Self-Study, Volume I, Chapter IV: Academic Programs and Resources

The academic programs of the university - teaching and research - are administered through the College of Arts and Sciences, School of Graduate Studies, and professional schools of applied social sciences, dentistry, engineering, law, management, medicine, and nursing, with coordination provided by the president and provost. The major academic divisions of the university are described later in this chapter, followed by sections addressing general education and research.

The regular (full-time) faculty numbers more than 1,800. Approximately 95 percent of all faculty hold the doctorate or other appropriate terminal degree, and 35 percent of the members of the full-time faculty have tenured appointments (if the School of Medicine is excluded, about 62 percent of the faculty are tenured). The university expects current and prospective members of the faculty to be dedicated to effective teaching as well as to research and scholarship. CWRU's former students and faculty include 10 Nobel laureates, and many faculty have been nationally and internationally recognized for their work.

The university's regular faculty is supplemented by a part-time faculty of approximately equal number, most of whom are health care practitioners holding clinical faculty appointments in the schools of medicine, dentistry, and nursing. Such clinical appointments are not normally compensated. The university's other schools also use adjunct faculty on a selective basis, particularly in professional programs, in order to enrich the educational experience of students by bringing specialized knowledge and professional experience in a variety of curricular areas. Qualifications and standards of evaluation for appointment and reappointment are essentially those for members of the regular faculty, modified as appropriate, but include an expert knowledge in the field of practice, as well as a commitment to continuing development of this competence and a dedication to effective teaching. Most courses, even at the introductory undergraduate level, are taught by members of the regular faculty.

The university believes it is competitive on average faculty compensation as reflected by the AAUP ratings for doctoral institutions. The university has an AAUP rating of '1' (80th percentile or above) for average salaries for professors and assistant professors, and an AAUP rating of '2' (60th percentile or above) for associate professors and instructors. By AAUP practice, these rankings exclude salaries for faculty in the School of Medicine.

Faculty Diversity. The university has continued to make progress in the recruitment of women and minority faculty, and is beginning to see the successful results of the mechanisms and programs which have been in place or have been developed since 1987. This progress has been the result of the strong emphasis placed on affirmative action programs, a tight monitoring system for faculty searches, growing appreciation of the value of diversity by the university community, and strong efforts made by departments and deans in the recruitment process. There continue to be areas of concern in the program which need to be addressed.

Standard recruitment and hiring procedures for faculty require that special efforts be made to identify women and minority candidates, that candidates be interviewed, and that reasons be documented for the rejection of any applicant. The provost's office closely monitors compliance with these requirements. Hiring goals are set for individual departments on an annual basis, determined by comparing current faculty composition in each department or school with the proportion of women and minorities in the respective professional area nationwide.

The university makes its efforts primarily in the hiring process, i.e., recruiting talented people who then compete on an equal basis with all faculty members for promotion and tenure, not by giving special consideration to members of minority groups in the promotion and tenure process. The reports show progress in the recruitment of both women and minority faculty in many areas of the university. Women constitute 28 percent of full-time faculty, an increase of nearly 35 percent since fall 1990. The number of African-American faculty has increased from 36 in 1990-91 to 54 in 1994-95, bringing campus-wide representation to nearly 3 percent for African-American faculty and 2 percent for Hispanic faculty - figures comparable to other universities and better than many other private research universities. CWRU now has some African-American faculty presence in every school and college. Additionally, the university has instituted two programs to aid its efforts: one provides for funding for overlap hiring of a highly qualified minority faculty member in the College of Arts and Sciences when a retirement is anticipated in a department within three years; the other provides funding for visiting minority faculty members.

Each faculty member's salary is reviewed for equity by the provost (with the exception of the medical school). Factors of rank, time-in-rank, and academic performance are considered. Equity adjustments have been made in response to these reviews and will continue to be made. A Salary Equity Committee, established by the president, reported to the Faculty Senate in March 1994 that, on a university-wide basis, both univariate and multivariate analyses indicate there are no systematic differences in average salaries based on gender or minority racial group when summarized for each rank and division or school. A few cases where deficiencies in salary were found are being reviewed in depth.

Two committees of the Faculty Senate have been established - the University Committee on Minority Affairs and the University Committee on the Status of Women - which are continuing to bring visibility to the issues, monitor progress, and make recommendations.

In the School of Medicine, a formal Committee on Equity in Professional Affairs was established in 1982. To date each of the departments in the medical school has appointed an internal committee which accepts responsibility for monitoring and assisting in the recruitment of qualified minority and women faculty. Among other activities, the committee also agrees to serve in an advisory role for faculty and students who perceive inequities, augmenting the affirmative action procedures in the university.

Undergraduate Admission. The number of undergraduate applications to CWRU suffered a serious downturn in the 1980s, from a high of 2,800 in 1983 to lows of 1,709 and 1,943 for classes entering in fall 1987 and 1989, respectively. The number of first-time freshmen dropped as well, from 850 in 1982 to 508 in 1989. While some of the decline was attributed to demographic changes and to the traditionally cyclical interest in engineering programs, external factors did not fully account for the drop in applications and enrollment, and the university turned its attention to a number of concerns specific to CWRU.

Recognition of the problem required a critical assessment of 'product,' an understanding of the market, and a strategy for combining institutional strengths with market needs. The conclusions of a market study reinforced what the admissions staff knew from experience: that the university lacked a focused institutional identity in its primary and secondary markets and had limited name recognition elsewhere. Those familiar with CWRU often knew only of the university's engineering programs, not its broad liberal arts offerings.

Priorities for undergraduate recruitment and retention were clearly stated in the Plan for Case Western Reserve University 1990-1995:

'The [College of Arts and Sciences and Case School of Engineering] must achieve a stable freshman class of 750 students and an undergraduate student body of approximately 3,000. . . . In addition to a commitment to increasingly sophisticated admission procedures, there is a University-wide need to publicize to a broader public the many fine programs offered here. Special emphasis must be placed on the enrollment of women and minorities and of mature students already established in professional life.'

The Office of Undergraduate Admission's 'Marketing Plan for the 1990s' presented a strategy to achieve these priorities. The plan's major thrust is to identify CWRU as a comprehensive university that offers excellent undergraduate programs in the arts and sciences as well as in engineering. The strategy recognized that an emphasis on the quality of the total undergraduate experience, both academic and social, is essential to projecting a university identity. The plan had eight objectives, with specific strategies for achieving each.

• Strengthen CWRU's name recognition in its primary market (Northeast Ohio, Western New York and Pennsylvania);
• Establish name recognition beyond the primary market;
• Determine, define, and disseminate CWRU's institutional identity in all markets through admission activity;
• Improve internal admission systems operations, enhancing efficiency and responsiveness and reducing costs;
• Create an inquiry base of 28,000 to 30,000;
• Generate 4,000 to 5,000 applicants;
• Increase selectivity, quality, and diversity;
• Enroll 700 to 800 freshmen.

Admission statistics for the class entering fall 1994 show that the Office of Undergraduate Admission and the university have succeeded in achieving a number of these objectives. Applications to programs in the College of Arts and Sciences, Case School of Engineering, and Weatherhead School of Management increased for the fifth consecutive year to a total of approximately 3,900, an increase of more than 8 percent over 1993. When applications to the B.S.N. program are included, total freshman applications exceeded 4,000 for the first time in CWRU history. Freshman applications have doubled since 1990.

The academic qualifications of entering students, always strong, have continued to improve. More than 40 percent of the 694 entering freshmen this fall (excluding nursing students) had SAT math scores of 700 or higher, and nearly 80 percent had a math score of 600 or higher; more than 43 percent had SAT verbal scores of 600 or higher. Approximately 70 percent of enrolled freshmen graduated in the top 10 percent of their high school class, and nearly 90 percent finished in the top 20 percent.

There has been mixed success in diversifying the entering class by gender, race/ethnicity, geography, and academic interest. Women constitute only 35 percent of fall 1994 freshmen in the arts, sciences, and engineering (38 percent if the B.S.N. program is included). The declining enrollment of students from under-represented minority groups - approximately 6 percent of the fall 1994 class - is an area of concern; the Dean of Undergraduate Admission has recommended a comprehensive long-range planning effort to deal with the range of issues involved in minority recruitment, enrollment, and retention. The admissions staff will also continue to focus attention on recruiting students from geographically distant areas within the U.S., and will work with faculty in the College of Arts and Sciences in efforts to increase the number of students interested in majoring in the arts, humanities, and social sciences.

Undergraduate Retention. The improvement in student retention at CWRU, in the period since 1987, is the result of efforts by many faculty, administrators, staff, and students to enhance the experience of undergraduates in all its aspects. Data point to 1987 as a watershed year for the university in terms of student retention; that year's entering freshman class established new highs in the rate of retention from the freshman to sophomore year (90 percent) and in the rate of retention from matriculation to graduation in five years (74 percent). In contrast, retention rates in the years before 1987 had hovered around 84 percent from the freshman to sophomore year, and around 62 percent from matriculation to graduation. Subsequent years' data show that the retention rates established by the 1987 entering class were not an anomaly; retention from the freshman to the sophomore year has remained consistently at or above 90 percent since 1987, while retention from matriculation to graduation after five years has ranged from 67 to 70 percent, with an additional 5 to 7 percent of each entering cohort receiving degrees after more than five years.

For undergraduates, 1987 was a year of many beneficial innovations. Students entering in 1987 were welcomed by President Pytte, who himself was new to CWRU that year and who immediately made clear by his open office hours, his attendance at student events, and his responsiveness to student concerns that undergraduates and undergraduate education counted with him. The 1987 entering class was the first to enter the university as a single freshman class in the undergraduate Colleges, a newly created administrative structure for undergraduate education which made more apparent than ever before to students, to faculty, and particularly to faculty advisors the breadth, flexibility, and accessibility of undergraduate curricular options. Academic regulations regarding honors, good standing, and related areas, which had previously differed according to a student's undergraduate major and degree, were made uniform, and advisors of undergraduates from all disciplines met together for the first time. A new freshman grading scheme, soon called 'freshman forgiveness' by the students, allowed freshmen to explore widely in the curriculum - and perhaps fail a course - without severe penalty. And a Retention Task Force, appointed by Provost Herman Stein and stimulated by ideas gleaned at the first National Conference on Student Retention in July, 1987, began its work of assessing student needs and making recommendations for actions and policies to enhance the experience of students and consequently to enhance retention.

The Retention Task Force identified a broad range of programs and services which are closely tied to student satisfaction, and thus to retention: quality of instruction, faculty-student interaction, academic advising, academic support and intervention, orientation, housing, recreation, student activities, facilities, environment, staff-student interaction. The Task Force then identified specific needs and made recommendations for action. The task force members - faculty members and administrators involved with student academic and extracurricular affairs - were often in positions to implement recommendations immediately. Other recommendations were transmitted in a report to the provost, and by 1990 virtually all of the recommendations had been implemented. Each task force member continued to talk about retention with his or her 'constituency,' helping to maintain faculty and staff awareness of their importance in any efforts to enhance the students' undergraduate experience. The work begun by the Retention Task Force has been carried on in the last two and a half years by a Freshman Task Force, chaired by the assistant provost.

Monitoring of student satisfaction, and soliciting and responding to student feedback have been ongoing. Focus groups and questionnaires for freshmen, and two questionnaires completed by seniors each year provide comparative measures of student satisfaction. The bitterness that was commonly expressed in senior questionnaire responses prior to 1987 is now rare. The gains in freshman enrollment (up 37 percent in five years) and the improvement in retention are evidence of student satisfaction.

Although the university has made significant progress in student retention, it is still shy of its goal, set by the Retention Task Force, of an 80 percent matriculation to graduation rate. For some groups, retention has lagged behind the overall retention rate for a given cohort. While the rate of retention from the freshman to sophomore year for African-American students has equalled the rate of retention for each year's entering cohort taken as a whole, the graduation rate for African-American students is slightly less than that of the entire cohort of entering students (3 percent less, for the 1988 entering cohort). And the retention rates for men are below those for women.

Success in retention and recruitment brings new challenges. The increase in undergraduate enrollment (up 28 percent in five years as a result of the improved retention and large freshman classes) is putting pressure on faculty and facilities in some departments, on personnel in support services (tutoring, counseling, freshman advising), on housing, on classrooms, and on recreational facilities. While staff numbers have increased in some student service areas, staff numbers have remained constant or decreased in others. The Freshman Task Force, in its 1994 report to the provost, echoed the earlier Retention Task Force in recommending increased budget and staff to some support areas, such as freshman advising. The Freshman Task Force is continuing to review the experience of freshmen, and to focus on many areas which directly affect student satisfaction and retention.

There is reason to celebrate the gains CWRU has made in student satisfaction and retention over the past seven years. Nevertheless, retention remains a concern. Attention to student needs has not abated, and faculty, administrators, staff, and students continue to work to improve the quality of all aspects of the undergraduate experience.

Student Diversity. For over 20 years, there have been programs at CWRU to increase the number of graduates from under-represented minority groups. The oldest such program, the Minority Engineers Industrial Opportunity Program (MEIOP), was started by the faculty of the School of Engineering in 1974. This effort is now part of a comprehensive program, the Minority Scholars Program, involving undergraduates in all disciplines and encompassing as well a variety of pre-college programs designed to attract under-represented minorities into professional career paths.

Minority students admitted to CWRU are eligible for a pre-freshman experience that helps introduce them to the campus and enhances their study skills. After matriculation, the Minority Scholars Office provides many support services, such as counselling, forming study groups, and help in acquiring internships. Academic services and other counselling resources are available through the Office of Educational Support Services.

CWRU has an articulation agreement with Cuyahoga Community College (CCC) that allows provisional admission to students from the Cleveland area who have the drive and intellectual ability to succeed at CWRU, but who have not had the academic preparation normally required for admission. If a sufficient grade point average is maintained in appropriate courses at CCC, these students may transfer to CWRU as sophomores and some pre-designated courses will be accepted for full credit. So far, only a few students have adopted this method of starting at CWRU, but enough for us to know that the approach works. Given that a large fraction of the students in the Cleveland Public Schools are under-represented minorities, this program could be a major method of entry into CWRU.

At present, under-represented minorities account for over 6 percent of the undergraduate enrollment. More encouraging, they make up approximately the same percentage of the graduates. The goal is to increase the percentage of under-represented minorities to over 10 percent of the graduating classes, at which point the racial and ethnic mix of the enrollment will begin to approach that of the communities from which our students come.

In addition to these efforts, there are programs in virtually all of the professional schools to increase the number of minority students enrolled in their programs. The School of Medicine offers an example of a particularly effective program - African-American students now account for about 13 percent of the school's total enrollment.

The matter of campus diversity cannot be addressed without mentioning the university's extensive international enrollment, including students from more than 80 countries. This feature of CWRU encourages interaction among many cultures, adding a valuable dimension to the educational experience.

The College of Arts and Sciences offers courses of study leading to B.A. and B.S. degrees in a full range of disciplines in the humanities, arts, social sciences, mathematics, and natural sciences. Departmental faculty also conduct research and offer instruction leading to master's and doctoral degrees in these fields. The college's faculty teach almost all the general education courses for students majoring in engineering, management, and nursing, and is the academic home for undergraduates pursuing majors in economics, computer science (the B.A. program only), nutrition, and biochemistry.

The college was established in 1992 as part of a reorganization that also included the establishment of the Case School of Engineering. The 1993-94 academic year was the first in which the college existed as a consolidation of disciplines under a single dean, and the transition to the new structure has been smooth. Long-range plans are being developed in the areas of curriculum, recruiting, research, and fund-raising, and the college will begin to work with the Office of University Development to conduct a 'mini-campaign' focused on its special needs and priorities.

As discussed in detail in the report of the undergraduate education subcommittee, the Arts and Sciences faculty are reviewing the three core curricula - Case, Western Reserve, and Lambda - with the goal of establishing a curriculum best suited for students in the arts and sciences. Proposals under discussion include revisions to the core as well as the integration of new requirements for writing, research, collaborative learning, and critical or creative thinking. A faculty committee is also considering the feasibility of an honors or scholars program, probably with an interdisciplinary dimension. The faculty will continue to explore such changes during 1994-95, with the expectation that curricular improvements will help attract top students to CWRU, particularly in those disciplines in the humanities that have been less visible in recent years.

Program assessment is an ongoing activity of the college. Among the assessments done by individual departments were those undertaken within the last few years by the departments of Physics and Chemistry, resulting in searches for new departmental leadership, changes in curricula, and plans to renovate facilities and recruit new faculty. The departments of Biology, Mathematics, History, and English will complete self-studies in 1994-95; outside reviews will follow in each case.

Faculty in the College of Arts and Sciences are also involved in a wide range of outreach efforts to the larger community. Many of these involve programs for high school science teachers and students, including the regional Science Olympiad, a summer biotechnology institute for gifted ninth and tenth graders, and summer workshops for science teachers. The college hopes to develop comparable activities in the humanities over the next few years. Other outreach efforts include performances in theater and music as well as several lecture series of general interest, including the popular 'Frontiers in Astronomy' lectures, offered in conjunction with the Cleveland Museum of Natural History and the Cleveland Astronomical Society, that attracted more than 1,200 people in 1993-94.

Mission, Goals, and Planning. The mission of the College of Arts and Sciences is to provide undergraduate and graduate programs of the highest quality in the arts and sciences; to be a local, national, and international leader in the advancement of knowledge through creative research and scholarship; and to provide service to surrounding communities in ways that draw on its particular strengths and expertise.

In spring 1994 the faculty began consideration of a draft vision statement for the college to help focus discussion of long-term objectives. The statement emphasized four areas: undergraduate education, graduate education, research, and outreach. While the college has many objectives for the next decade, among the most important are improving the undergraduate curriculum and facilities; enhancing the research environment; assuring selective high-quality graduate programs with a stable base of financial support; increasing the attractiveness of CWRU to top students, particularly in the humanities; establishing a strong alumni and development structure as a key to longer-term financial stability; and diversifying the faculty through recruitment of more minority and women faculty, particularly in the sciences, and providing the resources to advance the careers of junior faculty.

Faculty. The College of Arts and Sciences has 195 regular faculty positions. The college makes use of some part-time faculty and visiting lecturers, but the majority of its sections - approximately 70 percent - are taught by tenured or tenure-track faculty. There is no plan for a major increase in the number of regular faculty, although the initial staffing of the Department of Statistics, created in 1992, will add at least five new faculty members. A focus of attention in 1994-95 will be the development of a plan for faculty recruitment in the sciences to replace faculty who are retiring in the next five years, including a plan for financing the necessary start-up expenses.

An elected Executive Committee is the major policy committee of the college. Faculty also participate in the Faculty Senate and in committees of the University Undergraduate Faculty. The faculty Committee on Educational Programs must approve all curricular changes. Faculty also play major roles in personnel decisions at the department level and at the college level through the Committee on Appointments.

Students. The college has more than 850 undergraduate majors, divided almost equally among the arts, humanities, and social sciences and the natural sciences and mathematics. Undergraduate enrollment trends are positive, though the college seeks to attract more freshmen who are interested in the humanities. Only about 7 percent of the fall 1994 entering class expressed an interest in majoring in the humanities or social sciences, although more than 30 percent of the Class of 1994 graduated with a major in these fields.

Fall 1994 enrollment in graduate programs leading to the M.A., M.S., or Ph.D. is 553, essentially unchanged from fall 1993 but an increase of approximately 13 percent over five years ago. Nearly 70 percent of graduate students were in programs in the arts, humanities, and social sciences.

Research. The college received nearly $7.9 million in external awards for research in 1993-94, a 4 percent increase over the previous year. The college's science departments account for approximately 80 percent of this total. During the current academic year the dean will sponsor a series of seminars to address issues related to the research environment in the college, including the long-term implications of changes in federal support for academic research.

Significant research is being done in almost all departments of the sciences, social sciences, and humanities. A list of key areas of faculty research and scholarship, though not comprehensive, would include theoretical particle physics, condensed-matter physics and optics; electrochemistry and organic chemistry; molecular biology; the environment; medical anthropology; social and pediatric psychology; mental retardation and clinical psychology; aging, care of the elderly, and Alzheimer's disease; American social history and the history of science; 19th and 20th century literature; and early music.

Joint Ventures. Departments in the College of Arts and Sciences draw particular benefit from the university's location in the heart of University Circle. The college's programs in music, music education, art history, and art education involve close collaborations with the Cleveland Institute of Music, Cleveland Museum of Art, and Cleveland Institute of Art. Other departments are involved in collaborative teaching and research activities with the Western Reserve Historical Society, Cleveland Museum of Natural History, and University Hospitals of Cleveland. Arts and Sciences faculty are also engaged in research activities with colleagues in almost every other school on campus, particularly in the schools of engineering and medicine.

Through a joint program in education with John Carroll University, students pursuing the B.A. can take course work leading to high school teacher certification (grades 7-12) in biology, chemistry, earth science, English, French, history, math, and physics.

Finances and Physical Facilities. The college's 1994-95 budget is in balance with $1.5 million in university support. This reflects a reduction in university support of slightly more than half from the previous year, though the reduction is balanced by declines in the amount of indirect services costs that are assigned to the college.

A significant concern is the need for ongoing modernization of facilities in the sciences. A $5.75 million project to renovate the Rockefeller Building, home of the Physics Department, is currently under way, with partial support provided by a $2 million grant from the National Science Foundation. Completion is expected by fall 1995. Renovations costing nearly $4 million are also planned for the Millis Science Center, which houses the Department of Chemistry; proposals have been submitted to NSF and the Ohio Board of Regents for financial support. The dean has drafted a long-term plan for modernization of all science facilities, and is currently evaluating the use of space and needed renovations in the social science departments.

The School of Graduate Studies confers M.A., M.S., M.F.A., and Ph.D. degrees upon students who have completed advanced study in the arts and sciences and various professional fields. The school is an administrative unit with no faculty of its own, and is responsible for certifying graduate degrees and overseeing university-wide standards of quality in admission and performance. Graduate instruction is provided by faculty in the College of Arts and Sciences and the professional schools.

Fall 1994 enrollment in degree programs in the School of Graduate Studies is 1,956, an increase of approximately 2 percent over the previous fall. The university experienced a major drop in new graduate student enrollment in fall 1993, particularly in engineering, where the number of new students declined by more than 25 percent. While the reasons were somewhat discipline-specific, there are also significant changes in the environment for graduate education that require the university to re-examine traditional assumptions about graduate student recruitment and enrollment. Trends include changing patterns of student career interest, and external constraints on student choices; changing patterns of use of advanced knowledge, including new career paths in industry, academia, and other organizations; changing patterns of support for academic research, the major source of funding for CWRU graduate students; and increasing competition for the best graduate students from other programs as well as from careers that demand less time and expense than graduate school.

These factors prompted the Faculty Senate Graduate Studies Committee to examine issues surrounding the university's ability to maintain its competitive position for the strongest graduate students. The result was a 'white paper' on graduate student recruiting and enrollment, issued in April 1994. The committee's recommendations focus on the nature of graduate study programs - the university's product - and the characteristics of current and potential graduate students - the customers. Suggested initiatives include better financial and administrative strategies, including the establishment of a core of predictable graduate student financial support; modernization of program design, to meet the needs of students and their prospective employers; greater commitment to marketing of graduate programs; and organizational steps, including more flexible internal systems that facilitate interdepartmental programs. Quality-of-life issues specific to graduate students, often given limited attention in the past, are emerging as key concerns, as reflected in the results of a recent survey on student satisfaction that was conducted by the Graduate Student Senate.

The committee's discussions showed that the university continues to attract top applicants, but is having more limited success in enrolling those students. Some departments are choosing to admit fewer students than in the past because of uncertainty about funding needed to support graduate students. (The issue of financial support for graduate students is also discussed in the report of the subcommittee on research.) Discussion of the white paper will continue during the 1994-95 academic year.

Some successful program models are already in place at CWRU. One is the Biomedical Sciences Training Program, which offers students the choice of a relatively broad but coherent spectrum of departments clustered around one or more Ph.D. programs. Others are the new practice-oriented master's program in engineering and the intensive semester Ph.D. program in social welfare at the Mandel School, designed to accommodate social work educators and others who cannot attend a full-time program.

The Mandel School of Applied Social Sciences, consistently ranked among the nation's top professional schools of social work, offers curricula leading to the M.S.S.A. (Master of Science in Social Administration) degree in social work, and to the Ph.D. degree in social welfare. In collaboration with the schools of law and management, the school administers the Mandel Center for Nonprofit Organizations, offering advanced education in management for professionals from all types of nonprofit institutions. The Mandel School and the Weatherhead School of Management offer a joint program leading to the degree of Master of Nonprofit Organizations (M.N.O.).

Since its founding in 1916, the Mandel School has been known for its innovations in professional education. The school has a long-standing commitment to community action in Cleveland, a city with a tradition of support for human services. More than 300 organizations participate in the school's field education program, providing students with the opportunity to develop skills in direct practice, research, management, fund-raising, and community development. The school also operates an extensive continuing education program for social work practitioners in the community, as well as the Program for the Advancement of the Public Human Services, a series of education and training programs for personnel in public social service agencies in Ohio and elsewhere.

The M.S.S.A. program prepares students for advanced social work practice in a variety of settings. The school offers several study options, including a two-year full-time program, part-time and extended degree programs, and an intensive weekend program for employed social workers. Students can combine the M.S.S.A. with related fields through dual degree programs in law (J.D.), management of nonprofit organizations (M.N.O.), and social welfare (Ph.D.). The Council on Social Work Education recently reaffirmed the professional accreditation of the M.S.S.A. program for eight years, the maximum period allowed.

In addition to the school's commitment to Cleveland and Northeast Ohio, the faculty are involved in a broad range of international activities, particularly in Eastern Europe. Among the school's efforts are programs to provide training to social work educators from Hungary and Romania and to help professionals in Romania improve that nation's child welfare system.

Mission, Goals, and Planning. The school's dual mission combines leadership in community service with development of knowledge through instruction and research. A new strategic plan is nearing completion; a final set of goals and action plans should be ready for faculty approval and implementation in fall 1994. Among the goals for 1994-95 identified by the dean are completion of the strategic planning process and a review of the doctoral program; efforts to increase the school's funded research activities and development capacity; expansion of continuing education, placement, and career services; and continuation of support for the public human services through professional development activities.

Faculty. The Mandel School has 29 regular faculty in 1994-95, approximately the same number it has had since the late 1980s. The regular faculty is supplemented by a part-time faculty of 25; in addition, approximately 350 community professionals serve as field education instructors.

The regular faculty elect representatives to a Steering Committee and to several standing committees. The Steering Committee makes recommendations to the faculty on the mission and overall direction of the school, monitors the school's budget, and advises the dean on programs, policies, organizational structures, and allocation of resources.

Students. Fall enrollment in Mandel School programs is 575, including more than 40 students in the Ph.D. in social welfare. M.S.S.A. enrollment in fall 1993 was the largest in the school's history, with an 18 percent increase over the previous year. Women constitute 82 percent of students in the M.S.S.A. program this fall, while 18 percent are members of minority groups. A committee on cultural diversity is working to strengthen the diversity of the student body by developing a plan for recruitment and retention of minority students.

Research. The school received more than $4.5 million in external awards for research and training in 1993-94, nearly double the previous year's total. Over the next several years the school expects to strengthen its competitiveness for federal research grants through ongoing faculty development initiatives.

The faculty's research interests build on the school's commitment to the community. Among the issues and populations currently being investigated are family caregiving, urban poverty, youth exposure to violence, mental health services for adolescents, and child welfare. In addition to ongoing independent faculty research, the school sponsors academic centers involved in specific research, practice implementation, and dissemination of information. These include the Center for Urban Policy and Social Change, examining the root causes of persistent urban poverty; the Center for Practice Innovations, which designs, implements, and evaluates innovative models of social work practice; and the Mandel Center for Nonprofit Organizations, which disseminates research on the nonprofit sector through its journal Nonprofit Management and Leadership. An affiliated effort, the Cleveland Community-Building Initiative, which designs and implements creative community development approaches, grew out of an earlier center in the Mandel School.

Joint Ventures. Through the Mandel Center for Nonprofit Organizations, the school actively collaborates with the schools of management and law on numerous projects. Mandel School faculty also participate in joint research with faculty in the College of Arts and Sciences and the School of Medicine.

The school participates in joint programs of education with other area colleges and universities as well. Students in the M.S.S.A. program can earn a certificate in Jewish communal service through a joint program with the Cleveland College of Jewish Studies. A recently approved joint program with Baldwin-Wallace College offers Mandel School students the opportunity to earn Ohio School Social Worker Certification; it is one of only two state-approved school social worker programs in Ohio. The Program for the Advancement of the Public Human Services also has formal relationships with Stark Technical College, Cuyahoga Community College, the University of Akron, and Cleveland State University to support the provision of degree programs for the staff of county human service agencies in Cuyahoga, Summit, and Medina counties.

Finances and Physical Facilities. The school ended the 1994 fiscal year with a small surplus, reflecting an increase in enrollment, growth in gifts and grants, increased external support for research and training, and higher indirect cost recovery. The school expects to diversify its funding over the next five years, with a goal of reducing tuition income as a percentage of the total budget to no more than 50 percent.

In 1991 the school moved into a new $7-million building that includes classroom, office, and conference space, a microcomputer laboratory, and a library. While the new building serves the needs of the school well at this time, the dean anticipates that the school will begin to plan for an addition to the present building within the next few years.

The School of Dentistry offers a curriculum leading to the D.D.S. degree, and advanced training in several dental specialties leading to the M.S.D. degree. A small number of high school graduates are also admitted each year into an accelerated, six-year dental program. The school offers a continuing education program for dental practitioners and auxiliaries, described in the report of the continuing education subcommittee. The school is accredited by the Commission on Accreditation of the American Dental Association, and is currently preparing for ADA re-accreditation in 1995.

The School of Dentistry is a small, high-quality school that emphasizes preparing students to deliver comprehensive patient care. Its focus is on real-life treatment, addressing patients' dental and general health conditions in the context of economic and behavioral realities. In conjunction with its curriculum, the school operates a dental clinic on campus where students provide faculty-supervised dental service to area residents, gaining experience in interactions with a cross-section of patients that include the elderly, the poor, and the medically compromised.

From the mid to late 1980s a combination of circumstances thrust the school into a vulnerable position, bringing it to a crossroads that called for decisions and actions of a fundamental and far-reaching nature. Nationally, applications to schools of dentistry had decreased steadily throughout the 1980s. A five-year projection by the university's budget office in 1989 showed continuing annual deficits of more than $1 million unless drastic action were taken to reduce expenses and increase income, a situation made more urgent when the State of Ohio ended its assistance to the school as of June 30, 1990 (state assistance had been as high as $1.4 million per year in the early 1980s).

Facing increasingly serious financial difficulties, the faculty took a number of actions as part of a plan to avoid closing the school. In response to the decline in the applicant pool, the school rescaled to an optimal level of 58 students in the first-year class (now re-stabilized at 62). Early actions to address the budgetary situation included reductions in non-academic staff, elimination of financial compensation for practicing dentists who serve as part-time faculty, and elimination of non-tenured faculty positions where possible. Further action was needed, however, and the school's faculty concluded that a reduction in faculty size was necessary to regain financial stability.

In 1990, with the support of the school's faculty and the Faculty Senate, the Board of Trustees authorized the closing of the Department of Oral Biology, effective June 30, 1991. The discussions surrounding the closing were lengthy and often bitter. Faculty in the school's clinical departments absorbed most of the responsibility for basic science instruction, with some reliance on faculty from the School of Medicine and elsewhere in the university. (Until the early 1970s the school did not have a Department of Oral Biology, relying on faculty in Medicine to provide most instruction in the basic sciences - an approach followed at many other dental schools as well.) The provost's office made extensive efforts to assist the seven tenured faculty to find other positions within the university. Two accepted non-faculty positions at CWRU; the other five subsequently sued the university, a suit settled out of court in 1991.

While the process of change was painful, the adjustments sharpened the focus of the school's academic, clinical, and research programs, and it celebrated its centennial in 1992 with new stability and renewed commitment.

Mission, Goals, and Planning. In January 1994 the school began a strategic planning process with an ongoing environmental assessment that builds on the ADA re-accreditation self-study. A new statement of mission and goals, with accompanying objectives, was adopted in September 1994. In it, the faculty affirmed that the mission of the School of Dentistry is to provide contemporary programs in oral health, patient care, research and scholarship, and service, in an environment which fosters collegiality and professionalism, that will enable a diverse group of students to become competent practitioners of dentistry.

Goals to achieve this mission include provision of curricula that integrate clinical, biomedical, and behavioral sciences with a foundation of caring, ethics, and professionalism; a focused research program integrated with faculty development and postdoctoral education; provision of both school-based and outreach service and health education programs; and support for the profession through service and leadership, including a strong continuing education program.

The school is also involved in an in-depth review of its curriculum. A new emphasis on criterion-based mastery for the knowledge core of the curriculum is being coupled with a faculty development program in critical thinking and outcomes. All faculty have now been trained in using problem-solving to teach and to assess students' abilities in applying the knowledge core and solving clinical problems.

Faculty. The school's regular faculty for 1994-95 numbers 28. Its size has remained fairly constant over the past several years but is well below the peak of 48 faculty in 1984-85. In addition to filling two open positions and replacing those faculty who retire or leave, the school anticipates requesting at least four additional full-time faculty positions over the next five years to help bolster its research as well as clinical and teaching programs. The regular faculty is supplemented by a part-time voluntary faculty of nearly 250 practicing dentists and specialists, many of whom are alumni.

The regular faculty elect members to an Executive Board and Standing Committees that work with the dean to address administrative and policy issues affecting the School of Dentistry.

Students. Fall enrollment is 237 in the D.D.S. program and 37 in the graduate programs. Enrollment has been relatively stable over the past five years, reflecting the decision to reduce the entering class size. Approximately 34 percent of students are women, 19 percent are minorities, and 25 percent are international students representing 14 foreign countries.

While applications to the D.D.S. program have increased significantly in the last two years, allowing for greater selectivity in admissions, application trends and physical space limitations support continued enrollment at the present level. There is some flexibility for increasing enrollment at the graduate level, depending on patient availability, faculty size, and other factors.

Research. With the appointment of a Director of Research in 1993, the school has begun to implement a long-range plan to rebuild its research infrastructure. Sponsored research has declined in the last several years, reflecting both a national decline in support for dental research and the closing of the Department of Oral Biology. Awards from all sources for fiscal year 1994 totalled just under $95,000, an increase of about 6 percent from 1993 but well below the school's 1989 total of $488,029. The general strategy will be to develop a focused research program built upon existing strengths within the school and collaborative efforts with other units of the university. As much as possible, the research program will be coupled with graduate education and faculty development. Areas the school would like to continue to pursue include craniofacial research, implantology, dental hard tissue analysis, and the interface between dentistry and biomedical engineering on matters of dental materials and procedures.

Joint Ventures. The School of Dentistry offers a joint program with the School of Medicine leading to the M.D. degree and certificate in oral surgery. The school also participates in a number of joint research ventures with the School of Medicine, Case School of Engineering, and College of Arts and Sciences, as well as with several universities abroad. In addition, the school has working relationships in education and research with many hospitals and health clinics in the area, including University Hospitals of Cleveland, MetroHealth Medical Center, Mount Sinai Medical Center, and the Veterans Affairs Medical Center.

Finances and Physical Facilities. The school ended the 1993-94 fiscal year with a small surplus, due primarily to a 17 percent increase in clinic revenue, and forecasts a balanced budget for the next five years.

With the expansion of research and other activities, the school expects to reclaim some space that had been relinquished in recent years to other university activities. The freshman and sophomore laboratories have been renovated to accommodate additional students, and dental clinic units and chairs are updated or replaced as funds are identified.

The Case School of Engineering offers curricula leading to the B.S. degree in a wide range of engineering disciplines. Departmental faculty also offer advanced instruction leading to the M.S. and the Ph.D. in these fields, conduct a substantial body of research, and maintain close ties to industry. The school's undergraduate programs are accredited by the Accreditation Board for Engineering and Technology, and are undergoing review for re-accreditation in fall 1994.

Established in the July, 1992 reorganization that also created the College of Arts and Sciences, the Case School of Engineering continues the tradition of rigorous programs that were the hallmark of its predecessors, the Case School of Applied Science and Case Institute of Technology. The school has been a leader in engineering education, the first to offer undergraduate programs in computer engineering, biomedical engineering, polymer engineering, and systems and control engineering. As the practice of engineering changes, the school is developing new programs and approaches to meet the demands of the next century, with renewed commitment to building strategic partnerships with industry in teaching and research.

CWRU is one of 10 universities constituting the Gateway Engineering Education Coalition, a program funded by the National Science Foundation to support fundamental changes in U.S. engineering education to meet industry's needs. One Gateway initiative at CWRU is the creation of an interdisciplinary freshman engineering course, developed with student help, that will emphasize teamwork for solving engineering problems. Other Gateway efforts include upper-division courses that feature advanced technology as a learning tool, provide more hands-on laboratory experience, and strengthen skills in communication, engineering analysis, and group development.

The school is diversifying its graduate program offerings with a new practice-oriented master's degree program, designed to help engineers update their technical expertise and gain management and teamwork skills. The six-semester evening program, which began in fall 1994, differs from a traditional master's degree program in its focus on current industrial practice rather than research. Faculty from the Weatherhead School of Management and adjunct faculty from industry will also teach in the program.

At the same time, the school is conducting an in-depth review of its traditional research-based M.S. and Ph.D. programs. While the review is not yet complete, it is clear that the school must move away from its past dependence on self-supporting students; its goals are to support all new full-time graduate students with unrestricted assistantships or endowed fellowships, moving students to funded research support in the second year, and to raise monthly stipends to a level that is competitive in attracting high-quality students.

Mission, Goals, and Planning. The Case School of Engineering undertook an intensive strategic planning process during 1992-93, resulting in mission and vision statements as well as a plan for action for the years 1993-2000. Already considered among the top 30 schools of engineering in the U.S., the Case School seeks to become one of the top 10 by the year 2000 through national recognition as a leader in education, research, and design; dedication to the advancement of knowledge and its practical application; and collaboration with industry, government, and other academic institutions in technical partnerships.

To achieve this vision, the school's priority goals are to maintain undergraduate enrollment and the academic quality of applicants and programs; promote a quality resident graduate program based on research activities funded by government and industry; promote a professional practice-oriented graduate program, in partnership with the Weatherhead School of Management and local industry; develop new educational programs at both the undergraduate and graduate levels to prepare engineers for professional practice; and to promote partnerships with industry to encourage hiring of students, collaboration with faculty, and support for programs.

Faculty. The Case School of Engineering has 109 regular faculty in fall 1994. The school's faculty size is expected to remain fairly stable over the next few years. Faculty development is a fund-raising priority, and a recently established fund supports such faculty development activities as sabbatical leaves, development of new courses and teaching methods, new research, writing of books, and other initiatives.

An Executive Committee of elected and ex officio members is the principal governance body for the engineering faculty. The school also has standing committees on appointments, undergraduate studies, graduate studies, and research. A Policy Committee chaired by the dean and comprising all department chairs and associate deans sets administrative policy for the school.

Students. The school has over 950 undergraduate majors in fall 1994, more than a quarter of all undergraduates. The school offers several programs to encourage secondary school students to consider engineering as a career, and approximately 45 percent of all freshmen admitted to CWRU for fall 1994 expressed an interest in pursuing an engineering major.

Fall 1994 enrollment in engineering graduate programs is 755, an increase of 2 percent over the previous year. The fall 1993 total of 743 represented a drop of 14 percent, concentrated primarily among self-supporting international students. While enrollment has risen slightly, the 1993 decline reinforced both the importance of the practice-oriented master's program as well as the need to review the traditional graduate research programs. Early interest in the new practice-oriented program is encouraging, with 55 students enrolled in fall 1994. Given strong market demands for such a program, enrollment is expected to grow to 125 new students annually by academic year 1997-98.

Research. The Case School of Engineering received $24.3 million in external support for research in fiscal year 1993-94, an increase of 4 percent. While research funding has been relatively flat for the past two years, investment in major equipment and the hiring of several new faculty are expected to translate into future growth in funded research activity.

Faculty in the school are extensively involved in a range of research activities, both individually and through a number of interdisciplinary research centers, described below. A list of key research areas, though not comprehensive, would include biomaterials, polymers and composite materials, microelectronics and micromechanical systems, fuel cells, sensors, and intelligent systems.

Joint Ventures. The school participates in a number of joint research centers with other units of CWRU, other universities, and industrial partners. The Ernest B. Yeager Center for Electrochemical Sciences brings together the expertise of faculty in eight departments in the Case School and the College of Arts and Sciences, and is the largest academic group in the country dedicated to electrochemistry research and education. Other centers include the Applied Neural Control Laboratory and the new Cardiac Bioelectricity Research and Training Center, which are collaborative efforts with the School of Medicine; the Center for Automation and Intelligent Systems Research; and the Electronics Design Center. The School of Engineering also participates in several public/private partnerships through the State of Ohio's Thomas Edison Program, described later in this chapter.

A number of engineering research centers involve interdisciplinary collaborations among faculty in the school's materials-oriented departments - Macromolecular Science, Materials Science and Engineering, and Chemical Engineering - with related disciplines at CWRU and with colleagues at Kent State University and the University of Akron. These include the Advanced Liquid Crystalline Optical Materials Center (ALCOM), housed at CWRU; the Center for Applied Polymer Research (CAPRI); the NSF Center for Molecular and Microstructure of Composites, with the University of Akron, State of Ohio, and industrial partners; and the Center on Materials for Space Structures. These efforts have made Northeast Ohio the world's center of polymer science and technology.

Finances and Physical Facilities. The school completed the 1993-94 fiscal year with an income deficit of approximately $1 million, reflecting the decline in graduate enrollment and variance in overhead recovery because of higher-than-planned capital equipment purchases. These problems have been at least partly remedied, and the school's budget will increase by more than 6 percent in 1994-95. The budget includes $1.2 million in university support, increased from the previous year in order to help the school through the period of lower graduate enrollment.

The Department of Macromolecular Science has recently moved into the 95,000 square foot, $24 million Kent Hale Smith Engineering and Science Building, setting the campus standard in laboratory facilities for engineering and the natural sciences. The Smith Building will integrate classroom teaching and laboratory training, give special attention to improving the ability to perform extensive organic polymer synthesis, and incorporate newly developed computer aids in education and research in the new information environment.

Space vacated by the Department of Macromolecular Science will be renovated to house the departments of Systems, Control, and Industrial Engineering, Computer Engineering and Science, a Manufacturing Systems Institute, and the machine shops. This move will bring all engineering departments into close proximity and allow for the development of the Manufacturing Systems Institute to promote inter-departmental, inter-institutional, and industrial collaboration on education and research in the general areas of design implementation, industrial automation, and manufacturing. The institute's mission will be to build a solid research base which includes a mix of basic and applied activities in collaboration with industry.

The School of Law offers a broad range of courses leading to the J.D. degree, with special emphasis on problem solving and analysis, basic legal theory, dispute prevention and planning, communication skills, information technology, and professionalism. The school also offers graduate instruction leading to the LL.M. in taxation and, for graduates of law schools outside the United States, in U.S. legal studies. The school administers the Law-Medicine Center, the Canada-United States Law Institute, the Frederick K. Cox International Law Center, and a seminar for federal judges sponsored by the Federal Judicial Center. Founded in 1892, the school was among the first law schools accredited by the American Bar Association.

As part of its curriculum, the school operates the Milton A. Kramer Law Clinic, through which law students, under faculty supervision, provide assistance to clients from the community who would otherwise be unable to afford legal services. In addition to general courses in civil and criminal practice, the strong clinical program offers specialized courses in health law and family law.

The School of Law also houses the National Institute on the Future of the Legal Profession, established in 1993 with the support of the ABA and American Bar Foundation as a source of initiatives and strategies to bring about systemic and innovative change in public policy, professional practice, and legal education. Through the institute and similar partnerships, the school expects to play a key role in efforts to redefine legal education and create a more effective legal profession, responding to criticism that law schools must better prepare lawyers for professional practice. The school is also undertaking a campaign to increase awareness within the legal community of the school's reform initiatives and its emphasis on teaching the skills and values of the profession.

The school is involved in a growing number of activities in international and transnational law. The Cox International Law Center, established in 1991, serves as the focus of the school's international efforts, which include the LL.M. program for foreign lawyers, a visiting scholar program, lecture series, and exchange relationships with universities in Croatia, the Czech Republic, Hungary, Italy, the Netherlands, Poland, Russia, Slovenia, Switzerland, and Ukraine. A long-standing international partnership is the Canada-U.S. Law Institute, established in 1976 and jointly sponsored by the law schools of CWRU and the University of Western Ontario. The center gives students of both schools a comparative perspective on their own country's legal system, and provides a framework for the exploration of transnational and international legal issues affecting the relationship between Canada and the United States.

Mission, Goals, and Planning. The school is currently preparing for a re-accreditation visit by the ABA in spring 1995. As part of the self-study, a faculty steering committee will guide a process to foster a stronger sense of shared vision among the school's faculty, including formulation of goals for the next seven years.

Faculty. The School of Law has 43 regular faculty, a figure that is expected to remain fairly stable. The regular faculty is supplemented by a group of adjunct faculty, practicing attorneys who teach skills courses (e.g., The Lawyering Process or Trial Tactics) or substantive courses in a specialized area such as admiralty law or juvenile law. The faculty elect members to standing committees on admissions, appeals and rules, appointments, building, curriculum, library, and promotion and tenure; the dean or a designee serves as an ex officio member of all standing and special committees.

Students. The school's fall 1994 enrollment is 724. Most are full-time students; nearly 44 percent are women, and approximately 12 percent are minorities. About half of entering students enroll directly after completing their undergraduate work; the rest have had several or many years of work experience in fields as diverse as music, engineering, and medicine, and often hold other advanced degrees. The school draws increasingly from outside Ohio; 49 percent of fall 1994 students are from outside the state. Applications to the J.D. program have remained relatively stable for the past four years at slightly more than 2,000 for an entering class of approximately 225. There are 60 students enrolled in courses in the LL.M. program this fall, including students from 11 foreign countries.

The school is currently evaluating its career services to better assist its graduates in finding employment in an increasingly competitive market, and in a profession in which more work is being done by highly trained non-lawyers. The school plans to intensify its outreach to employers and involve alumni more effectively in placement efforts.

Research. While School of Law faculty contribute to scholarship on a wide range of legal issues, many affecting practicing professionals, much of the faculty's recent scholarship focuses on issues with public policy implications. These include bioethics (including DNA testing and the ethical issues of the NIH Human Genome Project), child welfare, immigration policy, labor law, alternative dispute resolution, and campaign finance reform.

Despite a doubling in proposal activity, the school received no external awards for research in fiscal year 1993-94, down from $210,320 in 1992-93. Funded research in the School of Law has traditionally accounted for 1 percent or less of the university's total external research funding.

Joint Ventures. The School of Law offers four formal joint degree programs, combining the J.D. with the M.B.A., the M.A. in legal history, the M.S.S.A., or the M.N.O. degree. With the schools of management and applied social sciences, the School of Law cosponsors the Mandel Center for Nonprofit Organizations. The curriculum increasingly draws on the expertise of faculty in other disciplines across the university, including medicine, economics, finance, history, and science.

The school's Law-Medicine Center began more than 30 years ago as a cooperative effort of the School of Law, Institute of Pathology, and Cuyahoga County Coroner's Office. Its early focus on forensic medicine has broadened to include the wide range of legal, social, economic, scientific, and ethical issues in which law and medicine are interrelated.

Finances and Physical Facilities. The school completed the 1993-94 fiscal year with a small surplus and projects a modest increase in income for 1994-95. In response to a national decline in the number of applicants to law schools, the school will curtail additional faculty hiring and reduce some expenses in order to decrease slightly the size of the entering class while retaining admissions selectivity. The demand for the LL.M. program is expected to remain strong, and the school's endowment should help provide the financial flexibility to decrease enrollment.

Currently under construction is a $7.4 million addition to Gund Hall, the school's main building. The project, to be completed by the end of 1994, will add 25,000 square feet of much-needed teaching and student space, including new classrooms, courtrooms, and expanded clinical and computer facilities.

The Weatherhead School of Management offers curricula leading to the B.S., M.S., M.Acc., M.B.A., and Ph.D. degrees in management, management science, accounting, organizational behavior, operations research, and other areas of business administration. Members of the school's faculty also provide instruction in economics for undergraduate students enrolled in the College of Arts and Sciences. The M.B.A., M.Acc., and B.S. in accountancy programs are accredited by the American Assembly of Collegiate Schools of Business.

The Weatherhead School is nationally known for its innovations in management education, among them the nation's first Ph.D. program in operations research and one of the first academic divisions of management information systems. In 1990 the school again attracted national attention when it implemented a new competency-based M.B.A. curriculum, a response to criticisms that traditional management education did not adequately prepare managers for the 1990s and beyond. At the beginning of the program, all students are provided with an assessment of their current management abilities, along with guidance in developing an effective individual learning plan. Underlying these changes is the philosophy that the Weatherhead School must educate students to provide value to and for their organizations.

The school's tradition of innovation continues with planning for a new doctoral program, the Executive Doctorate in Management, designed specifically for experienced executives interested in a doctoral-level academic credential but not an academic career. The E.D.M. is planned as a rigorous, three-year curriculum of 42 credit hours of study organized into four interdependent elements: inquiry seminars, global-integrative seminars, thematic electives, and individual applied research projects. An international study experience will also be a component of the program. Candidates must meet stringent entrance requirements, including an M.B.A. or equivalent and at least 15 years of senior management experience. The E.D.M. program proposal was approved by the Weatherhead faculty and the university's Faculty Senate, and has been submitted for approval by the university's Board of Trustees and the Ohio Board of Regents. Subject to approval, the school expects to enroll the first class of 20 students in the fall semester of 1995.

Through the George S. Dively Center for Management Development, the school also offers the Executive M.B.A., ranked by Business Week as among the nation's 10 best, as well as a wide range of non-degree continuing education programs described in the report of the subcommittee on continuing education. The center's programs focus primarily on the preparation and development of senior executives, with the goal of fostering a lifelong learning relationship with the Weatherhead School. In late 1994 the center will move its operations into the Dively Building, a new $7.5 million executive education facility on campus.

Mission, Goals, and Planning. Activities at the Weatherhead School have been guided since the late 1980s by a statement of strategic direction for the years 1988-1995. The school's goal is to be regarded by its target organizations as one of the leading management schools in the nation, as measured by its ability to produce outstanding leadership and significant knowledge within areas of both general management and specific competencies. This mission was to be accomplished through four objectives: to maintain pedagogic distinctiveness; to sustain academic focus; to refine the school's research thrust; and to build strategic partnerships.

A new statement of strategic direction for the period 1995-2005 is being considered this fall by the faculty as well as by focus groups of alumni and the school's Visiting Committee. This new statement builds upon the previous plan and orients the school toward a broader vision of international renown as a premier school of management, recognized in particular for its outcome orientation in all activities; its consistent record of innovation; and a learner-centered environment that promotes dynamic, challenging, and interactive learning among students, faculty, and organizations.

Faculty. Reflecting the dramatic growth of the school over the past decade, the regular faculty of 75 is more than 40 percent larger than in fall 1984. The number of faculty is expected to remain constant over the next five years.

The Council, consisting of the dean and nine members elected by the faculty, is the faculty's principal governance body. During 1993-94 the school streamlined its committee structure, moving from 15 committees to four, each concerned with one of the school's priorities: executive education, professional education, undergraduate education, and research.

Students. The school has 165 undergraduate majors, 158 students in graduate (M.S. and Ph.D.) programs, and more than 1,000 students in professional (M.B.A., M.Acc., and M.N.O.) programs. The school has enhanced its marketing, recruitment, and admissions activities to maintain both the number and quality of M.B.A. students in a shrinking market, and expects that total enrollment in the M.B.A. program will remain fairly steady over the next five years.

Approximately 36 percent of professional students are women, 11 percent are members of minority groups, and 9 percent are international. More than 60 percent attend on a part-time basis. The school has implemented and will continue a number of initiatives to improve the overall quality of student life as well as to better meet the needs of international and minority students.

Research. The Weatherhead School received $990,351 in external support for research in 1993-94, nearly double its total for fiscal year 1993. Last year the school conducted its first comprehensive analysis of faculty research productivity, spanning the past six years. Such an analysis will now be conducted on an annual basis, and the results distributed to all Weatherhead faculty.

In addition to research activity conducted by individual faculty in the school's seven academic departments, a substantial amount of research takes place through research-oriented interdisciplinary centers. These include the Center for Regional Economic Issues, which conducts research on issues of long-term significance to the Great Lakes region; the Center for the Management of Science and Technology, with a focus on the optimal use of advanced technology for U.S. companies in global markets; the Arts Management Program, conducting field-based research with a range of arts organizations; the Health Systems Management Center, concerned with the costs, benefits, organization, and financing of health care; and the Mandel Center for Nonprofit Organizations.

Joint Ventures. The Weatherhead School and the Mandel School jointly offer a program leading to the degree of Master of Nonprofit Organizations (M.N.O.). In addition, the Weatherhead School offers a number of joint degree programs in conjunction with the College of Arts and Sciences, Case School of Engineering, School of Graduate Studies, School of Law, and Frances Payne Bolton School of Nursing. The school also participates in several joint centers and programs, including the Health Systems Management Center, with the School of Medicine; the Mandel Center for Nonprofit Organizations, with the schools of law and applied social sciences; and the Arts Management Program, a joint venture with the Mandel Center.

Beginning in fall 1994, the school will offer a joint degree program with the American Graduate School of International Management (Thunderbird) in Arizona, through which students can earn the M.B.A. at CWRU and the Master of International Management at Thunderbird. The joint program is one of a number of international initiatives at the Weatherhead School that include the addition of international content to the M.B.A. curriculum, foreign study opportunities for both full- and part-time students, and faculty activities in teaching and research, particularly in Eastern Europe.

Finances and Physical Facilities. Improved cost controls and incremental revenue from new programs helped the school generate a modest surplus for 1993-94, despite national declines in M.B.A. enrollment and cuts in tuition assistance by corporations that support students in the part-time and executive M.B.A. programs. The school's financial outlook for the coming years is cautiously optimistic, as new revenue is expected from the E.D.M. program, a modest increase in part-time M.B.A. enrollment, increased income from endowment raised during the capital campaign, and additional executive education programming.

The school currently occupies Enterprise Hall, completed in 1987, as well as parts of Sears Library and Wickenden Building. An architect is now conducting a planning study aimed at completing the second floor of Enterprise Hall and occupying the space to be vacated by Sears Library when the Kelvin Smith Library is completed in 1996. Use of these spaces will allow offices in Wickenden to be housed in Enterprise and Sears, and will provide additional space for research centers, classrooms, and communal use. As noted above, the school's executive education programs will move into a new 30,000-square foot facility, the George S. Dively Building, in 1994-95.

The School of Medicine offers a curriculum leading to the M.D. degree, as well as instruction leading to the M.S., Ph.D., and M.D.-Ph.D. degrees in the biomedical sciences. Faculty in the school also provide instruction to undergraduates based in the College of Arts and Sciences who are majoring in biochemistry and nutrition. The M.D. program is accredited by the American Medical Association and Association of American Medical Colleges, Liaison Committee on Medical Education, and the school is currently undergoing self-study for a re-accreditation visit in the spring of 1995.

Full-time faculty in the school's clinical disciplines have a major commitment to patient care and supervision of medical students' involvement in patient services in a network of affiliated hospitals and clinics. These include University Hospitals of Cleveland, the MetroHealth System, Mount Sinai Medical Center, the Veterans Affairs Cleveland Medical Center, and the Henry Ford Health System in Michigan. The school is at the center of the university's efforts to develop an academic health center in Cleveland, a concept discussed in Chapter V.

Founded in 1843, the School of Medicine is internationally known as a research center and innovator in medical education. In 1952 the school developed and implemented a pioneering curriculum, featuring an interdisciplinary approach to organ systems, that has been emulated widely throughout the world. The school is also recognized for its tradition of enrolling students known as 'bent arrows,' older students who have pursued other careers after college but are capable of becoming competent, caring physicians. In 1993 CWRU became the first medical school in the U.S. to provide its first-year students with Apple Powerbook laptop computers that contain the 32-volume, 6,000-page syllabus comprising all the lecture material for the core academic program (the first two years of the curriculum).

As health care in the U.S. undergoes dramatic change, the School of Medicine has moved to increase the emphasis in the medical curriculum on the maintenance of health as well as the treatment of disease. Of particular importance is a shift in the commitment of the school to train relatively more primary physicians and fewer specialists. Using financial resources provided by the Robert Wood Johnson Foundation, the faculty have completed the planning for a primary care track, with the goal of increasing to at least one-third the proportion of graduates who elect to practice in the primary care areas of general pediatrics, general internal medicine, and family medicine. (Only about one in five CWRU medical graduates has traditionally chosen a primary care field, although 40 percent of the 1994 graduating class have selected initial career paths in primary care areas.) The program enrolled its first cohort of students in fall 1994.

The 1993-94 academic year was the first year of implementation of the Core Physician Development Program, designed to nurture students' skills in problem-solving, medical decision-making, and self-education. Students are divided into small problem-solving groups that meet weekly with a faculty facilitator, emphasizing the importance of collaborating with colleagues in the solution of medical problems. Students are required to integrate information from many areas of medicine, from epidemiology to pharmacology, from biochemistry to public health, all while acting as a team. The program will eventually extend through all four years of medical education.

Mission, Goals, and Planning. The school is developing a detailed planning document as part of its self-study preparations for LCME re-accreditation. Long-range objectives identified by the dean include the development of strong research programs in molecular and cell biology, genetics, immunology, and public health; improvement of the medical school curriculum to meet the changing demands placed by society on physicians; support for the economic development of the Cleveland area by improving the research, technology transfer, and cooperative services of the medical school; and improvement in the long-term viability of the medical school by a concerted effort to maintain and develop the 'human capital' of the faculty and staff.

Faculty. The School of Medicine has 1,300 regular (full-time) faculty in fall 1994, including 43 based at Henry Ford Hospital in Michigan. Of this total, 156 faculty are in the basic sciences and 1,144 are in clinical departments. These are supplemented by nearly 1,800 practicing physicians and other professionals who serve as part-time clinical faculty.

The Faculty Council is the principal governing body for the faculty of the School of Medicine. It consists of elected representatives from each academic department, at-large members, and one representative each from the adjunct/clinical faculty and affiliated institutions. A Steering Committee is elected from among Faculty Council members and is empowered to act for the Council between meetings.

Students. The school has 580 students in the M.D. program and 396 students in graduate programs in the biomedical sciences in fall 1994. Applications to the M.D. program continue to grow annually; the past year saw nearly 7,700 applications for the 138 positions in the fall 1994 entering class, an increase of more than 17 percent. Women constitute 46 percent of the student body, while minority students make up 27 percent. CWRU is among the most successful medical schools in the country in the education of minority physicians.

Research. The school's sponsored research increased by 6 percent in 1993-94 to nearly $96 million, ranking it among the top 20 medical schools in research awards from the National Institutes of Health. Faculty based at the Henry Ford Health System attracted an additional $14 million in research funding. These funds support both basic and clinical research, particularly in areas such as AIDS, Alzheimer's disease, arthritis, cancer, cardiovascular diseases, cystic fibrosis, geriatrics, hypertension, and metabolic, parasitic, pulmonary, and skin diseases. The school was recently selected as one of three new national sites to establish a federally funded Center for AIDS Research. Emerging areas of emphasis are gene therapy and structural biology. Programs in these areas will nurture growth in recombinant DNA technologies and contribute substantially to the developing biotechnology industry in this region.

Joint Ventures. The school is involved in a wide range of collaborative teaching and research relationships with its affiliated hospitals. Noteworthy recent initiatives include a new Center for Gene Therapy with University Hospitals of Cleveland, and a General Clinical Research Center with University Hospitals and MetroHealth Medical Center. The latter is funded by a five-year, $11 million grant from the National Institutes of Health, and will provide a research infrastructure for clinical investigators at all three institutions, with such resources as computer hardware and software systems, designated patient units for research, and specialized research staff.

The school recently joined with the Cleveland Clinic Foundation to form the Cleveland Center for Structural Biology, the school's first major collaboration in basic sciences with the Clinic. The center will provide the facilities, equipment, and personnel to study the structure and function of biological molecules. The School of Medicine also participates in the planning for a Cleveland Technology District, intended to attract technology-based biomedical companies to the Cleveland area.

Faculty in the School of Medicine also participate in numerous collaborative ventures with colleagues at other universities and are involved in an extensive network of international initiatives in education and research, both individually and through the school's Center for International Health.

Finances and Physical Facilities. The school finished the 1993-94 fiscal year with a small surplus, and projects an increase in income of 2.5 percent for 1994-95. While the school is financially strong and competitive, it is vulnerable to changes in federal support for direct research and for indirect cost recovery. Recognizing this, the school is trying to diversify the sources of its research funding: non-federal grants totalled almost $12 million in 1993-94, an increase of 12 percent.

The school has the physical facilities to support further expansion of research. In 1992-93 research teams moved into the new Richard F. Celeste Biomedical Research Building, a 300,000-square foot, $69-million facility that greatly expanded CWRU's research potential in areas including cancer, AIDS, genetics, arthritis, and immunology. Other facilities being renovated include the construction of a 'clean lab' for gene therapy research, the central component for FDA and NIH-sanctioned trials in brain tumor therapy. The school expects to need more than $1 million per year to keep pace with its departments' changing research needs.

The Frances Payne Bolton School of Nursing, regularly ranked as one of the best nursing schools in the nation, offers curricula leading to the Bachelor of Science in Nursing (B.S.N.) degree, with an emphasis on acute and critical care; the Master of Science in Nursing (M.S.N.) degree in a range of clinical nursing specialties; the Doctor of Nursing (N.D.) degree, a professional degree for students who already hold baccalaureates in the liberal arts or sciences; and the Ph.D. in nursing (through the School of Graduate Studies). The N.D. and M.S.N. programs are accredited by the National League for Nursing; the B.S.N. program, reintroduced in 1990, is scheduled for an accreditation visit by the NLN in 1995. The school's nurse anesthesia and midwifery programs have also received professional accreditation.

Anticipating the demand for more primary health care providers in an era of health care reform, the school has expanded its advanced practice nursing programs at the M.S.N. and N.D. levels, offering a wide range of clinical specialties in both primary and acute care. A number of the school's advanced practice programs have received national attention as innovative models, including the nurse-midwifery, nurse anesthetist, and primary care and acute care nurse practitioner programs.

In partnership with the City of Cleveland, the MetroHealth System, and Saint Luke's Medical Center, the School of Nursing has led in the establishment of a new community nursing center, managed by advanced practice nurses, that will serve as a clinical site for teaching and research for nursing faculty and students. The Nursing Health Center is located in a medically underserved neighborhood in Cleveland and will provide family-oriented services in primary health care, infant and maternal care, and community outreach and education. The center is a free-standing, non-profit institution formally affiliated with CWRU. The NHC project has received both strong community support and national visibility, with substantial local and national funding. In May 1994 the NHC received approval from the Ohio Department of Health to implement the second phase of the project, a birthing center, to open in 1995.

The Bolton School is also actively involved in an extensive network of international relationships. Formal agreements currently exist with universities in Uganda, Zimbabwe, Italy, Slovenia, Hungary, Thailand, and Egypt, and additional projects and relationships are being explored in Asia and Latin America. The school's international health programs focus in particular on nurse education and on community-based strategies for delivery of primary health care.

The school's leadership in international nursing was recognized with its designation by the World Health Organization as a Collaborating Center for Research and Clinical Training in Home Care Nursing, one of only 10 in North and South America and the only center focused on home-based care. In this capacity, the school will be responsible for developing and implementing home care programs for countries that request assistance, developing educational programs for nurses, conducting research, participating in symposia, and serving as advocates for home care nursing.

Mission, Goals, and Planning. The mission of the Frances Payne Bolton School of Nursing is to provide innovative professional education programs, excellence in clinical scholarship and research, and professional service locally, nationally, and internationally. Targeted areas for academic planning include the clinical focus areas of acute care nursing, gerontological nursing, and community health nursing (including maternal child health, mental health, and health promotion); international nursing; and nursing systems, including administration, informatics, and clinical decision-making.

In January 1994 the school began a formal strategic planning process that will provide direction for the school through the year 2000. The new strategic plan is expected to be complete by December 1994. Long-term objectives identified by the dean include full implementation of WHO Collaborating Center programs, further development of innovative advanced practice models, and growth in the school's external research funding.

Faculty. The Bolton School has 71 regular faculty. Faculty size has nearly doubled in the last 10 years with the reintroduction of the B.S.N. program and expansion of advanced practice programs. The regular faculty size is expected to remain relatively stable over the next five years, though the school expects to shift some positions from instructor to tenure-track. The school has more than 450 clinical faculty, including approximately 150 clinical preceptors who are linked on a one-to-one basis with students in the B.S.N. program.

The regular members of the faculty elect representatives to an Executive Committee and several standing committees. The Executive Committee sets the agenda for faculty meetings and identifies immediate and long-range issues needing faculty study and attention.

Students. The school has 336 students in the B.S.N. program, 426 in professional (M.S.N. and N.D.) programs, and 52 in the Ph.D. in nursing. Total enrollment in nursing programs has more than doubled since 1989, reflecting the new B.S.N. and increased enrollment in the M.S.N. program (enrollment in all advanced practice programs has increased significantly during the past two years, with new program options and more flexible scheduling). Enrollment is expected to continue to increase over the next five years in all programs except the Ph.D. in nursing.

Women constitute 90 percent of students in both the B.S.N. and professional programs. Minority enrollment is approximately 12 percent in the B.S.N. and 7 percent in professional programs. Last year the school recruited a minority student support coordinator to provide leadership for minority recruitment and retention. The school plans to develop a mentoring program for minority students, patterned after a similar program for international students, who make up nearly 8 percent of M.S.N. and N.D. students.

Research. External awards for research and training totalled $2.4 million in 1993-94, a figure comparable to the total for the previous year. The Bolton School considers research development an area of high priority, has developed a plan for faculty mentoring and development, and has committed significant resources to support an infrastructure for tenure-track faculty advancement. With an increase in the number and quality of proposals submitted, the school anticipates increased outside funding in 1994-95. Areas of current emphasis include various aspects of gerontological nursing and the use of communications technology in home care.

Joint Ventures. The Bolton School offers joint degree programs with the Weatherhead School of Management (M.S.N./M.B.A.) and the School of Graduate Studies (M.S.N./M.A. in anthropology). The school also has a formal affiliation with the Frontier School of Midwifery and Family Nursing in Kentucky, which allows credits earned at the Frontier School to be applied to the M.S.N. at CWRU.

With the schools of medicine and dentistry, the Bolton School is a participant in the university's efforts to develop an academic health center in Cleveland. In the early planning stages is the Urban Health Initiative, a joint endeavor with the School of Medicine. As noted above, the school already collaborates with a number of area hospitals in its teaching, research, and community service programs, including University Hospitals, the MetroHealth System, Mount Sinai Medical Center, and the Cleveland Clinic Foundation. Additional opportunities for observation and patient care are available in a variety of health and human service agencies.

Finances and Physical Facilities. The school finished the 1993-94 fiscal year with a surplus and projects an increase in income of more than 4 percent for 1994-95, reflecting increased interest in advanced practice programs and successful development efforts in the capital campaign.

The School of Nursing building is filled to capacity; many faculty and staff share offices, and plans have been made to convert unused faculty locker space into offices. A more comprehensive space plan will be developed as part of the strategic planning process, including consideration of the desirability and feasibility of adding a fourth floor to the building.

Since virtually all of the university's teaching programs are designed to lead to degrees, the concept of general education is considered in the context of curricula offered at each level and in each academic area. The most fully developed treatment of general education exists at the undergraduate level, primarily in the form of the core curricula, but post-baccalaureate programs are becoming increasingly interested in the topic as well.

Students in all undergraduate programs are required to complete one of three core curricula, thus involving them in a common educational experience that links them with the institution as a whole and provides a foundation for specialized study. The cores are designed to give students 'an informed acquaintance with the natural sciences, literary and artistic achievements, historical and cultural roots, and the workings and development of modern society' (CWRU General Bulletin).

The three core curricula available to undergraduates include the Western Reserve Core and the Liberal Arts/Mathematics-Based Alternative ('Lambda') Core, both pursued primarily by students in the College of Arts and Sciences, and the Case Core, designed for students in the Case School of Engineering. These alternatives are summarized in the special emphasis report on undergraduate education discussed in Chapter VI of this self-study.

The faculty of the College of Arts and Sciences is currently engaged in a systematic review of the core curricula available to its students. In spring 1994 the faculty's Committee on Educational Programs circulated a preliminary draft proposal for a single, common core curriculum to be taken by all arts and sciences students, and received a generally positive response. The members of the committee are developing a more complete proposal, which may be available for discussion with the members of the NCA visiting team.

The faculty of the Case School of Engineering has postponed its own discussion of revisions to the Case Core until the review of undergraduate engineering programs by the Accreditation Board of Engineering and Technology is completed in 1995.

In recent years a number of the university's professional schools have modified their curricula to emphasize a general education or 'core' component in place of the more unitary structure traditional in post-baccalaureate programs. These curricula are described in greater detail in the profiles of the academic programs found in Chapter IV of this report. A few noteworthy examples include:

• Weatherhead School of Management. The M.B.A. curriculum was modified several years ago to adopt a 'competency-based' format in which every incoming student's qualifications are assessed against a list of 'competencies' deemed to be fundamental to successful preparation for a career as a manager.
• School of Medicine. Long considered a world leader among medical school curricula, the M.D. program has moved to formalize a three-part structure: a Core Academic Program, a Flexible Program (electives), and a Patient-Based Program (supervised patient care).
• Frances Payne Bolton School of Nursing. The school admits students to two initial professional degrees: the Bachelor of Science in Nursing (B.S.N.) and the Doctor of Nursing (N.D.), as well as to master's and Ph.D. programs. To manage this range of offerings, the school's faculty has made careful distinctions between the core expectations of B.S.N and N.D. students, and has modified the Western Reserve Core for use by B.S.N. students.

Case Western Reserve is one of the premier private research universities in the United States. CWRU's research endeavors have a significant impact on education and training, on the physical facilities the university must maintain, and on the degree of federal and state oversight it experiences. These factors in large measure define CWRU's role within the larger educational community. We have chosen to evaluate the research environment as one of four areas of special emphasis, in recognition of its impact on the university's goals.

The evaluation of the research environment is a topic of continued interest at CWRU. The report of the subcommittee on research, discussed in this self-study, builds on previous work by the faculty in monitoring the directions of research on campus. In 1991-92 the Faculty Senate Committee on Research executed a year-long study that resulted in a 'white paper' on the research environment on campus. Several of the recommendations from this report have already been implemented. These include such issues as an in-depth analysis of research trends in the basic sciences, and a critical analysis of the university support structures needed to maintain research programs, to more practical matters, such as the recommendation that support for required laboratory safety measures normally covered by research grants be shifted from direct to indirect charges (the aim is to insulate the investigator from the rising costs of mandated safety measures). There are numerous other examples emerging from this report which have been implemented, and more are under review.

We also review the research program at CWRU in the context of the national environment. In 1993, approximately 50 faculty and administrators participated in a series of discussions at the invitation of the National Science Board and the Government-University-Industry Research Roundtable. These discussions were designed to address the fact that stress and dissatisfaction on research campuses appear to be rising at a time when the available financial support - at least from the perspective of national organizations - is increasing. Some of the recommendations from this report point to areas where Case Western Reserve is strong: the presence of interdisciplinary centers, strong ties with state funding sources, and a tight link between research and graduate training. There were other areas where change might be in order, such as improved faculty development, including mentoring programs for junior faculty.

As a final point, an important conclusion from the report of the research subcommittee is that attention must be paid to the assessment of research vitality using criteria beyond the amount of external funding. One goal for the next decade will be to address this issue.

The Office of Research Administration (ORA) provides administrative and managerial support for research at CWRU and is the official signatory for all non-foundation proposals and awards. Services provided include assistance in identifying funding sources and preparing grant proposals; negotiating contracts, and developing special agreements and subcontracts; interpreting funding agency policies and assuring compliance with the terms of grant awards. ORA also serves as a resource center for research development, offering proposal-writing workshops, a bimonthly newsletter with information on funding opportunities, on-line access to the Sponsored Programs Information Network, and assistance with patent and copyright processes. The office works with institutional committees on human subjects and animal care to ensure compliance with federal and state regulations on such research; it develops policies that respond both to investigators' needs and to public sensitivities over the use of animals and human subjects in research.

Other research support services include an animal resource center; chemical and electronic stores; glass and machine shops; illustration, imaging, photography, and related audiovisual services; an instrumentation repair center; a comprehensive system of information resources and services, ranging from libraries and computing capabilities to internal and external communication mechanisms; accounting and recording functions that focus on research projects; human resources services that address the needs of research teams; legal services, as needed; and custodial and maintenance services.

The university's Department of Occupational and Environmental Safety (DOES) is responsible for implementing safety plans and monitoring the use of radiation, chemical, and biological hazards. DOES provides mandatory training programs for faculty, students, and staff involved in handling and storing hazardous substances, including instruction in the proper use of safety equipment, packaging and disposal of wastes, and compliance with Right-to-Know and OSHA Lab Standard regulations. DOES is responsible for the safe transportation and disposal of hazardous wastes and for monitoring containment facilities, ensuring the adequacy of safety procedures, and advising units on the proper number, placement, and function of safety equipment.

Case Western Reserve actively pursues commercialization of campus-based technology, and a number of start-up companies have emerged from research originating on the campus. Literally hundreds of other companies have entered into collaborative agreements with the university to support research that may lead or has led to commercialization. Examples of start-up companies include Axon Engineering (neural control technology); STORM, Inc. (software for business decision-making); ControlSoft, Inc. (process-control software); Infantest, Inc. (system for testing and predicting infants' learning ability); and BIOFOR, Inc. (molecular-design software).

The university also participates in a number of public/private partnerships to promote economic development based on technology originating on the campus. In recent years, the State of Ohio's Thomas Edison Program has been the most visible of these cooperative efforts. Major internal, external, and collaborative technology application and transfer centers include:

• Enterprise Development, Inc. (EDI), a university-owned and Edison-affiliated incubator and entrepreneurial assistance group. This organization has emerged as one of the premier catalysts for business development in the region.
• Cleveland Advanced Manufacturing Program (CAMP), an Edison Center formed in collaboration with Cleveland State University, Cuyahoga Community College, and a consortium of area manufacturing firms. The consortium organizations engage in research, advanced education, and worker training to accommodate changes in manufacturing technology.
• Edison Polymer Innovation Corporation (EPIC), an Edison Center formed in collaboration with the University of Akron and a consortium of local and national firms active in the field of materials. The consortium has developed into the nation's - and perhaps the world's - leading concentration of advanced polymer research and teaching programs.
• Edison Biotechnology Center (EBTC), formed in collaboration with University Hospitals of Cleveland, the Cleveland Clinic, MetroHealth Medical Center, and a consortium of area firms. Ohio State University, Ohio University, and the University of Cincinnati also participate in EBTC's activities. The consortium has helped to establish a presence for the biomedical industry in Ohio, and to promote interaction among its member organizations.
• Edison Sensor Technology Center, associated with the Cleveland Advanced Manufacturing Program. This effort, based at CWRU, is probably the nation's leading center of expertise in the design and fabrication of microelectronic sensors for industrial and medical applications.

Beginning early in 1994, the Chairman of the Board of Trustees appointed an ad hoc committee of trustees to meet with university officers to review current efforts in technology transfer and to recommend improvements where appropriate. These discussions are continuing. At the same time, the Research Committee of the School of Medicine has been working with the Dean of Research and Graduate Studies to explore issues of technology transfer policy and coordination.

In June 1994 the Board of Trustees approved guidelines for technology transfer activities that involve non-university personnel on university premises. The guidelines, developed by the Faculty Senate, are designed to govern interactions when personnel from organizations that are commercializing university research are allowed to work temporarily within CWRU facilities. The guidelines define a framework to prevent disruption of academic activities and the use of university or government assets to benefit sponsoring organizations.

The Office of Collegiate Affairs maintains the academic records of all undergraduates, and is responsible for the provision and oversight of academic advising and for the application of academic regulations and standards for undergraduate students in the College of Arts and Sciences, the Case School of Engineering, and the Weatherhead School of Management. In addition, the office serves as the central source of information on undergraduate research opportunities throughout the university.

Each freshman is assigned a faculty advisor upon enrollment. Students are assigned a departmental advisor when they declare a major. Additional advisors provide special counseling for students who plan to pursue admission to professional studies in dentistry, law, medicine, or nursing, or plan to participate in the Junior Year Abroad program. The Office of Collegiate Affairs is also responsible for transfer advising and for advising students interested in special programs and opportunities such as the Binary (3-2) Program, Senior Year in Professional Studies, Senior Year in absentia, and combined undergraduate/graduate degree programs.

Case Western Reserve is generous with both need-based and merit-based aid for undergraduates, with one of the largest merit-based scholarship programs of any private university in the country. More than 275 merit scholarships, ranging from $500 to full tuition, are awarded to freshmen each year for demonstrated academic achievement and, in some cases, special talents and significant extracurricular and community activities, all without regard to family financial status. More than 85 percent of fall 1994 freshmen received some form of financial aid, and approximately 70 percent of the $10 million in aid awarded to freshmen was in the form of grants and scholarships.

As at most institutions, need-based aid at CWRU combines university and government grant aid with self-help (loan and job) assistance up to a certain maximum level of self-help ($8,000 in 1994-95). For the academic year 1993-94, approximately two-thirds of undergraduates received need-based aid, and more than 80 percent received some form of financial aid from any source.

During 1993-94 a task force of faculty and administrators undertook a review of the university's financial aid policy, examining the relative distribution of need-based and merit awards, net tuition objectives, and grant and self-help ratios. The task force considered whether the university should more carefully target its undergraduate financial aid resources, maintaining the quality of the entering class while at the same time reducing the financial stress on the university, as reflected in a declining ratio of net to gross tuition (currently at about 64 percent). One option is an 'admit/deny' policy: while the university would continue to admit students regardless of financial need, it would no longer guarantee to meet the full need of all admitted applicants, and might deny full or partial aid after a pre-established financial aid budget had been exhausted. The recommendation was to continue the policy of meeting need for the immediate future, but to reallocate some of the aid to address a group of applicants who are well-prepared but who fall below the threshold to qualify for a significant academic scholarship. The question of whether to move to an admit/deny policy remains an open matter.

The university offers a variety of fellowships, traineeships, and assistantships for the support of full-time study in the School of Graduate Studies. Most are assigned through the departments which offer graduate degree programs. As discussed earlier, the amount of financial support available for graduate students from year to year and the timing of awards to applicants are major concerns in the increasingly competitive market for the best students. These issues have been raised by the Faculty Senate Graduate Studies Committee and others, and will be topics of discussion in the year ahead.

A number of grants, scholarships, assistantships, and traineeships are available for students pursuing full-time professional studies in dentistry, law, management, medicine, nursing, and social work. Students in professional programs are expected to obtain a greater portion of their support from outside sources such as loans, savings, or family resources.

The University Registrar is responsible for the registration of all students in the university and for maintaining students' permanent records and issuing official transcripts. In addition, the registrar assigns classrooms, prepares and distributes the schedule of classes, and sets the final examination schedule for the College of Arts and Sciences and Case School of Engineering. The schools of applied social sciences, dentistry, law, management, medicine, and nursing also have their own registrars who work closely with the central registrar's office.

Educational Support Services. The Office of Educational Support Services assists students in all phases of academic development through a program of advising, tutoring, and group and individual consultation. ESS also offers special support and advocacy for selected student populations: commuters, non-traditional or returning students, and students participating in the Minority Scholars Program. In addition to its full-time professional staff, the office uses a large team of trained student paraprofessionals, including learning assistants based in residence halls, commuter assistants, tutors, learning center assistants, and peer assistants for MSP students. ESS also coordinates the training programs for graduate teaching assistants, discussed in Chapter VII.

Tutoring, both group and individual, is offered in all undergraduate course work. Undergraduate and graduate student tutors are recommended and approved by faculty; they must not only demonstrate excellence in their academic area, but also attend training sessions and undergo regular review. Other academic support services offered by ESS include diagnostic testing, seminars in such topics as time management, test taking, and note taking, and a non-credit course, Success Strategies Seminar, where students can improve their skills through self-assessment, discussion, and practice. The ESS Electronic Learning Center houses fully networked computers and is staffed by trained student assistants.

ESS serves as the resource center and ombudsman for students with disabilities. Students with physical disabilities, diagnosed learning disabilities, chronic illnesses, or a history of mental illness are eligible for special services and are assisted with appropriate supplies and accessibility to classes, programs, and resources. The Electronic Learning Center houses special equipment for the visually-impaired, and the office operates a TDD telephone line for the hearing-impaired.

Career Planning and Placement. The Office of Career Planning and Placement provides employment services and career counseling, both individual and group, to all students and alumni. The office assists students with job search strategies, resume and interview preparation, on-campus interviewing, and resume referrals. The Career Resource Center contains a wide variety of career-related and graduate school information and self-help materials, including Career Search, a database of employers nationwide; a computer-assisted guidance program; and AlumNET, a database of alumni volunteers recruited to provide career information to students and other alumni.

Baccalaureate graduates are surveyed six months after graduation about their immediate post-graduation plans and success in finding employment; the response rate is generally about 95 percent. The following table shows students' plans for the past five years:

Status		         1993  1992  1991  1990  1989
-----------------------------------------------------              
Employed                  44%   41%   45%   49%   53%
Available for employment  14%   12%    8%    7%    7%
Advanced study:
Graduate studies
(MA/MS, PhD)              20%   20%   17%   18%   17%
Medicine                   9%    8%    8%    6%    8%
Law                        3%    5%    3%    4%    4%
Management                 2%    4%    3%    3%    4%
Dentistry                 <1%    1%    1%    2%    1%
Other                      3%    1%    1%    2%    2%
Other plans (return to     7%    8%   14%    9%    3%
home country, travel, 
Peace Corps, military)

Detailed information on student placement at all levels is available in the supplemental materials that will be provided for review by the NCA visiting team.

Career Planning and Placement also houses two programs which offer an opportunity to integrate classroom learning with work experience. The five-year Cooperative Education Program allows students to alternate course work with two full-time seven-month assignments in positions consistent with their major field of study. The program is available to all full-time undergraduates majoring in engineering, science (except astronomy), management, and accounting. There are currently 250 students and 450 organizations participating in the program. Student interest has risen dramatically in recent years; 128 new students applied for co-op during 1993-94, an increase of 30 from the previous year. The Professional Practicum Program provides part-time internships during the academic year and/or full-time assignments during the summer. It is open to students in the arts and sciences, management, and accountancy. Approximately 50 to 75 students participate each year in positions in business, law, health care, research, non-profit organizations, and other settings.

International Student Services. The Office of International Student Services assists all foreign students with non-academic concerns. The office helps students with immigration procedures as well as with housing and with legal, financial, social, and cultural adjustments. The international student advisor serves as an advocate for international students on campus, with the goal of ensuring that each student has the best possible educational, cultural, and personal experience at CWRU. The office sponsors a special orientation for new international students every fall. Year-round activities and services include an annual international dinner, international clubs, cross-cultural workshops, a student lounge and study room, field trips, and social gatherings.

Case Western Reserve also is host to an ELS language center that offers full-time, four-week intensive sessions in English as a second language to college-bound students from other countries.

University Counseling Services. The University Counseling Services provides individual and group counseling and referrals to all undergraduate, graduate, and professional school students and their spouses. Services are generally offered on a short-term basis (usually 12 or fewer sessions) to help students make adjustments in their personal, social, and educational areas of life. The staff is composed of full- and part-time social workers, psychologists, psychiatrists, and substance abuse prevention specialists who are experienced in helping college students with their concerns.

UCS alcohol, drug, and substance abuse prevention services are designed to educate students, faculty, and staff on the relative effects of alcohol and other drugs on health, academic goals, and personal relationships. UCS also offers free workshops and seminars each semester on such topics as test anxiety management, women's issues, stress reduction, students with children, overcoming shyness, and eating disorders.

University Health Service. The University Health Service provides treatment on an appointment basis (except in cases of emergency) for a variety of primary care needs. Providers within the service include physicians, nurses, and nurse practitioners who staff the ambulatory medicine clinic as well as the various specialty clinics (dermatology, nutrition, allergy, women's).

All enrolled students are eligible to make use of UHS services; the health service fee is included in tuition. The Student Medical Plan provides coverage, within benefit guidelines, for medical services rendered outside the University Health Service. Students who have comparable insurance coverage may waive the medical plan fee.

Housing and Residence Life. CWRU offers 17 undergraduate and two graduate residence halls. Undergraduate residence halls are clustered in two separate areas, on the north and south sides of campus, and offer a variety of living arrangements. Approximately 75 percent of full-time undergraduates live in residence halls or in fraternity or sorority houses.

The Office of Housing and Residence Life is responsible for on- and off-campus undergraduate and graduate housing, the implementation of the residence life and Greek life programs, services provided at the north and south campus area offices, and the performance of minor maintenance within residence halls and fraternity houses. Residences are staffed with trained undergraduate and graduate students as well as full-time professional staff. Staff members administer the halls, assist students with personal and academic issues, and work with students to develop quality programs, projects, and social activities.

The Greek system at Case Western Reserve includes 17 fraternities and five sororities. Approximately 30 percent of undergraduates belong to Greek letter organizations. Most Greek organizations offer a housing option, either in a separate house or in a designated area within one of the residence halls.

Physical Education and Athletics. Case Western Reserve offers a variety of intercollegiate and intramural athletic programs. The university is a member of Division III of the National Collegiate Athletic Association, choosing to award scholarships and other forms of student assistance without regard to athletic ability and participation. CWRU is a founding member of the North Coast Athletic Conference, the first intercollegiate conference to place equal emphasis on men's and women's sports. CWRU is also among the founding members of the University Athletic Association, a group of independent, research-oriented universities that do not offer athletic scholarships.

CWRU offers 12 varsity sports for men: baseball, basketball, cross-country, fencing, football, golf, soccer, swimming and diving, tennis, indoor and outdoor track and field, and wrestling. Women compete in nine varsity sports: basketball, cross-country, fencing, soccer, swimming and diving, tennis, indoor and outdoor track, and volleyball. Women's softball will be added as a varsity sport in 1995-99 as a result of a gender equity study. Approximately 16 percent of men and 10 percent of women participate in intercollegiate athletics. The university's colors are blue and gray, and its varsity teams are known as the Spartans.

In addition to varsity competition, the university also offers 11 club sports and intramural competition in more than 30 areas, from the traditional sports of basketball, flag football, and softball to such non-traditional events as sports trivia and innertube water polo. A sufficiently large share of students participate to populate more than 650 teams.

Recreational and athletic facilities on campus include football, baseball, and soccer fields; softball diamonds; an all-weather track; a physical education center with two swimming pools, weight rooms, squash and racquetball courts, and fencing and wrestling rooms; basketball, badminton, and volleyball courts; tennis courts; and an archery range. The university recently received a $4 million gift toward construction of a long-desired convocation, sports, and recreation facility. The gift represents approximately half the cost of the proposed 60,000-square-foot complex, which will connect and integrate existing athletic facilities and serve as the location for major university events such as commencement.

Thwing Center/Student Activities. Thwing Center, named for the president of Western Reserve University in the early 1900s, is the university's student union. It provides space for a variety of programs, services, and facilities, including meeting rooms, study and television lounges, game rooms, a cafeteria, the University Bookstore, a postal substation, and the Mather Gallery. The Office of Student Activities coordinates the development and implementation of programs for undergraduate student organizations.

More than 100 student organizations offer opportunities for recreation, volunteer service, and personal growth: there are academic and professional societies, international student clubs, religious groups, political clubs, community and social service organizations. CWRU has five student publications, including a weekly student newspaper, and a student-run radio station. Students interested in the arts have numerous opportunities for involvement, with dance and drama groups and a variety of large and small musical ensembles. The student-run University Program Board initiates and coordinates campus-wide social, educational, cultural, and recreational activities, and the recently-created Office of Student Community Service is a comprehensive clearinghouse for the growing number of student volunteer projects.

Many social activities at Case Western Reserve have evolved into annual traditions. The fall semester includes Homecoming Weekend and Parents' Weekend. Spring semester brings a two-day science fiction film marathon, residence hall competitions (Winter Carnival and Spring Olympics), Greek Week, Engineers' Week, and the Hudson Relays, a 26-mile relay race among undergraduate classes to commemorate the move from the original campus of Western Reserve College to the present campus in University Circle.

Student Community Service. Created in 1994, this office responds to growing student interest and participation in activities that address the needs of the community, including a growing number of 'service learning' opportunities in which students may earn academic credit while performing community activities. The office staff is working with faculty liaisons to explore potential expansion of service learning activities.

CWRUnet, the university's campus-wide communication network, was the first all-fiber-optic network on any university or college campus, and is still the most technologically advanced. With more than 9,500 faceplates, each offering access to the full range of network services, CWRUnet is the university's most significant information infrastructure, delivering services involving data (more than 6,000 computers), voice (7,400 phones and faxes), video (38 channels), telemetry (sensors and surveillance), and control signalling (energy management and door locks). CWRUnet serves as the principal pathway to Internet for campus users. The network is the foundation for the university's Electronic Learning Environment, examined as one of the areas of special emphasis for this self-study.

All residence halls, and nearly all academic and administrative buildings, are connected to CWRUnet, providing access to an ever-expanding variety of information resources and services. These include a software library of both general purpose and course-specific software; CD-ROM libraries, with databases, indices, and general reference materials; EuclidPLUS, the university's on-line library catalog; a campus-wide information system, with general information about CWRU as well as special-interest bulletin boards and information; administrative databases; shared computer systems and related services for administrative and instructional use; and connections to computer-based resources throughout the world through regional, national, and international networks.

CWRUnet has changed the way the university's faculty, staff, and students learn and work. Among the many projects underway to integrate CWRUnet into the curriculum are the following:

• Physics faculty use electronic mail and bulletin boards extensively to communicate with students, particularly in introductory physics. Answering questions quickly over CWRUnet ensures that students don't fall behind in their understanding of the course, and allows the faculty to gauge how well students comprehend the material. The department is now using a software program to record short clips of the instructor and teaching assistants explaining physics problems, addressing topics that students find especially difficult. Students can save the file on their own computers to watch again and again.
• As noted earlier in this chapter, first-year medical students have been provided with Apple PowerBook laptop computers for immediate access to an electronic syllabus with the first two years of the curriculum.
• Through 'Project Hermes,' CWRU's Law School was the first university law library selected to receive Supreme Court decisions instantaneously and electronically.
• Electronic roundtables in classes in the humanities and social sciences have been found to be effective tools for increasing student participation and improving communication skills.
• A member of the Modern Languages faculty has developed multimedia individualized instructional materials for French language instruction relevant to students with specific disciplinary interests. Modules for business and music majors are already complete; currently under development are units for students in the fine arts, political science and history, and science and technology.
• The Frances Payne Bolton School of Nursing makes extensive use of CWRUnet-based tutorials, teaching programs, and clinical simulations.
• A course on comparative religions used CWRUnet to communicate with students at Waseda University in Japan.
• CWRUnet-based initiatives in the Department of Chemistry include the development of software for data acquisition and analysis in the freshman chemistry laboratory, first-year chemistry tutorials, and on-line automation/interfacing of analytical instrumentation in advanced laboratory courses.
• The Physics Courseware Project has resulted in the development of high-quality physics simulations for undergraduate education, including more than 30 different laboratory simulations.
• Faculty have developed computer projects based on the commercially-developed Mathematica software, used at all levels of mathematics as well as in engineering, physics, and theoretical chemistry. Nearly all CWRU undergraduates take at least one course using Mathematica.

In addition to the features of CWRUnet described above, the university operates the Cleveland Free-Net, a public-access computer network employed by on-campus and community users for electronic communication and data services. Students, faculty, and staff are able to gain access to many features of CWRUnet through Free-Net.

Leadership for CWRU's efforts in electronic communication is provided by the Office of Information Services.

The university's libraries, located in eight buildings across the campus, support the university's undergraduate, graduate, and professional programs. CWRU's 'main' library is the University Library, consisting of Freiberger (collections in the arts, humanities, social and behavioral sciences), Sears (collections in engineering, the sciences, management, and economics), and libraries for music and astronomy. Administered separately are the Cleveland Health Sciences Library, supporting programs in dentistry, medicine, and nursing; the School of Law Library; and the Harris Library of the Mandel School of Applied Social Sciences. Collections at the CWRU libraries encompass more than 1.8 million volumes, nearly 14,000 serials and periodicals, and a wide range of electronic information resources, including a CD-ROM library that is accessible through CWRUnet. CWRU is a member of the Association of Research Libraries and participates in various local and regional consortia. These include OhioLINK, a state-funded network that links libraries at 18 Ohio institutions and offers access to research databases and other information resources.

Currently under construction is the Kelvin Smith Library, a $27-million, 144,000 square foot building that will house most of the collections and staff of the University Library. Planning for the new library involved wide participation, both within the library community and across the campus. As noted earlier in this report, a Committee on the Library of the Future was appointed in 1990 to develop long-term (20-year) goals for the evolution of campus library services, goals that would serve as the foundation for the design of a new library facility. The committee consulted with faculty, students, library staff, and several nationally known library experts. It recommended that the new library serve as an intellectual and social commons of the university, integrating the resources in the Sears and Freiberger libraries into a new central facility. The committee also recommended that investments in library facilities and resources be directed at increasing access, moving beyond traditional measures of library quality - especially the number of volumes in the library - to new metrics that measure the libraries' success in helping faculty and students find and use relevant information.

Building on the work of the Committee on the Library of the Future, a committee of library staff surveyed more than 1,400 faculty, students, and staff to better understand their information needs - what types of information resources they use, how they access them, and what role the library can play in supporting these activities. The results of the survey were incorporated into the planning and design of the Kelvin Smith Library, considered a 'virtual library' for its ability to respond to individual patterns of use.

The new library will be aesthetically pleasing as well as functionally powerful, with flexibility that will allow users to integrate both traditional resources and state-of-the-art technology into changing patterns of teaching, research, and learning. CWRUnet faceplate connections will be available for nearly every seat in the library, arranged in a flexible layout so that furniture arrangements can be adapted as usage patterns develop and change. Two multi-media rooms will include scanners, sound and video digitizers. There will be a variety of seating types, from quiet individual study space to group meeting rooms, conference areas, and social gathering places. The use of compact shelving will allow the library to keep much of the collection on-site, responding to users' request for immediate access to print materials where feasible. The interface to the on-line catalog, databases, and other information resources will be designed to be as self-explanatory as possible, allowing library staff to focus their attention on working in-depth with faculty and students.

The library is expected to be complete in summer 1996. It will be linked with Thwing Center, the student center, by a landscaped plaza that is expected to become the 'heart' of the campus.

Throughout the university there are examples of programs that either transcend traditional disciplinary boundaries or emphasize specific specialties within individual boundaries - in all cases making standard departmental designations inaccurate. These programs are often configured as centers or institutes, particularly when they reach a scale that requires formal leadership and oversight. Many centers are created within departments or constituent faculties, while others include two or more disciplines and are designated as 'university centers.' A few examples of the latter may be helpful:

• Center on Aging and Health, a network of faculty based in disciplines throughout the university who meet regularly to share information on teaching, research, and service activities relevant to the health and well-being of older persons. The center has organized a course sequence in aging that serves as a 'minor' for students at all levels, and offers a graduate certificate program in gerontology.
• Electronics Design Center, sophisticated facilities and staff in various engineering and scientific disciplines to support research and teaching involving microelectronics devices. The center also promotes interaction with industry and other organizations with common interests.
• Mandel Center for Nonprofit Organizations, organized formally by the schools of law, management, and social work, but including faculty from other schools as well. The center's affiliated faculty govern a master's degree program and various executive education and seminar activities, and promote a research and service agenda.

As indicated above in the discussion of academic programs and enrollment, the university has a significant international dimension, reflected in the attention given to this matter in the institution's overall goals for the current period. As with many other spheres of activity, this characteristic of the university has developed primarily through the efforts of deans and faculty in the several schools. The university does not have a central administrative office assigned to 'manage' international activities, although the International Student Services Office performs an important support and coordination function for that aspect of CWRU's international character. The Office of the Provost and the Office of Public Affairs serve as coordinating points and sources of assistance for international activities that transcend individual academic units, working with a committee of deans who are particularly interested in such programs.

During 1992-93, the university achieved an important first step in improving information about and coordination for international activities with the publication of the Directory of International Resources, a roster of the experience and interests of more than 300 faculty and staff who have been active globally. The directory has been useful both on campus, where it serves to link interested faculty members who may not be aware of each others' resources, and in the larger community.

Fall 1994 Enrollment
Case Western Reserve University
(Total: 9,569)

             Undergrad  Graduate  First Prof'l
Enrollment     3,658      4,333      1,578
Full-time         85%        44%        95%
Men               57%        49%        57%
Women             43%        51%        43%
Ohio              62%        63%        56%
Other U.S.        31%        19%        37%
Non-Ohio           7%        19%         6%

College of Arts and Sciences
Statistical Profile

Regular Faculty      195
  Tenured             73%
  Women               26%
  Minority(1)          6%
Part-time Faculty    125
Staff                143

Enrollment, Fall 1994

Undergraduate majors 864
Graduate             553

Degrees awarded, 1993-94

Undergraduate        251
Masters              112
Ph.D                  47

Tuition, 1994-95               $15,700
Budget, 1994-95            $44,604,000
Research awards, 1993-94    $7,868,203

(1) As used in the descriptions of CWRU's academic units, the 
term 'minority' includes those identified as African-American, 
American Indian, Hispanic, or Asian.

Departments in the College of Arts and Sciences

• Anthropology
• Art History and Art
• Astronomy
• Biology
• Chemistry
• Classics
• Communication Sciences
• English
• Geological Sciences
• History
• Mathematics
• Modern Languages and Literatures
• Music and Music Education
• Philosophy
• Physics
• Political Science
• Psychology
• Religion
• Sociology
• Statistics
• Theater Arts

School of Graduate Studies
Statistical Profile

Enrollment, Fall 1994

Arts, humanities and 
  social sciences       380
Biological and 
  physical sciences     173
Biomedical sciences     396
Engineering             755
Management              158
Nursing                  52
Social welfare           42
Non-degree              253
Total enrollment      2,209

Full-time             39%
Women                 43%
Minority              10%
International         29%

Mandel School of Applied Social Sciences
Statistical Profile

Regular Faculty       29
  Tenured             52%
  Women               48%
  Minority            23%
Part-time Faculty     25
Staff                 70

Enrollment, Fall 1994

M.S.S.A.             533
Ph.D.                 42

Degrees awarded, 1993-94

M.S.S.A.             180
Ph.D.                 11

Tuition, 1994-95               $15,700
Budget, 1994-95            $13,471,000
Research awards, 1993-94    $4,521,822

School of Dentistry
Statistical Profile

Regular Faculty       28
  Tenured             48%
  Women               14%
  Minority            19%
Part-time Faculty    245
Staff                 50

Enrollment, Fall 1994

D.D.S.               237
Graduate              37

Degrees awarded, 1993-94

B.S.D.                11
D.D.S.                58
M.S.D.                11

Tuition, 1994-95               $22,500
Budget, 1994-95             $8,759,000
Research awards, 1993-94       $89,992

Departments in the School of Dentistry

• Community Dentistry
• Endodontics
• General Practice Dentistry
• Oral and Maxillofacial Surgery
• Oral Diagnosis/Radiology
• Oral Pathology
• Orthodontics
• Pediatric Dentistry
• Periodontics
• Restorative Dentistry

Case School of Engineering
Statistical Profile

Regular Faculty      109
  Tenured             81%
  Women                5%
  Minority            17%
Part-time Faculty     42
Staff                168

Enrollment, Fall 1994

Undergraduate majors    970
Graduate                755

Degrees awarded, 1993-94

Undergraduate        243
M.S.                 166
Ph.D.                 76

Tuition, 1994-95               $15,700
Budget, 1994-95            $42,870,000
Research awards, 1993-94   $24,349,101

Departments in the Case School of Engineering

• Biomedical Engineering (joint department with the School of Medicine)
• Chemical Engineering
• Civil Engineering
• Computer Engineering and Science
• Electrical Engineering and Applied Physics
• Macromolecular Science
• Materials Science and Engineering
• Mechanical and Aerospace Engineering
• Systems, Control, and Industrial Engineering

School of Law
Statistical Profile

Regular Faculty       43
  Tenured             65%
  Women               33%
  Minority             5%
Part-time Faculty     45
Staff                 34

Enrollment, Fall 1994

J.D. and LL.M.       724

Degrees awarded, 1993-94

J.D.                 196
LL.M.                 11

Tuition, 1994-95               $17,500
Budget, 1994-95            $14,777,000

Weatherhead School of Management
Statistical Profile

Regular Faculty       75
  Tenured             63%
  Women               13%
  Minority            19%
Part-time Faculty      7
Staff                 67

Enrollment, Fall 1994

Undergraduate majors    165
Graduate 
  (M.S., Ph.D.)         158
Professional
  (M.B.A., M.Acc.)    1,074

Degrees awarded, 1993-94

Undergraduate         59
Graduate              35
Professional         371

Tuition, 1994-95               $17,600
  (professional programs)
Budget, 1994-95            $20,656,000
Research awards, 1993-94      $990,351

Departments in the Weatherhead School of Management

• Accountancy
• Banking and Finance
• Economics
• Management Information and Decision Systems
• Marketing and Policy Studies
• Operations Research
• Organizational Behavior

School of Medicine
Statistical Profile

Regular Faculty    1,300
  Tenured             24%
  Women               28%
  Minority            12%
Part-time Faculty  1,768
Staff                944

Enrollment, Fall 1994

Undergraduate majors     78
Graduate 
  (M.S., Ph.D.)         396
M.D.                    580

Degrees awarded, 1993-94

Graduate              68
M.D.                 135

Tuition, 1994-95 (M.D.)        $21,800
Budget, 1994-95           $139,158,000
Research awards, 1993-94   $95,566,104

Departments in the School of Medicine

• Pre-Clinical:
  • Anatomy
  • Biochemistry
  • Biomedical Engineering (joint department with the Case School of Engineering)
  • Environmental Health Sciences
  • Epidemiology and Biostatistics
  • General Medical Sciences
  • Genetics
  • Molecular Biology and Microbiology
  • Neurosciences
  • Nutrition
  • Pathology
  • Pharmacology
  • Physiology and Biophysics
• Clinical:
  • Anesthesiology
  • Dermatology
  • Family Medicine
  • Medicine
  • Neurological Surgery
  • Neurology
  • Ophthalmology
  • Orthopaedics
  • Otolaryngology - Head and Neck Surgery
  • Pediatrics
  • Psychiatry
  • Radiology
  • Reproductive Biology
  • Surgery
  • Urology

Frances Payne Bolton School of Nursing
Statistical Profile

Regular Faculty       71
  Tenured             10%
  Women               90%
  Minority            10%
Part-time Faculty    456
Staff                 51

Enrollment, Fall 1994

B.S.N.               336
M.S.N. and N.D.      426
Ph.D.                 52

Degrees awarded, 1993-94

B.S.N.               149
M.S.N.               124
N.D.                   5
Ph.D.                  9

Tuition, 1994-95               $15,700
Budget, 1994-95            $12,478,000
Research awards, 1993-94    $2,403,884

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