		  80

Arts and Sciences

Art		    100        100		 n/a
Biology 	    100        100		  63
Chemistry	     90        100		  61
Communication Studies72        n/a		 n/a
Computer Science     76 	95		 100
English 	     51        100		  56
Foreign Languages   100        n/a		 n/a
Geography	    100        100		 n/a
Geological Sciences  92 	96		  75
History 	    100        100		 n/a
Humanities	     92        n/a		 n/a
Mathematics	     68        100		 100
Music		     90        100		 100
Philosophy	     93 	93		 n/a
Physics 	    100        100		  36
Political Science    93 	92		 100
Psychology	    100        100		 100
Religion	    100        n/a		 n/a
Science Studies Ctr. 87        100		 n/a
Sociology	    100        100		 100
Statistics	     95        100		 100
Theatre 	     77 	80		 100

		     Percent of Faculty   Percent of GTA's
		 Holding Terminal Degrees    Direct Teaching
		     All  Those Teaching Responsibility Who
College/Department FacultyGraduate LevelHave 27+ Grad Hours

Business

Accounting	     83        100		  62
Economics	     85        100		 100
Finance 	     91        100		 100
Management	     86        100		 n/a
Management Science 63.2        100		 100
Marketing	     87        100		 n/a

Center for Pub. Adm. & Policy  100		 100

Education

Admin. & Educ. Serv.100        100		 n/a
Curr. & Instruc.    100        100		 100
Hlth., Phys Ed., & Rec.        100		  75
Voc. & Tech. Educ.  100        100		 n/a

Engineering

Aero. & Space Engr. 100        100		 n/a
Chemical Engr.	    100        100		 n/a
Civil Engr.	     97        100		 100
Electrical Engr.    100        100		 100
Engr. Sci. & Mech. 92.3       96.8		 n/a
Indus. Engr. & Op. Res.       96.8		 100
Materials Engr.    88.9        100		 100
Mechanical Engr.   94.7        100		 100
Min. & Minerals Engr.	       100		 n/a

Human Resources

Clothing & Textiles  80        100		  80
Fam. & Child Develop.95        100		 100
HIDM		     80        100		 100
Hum. Nutri. & Foods  88        100

Veterinary Medicine

Vet. Biosciences     89        n/a		 n/a
Pathobiology	     92        n/a		 n/a
Sm. Animal Clin. Sci.63        n/a		 n/a
Lg. Animal Clin. Sci.58        n/a		 n/a


*Reflects only one graduate student

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 6-6
-tabc-
  Non-Laboratory Sections for Which GTA's Were 100% Responsible
		       Fall Quarter, 1986

 ----------------------------------------------------------------
 ----------------------------------------------------------------

   College	Total Number ofWith 27+     Less Than
	       Sections by GTA's   Hours   27 Grad Hours
				N    %		N     %

 Agriculture & Life Sciences  0  0.0	    2100.0
 Architecture & Urban Studies -    -	    -	 -
 Arts and Sciences  119     108 90.8	   11  9.2
 Business	     23      21 91.3	    2  8.7
 Education	     13      11 84.6	    2 15.4
 Engineering	      5       4100.0	    0  0.0
 Human Resources      8       8100.0	    0  0.0

    Total	    169     152 89.9	   17 10.1

 ----------------------------------------------------------------
 ----------------------------------------------------------------

			    Table 6-7
  Publication Rates in Science, Social Sciences, and Humanities
	      For VPI&SU and Four Peer Institutions

 ----------------------------------------------------------------
 ----------------------------------------------------------------

							 Faculty
	     Average # of			      Annual Average
  College    1984 & 1985     1984	   1985        Publication
	       Faculty	 Publications  Publications  Rate 1984 & 1985
  Science & Engineering
    VPI&SU	 936	     1141	  1254		  1.28
    N.C. State	1539	     1200	  1366		  0.83
    Oregon State 955	      873	   896		  0.93
    Iowa State	1203	     1274	  1440		  1.13
    Purdue	1738	     1703	  1981		  1.06

  Social Science
    VPI&SU	 362	      323	   351		  0.93
    N.C. State	 273	      123	   198		  0.59
    Oregon State 234	       98	    96		  0.41
    Iowa State	 500	      188	   186		  0.38
    Purdue	 400	      372	   403		  0.97

  Humanities
    VPI&SU	 257	       91	    81		  0.33
    N.C. State	 148	       60	    68		  0.43
    Oregon State 108	       40	    28		  0.31
    Iowa State	 265	       75	    77		  0.29
    Purdue	 174	      123	   103		  0.65
 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 6-8
-tabc-
  Student Credit Hours (SCH) for Fall Quarter of 1978 and 1985

 ----------------------------------------------------------------
 ----------------------------------------------------------------

College &   Inst FAC	  Student Credit Hours WSCH/position
Year	Ranked Other   WSCH %LD  %UD  %GR    Per Ranked

Agriculture and Life Sciences
1978	----  ----   ----   --	  --   --     --       --
1985   92.96 36.00 14,024   26	  47   27     151      109

Architecture and Urban Studies
1978   67.40 22.50 10,765   28	  57   15     160      120
1986   68.30 26.50 12,033   38	  48   14     176      127

Arts & Sciences
1978  511.75160.00158,823   77	  19	4     310      236
1985  549.70183.00170,988   74	  21	5     311      233

Business
1978  126.25 44.00 36,979   37	  57	6     293      217
1985  143.00 54.74 40,025   36	  57	6     280      202

Education
1978   89.75 33.00 12,762   23	  50   27     142      104
1985   72.20 27.50 12,399   20	  55   25     172      124

Engineering
1978  208.25 49.50 42,942   39	  42	9     206      167
1985  247.60 75.00 53,747   32	  54   14     213      164

Human Resources.
1978   41.96 21.50  8,394   47	  42   11     200      132
1985   45.68 29.00 12,355   48	  41   11     270      165

Vet Med
1978   10.24  ----    276    1	  97	2      27	27
1985   40.15  ----  7,783   --	  --  100     194      194

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 6-9
-tabc-
	    Indicators of Instructional Productivity

 ----------------------------------------------------------------
 ----------------------------------------------------------------

Quantitative Dimensions Of Instruction

*   Number of courses taught: undergraduate, graduate.
*   Nature of courses: regular classroom, large lecture, seminar,
    tutorial and independent or directed study, special projects,
    studio, practicum, internship, composition, survey,  advanced
    topics,  laboratory  supervision,  field  studies,	research,
    honors problems, special study, research,  thesis,	disserta-
    tion,  composition,  workshop,  recital,  externship, project
    report, and clerkship.
*   New courses developed or innovations in instruction.
*   Independent teaching, team teaching, interdisciplinary activ-
    ities with faculty from other departments, colleges,  univer-
    sities, and outside agencies.
*   Numbers  of  advisees  involved in independent study/tutorial
    kinds of activities.
*   Numbers of	advisees  involved  in	thesis	and  dissertation
    research.
*   Teaching activities outside the department; honors colloquia,
    guest    lectures,	  presentations,    workshops,	 visiting
    professorships, invited activities related to teaching.
*   Application for Teaching-Learning  grants,	demonstration  of
    experimentation with the teaching-learning process, and other
    demonstration of instructional investigation.

Qualitative Dimensions Of Instruction

*   Student  Evaluations  on  forms  approved  by  the College or
    University:  One course per quarter by untenured faculty  and
    one course per year by tenured faculty.
*   Student  Evaluations  of  instruction on forms created by the
    professor.
*   Success of professor's students in subsequent courses.   This
    includes  advising	poorly qualified students into areas that
    better fit their interests and abilities.
*   Quality of course  materials:  syllabi,  readings  (articles,
    compositions, books, journals, handouts), examinations and/or
    assessment procedures that relate to instructional objectives
    (oral  and/or  written  examinations, demonstration of cogni-
    tive, effective, and/or action proficiency).
*   Colleague recognition of professor's competence:  sharing  of
    materials,	 classroom   visitation,   invitations	to  other
    classes, participation on thesis and dissertation committees,
    workshops.
 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			   Table 6-10
-tabc-
	    Summary of Research Proposals and Awards

 ----------------------------------------------------------------
 ----------------------------------------------------------------

			    Proposals	Awards	    Dollar
		     Year   Submitted	Received*   Value

Research Division
		  1976-77    637	 266  $ 9,681,054
		  1978-79    860	 435   16,555,443
		  1980-81  1,243	 704   25,396,111
		  1982-83  1,970       1,285   25,123,241
		  1984-85  1,502       1,508   41,420,725
		  1985-86  1,617       1,611   41,021,745

College
Agriculture & Life Sciences  912	 746	6,755,224
		  1985-86    636	 862   10,761,778

Architecture & Urban Studies  13	   7	  111,189
		  1985-86     30	  26	  567,714

Arts & Sciences   1982-83    369	 215	6,030,886
		  1985-86    291	 221	9,960,350

Business	  1982-83     10	   3	   41,215
		  1985-86      7	   3	  318,688

Education	  1982-83     45	  15	  790,149
		  1985-86     37	  26	  905,824

Engineering	  1983-83    504	 265   10,664,296
		  1985-86    543	 394   15,180,411

Human Resources   1982-83     32	   7	   49,267
		  1985-86     16	  11	  114,618

Vet Medicine	  1982-83     56	  12	  160,627
		  1985-86     67	  36	1,411,570

Extension Division
		  1982-83    111	  77  $ 1,158,570
		  1983-84    155	 191	3,325,365
		  1984-85    111	 267	6,059,238
		  1985-86    123	 259	4,132,449
		  1986-87    112	 199	3,612,118

 ----------------------------------------------------------------

*Many grants were received without a formal proposal  application
 ----------------------------------------------------------------
-end-
-tabno-

			   Table 6-11
-tabc-
	  Selected Listing Of Faculty Honors And Awards

 ----------------------------------------------------------------
 ----------------------------------------------------------------

Fellow of Yaddo Artist Colony
Walt Whitman Award
Alexander Von Humboldt-Stiftung Fellow
Outstanding Reference Source - American Library Association
Outstanding Teaching Award by the American Psychological Association
Member, International Statistical Institute
Morrison Medal, American Chemical Society
Indian National Science Academy Award for the Outstanding
  Young Scientist in Medicine
Fulbright Fellow
Guggenheim Fellowship
Visiting Scholar, Greyfriars, Oxford University
Fellow, American Institute of Decision Sciences
Distinguished Service Award - Ferris State University
AERA Outstanding Dissertation Award
Author of the Year Award - Journal of American Assn. of
  Teachers Educ. Agric.
Distinguished Service Award - American Industrial Arts Student Assn.
Outstanding Research Paper - American Vocational Association
Technology Teaching Award - American Industrial Arts Association
Best Paper - International Microwave Power Institute
Dow Young Faculty Award
Western Electric Fund Award
Fuller Award for Distinguished Service - American Water
  Works Association
C. Holmes MacDonald Award
Tatnal Award of Society of  Experimental Mechanics
Award for Excellence in Instruction of Engineering Students
Fellow, American Astronautical Society
State of Kuwait Prize for Physics
Award of Merit - American Society for Testing and Materials
A. R. Lauer Award
Minerals Economics Award and Lecturer - AIME
Foundry Educational Foundation Key Professor
Elliston Poetry Prize
Civil War Round Table Man of the Year
American Philological Association Award for Excellence in
  the Teaching of Classics
G. Burke Johnston Award
Outstanding Contribution Award, ACM
Fellow, American Statistical Association
Virginia Professor of the Year
Founder's Award - Society for Environmental Toxicology and Chemistry
Distinguished Alumnus Award
Visiting Professional Fellow, University of Wales
Fellow, Alfred P. Sloan Foundation
J. Robert Oppenheimer Memorial Prize
Outstanding Academic Book Award
Fellow of the Econometrics Society
Yoder-Heneman Personnel Research Award
Alpha Kappa Psi Award
Erskin	Distinguished  Scholar,  University  of  Canterbury,
  New Zealand
Charles E. Clear Award for Outstanding Research
National Outstanding  Trade  and Industrial Educators Service Award
Excellence in Research	Award  -  National  Marketing  &
  Distributive Education  Research
Outstanding  Article - Journal of Vocational Education Research
National Collegiate Teacher of the Year National Business
  Education Association
National Academy of Engineering
AIAA National Faculty Advisor Award
NSF Presidential Young Investigator Award
Norman Medal - American Society of Civil Engineers
Arthur Sydney Bedell Award - Pollution Control Fed.
IEEE Centennial Medal
D.H.S. Honorary Doctor of Science - University of Brussels
Gold Medal Award, Deutsche Gesellshaft fur Metallkunde
Pendry Aerospace Literature Award - American Institute of
  Aeronautics and Astronautics
Jerome H. Ely Award
Gesellshaft Fellowship - Max Planck Institute
Best Paper - International Metallographic Society
Ralph R. Teetor Educational Award
Arch T. Colwell Merit Award - SAE
Donald S. Kingery Memorial Award
Upjohn Achievement Award for Distinguished Research
Edwin G. Nourse Award for Outstanding Research
Fellow, ASAE
Fellow, Crop Science Society of America
Extension Award - American Society for Animal Science
American Feed Manufacturers Nutrition Research Award
Outstanding Young Scientist Award
J. L. Lush Award for Research
Alumni Award for Excellence in Research
Fellow, Institute of Food Technologists
Special Achievement Award, U.S. Fish & Wildlife Service
Distinguished Service Award - Ducks Unlimited
Marward Award
Scientific Achievement Award - International Union of
  Forestry Research Organizations
Epsilon Sigma Phi Outstanding Team Effort Award
Pfizer Extension Award
Fellow, APRES
Fellow, Institute Mining and Metallurgy, London
Distinguished Extension Program Award, American Agricultural
  Economics Association
Outstanding Service Award - NIBS
Construction Award - HUD
Fellow, American Society of Agronomy
Becton Dickinson Award
Bergey Award
Morrison Award - American  Society for Animal Science
Moorman Travel Fellowship
Gustav Bostedt Mineral Award
National Association of Animal Breeders Award
J. R. Bussart Award
Ciba Geigy Award - Entomological Society
American Meat Science Association Signal Service Award
Distinguished Service Award - American Fisheries Society
Fellow, International Academy of Wood Science
Wood Award
L. M. Ward Distinguished Teaching Award
Fellow, American  Society for Horticultural Science
Nurseryman of the Month
Porter Henegan Memorial Award
Fellow, Poultry Science Association
Golden Peanut Research and Education Award
 ----------------------------------------------------------------
 ----------------------------------------------------------------
-end-
-tabno-

			   Table 6-12
-tabc-
		   Summary of Teaching Awards

 ----------------------------------------------------------------
 ----------------------------------------------------------------

Certificates  of   Teaching   Excellence--Annually   20   faculty
University-wide  are  selected	by  individual colleges, based on
student evaluations and peer review, to be recognized for  teach-
ing  excellence.    At	least  one  certificate  is given by each
college.  The number of certificates allotted to each college  is
distributed  according	to  the  number of allotted instructional
positions.

Alumni Teaching Awards--Presented each year  to  two  outstanding
faculty  elected by the Academy of Teaching Excellence from among
the recipients of the Certificates of Teaching Excellence.

The Wine Awards--Three awards are given yearly to faculty  recog-
nized  for  teaching excellence, based on nomination by students,
alumni, and faculty.

The Sporn Awards--Given to a teacher of undergraduate engineering
subjects (a College award) and a teacher of introductory subjects
(a  University	award).    Nominations	are  from  freshman   and
sophomore  students and students who take undergraduate engineer-
ing subjects.  A committee of students	and  faculty  make  final
selections and recommend them to the appropriate deans and Presi-
dent.

The  Academy  of  Teaching  Excellence--Each year six major award
winners of teaching excellence (3 Wine Awards, 1 Sporn Award  for
introductory  subjects,and  2  Alumni Teaching Award winners) are
inducted into The Academy for a three-year term.

Graduate Student Teaching  Award--This	is  a  newly  established
award  to  recognize  quality  teaching  among	Graduate Teaching
Assistants.

In addition, many of the colleges have established awards  and/or
recognitions for teaching excellence.

 ----------------------------------------------------------------
 ----------------------------------------------------------------
-end-
-tabno-

			   Table 6-13
-tabc-
	     Distribution of Wine and Alumni Awards
			   1977-1986*

 ----------------------------------------------------------------
 ----------------------------------------------------------------

	      Percentage**Percentage	   Percentage
	      of University  Wine Wine	   of Alumni   Alumni
College       208 FTE's   Awards  Awards   Awards      Awards

Agriculture	8	  13	   4	     0		0
Architecture	4	   3	   1	     0		0
Arts & Sciences45	  23	   7	    90		9
Business	7	  17	   5	     0		0
Education	6	  20	   6	     0		0
Engineering    16	  20	   6	     0		0
Human Resources 4	   3	   1	    10		1

 ----------------------------------------------------------------

 * 1987-88 catalog
** Vice Provost John Perry

 ----------------------------------------------------------------
 ----------------------------------------------------------------
-end-
-tabno-
			   Table 6-14
-tabc-
     Total, Women, Black And Other Minority Faculty By Year
			    1980-1985

 ----------------------------------------------------------------
 ----------------------------------------------------------------

  Year		  Total     Women	    Black   Other Minority

   85-86	   2077       392	      42	 108
   84-85	   2065       383	      48	 108
   83-84	   2026       351	      39	  99
   82-83	   2035       346	      29	 101
   81-82	   2026       352	      32	  69
   80-81	   2041       347	      29	  66

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			   Table 6-15
-tabc-
       Average Salaries of Full-Time Tenure-Track Faculty,
	     by Gender, Rank, and Unit, 1986-87 AY*

 ----------------------------------------------------------------
 ----------------------------------------------------------------

   Unit      Full	      Associate 	  Assistant
    and   Professors	      Professors	  Professors
   Gender  (n=514)	       (n=492)		   (n=415)
	 Mean	 Median      Mean    Median	 Mean	Median
 Agriculture and Life Sciences
   Men $48,295	$46,801    $36,218  $36,001    $30,141	$30,150
   Women54,274	 47,047 	**	 **	27,737	 28,637
   Total48,480	 47,047     36,154   36,001	29,930	 29,455
 Architecture and Urban Studies
   Men	51,085	 49,900     39,750   39,200	30,013	 28,750
   Women    **	     **     35,233   35,400	    **	      Z
   Total50,463	 49,500     39,266   38,700	29,025	 27,750
 Arts & Sciences
   Men	51,920	 49,150     35,447   34,774	29,129	 28,000
   Women42,211	 40,750     32,579   30,900	29,270	 27,900
   Total51,700	 49,000     35,126   34,550	29,168	 28,000
 Business
   Men	62,936	 62,800     46,844   46,750	37,299	 38,000
   Women    **	     ** 	**	 **	39,019	 39,900
   Total63,936	 62,800     47,153   47,250	37,746	 39,340
 Education
   Men	48,741	 48,764     40,163   40,450	30,868	 31,900
   Women    **	     **     37,927   36,500	30,009	 30,600
   Total48,867	 49,092     39,768   39,928	30,418	 30,800
 Engineering
   Men	60,109	 59,400     42,856   44,000	39,480	 40,000
   Women    **	     ** 	**	 **	    **	      Z
   Total60,109	 59,400     42,842   44,000	39,475	 40,000
 Human Resources
   Men	51,352	 51,137     39,202   38,128	28,571	 27,018
   Women46,977	 47,009     37,177   35,714	31,438	 31,146
   Total49,477	 50,168     37,773   36,200	31,029	 30,546
 Library
   Men	    **	     **     34,146   32,523	24,523	 24,054
   Women    **	     **     30,586   28,727	20,591	 21,927
   Total    **	     **     32,236   30,559	23,727	 21,849
 Public Administration
   Men	54,867	 56,100 	**	 **	    **	      Z
   Women    **	     ** 	**	 **	    **	      Z
   Total54,867	 56,100 	**	 **	    **	      Z
  Veterinary Medicine
   Men	56,198	 56,006     45,336   46,228	35,908	 35,183
   Women    **	     ** 	**	 **	35,168	 35,019
   Total56,198	 56,006     45,512   46,351	35,714	 35,009
 *All salaries converted to 9-month basis when necessary.
**Insufficient number of cases to report (n<3).
 ----------------------------------------------------------------

-end-
-tabno-
			   Table 6-16
-tabc-
	    Faculty Salary Adjustment Analysis - 1986
		  (Including Promotion Bonuses)

 ----------------------------------------------------------------
 ----------------------------------------------------------------

     Unit*  All Faculty %	 All Female %	      All Male %

       A       10.05		   11.85	       10.01
       B	9.18		    9.59		8.21
       C	9.73		    8.92		9.87
       D	9.66		   11.14		9.46
       E       10.23		   10.52	       10.16
       F       10.04		   11.00	       10.00
       G       11.78		   12.39	       10.34
       H       10.27		   11.09	       10.16
       I	9.45		    9.33		9.50
       J	9.09		   11.35		8.62
       K       10.03		    9.36	       10.13

     University 9.99	     10.49 (342)		9.91

     Ranked Faculty	     10.91 (164)

 ----------------------------------------------------------------

*The  units  include,  in  random  order, the eight colleges, the
Extension Division, the Library, and all other administration

 ----------------------------------------------------------------
-end-

-tabno-
			    Table 7-1
-tabc-
		       Student Center Fees
 ---------------------------------------------------------------

	  Student Activity Fees        Student
	  Academic		     Budget Board     Performing
   FY	    Year       Collected      Allocation   Arts Allocation
 1976-77    $45     $  863,265	     $225,000		     *
 1977-78     45        887,100	      235,000		     *
 1978-79     45        915,122	      245,000		$ 28,097
 1979-80     45        943,995	      265,386		  20,691
 1980-81     45        976,059	      280,000		  26,909
 1981-82     60      1,300,770	      284,000		  21,119
 1982-83     60      1,318,015	      293,000		  56,900 **
 1983-84     60      1,311,079	      307,000		  56,900 **
 1984-85     60      1,310,926	      315,000		  56,900 **
 1985-86     66      1,471,416	      360,000		  63,000 **
 1986-87     78 1,731,000(est)	      380,000		  63,000 **
 1987-88     902,000,000(proj)	      403,587		  ***

*Data unavailable
**Allocation  exclusive  of  Student  Budget  Board Allocation --
   funded from	student  activity  fees.  The  breakdown  of  the
   $56,900  amount  equals $6,000 for communications, $26,900 for
   music, and $24,000 for theatre arts.   The  breakdown  of  the
   $63,000  amount  equals  $33,300  for  music  and  $29,700 for
   theatre arts.

***Data incomplete; to be determined

Note: Prior to FY 82-83,  the  Performance  Arts  Allocation  was
included  in  the  Student  Budget  Board Allocation.	Also, the
amounts listed in the column for Student Budget Board  Allocation
represent  the	base  allocation, plus any monies for contingency
carried over from previous fiscal year.
 ---------------------------------------------------------------
-end-

-tabno-
			    Table 7-2
-tabc-
     Changes in Usage of University Student Health Services
			    (1976-83)
 ---------------------------------------------------------------

	       Service			   Change
	       Outpatient visits:		7%
	       Nurses' Clinic visits:          27%
	       Visits for overseas immunization:
	       Pharmacy prescriptions filled:  29%
	       Inpatient admissions:		2%
	       Days of inpatient stay:	       -5%
	       Psychiatric admissions:	      140%
 ---------------------------------------------------------------
-end-
-tabno-
			    Table 7-3
-tabc-
		    Ten Year UPS Comparisons
 ---------------------------------------------------------------

		      1975-1976    1985-1986	% Change
   On-Campus
   Interviews		13,027	     17,280	   33%

   Employers
   Interviewing 	 440	      538	   22%

   Placement
   Files Sent		3,355	     3,082	   -8%

   New Placement
   Files Established	 716	      343	   -52%

   Staff & Administrative
   Positions		  12	       15	   25%
 ---------------------------------------------------------------
-end-

-tabno-
			    Table 7-4
-tabc-
	     1984-1985 Placement Services by College
 ---------------------------------------------------------------

	       Students Registered    Interviews      Graduates
   College	  Number   %	      Number   %     Number  %

   Agriculture	    114    4		155    1       337    9
   Architecture      39    1		137    1       128    3
   Arts & Sciences  559   19	      2,179   13       993   26
   Business	    690   24	      2,989   18       821   22
   Education	    215    7		925    5       233    6
   Engineering	  1,119   39	     10,456   62      1073   29
   Human Resources   67    2		131    1       173    5
   Unknown	    81	   3		  0    0	 0    0
   Total	  2,884 	     16,972	     3,758

 ---------------------------------------------------------------
-end-

-tabno-
Figure 8-1.  Office of Development and University Relations
	     Organizational Structure
-tabc-
Figure 8-1 is not displayable
 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 8-1
-tabc-
   Private Funds Received by the University Development Office
		   1974-75, 1981-82 -- 1985-86

 ----------------------------------------------------------------
 ----------------------------------------------------------------

		    Year       Total
		    1974-75$ 3,441,275
		    1981-82  5,361,881
		    1982-83  8,472,111
		    1983-84 12,491,609
		    1984-85 13,404,242
		    1985-86 14,394,865

 ----------------------------------------------------------------
 ----------------------------------------------------------------
-end-
-tabno-

			    Table 8-2
-tabc-
 Private Funds Received by the Virginia Tech Alumni Association
		   1974-75, 1981-82 -- 1985-86

 ----------------------------------------------------------------
 ----------------------------------------------------------------

		    Year       Total
		    1974-75 $  363,816
		    1981-82  1,003,239
		    1982-83  1,079,593
		    1983-84  1,251,728
		    1984-85  1,515,637
		    1985-86  1,931,102

 ----------------------------------------------------------------
 ----------------------------------------------------------------
-end-
-tabno-

			    Table 8-3
-tabc-
     Private Funds Received by the Virginia Tech Student Aid
			   Association
		   1974-75, 1981-82 -- 1985-86

 ----------------------------------------------------------------
 ----------------------------------------------------------------

		    Year       Total
		    1974-75 $  575,810
		    1981-82    853,828
		    1982-83  1,182,948
		    1983-84  1,354,360
		    1984-85  1,556,098
		    1985-86  1,459,407

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 8-4
-tabc-
		 Virginia Tech Foundation Income
			 (in Millions $)
		   (For Years Ending June 30)

 ----------------------------------------------------------------
 ----------------------------------------------------------------

       Date	Gifts  Investments    Other Income	Total
      1975	3.05	   .24		  .31		3.60
      1976	3.85	   .29		  .39		4.53
      1977	4.40	   .36		  .67		5.42
      1978	4.21	   .66		  .28		5.15
      1979	4.32	  1.10		  .25		5.67
      1980	3.35	  1.40		 1.20		5.95
      1981	5.23	  2.49		  .81		8.53
      1982	6.99	  3.61		   51	       11.11
      1983	9.37	  3.63		 1.07	       14.07
      1984     14.16	  3.27		 1.66	       19.09
      1985     16.97	  4.12		 2.59	       23.68
      1986     14.66	  4.21		 1.39	       20.26
      1987     30.54	  3.55		 1.74	       35.83

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 8-5
-tabc-
	Virginia Tech Foundation Assets And Agency Funds
			  (in Millions)
		   (For Years Ending June 30)

 ----------------------------------------------------------------
 ----------------------------------------------------------------

	    Year	  Agency       Foundation	Total
	   1975 	   0.0		  6.8		 6.8
	   1976 	    .7		  7.0		 7.7
	   1977 	   1.6		  9.0		10.6
	   1978 	   3.5		 10.0		13.5
	   1979 	   3.0		 13.8		16.8
	   1980 	   3.4		 16.2		19.6
	   1981 	  14.6		 20.0		34.6
	   1982 	  13.9		 25.8		39.7
	   1983 	  15.5		 33.4		48.9
	   1984 	  17.8		 43.5		61.3
	   1985 	  20.1		 55.2		75.3
	   1986 	  24.9		 66.0		90.9
	   1987 	  29.6		 93.7	       123.3

 ----------------------------------------------------------------
 ----------------------------------------------------------------
-end-
-tabno-

			    Table 8-6
-tabc-
		   Endowment Fund Market Value
			 (In Millions $)
		    (For Years Ending June 30

 ----------------------------------------------------------------
 ----------------------------------------------------------------

    Year       Market Value		  Year	    Market Value
    1975	    1.7 		 1982		20.5
    1976	   13.5 		 1983		29.1
    1977	   17.0 		 1984		32.1
    1978	   16.7 		 1985		46.3
    1979	   19.6 		 1986		64.5
    1980	   19.5 		 1987		86.8
    1981	   20.6

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 8-7
-tabc-
	      Virginia Tech Foundation Expenditures
			  (In Millions)
		   (For Years Ending June 30)

 ----------------------------------------------------------------
 ----------------------------------------------------------------

    Year       Expenditure		  Year	     Expenditure
    1975	    2.9 		 1982		 5.5
    1976	    2.9 		 1983		 6.8
    1977	    1.7 		 1984		 7.2
    1978	    3.0 		 1985		10.8
    1979	    2.5 		 1986		12.0
    1980	    3.1 		 1987		15.8
    1981	    4.4

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 8-8
-tabc-
       Virginia Tech Foundation Balanced Fund Performance
		      (Return For Ranking)
		(For Period Ending June 30, 1987)

 ----------------------------------------------------------------
 ----------------------------------------------------------------

	       Va Tech		   Return (%)	       Va Tech
Time Period   Foundation       All Fund Managers*	 Rank
 (Latest)     Return (%)       Median	  Top 10%    Percentile
   1 Year	15.6	       11.5	    14.4	   7

   2 Years	23.5	       17.9	    20.5	   3

   3 Years	26.7	       21.3	    24.2	   1

   5 Years	23.2	       19.7	    22.1	   5

   * All fund managers monitored by William M.	Mercer-Meidinger-
   Hansen Asset Planning, Inc.

 ----------------------------------------------------------------
 ----------------------------------------------------------------
-end-
-tabno-
Figure 8-2.   Vice   President	 for  Finance  Organizational
	      Structure
-tabc-
Figure 8-2 is not displayable.
 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			    Table 8-9
-tabc-
	  Revenues And Expenditures, 1975-76 to 1985-86

 ----------------------------------------------------------------
 ----------------------------------------------------------------

			  Dollars in Thousands	   Percent
			  FY85-86FY80-81 FY75-7685-8680-8175-76
   Revenues
   Tuition and fees	   57,294 25,156  13,567   18	13   13
   Government Appropriations
	Federal 	   11,327 10,307   8,176    4	 5    8
	State		  137,516 92,729  48,375   45	47   47
   Government Grants and Contracts31,912   8,911   16	16    9
   Probate Gifts	   13,898  9,500   2,231    4	 5    2
   Endowment Income	      667    955      28    0	 0    0
   Auxiliary Sales & Service	  23,491  14,803   11	12   14
   All Other Sales & Service4,701  3,033   6,854    2	 2    7
			  309,002197,083 102,945  100  100  100

   Expenditures
   Instruction		    95,66959,866  28,047   31	30   28
   Research		    61,46337,430  20,476   20	19   20
   Public Service	    44,63830,943  18,830   15	16   18
   Academic Support	    21,45113,718   5,827    7	 7    6
   Student Services	     8,101 4,803   2,059    3	 2    2
   Institutional Support    16,650 9,475   5,308    5	 5    5
   Physical Plant	    15,415*	   6,105    5	 6    6
   Scholarships 	    10,493 6,152   2,461    3	 3    2
   Auxiliary Enterprises    31,27721,353  13,336   10	11   13
   Debt Service Transfers    2,098 2,975       0    1	 1    0
			   307,255	 102,449  100  100  100

*  Reserve  Maintenance  costs of $2,569,000 are not reflected in
the above amounts.  Funds are received as  a  separate	appropri-
ation  under  capital outlay for this purpose.	The appropriation
and expenditures are reflected as plant funds on the University's
financial statements.  Prior to the reserve  maintenance  funding
concept  that  began  in  1982,  all  maintenance was funded from
physical plant current funds.  Since a separate appropriation  is
now  made  to  cover  these expenditures, current funds have been
freed for other uses.

Note: The University's current funds revenues  and  expenditures,
as  reported  in the financial statements, reflect only a portion
of  the  revenues  and	expenditures  of  the  University-related
private corporations.  The other revenues and expenditures of the
Virginia  Tech	Foundation, which manages private funds on behalf
of the University, and of the other corporations  (Virginia  Tech
Athletic  Association, Inc., VPI Facilities, Inc., Alumni Associ-
ation of Virginia Polytechnic  Institute  and  State  University,
Virginia  Tech	Student Aid Association, and Virginia Tech Intel-
lectual Properties, Inc.) were:

			   Dollars in Thousands
			  FY85-86FY80-81 FY75-76
   Virginia Tech Foundation
     gifts and earnings    13,822  5,295     n/a
   Revenues of other corporations  7,795     n/a
			   28,868 13,090     n/a

   Total expenditures of all
     corporations	   28,600 11,971     n/a

Source:  Controller's Office, June 1987.
 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			   Table 8-10
-tabc-
	  Tuition And Fee Analysis, 1975-76 to 1985-86

 ----------------------------------------------------------------
 ----------------------------------------------------------------

				   1985-86   1980-81   1975-76
   Undergraduate Tuition and Fees(1)
     -Resident			    $2,019    $  972	$  657
     -Non-resident		     4,029     1,917	 1,287

   Graduate Tuition and Fees(1)     $2,331    $1,086	$  717

   Average All Students 	    $2,468    $1,169	$  791

  ---------------------------------

Explanation of Charge

   Actual Charge			      $1,169	$  791

   Plus:  Tuition Policy Effect(2)		 375	   448

     Total Actual Charge at 37.9%	      $1,544	$1,239

   Plus:  CPI Inflation to 1985-86(3)	      $  864	$1,190
	    Budget Policy Changes		 385	   385

   Less:  Program Reductions (GF reversion, etc.)	 (346)

   Tuition in 1985-86 Dollars		      $2,468	$2,468

  ---------------------------------

   (1)	     and Fees include:
     (a) Instructional tuition and fees
     (b) Health Service Fee
     (c) Student Center Fee

   (2)	     Policy Effect
     Tuition % of Program Cost	     37.9%     28.7%	 24.2%
     Average Cost Per Student (actual $s)     $4,073	$3,269

     Tuition at 37.9%			      $1,544	$1,239
     Tuition at Actual			       1,169	   791
     Increase Due to Tuition Policy	      $  375	$  448

   (3) 1979 = 100
       1976 = 139.6
       1981 = 218.0
       1986 = 273.9

   Source:  Office of Budget and Financial Planning, June 1987.

 ----------------------------------------------------------------
 ----------------------------------------------------------------

-end-
-tabno-
			   Table 8-11
-tabc-
Expenditures for Instruction, Student Services, and Scholarships

 ----------------------------------------------------------------
 ----------------------------------------------------------------

		     FY 1985-1986 1980-1981  1975-1976
   Full-Time Equivalent
   Students (FTES)     23,846	 22,625     19,954

   Instruction / FTES	4,012	  2,646      1,406

   Instruction / FTES
   (HEPI 1986 $)	4,012	  3,638      3,074

   Student Services / FTES340	    212        103

   Scholarships / FTES	  440	    272        123

   Higher Education Price Index     264        166
   (HEPI; 1967=100)

   Source:	of Institutional Research and Planning Analysis
	 from HEGIS Financial Summaries prepared by the
	 Controller's Office (IRPA Vol. 86, No. 73, March 13, 1987)

 ----------------------------------------------------------------
-end-

-tabno-
			 Table 9-1
-tabc-
Virginia Cooperative Extension Service Budget for 1976-1986
	      (even years only) (in thousands)

 ------------------------------------------------------------
 ------------------------------------------------------------

	   State     Local    Federal	   Total     Percent
   Year Dollars  %Dollars  %Dollars  %	  Budget    Increase
   1976  7,840	53 1,735  12 5,203  35	  14,778
   1978 11,521	58 2,165  11 6,144  31	  19,830	34
   1980 15,155	62 2,624  11 6,550  27	  24,329	23
   1982 18,057	63 3,425  12 7,384  26	  28,866	19
   1984 19,050	61 3,832  12 8,184  26	  31,066	 8
   1986 23,869	64 4,372  12 9,045  24	  37,286	20

Source:  Virginia Cooperative Extension Service Financial Reports
 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-2
-tabc-
    Virginia Cooperative Extension Service Budget FY 86

 ------------------------------------------------------------
 ------------------------------------------------------------

     Category			 Dollars     Percent
     Faculty Salaries	       9,028,797     25.36
     Classified Salaries      15,228,598     42.78
     Fringe Benefits	       5,505,370     15.46
     Operating Allocations     5,836,615     16.40

     Total		      35,599,380    100.00

Source:  Virginia Cooperative Extension Service Financial Report
 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-3
-tabc-
       VPI&SU Extension Division Grants and Contracts
		1976-1986 (even years only)

 ------------------------------------------------------------
 ------------------------------------------------------------

	  Year				   Dollars
	  1976				 1,050,000
	  1978				 1,642,500
	  1980				 3,019,888
	  1982				 5,383,302
	  1984				 5,694,935
	  1986				 4,683,035

Source: Virginia Cooperative Extension Service Financial Report
 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-4   
-tabc-
  Faculty Positions Authorized For the Extension Division
	  1965, 1976, and 1986 and Filled in 1986

 ------------------------------------------------------------
 ------------------------------------------------------------

				  Authorized Positions	Filled
						      Positions
     University Unit	       1965    1976   1986	1986
College of --
     Agriculture and Life Sciences    99.82  95.27	94.96
     Architecture and Urban Studies    7.00   1.50	 1.50
     Arts and Sciences	       ....    7.71   2.00	 2.00
     Business		       ....    7.25   1.00	 1.00
     Education		       ....   41.00  13.00	13.00
     Engineering	       2.00    6.25    5.0	 5.0
     Human Resources	       9.33   17.32  14.97	11.94
     Veterinary Medicine       2.10    3.66  16.51	13.34*

Extension Division --
     Administration	       3.00    7.00   8.00	 7.90
     District Staff	      18.00   26.00  22.00	21.00
     4-H		       8.00    7.00   8.65	 7.00
     Community Resource Development    4.00   4.50	 4.50
     Agriculture & Natural Resources   1.10   1.00	 1.00
     Chemicals, Drugs, & Pesticides    3.00   2.00	 2.00
     Home Economics	       1.00    5.00   3.35	 2.75
     Center for Continuing Education   3.90   ....	  ....
     Center for Volunteer Development  ....   6.00	 6.00**
     Support Systems	       1.75    6.75  12.00	12.00

Total			     123.38  254.76 216.72     213.96***
 ------------------------------------------------------------
*  Veterinary  Medicine was in the College of Agriculture in
1965.  The College of Veterinary  Medicine  was  established
effective  July  1, 1975.   The 12.85 increase in authorized
positions was the result of biennial appropriations.
** Continuation of grant-funded project.
*** On July 1, 1980 37.01 faculty  and	2.00  administrators
were  transferred  to  the  teaching  budget  for off-campus
instruction.

Source:  VPI&SU Personnel Data Base
 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-5
-tabc-
	      Extension Agent Salary Structure
      Showing Effect of Performance Level on Increase

 ------------------------------------------------------------
 ------------------------------------------------------------

	     Beginning		Performance Level
  Year*        Salary	    Outstanding Average Unacceptable
     1	       21,889		996	  996	      0
     2	       22,885	      1,051	1,051	      0
     3	       23,936	      1,092	1,092	      0
     4	       25,028	      1,132	1,132	      0
     5	       26,160	      1,187	1,187	      0
     6	       27,347	      1,255	1,255	      0
     7	       28,602	      1,296	1,296	      0
     8	       29,898		  0	    0	      0

* Year and step in the scale are the same.

Source:  State Classified Salary Scale

 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-6
-tabc-
   Attendance at Educational Activities Conducted by the
		Continuing Education Program
	     Fiscal Years 1984, 1985, and 1986

 ------------------------------------------------------------
 ------------------------------------------------------------

     University Unit	       FY 84	 FY 85	   FY 86
     Agriculture and Life Sciences	 3012	   4818
     Architecture and Urban Studies	  422	    330
     Arts and Sciences	       1532	 1587	   1703
     Business		       2488	 2575	   2428
     Education			753	 1020	    523
     Engineering	       2589	 2694	   2458
     Human Resources		107	  431	     54
     Veterinary Medicine	391	  570	    579
     Extension Division        5978	 5201	   4559
     Total		      16296	17512	  17452

Source:  Extension Division, Continuing Education Program Records
 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-7
-tabc-
     Educational Activities at On- and Off-Campus Sites
     Conducted Through the Continuing Education Program
	     Fiscal Years 1984, 1985, and 1986

 ------------------------------------------------------------
 ------------------------------------------------------------

     Location	     FY 84     FY 85	 FY 86
     On Campus	      175	179	  166
     Off Campus       159	216	  172
     Total	      334	395	  338

Source: Extension Division, Continuing Education Program Records
 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-8
-tabc-
    Number of Educational Activities by University Unit
     Conducted Through the Continuing Education Program
	     Fiscal Years 1984, 1985, and 1986

 ------------------------------------------------------------
 ------------------------------------------------------------

     University Unit	       FY 84	 FY 85	   FY 86
     Agriculture and Life Sciences	   39	     41
     Architecture and Urban Studies	   16	     17
     Arts and Sciences		 38	   44	     38
     Business			100	  115	     98
     Education			 16	   19	     15
     Engineering		 36	   47	     40
     Human Resources		  2	    6	      1
     Veterinary Medicine	 11	   13	     13
     Extension Division 	 76	   96	     75
     Total			334	  395	    338

Source: Extension Division, Continuing Education Program Records
 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-9
-tabc-
    University-Related Sites for Educational Activities

 ------------------------------------------------------------
 ------------------------------------------------------------

		  4-H Educational Centers
	  Holiday Lake			     Southeast
	    Appomattox			       Wakefield

	  Jamestown			     Southwest
	    Williamsburg		       Abingdon

	  Northern Virginia		     West Central
	    Front Royal 		       Wirtz

		Continuing Education Centers
	  Donaldson Brown		     Southern Piedmont
	    Blacksburg			       Blackstone

	  Reynolds Homestead		     Tidewater
	    Critz			       Suffolk

			Other Sites
	  Northern Virginia		     Washinton-Alexandria
	   Graduate Center		      Center
	     Falls Church			Alexendria

 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-10
-tabc-
 Undergraduate Degrees Awarded in the International Studies
			  Program
			1969 to 1987

 ------------------------------------------------------------
 ------------------------------------------------------------

		     Degrees			   Degrees
	 Year	     Awarded	       Year	   Awarded
	  1969		2		1979	     12
	  1970		4		1980	      7
	  1971		1		1981	      6
	  1972		1		1982	      7
	  1973		1		1983	      7
	  1974		3		1984	     13
	  1975		9		1985	     12
	  1976		3		1986	     18
	  1977		6		1987	     20
	  1978	       12

 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-11
-tabc-
   Undergraduate Degrees Awarded in the Foreign Languages
			 Department
			1984 to 1986

 ------------------------------------------------------------
 ------------------------------------------------------------

		      French	German	 Spanish
	  1984		1	  2	    4
	  1985		2	  0	    8
	  1986		0	  2	   14

 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-12
-tabc-
	 Study Abroad Programs Sponsored by VPI&SU

 ------------------------------------------------------------
 ------------------------------------------------------------

     Year	Number of Programs  Number of Students
     1981		5		  165
     1982		3		   37
     1983		2		   74
     1984		3		   99
     1985		2		   72

 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-13
-tabc-
Participation by VPI&SU in the International Study Exchange
			  Program

 ------------------------------------------------------------
 ------------------------------------------------------------

		Students  Academic  Students  Academic
		Outbound  Quarters  Inbound   Quarters
     1982-83	   2	     2	       2	 2
     1983-84	   3	     9	       4	10
     1984-85	   4	    11	       5	14
     1985-86	  10	    27	      10	25
     1986-87	   9	    27	      11	30

 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-14
-tabc-
		Student Fulbright Applicants

 ------------------------------------------------------------
 ------------------------------------------------------------

			       Number of Students
	  Year		   Funded	     Not Funded
	  1978		     0			 1
	  1979		     0			 3
	  1980		     1			 3
	  1981		     1			 0
	  1982		     2			 5
	  1983		     2			 3
	  1984		     1			 2
	  1985		     1			10
	  1986		     1			 4

 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-15
-tabc-
Summary of Short-Term AID Participant Trainees (Non-Degree)

 ------------------------------------------------------------
 ------------------------------------------------------------

	Participants by Subject Area

	Agriculture Development       40
	Apple Growing		      25
	Computer Science	       4
	Extension		      36
	Management		      18
	University Administration      4
	Miscellaneous		      36
	TOTAL			     163

	Participants by Region	  Number

	Africa			      48
	Asia/Near East		      63
	Latin America/Caribbean       37
	Europe			      15

	Total Number of Participants

	1983			      17
	1984			      34
	1985			      69
	1986			      43

 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-16
-tabc-
   Summary of Long-Term AID Participant Trainees (Degree)

 ------------------------------------------------------------
 ------------------------------------------------------------

     Country	 Number        Major(s) Beginning   Ending

     Sri Lanka	  12	 Animal Science     1979      1986
     (in groups of 3)	 Agricultural Engineering
			 Agricultural Education
			 Agricultural Economics
			 Food Science
			 Statistics
     Sri Lanka	  17	 Agronomy	    1983      1985
			 Horticulture
			 Plant Pathology

     Nepal	   2	 Forest Management  1981      1983

     Nepal	   2	 Forestry	    1983      1985
			 Fisheries & Wildlife

     Mali	  19	 Various Agricultural Fields  1992
     Zambia	   9	 Agricultural Planning	      1992

 ------------------------------------------------------------
-end-

-tabno-
			 Table 9-17
-tabc-
   Participants in Programs at the Cranwell International
			Center, 1986

 ------------------------------------------------------------
 ------------------------------------------------------------

     February  837	 June	     672	October    2536
     March     810	 July	     236	November   1837
     April     668	 August      499	December    674
     May      1120	 September  2026

 ------------------------------------------------------------
-end- 

-tabc-
		       -------------------
		      | 		  |
		      |   Vice President  |
		     for Information Systems
		      | 		  |
		       -------------------
				|
				|
	 -------------		|	  -------------
	|	      | 	|	 |	       |
	|	      | 	|	 |  Assistant  |
	|Administrative 	|	 |Vice President
	|	      --------------------	       |
	|  Assistant  | 	|	 |   for Data  |
	|	      | 	|	 |Administration
	|	      | 	|	 |	       |
	 -------------		|	  -------------
				|
				|
       +------------------------------------------------------------
       |	   |		|	    |		 |
       |	   |		|	    |		 |
   ---------   ---------  ------------	---------    ---------
  |	    | | 	||	      ||	 |  |	      |
  Director of Director of| Director of|Director of  Director of
  |Computing| Information|Communications Learning|  |University
  |  Center | | Resource||   Network  ||Resources|  |Libraries|
  |	    | |Management|   Services ||  Center |  |	      |
  |	    | | 	||	      ||	 |  |	      |
   ---------   ---------  ------------	---------    ---------

-tabno-
 Figure 10-1.	Vice President for Information Systems Organiza-
		tional Structure
-end-

-tabno-
			   Table 10-1
-tabc-
	 Library Attendance and Collection Use, 1976-86

 -----------------------------------------------------------
 -----------------------------------------------------------

	      Building	    Circulation Transactions
	    Attendance				       Inter-
	      (Newman				      Library
       Year    Only)	Regular   Reserve    Total     Loan
 -----------------------------------------------------------
    75/76    763,022	 247,103   129,607   376,710	11,794
    76/77    821,956	 267,103   120,642   387,903	12,932
    77/78    891,202	 280,091   129,343   409,434	13,772
    78/79    984,964	 295,302   119,488   415,790	14,659
    79/80  1,080,976	 531,396*  139,243   670,639	17,656
    80/81  1,114,874	 600,941   154,777   755,712	22,325
    81/82	  **	 463,287   166,084   629,371	25,396
    82/83  1,205,359	 444,354   155,960   600,314	28,917
    83/84  1,469,515	 462,387   127,504   589,891	30,726
    84/85  1,266,496	 446,935   108,996   555,931	32,440
    85/86  1,297,654	 488,636   136,599   625,235	21,871
 -----------------------------------------------------------

     10 Year
     Growth
     (Percent)	 70	   98	     5	       66	 85

 --------------
   *	Beginning  as  of  July  1979,	this  statistic  includes
   renewals.

   **  Due to mechanical and electronic problems, statistics were
   not collected for  three  months,  hence  an  accurate  annual
   figure is not available.

 -----------------------------------------------------------
-end-

-tabc-

		       -------------------
		      | 		  |
		      |    Director of	  |
		      |University Libraries
		      | 		  |
		       -------------------
				|
				|
	 -------------		|	  -------------
	|	      | 	|	 |	       |
	|    Public   | 	|	 |  Personnel  |
	|  Relations  | 	|	 |   Officer   |
	|	      --------------------	       |
	|   Officer   | 	|	 | (Staff:  1) |
	|	      | 	|	 |	       |
	 -------------		|	  -------------
				|
				|
		--------------------------------
	       |		|		|
	       |		|		|
	 -------------	  ------------	  -------------
	|	      |  |	      |  |	       |
       Assistant Director|   Director	     Director
	Budget, Systems  Public ServicesTechnical Services
	| and Planning|  |and Collection |	       |
	|	      |  | Development|  |	       |
	|	      |  |	      |  |	       |
	 -------------	  ------------	  -------------
	Automation Serv.  Reference Dept.  Acquisitions
	Business Services Special Collect. Catloging
	Systems Oper.	  User Services
			  Branch Libraries

-tabno-
 Figure 10-2.	University Library Organization Structure
 -----------------------------------------------------------
-end-

-tabno-
			   Table 10-2
-tabc-
  Comparison Between VPI&SU Library and 49th-Ranked University
			    Libraries
		for Selected Resource Measures *

 -----------------------------------------------------------
 -----------------------------------------------------------

						  VPI&SU
						Statistics
					      as Percentage
		     49th     49th     VPI&SU of 49th Place
      Resource	   Library StatisticsStatistics Library's
     Volumes	    U. Colo.	    1,551,733	    74%

     Total Expenditures  $8,719,174$6,553,355	    75%

     Total Staff    LSU 	272	  193	    71%

     Current SerialsS. Ill.  21,473    19,814	    92%

     Serials Expenditures$1,547,416$1,164,939	    75%

   *  Data  is	drawn from 1985-6 ARL statistics.  Total expendi-
   tures may exclude one or more  specific  categories	that  are
   included in the totals shown in this table.

 -----------------------------------------------------------
-end-

-tabno-
			   Table 10-3
-tabc-
   Educational & General Expenditures & Library Expenditures,
			     1976-86
 -----------------------------------------------------------

						 Library as
			  Total 	       Percentage of
		       Educational    Total	Educational
		       and General   Library	and General
	     Year      ExpendituresExpendituresExpenditures
	     1975-76 $ 83,844,658  $3,306,176	   3.94
	     1978-79 $129,538,473  $4,356,443	   3.36
	     1979-80 $151,671,172  $4,771,589	   3.15
	     1980-81 $174,293,728  $4,746,257	   2.72
	     1981-82 $187,906,749  $5,467,143	   2.90
	     1982-83 $198,444,347  $5,647,966	   2.85
	     1983-84 $212,407,361  $5,882,126	   2.77
	     1984-85 $250,097,824  $7,048,047	   2.82
	     1985-86 $274,352,128  $7,212,556	   2.63

 -----------------------------------------------------------
-end-

-tabc-

		       -------------------
		      | 		  |
		      |    Director of	  |
		      |  Computing Center |
		      | 		  |
		       -------------------
				|
				|
				|	  -------------
				|	 |	       |
				|	 |Administrative
				|	 |   Services  |
				----------	       |
				|	 |  (Staff: 6) |
				|	 |	       |
				|	  -------------
				|	   Computer Accounting
				|	   Hardware/Software
				|	   Purchase Approvals
				|	   CC Financial/Budgeting
				|
				|
				|
				|
		    ------------------------------
		   |				  |
   ----------------------------------	----------------------
  |				     | |		      |
  |	    Support Services	     | |   System Services    |
  |				     | |		      |
   ----------------------------------	----------------------
       |	   |		|	    |		 |
   ---------   ---------    ---------	---------    ---------
  |	    | | 	|  |	     | |	 |  |	      |
  |   User  | Distributed  | Advanced| | Systems |  |Operations
  | Services| |Computing|  |Scientific Programming  |	      |
  |	    | | 	|  |Computing| |	 |  |	      |
  (Staff: 10) |(Staff: 4)  |(Staff: 3) (Staff: 18)  (Staff: 24)
  |	    | | 	|  |	     | |	 |  |	      |
   ---------   ---------    ---------	---------    ---------
-tabno-
 Figure 10-3.	Computing Center Organization Structure
-end-

-tabno-
			   Table 10-4
-tabc-
	       Computing Center Budget Allocations

 -----------------------------------------------------------
 -----------------------------------------------------------

     (in $1,000)       1983-84	 1984-85   1985-86   1986-87
   Salaries (including benefits)   1,918     2,153     2,312
   Wages		   347	     338       431	 405
   Operations		   3,532   4,027*    3,643**   3,362**
			   5,883   6,283     6,227     6,079

   * Contains a one-time budget item of $400,000 for purchase  of
the new IBM 3090.
   ** Contains allocations for debt service for the IBM 3090.

 -----------------------------------------------------------
-end-

-tabno-
			   Table 10-5
-tabc-
	 Tasks for Which Faculty Use Computers at VPI&SU
 -----------------------------------------------------------

     Function			       Percentage
     Data analysis			    69
     "Number crunching"                     66
     Word processing			    61
     Storage and retrieval		    50
     Graphics				    46
     Program and systems development	    33
     Simulation 			    33
     Symbol manipulation		     9

Source:  Table 2 from the Crofts Report.

 -----------------------------------------------------------
-end-

-tabc-

		       -------------------
		      | 		  |
		      |    Director of	  |
		      |   Communications  |
		      |  Network Services |
		      | 		  |
		       -------------------
				|
				|
				|	  -------------
				|	 |Administrative
				|	 |Support Staff|
				----------	       |
				|	 | (Staff:  2) |
				|	  -------------
				|
				|
       T------------------------------------------------------------d
       |	       |		|		|
       |	       |		|		|
 -------------	 -------------	  -------------   -------------
|	      | |	      |  |	       | |	       |
|   Network   | |   Network   |  |  Laboratory | |   Research  |
| Development | |   Services  |  |   Support   | | and Planning|
|	      | |	      |  |   Services  | |	       |
| (Staff:  20)| | (Staff:  61)|  | (Staff:  12)| | (Staff:  50)|
|	      | |	      |  |	       | |	       |
 -------------	 -------------	  -------------   -------------
-tabno-
 Figure 10-4.	Communications	 Network  Services  Organization
		Structure
 -----------------------------------------------------------
-end-

-tabc-

		       -------------------
		      | 		  |
		      |    Director of	  |
		      | Learning Resources|
		      |       Center	  |
		      | 		  |
		       -------------------
				|
				|
		--------------------------------
	       |		|		|
	       |		|		|
	 -------------	  ------------	  -------------
	|	      |  |	      |  |	       |
	| Audiovisual |  | Educational|  | Research and|
	|   Services  |  |  Technology|  | Measurement |
	| (Staff:  26)|  | (Staff:  37)  | (Staff:  4) |
	|	      |  |	      |  |	       |
	 -------------	  ------------	  -------------
-tabno-
 Figure 10-5.	Learning Resources Center Organization Structure
 -----------------------------------------------------------
-end-

-tabno-

			   Table 10-6
-tabc- 
		LRC Grant and Fellowship Programs

 -----------------------------------------------------------
 -----------------------------------------------------------

			Teaching/	Faculty
			 Learning	 Summer
      College		  Grants      Fellowships
   Agriculture & Life Sciences		    1
   Architecture 	     -		    -
   Arts & Sciences	     8		    2
   Business		     1		    1
   Education		     6		    2
   Engineering		     1		    2
   Human Resources	     1		    2
   Veterinary Medicine	     2		    -

 -----------------------------------------------------------
-end-