Messenger - Vol. 1, No. 3, Page 1
Spring 1992
University of Delaware Annual Report
University of Delaware Annual Report/Financial Report 1990-91
The University of Delaware, which traces its origins to Alison's
academy, has an impressive history of encouraging regular evaluation
of its programs and priorities through a variety of planning
activities. Over the past five years, that effort has been enhanced
even further as the campus has participated in a comprehensive
self-review.
The process began with Project Vision, an initiative conceived by
then-President Russel C. Jones in 1987-88. Project Vision established
a framework for subsequent planning activities.
The ideas generated from this process were refined by a Faculty
Review Panel in 1989-90 into an essay entitled "A Focused Vision for
the University of Delaware." Among that report's recommendations were
that the University remain a medium-sized, comprehensive institution
with select areas of emphasis. The report also stressed the
integration of teaching, research and public service, the need to
increase University responsiveness to changes in the population of
prospective students and the demand for higher education in Southern
Delaware.
After his appointment as President in 1990, David P. Roselle
appointed a Focused Vision Implementation Committee that was charged
with transforming the "Focused Vision" essay into a strategic plan for
implementing the goals of Project Vision.
The implementation committee's report noted, in part: "In the
course of the last two decades, the University of Delaware has
achieved balance between the liberal arts and professional subjects
and between emphases on teaching, research and public service. The
implementation committee supports the continued development of this
balance as the best model for educating the University's students and
for providing service to the state and to other University
constituencies. Because of this balance, students at the University of
Delaware have the opportunity to study with faculty who are committed
both to teaching and research. A balanced institution is, however,
vulnerable to confusion of purpose that makes it difficult to
establish priorities and a strong identity."
To that end, the committee proposed five strategic goals for the
University "to overcome those tendencies and to build upon the
University's ability to integrate and enhance teaching, research and
public service." These goals are:
* Provide high-quality, affordable undergraduate education that
gains greater recognition in the state, region and nation;
* Strengthen research and increase the national and international
distinction of selected graduate programs;
* Better integrate public service values into University life and
provide greater assistance to our state, nation and global
community;
* Nurture a campus environment characterized by respect for
people of different races, genders, nations, sexual orientations
and backgrounds; and
* Provide the human, intellectual, cultural, financial and
physical resources required to meet the University's goals.
The result of all this review and self-evaluation, the Focused
Vision Implementation Report, has become the strategic plan for the
University, and it also has formed the framework of the University's
documentation for reaffirmation of its accreditation by the Commission
on Higher Education, Middle States Association of Colleges and
Schools.
***
In 1921, when the Middle States Association was formed, the
University was among the first institutions accredited by the group.
It has been continuously accredited every 10 years since that time.
Work on the accreditation review began in 1989 with the
appointment of a steering committee. In 1991, Margaret Andersen,
associate provost for academic affairs, was named to oversee the
Middle States accreditation response, with assistance from Russell R.
Dynes, research professor of sociology.
Based on suggestions from the steering committee, five task
forces were created, paralleling the five strategic goals identified
in the Focused Vision Implementation Report.
For each task force, co-chairs were appointed--one from the
faculty and one from the administration. Task forces were designed to
emphasize continuity with earlier planning efforts.
In the summer of 1991, chairs were asked to circulate the
relevant portions of the Implementation Report to task force members
and to solicit suggestions that could be refined during meetings in
the early fall.
This accreditation process provided still another layer of
broad-based participation in the University's ongoing planning
activities.
The eight-member Middle States team, chaired by Keith Kennedy,
former provost at Cornell University, visited the University Feb.
23-26, 1992, to review the University's self-study report and talk to
trustees, the president, the provost, task force chairpersons and
representatives groups of faculty, students, administrators and staff
across campus.
The team then conferred and made a preliminary report A formal
accreditation report is expected to be received in mid-July 1992.
An extensive self-evaluation can be an insightful and productive
process, but review by an external agency provides still another, and
often quite instructive, perspective.
So it was particularly rewarding to find that the preliminary
report of the Middle States evaluation team confirmed many of our own
internal findings. It identified our strengths and reminded us of
areas that we are aware need fixing.
The team's report cited several areas of particular strengths at
the University, including faculty research, graduate education, the
Honors Program, the international thrust in undergraduate education
and the substantial roles for women as decision makers.
The report also questioned whether the University had reached a
consensus on the balance between graduate and undergraduate education,
noted a low ratio of assistant professors to professors with tenure
and stated a need for the University to increase black student
enrollment and the number of non-white faculty.
The report noted, "The University of Delaware is an excellent
position to continue as both leader and partner in expanding
educational opportunities throughout the state."
Summarizing, it concluded: "Overall the University of Delaware
has been extraordinary in both the depth and breadth of its planning.
The administration and faculty have worked collegially in sharing
concerns regarding academic program, student affairs, diversity,
facility needs including computer and library systems, and financial
matters."
***
To meet the University's goals, sound governance of its fiscal
and physical resources is essential. Because of the need to reduce
budget expenditures, while still maintaining the academic excellence
and vitality of the institution, the University has adopted carefully
considered processes and criteria for budget reduction. Developed with
the approval and consultation of the Faculty Senate, this process is
intended to engage the University community more broadly in budgetary
planning, while enabling the administration to manage resources
effectively.
Although we currently face difficult budgetary constraints, the
University is a vital and creative organization working to strengthen
and enrich its academic programs. Excitement about the University's
programs runs high. For example, despite declines in the numbers of
students in the potential college-age pool, admissions are strong and
gifts to the University are increasing. We continue to recruit a
nationally distinguished faculty and to hire extremely competent and
able administrators and staff. Thus, we have much to look forward to
in the coming decade and into the next century. We know that we will
have to do more with less, but are committed to the same standards of
excellence that have governed the University thus far and which will
continue to provide an excellent educational experience for our
academic community.
The University of Delaware has set itself an ambitious task, and
its programmatic strengths; engaged and engaging faculty; diverse
student body; supportive trustees, alumni and friends; and
well-maintained and attractive grounds and buildings all augur well
for continuing success. A land-grant, sea-grant and space-grant
institution, the University of Delaware is involved, an involvement
that extends throughout the state and throughout the world, an
involvement that often reflects the cutting edge of new technology, an
involvement that further indicates a foundation built on broad, secure
ground. The University of Delaware is committed to the certain
achievement of excellence in higher education for today and tomorrow.