Posted April 2, 2002.
To the University Community
Today we are very pleased to publish the latest chapter of the Agenda for Excellence -- an inspiring set of statements by and about the twelve exceptional schools of the University of Pennsylvania. Each of the statements succinctly yet eloquently summarizes the current position, opportunities, challenges and strategic plans of the school it describes. Each also speaks to the variety of ways in which every school at Penn is linked to others. Written by the deans and the faculties of the schools, the statements together present a wonderfully broad, rich and invigorating picture of the University as a whole.
In combination with the original nine goals of the Agenda for Excellence (Almanac, November 21, 1995) and the Six University Academic Priorities (Almanac, September 24, 1996), the twelve school strategic plans that are summarized here round out a full strategic vision for the University over the next five years and into the 21st Century. It is a compelling vision: the future is full of promise for Penn and our schools. If we are steadfast in our pursuit of excellence, if we make the right choices, if we are imaginative, entrepreneurial and perseverant, then Penn will certainly advance as one of the world's premier teaching and research universities.
No university has a finer group of academic deans than Penn today, and we are privileged to work with them. The statements published here are the product of an enormous planning effort on their part and on the part of their school faculties, students and staffs. Both personally and on behalf of the University, we are very grateful for that effort and applaud its results.
We invite members of the Penn community to share comments or reactions to this publication. Please submit written comments by Friday, February 7 to the President's Office, the Provost's Office, any of the Deans or via e-mail to email@example.com.
We look forward to hearing from you.
-- Judith Rodin, President
-- Stanley Chodorow, Provost
The School of Arts and Sciences is at the core of the University. Its faculty represent those traditional disciplines that emerged as universities evolved over the past millennium. That faculty teaches not only its own students, but it also teaches much of the curriculum for the entire undergraduate student body. The distinction of the School of Arts and Sciences is a prerequisite to the distinction of the University of Pennsylvania. Its fortunes and the fortunes of the University are inextricably linked.
The School of Arts and Sciences will secure Penn's identity as a major research institution in the 21st century. The faculty of the School will broaden the base of fundamental human knowledge and will provide the focal point for bringing together the diverse research and teaching activities of the University. Strengthening this core of the institution must remain central to any plan for preserving Penn's reputation as one of the premiere universities in the world.
Within the School of Arts and Sciences the creation of new knowledge and its dissemination are inseparable; together they form the essence of the School. The scholarship of the faculty influences the way future generations will think, work, and live. The education of SAS students provides the next generation with the intellectual foundation for leading productive, satisfying lives. The positive interaction of both beginning and advanced students with such a faculty, including direct participation in research, remains a defining principle of Penn.
The School's challenge is to balance the needs of broad intellectual reach with targeted priorities in areas of excellence. Our mission dictates that we bring together a wide variety of intellectual domains, both to foster the advancement of knowledge and to provide a coherent educational experience for our students. In a world of rapidly expanding knowledge and limited financial resources, however, the School must choose carefully where to focus its efforts. Toward this end, SAS has selected certain intellectual areas for special attention over the next five years. These will build on our proven excellence and invest in breakthrough fields that will be at the forefront of knowledge in the 21st century.
The key to excellence, both in scholarship and in teaching, is a distinguished faculty. As the School plans new facilities and programs it is essential that this crucial component not be neglected. The faculty of the School is its most valuable resource. This resource must be nurtured by providing appropriate salaries, recognition for their achievements, and assistance in securing external support for their scholarship.
Renewal of knowledge is essential for the intellectual life of the School, and that renewal depends on a continuing infusion of outstanding junior faculty members. Inasmuch as senior faculty members now represent over eighty percent of the total standing faculty, during the next five years the School will focus its faculty recruiting efforts on promising junior scholars, with exceptions made only for a few areas where meeting the School's intellectual goals requires immediate senior strength.
Just as the School of Arts and Sciences is the intellectual core of the University, so the College of Arts and Sciences is its educational core. The other undergraduate schools rely on SAS faculty for many of their essential courses. The faculty of the School must be bound together by its commitment to excellence in undergraduate education. This shared belief in the value of a broad liberal arts education provides the principal common focus for the faculty's diverse disciplines.
The quality of the undergraduates attracted to the college has improved markedly in recent years. Our goal is to see that each one of them has access to an education that both lays a foundation of knowledge and promotes the development of essential creative and critical skills. We will continue to sharpen this education, strengthening the teaching of writing and quantitative skills, exploiting modern technology, and making available meaningful research experiences to all undergraduates. The most important component of this education continues to be the individual teacher. We will continue to encourage good teaching, both by public recognition and by careful attention to teaching ability at the time of appointment and promotion. Success in these initiatives will produce an increase in the number of applicants and an increase in the average student quality, which is already very high.
SAS will maintain a leading role in educating the next generation of scholars in the humanities and social and natural sciences. The apprentice system of training graduate students contributes to the vitality of current faculty research and the reputation of the University as a research center. The School will nourish its premiere graduate programs and improve others, remain competitive in recruiting top applicants, vigorously attend to the training of our young scholars as teachers, and offer them maximum assistance in job placement. The School will move forward recognizing fully the challenges facing graduate education today: shrinking numbers of top-quality applicants, dim employment prospects for newly-minted Ph.D.s, and fellowship funding constraints. We expect that these actions will result in a cohort of Ph.D. students that are, on average, abler, better-supported, and more competitive in the arena beyond graduate school. The School will also move to meet rising demands for structured post-baccalaureate education not aimed at the Ph.D. Success in this initiative will meet genuine educational needs as well as contribute in a significant way to the solution of the School's financial problems.
Humanities In the core humanities areas we now have many internationally-renowned faculty members. Our strength in these core areas will be maintained. The School will also establish a Humanities Center that will integrate the various and diverse humanistic activities across the School. The Center will explore vital connections between various branches of learning, encourage imaginative interdisciplinary and interdepartmental programs of teaching, foster scholarship that crosses departmental boundaries, deepen research in nonwestern environments, and thus improve the national profile of the humanities at Penn.
In addition, a primary goal in SAS will be to improve the quality of a number of facilities in the humanities. Real progress has already been made in this regard. The Department of the History of Art is now lodged in the magnificent new Jaffe Building. The Department of History can begin to look forward to returning to a refurbished College Hall. The renovation of the interior of Logan Hall will provide space for the departments that were temporarily exiled to Market Street. However, the facilities in Bennett Hall, where the Department of English is housed, are in deplorable condition, and must be refurbished. The facilities now used by the Department of Music present a similar problem.
In the social sciences three of the four core departments are outstanding. We will seek to make them even better, and we will encourage them to embark on more adventurous collaborations with faculty in other departments and other schools of the University. Political Science, the fourth core department, is not nearly as robust as the other three departments. The School of Arts and Sciences must give high priority to building a truly distinguished Department of Political Science. This will require additional senior appointments within the department as well as strategic joint appointments with other schools and with the other social science departments. The link between this School priority and the University's priority on "American and Comparative Democratic and Legal Institutions" will focus both attention and resources on this venture. Success here will contribute greatly to the overall standing of the School and the University.
Two areas identified by the School as central scientific priorities are the study of mind, brain, and behavior and the exploration of the structure and dynamics of materials in living and non-living systems. Both of these align very well with the emphasis in the Agenda for Excellence on the key role envisioned for the life sciences in the 21st century. Work in the first of these critical areas will be vital to our Department of Psychology, arguably the best of our natural science departments, with strong intellectual ties to both the School of Engineering and to the School of Medicine, as well as to our excellent Department of Biology, where the molecular basis of behavior is an important research focus. Both of these departments are conducting world-class research in facilities which are frankly abysmal. These facilities must be replaced or renewed. The second area of emphasis, which includes the synthesis, study, and characterization of new materials, is central to our rapidly improving Department of Chemistry, and will benefit from the substantial previous investment by the School and the University in the facilities of the Roy and Diana Vagelos Laboratories of the Institute for Advanced Science and Technology (IAST). The third area of high scientific priority identified by the School, astrophysics with an emphasis on the early Universe, is well under way and will be continued.
Other initiatives, previously given priority by the School and already underway, will be continued. The Laboratory for Research on the Structure of Matter (LRSM), which has just had its NSF funding renewed for five years, will continue as a focus of research on materials, supporting interdisciplinary research including scientists from the School of Arts and Sciences (Chemistry and Physics), from the School of Engineering and Applied Science, and from the School of Medicine. The renewal of the LRSM and our initiative in Chemistry, backed by excellent new facilities, will reinforce and strengthen each other. The program in astrophysics, now off to an excellent start in the Department of Physics and Astronomy, will reach critical mass as the department redeploys its resources to support work in this exciting forefront area.
Development and Budget The plans for the School of Arts and Sciences require substantial resources beyond those now in hand. These resources must be found if the School, and hence the University, is to prosper in the decades ahead.
Facilities --The renovations listed above will require approximately $100 million during the next five to ten years. It is essential that these facilities be fully funded from new resources. Borrowing against future operating income, as was done on some past construction, would have a disastrous impact on future operating budgets.
Operations --The operating budget of SAS now shows what appears to be a growing structural deficit. The faculty of the School has decreased from about 500 to about 450 in the past five years. Future faculty growth may well occur in strategically-important disciplines and programs, but any overall increase in the size of the faculty will first require real improvement in the School's financial picture. The School can provide adequate support for a faculty of this size only if additional resources can be found. An increase in the endowment of $200 million for undergraduate financial aid, for faculty chairs, and for start-up funds in the sciences would permit the School to make rational plans for its future. Other sources of increased income include the Master's programs mentioned above and increased research support from the federal government. Although overall federal support for research is not expected to grow in the country as a whole, the School's investments in facilities for science should permit its faculty to increase federal support for its work.
Summary The School of Arts and Sciences has developed an ambitious plan for targeted improvements in faculty, educational programs, and facilities. During the next half decade the School, with the assistance of the University, must confront the challenge of identifying the resources necessary to sustain this plan. Meeting this challenge will permit the School to sustain its role both as a distinguished intellectual and educational enterprise in its own right and as the primary catalyst for productive alliances among all of the schools of the University. SAS will be a school in which its faculty, students, and alumni will take justified pride.
Technology is transforming our times. All universities must concern themselves with technological change, its impact on society, and the need for their graduates to be prepared for creative and humane leadership in a technological world. SEAS is the one school at Penn that deals exclusively with issues of technology and thus is an integral partner in leading Penn into the 21st Century.
The goal of Penn's School of Engineering and Applied Science is to be and to be perceived as the finest small school focusing on technology within the context of a large, intellectually diverse university.
SEAS strives to attract the finest undergraduate, graduate, and professional students and prepare them for leadership roles in engineering and applied science as well as in other fields, such as medicine, business, and law, for which creativity, rigorous quantitative thinking, effective communications skills, and a strong commitment to humane values are essential.
Since the most successful Penn graduates will be those who embrace the new technological tools of innovation and are capable of making intelligent decisions about technology, SEAS also has the mission to liberalize and broaden the scope of other educational programs at Penn, particularly those in the undergraduate schools, by providing accessible education in critical technological thinking and preparation for creativity in the information age.
Research is a central aspect of the creative mission of SEAS faculty and students. The School must be known for research that defines the forefront in areas of contemporary intellectual vitality and is a magnet for the finest students and substantial external funding.
To achieve these goals, SEAS first must be distinguished by outstanding and entrepreneurial faculty whose research and teaching are truly exceptional. SEAS faculty also should be boundary-less in their vision and seek out intellectual linkages with the rest of Penn to create programs of research and education that would be impossible at more specialized institutions.
Designing the Future of SEAS
Any plan for SEAS must begin by understanding that it is a school intellectually intertwined with the larger Penn. Among U.S. universities, Penn packs more intellectually exciting schools and disciplines into a smaller geographical area than virtually any other. Few schools of engineering and applied science have the opportunity to engage in the variety of collaborative programs that SEAS does. This intellectual diversity and concentration are key strategic advantages Penn and SEAS have over the competition, and SEAS values greatly its outstanding joint programs and collaborations with the School of Arts and Sciences, the School of Medicine, and the Wharton School, to name just three.
SEAS is also small compared to its competition. The very top engineering schools in the U.S.--the single-focus institutes and the big state schools--are typically four to five times the size of SEAS, in faculty numbers, student population, physical facilities, and numbers of graduates. SEAS is comparable in size to engineering schools at Ivy League universities, all of which have engineering programs of some size. So, if its intellectual impact is to be greater than its numbers might suggest, SEAS must focus and take special advantage of all of Penn in building its programs and extending its intellectual reach.
It is clear from the planning process that there are three specific areas in which SEAS has the potential for major intellectual and educational leadership: biomedical engineering/biotechnology, information science and technology, and materials science. These are the intellectual themes that constitute the focus of the School's future activities.
Specific SEAS goals, the means of achieving them, and measures of success are summarized in the following discussion.
Goal 1: Intellectual Leadership and Recognition
Above all else, SEAS departments and programs must be and be recognized as among the finest of their type. Whatever the School does must be excellent. When size makes it possible, departments should rank in the top ten. When smaller size prevents a department from reaching top status, it should nevertheless achieve a level of educational excellence and intellectual productivity that places it, on a per capita basis, among the very best in the country.
Fortunately, SEAS is already in a very strong position. Of the six of its departments that were reviewed in 1995 by the National Research Council, three ranked among the top eleven programs in the U.S.: Bioengineering (5th), Materials Science and Engineering (10th) and Chemical Engineering (11th). This is a remarkable achievement for a school the small size of SEAS, which has only 20-25% of the faculty of the major engineering schools in the U.S.
To achieve this goal, SEAS pledges to hire only the finest new faculty --educators and scholars who are not only outstanding intellectually but also possess the curiosity and entrepreneurial drive that will establish them as major academic leaders. Departments will search and select new faculty strategically and collaboratively, with the goal of achieving focused excellence in key intellectual areas.
SEAS also will establish and reward faculty on the basis of appropriate standards of productivity such as teaching quality and productivity, research quality, leadership and funding, publications, citations, intellectual leadership, and other relevant performance standards. Departmental strategic plans will be prepared and undergo rigorous internal and external review by appropriate ad hoc committees of outstanding professionals and educators. This process will occur every five years. Finally, SEAS will end educational programs and research centers that are neither central to the mission of the School nor have prospect of achieving leadership status.
The ultimate success of these initiatives will be in having SEAS achieve recognized excellence for its departments and programs. In the near term, the School will strive to improve the standings of all of its departments and, in particular, to attain top 10 status for Computer and Information Science.
To achieve this goal, SEAS will begin by simplifying and focusing its undergraduate programs to ensure that they are well-conceived and effective. SEAS will also implement a more common curriculum during the first two years of undergraduate education, achieve closer interaction between SEAS faculty and students during the first year, and strengthen undergraduate advising. SEAS will create one or two additional flagship programs of the M&T type that give the School a competitive advantage in attracting the best matriculates. Prime candidates are Biotechnology, Telecommunications, and International Technology. The School will also offer minors in areas such as Information Science, Telecommunications, and Biotechnology for students who are not majoring in science and engineering. Finally, SEAS will continue to refine its aggressive program of undergraduate recruiting.
Success in these initiatives will be measured by a rise in the number of applicants, a decrease in the admissions rate, an increase in the matriculation rate, and an increase in average student quality, which is already very high.
Goal 3: Graduate Education and Research
Excellence in research is essential to the entire educational mission of SEAS, at both the undergraduate and graduate levels. SEAS is committed to attracting outstanding graduate students and providing them with educational opportunities of the highest quality. A major focus in the coming several years will be on developing high quality terminal master's programs to extend the educational impact of the School, link it more closely with industry, and provide a buffer against uncertainties in other sources of revenue.
To help achieve these goals, SEAS has already diversified its research programs and funding sources, which historically have been focused on the National Science Foundation and the defense establishment, by establishing the Institute for Medicine and Engineering in partnership with Penn's School of Medicine. In the coming several years, SEAS will carefully examine its Ph.D. programs to determine whether structural changes should be made to enhance job opportunities for Ph.D. graduates and make its Ph.D. programs even more attractive to the finest students. A new 'Towne Fellows Program' in which an elite group of Ph.D. students has been offered a special program of study involving courses drawn from the Executive Masters of Science in Engineering (ExMSE) program is already underway. <
In master's education, SEAS is committed to maintaining the ExMSE as the 'gold standard' among competing programs and exploring an even more powerful alliance with the Wharton School to organize, manage, and market this program. Additional master's programs will be created, starting with Telecommunications (AY96-97), Biotechnology, initiated by SEAS and SAS with participation by IME and Medicine (AY 97-99), Bioinformatics and others in Bioengineering, Electrical Engineering, and Computer and Information Science.
Success in these initiatives will be measured in outside recognition of SEAS research leadership, growth in research funding, selectivity in the Ph.D. applications process, quality of Ph.D. students, the placement of Ph.D. graduates, and student quality, placement and revenue growth in the masters programs.
Goal 4: Increased Diversity
SEAS will work even more aggressively to achieve a larger population of under-represented minorities and women among its faculty and students. Enhancing the retention of minority students is of particular concern.
Goal 5: Improved Facilities and Infrastructure
SEAS is committed to major investments in construction and renovation to provide outstanding research and teaching facilities.
The boldest initiative for achieving this goal is the IAST (Institute for Advanced Science and Technology) project. IAST-1, currently underway, will provide SEAS with modern space for 'wet' research and will house the Institute for Medicine and Engineering. SEAS has begun detailed planning for IAST-2, a program whose first goal is to provide modern space for Computer, Information, and Cognitive Science and second goal is to renovate laboratory and office space in the Towne/GRW/Morgan buildings. SEAS is also committed to developing a consolidated engineering/science library in Hayden Hall, in partnership with SAS and the Penn library leadership. Finally, the School is continuing a major program of investments to upgrade its communications network, teaching facilities, physical plant, and existing research facilities. The focus is on the needs of programs that have attained or are likely to attain major leadership positions and attract substantial external funding.
Goal 6: Development, Income, and Resources
SEAS pledges to continue its record of achieving annually balanced budgets. The School has already significantly reduced staffing costs and continues to monitor its operations and staffing closely. Some staff growth will be necessary to take advantage of new revenue opportunities, particularly in the development and the management and marketing of master's programs.
The School expects to achieve a growth rate of funded research income that is twice the level of inflation and to earn $1-2 million annually in net new revenues from master's programs as they become fully operational.
SEAS priority needs in development over the next five years include: $25M in capital expenditures, $12M in faculty support to endow five new professorships in key thrust areas and provide an adequate pool of discretionary start-up funds to attract key new faculty at all levels, $8M in new endowment to offset SEAS undergraduate student financial aid costs, and an additional $5M for undergraduate and graduate programmatic support. The largest item on this list, $25 million for capital expenditures, is the estimated cost of completing IAST-2. In addition, SEAS plans to work with SAS and the Penn Libraries to raise the approximate $10-15M cost of creating a new Engineering/Science Library.
In the School of Nursing concern for the well-being of individuals, families and communities inspires our research and informs our practice. The discipline of nursing possesses unique qualities and brings valued knowledge as providers, payors, and legislators deliberate over the cost, quality, and control of the entire health system. Nursing's scientific incisiveness, coupled with caring and compassion, makes our scholarship and leadership crucial in guiding the future of health care during these transformative times.
Our tripartite mission in education, research, and patient care practices, our unique strengths in each of these areas, and our commitment to their successful integration position the School as a leader among the top-tier Schools of nursing nationally and internationally.
Faculty and clinicians design, demonstrate and investigate the best in patient care practices. Through the School's research, creative interventions in patient care are discovered, new delivery models that ensure quality and cost-effectiveness are developed, and health care policy is formulated. We produce leaders whose research-based education and practice advances the profession's and the School's educational mission in academic, clinical, policy, and administrative settings throughout the world.
The School of Nursing's emphases on health policy, health services, and health and disease management significantly advance the University Academic Priorities in Life Science, Technology and Policy, while its academic nursing practices and research in urban health are vital components of the Urban Agenda.
Key Strategies Through 2001
Education Through 2001
A major commitment of the School is preparation of nurses who can provide the intellectual leadership required to influence significantly the public's health, as well as the future of health care delivery nationally and globally. As creative thinkers and problem-solvers, nursing students are prepared to be clinical leaders who can conceptualize and implement new models of health care for the 21st century.
The faculty believe that preparation of nursing leaders begins with the baccalaureate program. It is at the undergraduate level that students acquire the knowledge, spirit of inquiry and skills essential to make lifelong, substantive contributions to the profession and to the people it serves. By the year 2001, projections are that the undergraduate program will have 435 students, a slight reduction from current numbers which include two unusually large classes. Of these students, 60% will be traditional out-of-high-school students and 40% will be non-traditional students who have degrees in other fields. The undergraduate program has a graduation rate from the university of 92%, an employment rate at graduation of 70%, and the highest average starting salary among Penn undergraduate schools.
Moderate increases in our master's and doctoral programs are predicted. Increasing the MSN program provides sophisticated advanced practice nurses who can deliver high-quality, cost-effective patient care in a complex, changing health care market. By increasing its Ph.D. enrollment to 112 students, the School of Nursing will address a continuing shortage of doctorally-prepared researchers. Increased numbers of doctoral students will require efforts to obtain public and private support, and creative financial packaging strategies for full-time study. To attract the most able students, as outlined in Figure 1, we will pursue joint curricular initiatives with other schools at the undergraduate and doctoral levels, and direct entry programs from BSN to Ph.D. and from MSN to Ph.D.
The School of Nursing is developing an Institute for Life Long Learning in nursing in collaboration with the University of Pennsylvania Health System.
Currently, we are ranked second in federal funding for nursing research, a remarkable achievement given the size of our faculty, approximately half that of the School's two academic peers. Research funding per capita far exceeds our competitors. Nevertheless, we intend to increase overall funding for research using the collaborative resources and leveraging capability made possible by our research centers, depicted in Figure 2. In addition, to meet our funding goal and to position ourselves for new opportunities, faculty size will increase.
The School's research contributes to the Six University Academic Priorities, particularly priorities for Life Science, Technology and Policy, and the Urban Agenda. Each of our research centers is broad enough in focus to respond to our global mission for excellence in nursing care. We will remain at the top in federal funding and increase our federal and private research funding considerably. Most importantly, we will continue our substantial contributions to the health and well-being of all people.
Practice Through 2001
Through creation of the Penn Nursing Network (PNN)--the name of the School's patient care practices --we lead the discipline in development of best models of health care. Based on years of faculty research focused on best clinical practices, PNN operationalizes those practices and provides an ideal place for exemplary teaching and real-world learning, and an ongoing site for further research on the interventions and outcomes of care.
These practices are in Philadelphia, thus providing a significant contribution to the university's Urban Agenda. Clearly, they also contribute to the health and disease management component of the Life Science priority. A large data base generated from a comprehensive and uniform data gathering protocol for these practices will allow us to examine closely the costs and outcomes of our innovative models of community-based health care. Continuing partnership with the University of Pennsylvania Health System is an essential part of advancing best patient care practices.
Faculty Composition Through 2001
The School of Nursing has a small, but extraordinarily productive, standing faculty comprised of approximately 50 tenure line faculty and clinician educators. We have 16 endowed or term chairs and we are fortunate to have four minority faculty members. Deliberate and careful growth of the standing faculty is needed to accomplish our tripartite mission in education, research and practice.
To retain faculty and to recruit additional national and international stars, our fund-raising strategy will target endowed and term chairs. By 2001, we plan to have a total of 12 endowed chairs along with 15 term chairs. Increases in extramural research and practice funding to support the increased numbers of faculty are also planned.
Resource Needs and Plans
The School of Nursing's greatest need for resources is to support the following strategic goals:
In 1994, we established a fund-raising goal of $30 million through the year 2000 to support the School's needs for financial aid and faculty chairs, and for support of research and practice. Recently the goal was increased to $35.3 million through the year 2001 as part of the Agenda for Excellence. Approximately 48% of the latest figure represents new endowment funds. To date, $17.5 million has been raised; current market value of the School's endowment is $15 million. Our goal is ambitious but attainable.
Six University Academic Priorities
Research, education, and practice in the School of Nursing contribute to and enrich the Six University Academic Priorities. In collaboration with other schools, nursing faculty are committed to leadership in the priorities for Life Science, Technology and Policy, and the Urban Agenda. While the foundation for this leadership is in place through our faculty, centers, and practices, an even greater leadership role in these priorities would require an endowed chair(s), as well as fellowship and other support.
The critical elements of scholarship, excellence in teaching, and innovative practice are in place to allow the School of Nursing at the University of Pennsylvania to lead the discipline and shape nursing's role in health care for the 21st century. The School is an outstanding example of Ben Franklin's belief in the benefits of education and intellectual effort. By integrating education, research and practice, nursing enhances its commitment to both theory and practice and the linkages between them. This process is articulated as a continuum through which knowledge of basic sciences, arts and humanities, and health are transferred to benefit patients, families and communities. This translation of theory into practice is the wellspring for research which ultimately influences policy and, we hope, creates a better world in which to live.
The Wharton School holds the distinction of being the first collegiate school of management in the world. From our early history, the School has been a pathbreaker and pacesetter in business and management research, education and practice. In recent years, the School has moved forward from that strong position to take a clear preeminent position as the innovative leader in management education.
We are widely recognized for our unique breadth and excellence in research and education, prompting Business Week to say that "Wharton is more of a business university than just a B-school with tremendous range." Indeed, we are the only school among our first-tier peers that serves students through the entire continuum of business education--from undergraduate to executive education--and we do this as the largest of the top business schools.
Global competitive pressures on business are intensifying at a startling rate and are the single most important challenge facing the business community. These market pressures are forcing companies--and nations -- to radically rethink the way they do business. Some are restructuring, often in ways that are painful for employees and communities. Many are seeking help from educational institutions to understand and address the rapidly changing environment through leading-edge research and executive education. And they are demanding more from business school graduates--and consequently from business schools themselves--especially in the form of the so-called "soft skills" such as leadership, communication, team building and negotiation. Advances in information and communication technology are also radically affecting what students will need to know to succeed and how they learn; they are also creating significant change in research methods and dramatically expanding the worldwide channels for disseminating knowledge.
To prepare our students to be effective in this changing business environment, we ourselves have had to change as an institution. Our history of innovation has proved to be an invaluable competitive advantage. We have been able to redefine what a business school should be: entrepreneurial, interdisciplinary and global.
Outcome Measurements and Assessments
To meet these goals, we will increase our resource base through the following means:
The Annenberg School for Communication offers students a firm grounding in various approaches to the study of communication and its methods drawn from both the humanities and social sciences. It is an intellectual common market built on nearly four decades of interdisciplinary dialogue. The School houses communication theorists and researchers, including social scientists, historians, and critics. The purpose of the M.A.C. and Ph.D. degree programs is to prepare students to make professional contributions to communication scholarship, research, and policy. The undergraduate major, offered through the School of Arts and Sciences, introduces students to both communication theory and research methods.
The School's Annenberg Public Policy Center and its Washington DC office focus scholarly attention on four of the areas of inquiry central to the School's research and teaching agenda: the role of media in shaping the dialogue of democracy, health communication, the role of information in society, and the impact of media on the developing mind. Each of these policy areas is tied to one of the University's areas of strategic concentration.
The 1996 Speech Communication Association Survey placed the School at the top of the field in health/political communication and media studies and criticism. In the 1996-7 academic year the School enhanced its strength in media studies and criticism with two hires. The five hires in the communication and public policy area that we forecast making in the next five years will consolidate our strength in health and political communication and enhance our visibility in information and society and media and the developing mind. Building space for the Public Policy Center into the School in 1997-8 will create administrative and faculty space to house these new hires as well as the School's public policy activities.
By 2001 the School plans to:
By catalyzing and disseminating collaborative research, the School plans to increase both the School and the University's national and international reputation and visibility in the four areas central to the policy center. Within the University, the School will accomplish this by creating links to other University departments and schools, by making joint public policy hires, by increasing collaborative research and team-teaching, and by making effective use of the Annenberg Public Policy program in Washington.
Beyond the University, the School will accomplish these goals by creating links among University alumni in New York and Washington DC, by informing policy leaders about work by Penn faculty and by attracting grants in these areas.
While conducting research on grants involving media portrayal of political advertising (funded by the MacArthur Foundation), the structures of news (funded by the Markle Foundation), the study of the health care reform debate (funded by the Robert Wood Johnson Foundation), the emergence and impact of talk radio (funded by the Ford Foundation and Carnegie Corporation of New York), discourse norms in the 1996 presidential campaign (funded by the Ford Foundation, the Pew Charitable Trusts, and the Carnegie Corporation of New York), and the impact of candidate use of network 'free time' (funded by the Pew Charitable Trusts), the Annenberg School faculty has developed an integrated team model that involves both graduate students and undergraduates in the research process. In the current academic year, 27 undergraduates are engaged in this process. We anticipate continuing to work within this model and, as funding permits, will increase the number of undergraduates involved in this process.
The Annenberg School will continue its efforts to recruit and retain underrepresented minorities and women both in the graduate student population and on the faculty.
Outcome Measures In the next five years, we anticipate that we will continue to attract and retain top students and that the excellence of our programs and research will be reflected in awards and honors for our faculty and students. In the past five years, members of the Annenberg faculty have received the Speech Communication Association's Diamond Anniversary Book Award, The International Association for Public Opinion Research's Helen Dinerman Award, a Guggenheim Fellowship, two Freedom Forum Fellowships, the International Communication Association's award for mentoring, The Douglas Ehninger Award for lifetime contributions to rhetorical scholarship, and the Speech Communication Association's Distinguished Career in Scholarship award.
The Annenberg School is the only school or department of Communication or Political Science to house two winners of the American Political Science Association's Murray Edelman award for distinguished lifetime contributions to the study of Political Communication and two winners of the Shorenstein Award for Contributions to Press and Policy. Three members of the Annenberg faculty are International Communication Association fellows.
The School and Public Policy Center are funded with revenues from a permanent endowment. Projected revenues are sufficient to support the activities and hires we project.
Since its founding 118 years ago, the School of Dental Medicine has occupied a position as a premier institution in which dentistry is taught in a scientific environment, as a specialty of medicine, and under the multidisciplinary umbrella of the University of Pennsylvania. The School has historically evaluated its dental education processes on a continuous basis and redefined them to prepare its graduates to be leaders in dental practice, teaching, and research. It has assiduously pushed the envelope of traditional educational theory and application and pioneered new approaches to training the dental professional. Significant and oftentimes groundbreaking research in basic science and clinical areas has been a trademark of the institution and a foundation for its educational programs.
This drive to establish quality programs has helped to stabilize the School's place among the top dental schools in the United States. Quality initiatives must be vigorously continued to ensure the School of Dental Medicine's standing as an exceptional institution into the 21st century. The School's Strategic Plan, A Framework for Quality, was created to this end. Although A Framework for Quality represents the School's third iteration of its strategic plan in the past seven years, it is by no means the culmination of SDM's planning process, as efforts to monitor, evaluate, and develop new initiatives are continuous.
The School of Dental Medicine currently enjoys a strong position. It is considered to be the nation's fifth-ranking dental school. The School has a high-quality faculty with a proven ability to attract external funding. Its students are among the most highly qualified in the nation. SDM stands out among its peers for its innovative DMD curriculum and its pioneering use of technology in educational programs. Also among the School's strengths is its well-informed, proud, and responsive alumni body.
Within the context of its present strengths and its historic position as a premier institution of education, research and patient care, and as a part of the planning process that led to the articulation of A Framework for Quality, the School envisions that, by the year 2000, it will:
Although the School of Dental Medicine currently enjoys a favorable position, achieving its goals for the year 2000 depends on the School's ability to respond to changing circumstances and to recognize and pursue new opportunities. Vulnerabilities are also present in the form of a changing health care market and the high cost per student associated with dental education. In recognition of these challenges, the School has been proactive in developing strategies to assure progress toward its goals. The following are key strategies that will be implemented:
The above strategies are intended to advance the School's goals by producing the following outcomes:
Achieving successful outcomes in the initiatives outlined above will require the School to undertake strategic efforts to acquire new resources. A capital campaign will provide support for the Gateway Building. In addition, a federal grant has been obtained for this project, and a low-interest loan will be sought. Other initiatives will be funded through a capital campaign, new revenue streams from the School's lifelong learning program and remote practices, and incremental research dollars.
The mission of the Graduate School of Education is to provide leadership both nationally and internationally in the preparation of education professionals and in research designed to enhance professional practice and student learning. -- Mission Statement Graduate School of Education
The year 2001, once the stuff of science fiction, is almost upon us. One thing can be said with confidence about the new millennium: it won't be business as usual...particularly for the nation's schools of education. As social, political, economic, scientific, and technological forces reshape the world and the workplace, professionals and the public alike will be looking for answers to the how, what, when, and where of learning in the wired/global society of the 21st century.
The Graduate School of Education intends to provide these answers.
GSE is unique among the nation's schools of education for our hands-on, interactive model of theory, research, and practice; our leadership in urban and international education; our preeminence in research and evaluation methodology; the reputation of our professional programs; our renowned national research centers; and our cross-disciplinary collaborations.
In the Strategic Plan summarized below, we indicate how GSE intends to ensure its stature and status in the coming century. What will not change is our commitment to doing what we do best: improving education through meaningful inquiry and innovative practice. What will change is how we go about our business of doing what we do best.
Our goal is to make the Graduate School of Education -- already ranked among the top in the nation -- the leading school of education in the coming century.
To ensure that GSE programs are in the top-tier, we will concentrate our research and practice in two areas that have enormous import for the coming century: urban education and international education. These are fields in which GSE already has an impressive advantage. In urban education, we have the leverage of our many research, training and improvement partnerships with the Philadelphia School District and our outstanding professional development programs for urban educators. In international education, we have our renowned TESOL program, a Six-Nation Research Project focused on education and economic development, and the International Literacy Institute cosponsored by UNESCO.
We will continue to build on our successful research enterprise which, in FY 1996, attracted more than $25 million in new awards--a stunning achievement, especially for a school as small as ours.
To capitalize on these proven strengths, we will:
As measures of our success, we expect to achieve the following outcomes:
To ensure that GSE students and faculty are in the top-tier, we will continue to give highest priority to the recruitment and retention of outstanding students and faculty.
To compete successfully for Ph.D. students who possess outstanding academic qualifications, demonstrate high motivation and preparation to pursue research on education, and have interests and career goals that are well matched to the strengths of the faculty, we will:
To compete successfully for the ablest master's students, particularly those with a background and interest in urban education, we will:
To assure that GSE faculty will continue to be outstanding and productive in terms of teaching, scholarly publications and grantsmanship, we will:
As measures of our success, we expect to achieve the following outcomes:
Key to GSE's leadership is a 21st-century infrastructure, as we have previously noted. A building that brings together our many off-site research centers and integrates them into the life of the School. A "smart" building that supports today's--and tomorrow's--technologies. A building where day-to-day interactions spark new ideas and speed delivery of new knowledge to the profession.
To provide the type of interactive environment that is, in itself, a metaphor for GSE's interactive model of theory, research, and practice, we will:
As measures of our success, we expect to achieve the following outcomes:
Meeting the costs of our plan to make GSE the top-ranked school of education in the nation presents a tremendous challenge. On the one hand, GSE, like other education schools, has few affluent alumni. On the other hand, our extremely productive research record; our fiscal health; and our important contributions to educational improvement in the city, region, nation, and increasingly, the world increase the School's appeal as a worthy investment.
The primary development needs that we must address are:
To meet these needs, we will:
As measures of our success, we expect to:
The Graduate School of Fine Arts (GSFA) is dedicated to improving the quality of life through the design of artworks, buildings, landscapes and cities. We use "design" in the broad sense to include both creating stimulating objects and places, and influencing the social and political processes that have a bearing on the built and natural world. Our responsibility serves concerns which are at once practical and aesthetic, honoring the precepts of Benjamin Franklin. GSFA programs in fine arts, architecture, landscape architecture, planning, historic preservation and urban design address the challenges of conserving the past as well as shaping the future; of educating the next generation of leaders in these fields while contributing to ongoing theory and practice. The design arts are the common intellectual core of the School, but equally important are the understandings drawn from technologists, historians, and social scientists in the School and the university.
The GSFA is a professional school which prepares individuals for practice through recognized masters degrees in each of its disciplines. This educational mission requires a faculty of theoreticians and practitioners. Each of the School's disciplines is in the midst of reinventing itself, and the GSFA intends to play an important role in defining the educational needs for future practice. The GSFA also aims to increase the general understanding of art, design and the social processes by which environments are created through undergraduate education programs, public events and exhibitions, and dialogue about emerging issues. And it develops and transmits new knowledge through advanced certificate programs, doctoral studies and continuing education programs.
Three common themes unite the GSFA's diverse programs and faculty:
The Unity of Theory and Practice: New ideas about buildings, or landscapes or cities or works of art emerge through engaging real projects, as well as through theoretical projections. Progress requires a two way dialogue: making sense of practical experience, and using projects as the testing ground of new constructs. By simulating the world in carefully structured studio experiences, and creating opportunities for field projects by faculty and students, the GSFA can powerfully link theory and practice.
The Centrality of Design: Design involves the process of making things as well as imagining them. It is a process, and often a social process, rather than a singular skill. It is the fundamental skill of each of the fields of the GSFA, and is as essential to creativity and communication as are writing, computation, and verbalization. Design in the GSFA, as in the world, involves collaboration across disciplines.
Urbanism: The social project of designing the urban and suburban environment involves all the fields of the GSFA. Penn has an inescapable commitment to Philadelphia, and has identified "the urban agenda" as one of the university's six pillars of excellence. The urban context of the School can be a major force in shaping the GSFA's character and programs.
With a renewed urban perspective, strengthened commitment to the centrality of design, and dedication to new ways of linking theory and practice, the Graduate School of Fine Arts can forge a special identity which distinguishes Penn's programs from its counterparts.
Goals of the Strategic Plan
Make Penn the undergraduate school of choice for those interested in design of the environment and fine arts in the context of a liberal education.
Provide opportunities to develop visual literacy for all undergraduates.
Ensure that a broad cross section of undergraduates are exposed to urban issues and methods for addressing urban problems.
Ensure that professional programs in architecture, landscape architecture, planning, historic preservation, fine arts and urban design are recognized as among the leaders of their fields, at least in the top 10.
Take maximum advantage of the breadth of fields in the GSFA.
Gain strength and uniqueness from the presence elsewhere at Penn of strong programs in real estate, history of art and architecture, urban studies and engineering.
Research and Practice
Expand research in fields where the GSFA has a comparative advantage--historic preservation, large scale design and planning, GIS applied to urban and environmental issues, architectural history and theory.
Increase high impact, high visibility field projects, particularly on urban issues in Philadelphia.
Provide mechanism for faculty to engage in practice without leaving the university.
Create facilities and spaces which are at least equivalent to those found in practice.
Provide environments for collaboration, including digital, audio and visual assists.
Increase the public visibility of GSFA activities among alums, influential outside constituencies, potential donors, and peer institutions.
Expand development capacity, and improve administrative efficiencies.
A new balance needs to be struck between scholars and practitioners in the School, if we are to tie more effectively theory and practice. Practicing professionals will be added to the permanent faculty in each of the fields through the creation of a new rank, Professors in Practice. New chairs will be sought to allow the most distinguished architects, planners, landscape architects and artists to join the faculty as visitors or rotating faculty members. Multi-year agreements will be reached with practitioner teachers to allow better planning of educational offerings, and increase the incentive for practitioners to become engaged in educational activities outside the classroom and studio. Over time, the faculty of the GSFA might evolve to become equal numbers of scholar educators, practitioner educators and visiting critics and artists.
Permanent faculty need greater opportunities to practice, and to use practice as a medium for clinical education. There is a need for space and organizational infrastructure for such practice, which will often involve small projects. The GSFA proposes to create a practice foundation as the mechanism for carrying out practice within the university. The foundation will encourage faculty and student collaboration, will provide a continuing source of financial support, will encourage community service projects, and will emphasize innovative projects. The results of projects will be disseminated to the widest possible audience.
Renewal of City and Regional Planning Program
A vigorous program in planning is an essential component of the GSFA, and is critical to addressing Penn's urban agenda. Beginning with two new senior appointments in FY1998, the department's strength will be expanded; junior appointments may follow in subsequent years. At the same time, the curriculum will be revised, with an eye to focusing on a smaller number of critical fields, and greater synergy with other GSFA fields.
Revival of Urban Design Program
The urban design program, once the jewel in the GSFA crown, will be revived as a cross disciplinary certificate program, linking all of the School's fields. All faculty and students in the program will be affiliated with one of the current departments in the School. The agenda of the program will be to create new ideas for the form of urban and suburban environments, and to educate professionals with the skills in design and collaboration essential to see them realized.
Cross Disciplinary Work
The GSFA will capitalize on its disciplinary breadth by expanding the range of cross disciplinary studios between departments, and the number of faculty who have secondary appointments in other departments in the School. In addition, several fields will be singled out for new initiatives which cross disciplinary lines, including public art, environmental restoration, and visualization methods.
The School needs to make the transition rapidly to digital technology which is becoming the preferred medium for most design and construction. This will require the networking and refurnishing of all studio spaces, the creation of new forms of review and display spaces, and new educational methods. It also offers new fields of work, including computer based graphic design, geographic indicators of urban change, concurrent design and engineering, and remote collaboration. The GSFA intends to become a leader in emerging technologies for design and planning.
Expanded Commitment to Undergraduate Education
Undergraduate education will receive increased emphasis, with a customary expectation that all permanent faculty teach undergraduate courses. We will expand our capacity to provide visual and environmental sensibilities to the majority of all Penn undergraduates. At the same time, expanded submatriculation opportunities will allow for a greater flow from our undergraduate majors to our professional programs, and will advantage those who move to other schools for graduate education.
The second phase of Addams Hall needs planning in order to complete the rebuilding of Fine Arts spaces, and to allow the removal of the temporary Blauhaus. Meyerson Hall, now over 25 years old, needs to be adapted to the demands of the new educational and practice technologies. The Architectural Archives will to be expanded and developed into a full scale center for the study of architecture and design.
Outcome Measurements and Assessments
Our efforts will be successful if:
To make this possible we will need to attract new resources for:
Facilities: $18 million for new or upgraded facilities--renovating Addams Hall, constructing Phase II of the Fine Arts facilities, expansion of the Architectural Archives, and adapting Meyerson Hall for computer based education.
Programs: $15 million for new endowed chairs in landscape architecture, planning, fine arts and computation, endowing the practice foundation and additional fellowship endowment.
In the coming century, all lawyers will be called upon to integrate the findings of an ever wider array of human knowledge, change specialties and update substantive knowledge more frequently, and move readily across professional boundaries. The leaders of the legal profession are those whose actions will add lasting value to the society by: 1) finding creative, positive-sum solutions to conflicts; 2) designing and managing productive institutions and mutually beneficial relationships; and 3) celebrating, embracing, and harnessing the energy of our demographic and cultural diversity. The goal of the Law School's strategic plan is to become the national leader in building the intellectual capital and training the human capital for this vision of "lawyer-leadership" in the 21st Century.
Among the elite, research-oriented American law schools, Penn has long been known for its strengths in such traditional doctrinal fields as administrative law, civil procedure, commercial law, criminal law, and labor law; its interdisciplinary research in fields such as economics, history, and philosophy; its contributions to law reform through its relationship with organizations like the American Law Institute; and its commitment to integrating theory and practice in such experiential learning contexts as clinical and public service programs.
To achieve its aspiration to become the leadership law school, we intend to build a unique "integrative curriculum." Unlike almost all of our competitors in the law school world, which seek to "go it alone," Penn Law is committed to taking full advantage of the University's extraordinary resources in the cognate disciplines of economics, history, philosophy, political science, and sociology, and the sister professions of business, communications, education, engineering, medicine, and social work. Creative and selective partnerships with those resources will enable Penn Law to create a national model for the study and teaching of leadership through law.
2. Proposed Initiatives: The Integrative Curriculum Our strategic plan calls for continued strengthening of the Law School's outstanding foundation of legal doctrine, theory, and skill. In particular, the plan depends on implementation of the following specific initiatives:
3. Outcome Measurements and Assessments The only true measure of success of any educational institution is the quality and quantity of the intellectual capital and human capital that it produces. In particular, the Law School's strategic plan calls for the Law School to achieve national leadership in generating and transmitting knowledge about leadership in and through the law.
We will use the following indicators to provide evidence of progress toward this goal:
4. Resource Requirements
Full implementation of the strategic plan would require at least the following incremental resources:
The incremental resources necessary to fund these resource expansions would come from the following sources (in each case, showing increments above the current base):
It is assumed that it will take five years for revenues to increase by these amounts. Therefore the resource requirements shown above represent the increments above current baseline in year five.
The premise of the Law School's strategic plan is that the study of law must become allied with the study of leadership, and that Penn is uniquely positioned to accomplish this alliance through a partnership among its professional schools and academic departments. In 1790, with the appointment of James Wilson as its first Professor of Law, Penn assumed leadership by integrating the study of law into the basic liberal education of the new Republic's future leaders. Two centuries later, Penn can again take the lead by making the study of law central to the education of a new generation of leaders--the "interprofessional professionals" of the 21st Century.
The University of Pennsylvania Medical Center--comprised of the School of Medicine and the Hospital of the University of Pennsylvania -- has played a special role in the history of medicine in America. The School of Medicine, founded in 1765, is the nation's first school of medicine and the Hospital of the University of Pennsylvania is the nation's first hospital built by a medical school. In 1993, the University of Pennsylvania Health System was formed as the first fully integrated academic health system in the United States. Today, we are ranked among the top five academic health systems in the country by those indicators which assess academic excellence.
As an institution, we are students and teachers, scientists and scholars, physicians and other health care professionals, administrators, and staff dedicated to:
The School of Medicine is committed to achieving and maintaining the highest standards of academic excellence related to our core missions of education, research, and patient care.
Meeting this formidable challenge in an era characterized by rapid and unsettling changes in the health care environment and increasing uncertainties related to our traditional sources of financial support--research grants and clinical revenues--requires a steady yet aggressive commitment to people, programs, facilities, and resources. It also demands that we create and maintain an organizational structure that optimizes our capacity to succeed as individuals and as an institution. Simply put, all of our academic initiatives for the future are predicated on the following:
Our long-range strategic plan begins with a strong foundation.
The recognition we have earned as an institution is due to our outstanding faculty and to their ability to move across disciplines, departments, and schools in their creative work. School faculty are world-renowned for their achievements across the broad range of biomedical, clinical, and health service sciences and the School encourages faculty to pursue individual projects, moving in those directions their own intellect and vision take them. As an institution, the October l990 report of the University-wide Life Sciences Committee identified eight multi-disciplinary areas of research which we particularly emphasize: Human Gene Therapy, Retrovirology, Biology of Cancer, Neuroscience, Aging, Developmental Biology, Structural Biology, and Molecular Genetics and Genome Therapy. Each of these areas has received, and will continue to receive, institutional support in an effort to maintain the world-class status of those programs already so recognized and to enhance those programs which have not yet attained top tier status.
The School of Medicine will also continue to foster the growth of multi-disciplinary programs and initiatives which involve Schools and Departments throughout the entire University. Our most successful approach for accomplishing this occurs through the Schools's sixteen inter-School and multi -disciplinary Centers and Institutes which bridge across all academic units of the University. A few selected Centers and Institutes amply demonstrate the cross-University interactions -- Center for Bioethics (Annenberg and Arts and Sciences); David Mahoney Institute of Neurological Sciences (Arts and Sciences); Leonard Davis Institute (Wharton, Nursing, Dental Medicine); Institute for Human Gene Therapy (Wistar Institute and Veterinary Medicine); and Institute for Medicine and Engineering (Engineering and Applied Science). In addition, joint multi-disciplinary programs with the Departments of Chemistry and Biology in Arts and Sciences, proposed new and expanded collaborations with the School of Engineering and Applied Science, and the Technology Transfer Pilot Program, done jointly with Wharton, are a few of the many other examples illustrating Medical Center interactions across campus.
II. Proposed Key Institutional Initiatives
The School of Medicine will continue to encourage faculty to achieve their individual academic goals and objectives and will seek to create the environment to optimize their opportunities for success. Within this overall context, the School has adopted three key institutional initiatives which, we believe, will place us among the forefront of all academic medical centers nationwide: l) Curriculum 2000; 2) Translational Research; and 3) Disease Management. By design, each relates to one of our three core academic missions--education, research, and patient care.
Curriculum 2000 will emphasize three themes:
It will consist of five Modules. Module One involves core principles. There will be a reduction in lecture time so that students will participate in seminars or work with software packages either in small groups or individually. Material will be presented more efficiently and will be better integrated. Basic science and clinical decision-making will be linked in the four year experience. Module Two consists of blocks of integrative systems and diseases. In Module Three--the art and technology of medicine--students will gravitate toward experiences they wish to pursue, either community health projects or research investigations. The Fourth and Fifth Modules involve core clerkships, electives and other scholarly pursuits. In addition, each Module will incorporate an entire bioethics component integrated within the context of that Module.
Curriculum 2000 will help our students become more active, self-directed learners. Basic science will be a regular presence in their four-year process as they gain clinical skills. Students will make full use of the University of Pennsylvania Health System; for instance, our primary-care network--Clinical Care Associates--will provide ambulatory care sites for clerkships. Students also will learn how to practice within the parameters of a comprehensive health system, which surely will provide the major structure for physician-patient interchange into the next century, and they will learn to use effectively state-of-the art telecommunications vehicles and information systems. Our students will be educated to treat acute disease--health maintenance and disease prevention and management will also be built into Curriculum 2000.
As we implement Curriculum 2000, we will continue to follow and to build on the precepts of the Flexner Report of 1910 which has informed medical education for the twentieth century. These precepts, if anything, are even more relevant today; namely, the scientific basis of the practice of medicine and the need for hands-on, real experience in training. Curriculum 2000, however, will extend our ability to connect students to the tremendous explosion of science, to the full utilization of modern information systems, and to the social changes in what is expected of physicians. It will encourage the humanism that students bring with them to medical school, and that humanism will be actively fostered and factored into the professionalism which is the core of their education. We expect the result to be the crowning jewel of American medical education.
Over the last decade, there has been an exponential expansion in fundamental discoveries resulting from the maturation of the disciplines of cell and molecular biology. As the Human Genome Project becomes a reality in the next five years, it will be within our grasp to understand the molecular basis of every inherited disease and to rapidly gain insight into how our genes influence the manifestations of a wide range of common disorders that cannot be ascribed to a single gene defect, as well as disorders that are usually ascribed to environmental or acquired factors. Medical schools have an obligation to society to translate these new discoveries into new therapies. The translation of basic discoveries into new therapies is what distinguishes the academic health system from community-based health systems. The stronger the translational medicine program, the more successful the academic health system will be in this rapidly evolving health care market.
The current system in schools of medicine nationwide is not organized to fully realize these obligations and opportunities, but with our combination of strong basic research, a large number of cross-cutting multi-disciplinary centers and institutes, superb clinicians and educators across a broad range of clinical disciplines, world-renowned health services research, a highly organized network of hospitals, physicians, and home care throughout the region, as well as effective technology transfer capabilities, Penn is in a unique position to facilitate translational research and overcome the numerous disincentives inherent to academic medical centers that make it difficult to bring together these bodies of expertise in translating fundamental discoveries into new therapies.
The program in translational research is intended to accomplish just this. The overall concept is to enhance the number of potentially important basic advances which are translated into Phase I clinical studies within the institution. At that stage, the program would facilitate the transfer of these primary technologies or drugs into the commercial sector for further development. The program in Translational Research will provide the leadership and direction for research teams composed of basic and clinical investigators targeted on developing therapeutic strategies to treat human diseases. This program will take advantage of fundamental discoveries made by the faculty to develop these new therapeutic strategies and help them to obtain external resources for support as well as to stimulate the necessary collaborations to bring these discoveries through appropriate animal testing to patient trials. The scope of the programs will span new drug discovery to medical devices. Where possible it will take advantage of existing programs engaged in translational research to avoid duplication of resources already committed by the institution. For example, the Institute for Human Gene Therapy already exists as a stellar prototype of a translational research program and, through faculty expertise and core facilities, actively promotes and catalyzes translational research efforts throughout the institution. It would be our expectation that these initiatives should be self-supporting from extramural sources and that some of the service functions might need to be out-sourced in some manner. In addition, it is our expectation that the translational research program has the potential to develop new sources of funding to support the academic mission.
Penn Health Management, our new initiative in Disease Management, draws upon the entire spectrum of resources within the Health System. It provides the framework for the Health System to re-engineer clinical strategies for Disease Management, with the goal of improving clinical performance and improving methods to assist patient outcomes. Its objectives for managing health care with UPHS are the following:
The University of Pennsylvania Health System, as an integrated academic health system, is the perfect setting for the development and implementation of Disease Management programs. First, our Health System includes all of the components required to offer patients a full continuum of care, critical for implementation of Disease Management protocols - primary, specialty, subspecialty, and quaternary care delivered at sites ranging from patient's homes, physicians' offices, acute care hospitals, rehabilitation facilities, and nursing homes. Second, the large diversified patient population receiving care in the Health System provides a unique opportunity to study outcomes data enabling us to continuously refine Disease Management protocols through research. Third, as an educational institution, we have the opportunity to disseminate what we have learned through implementation of the Disease Management program to our students, trainees, and to physicians in continuing medical education programs. A great challenge here is to grapple with the educational and long-term clinical implications of implementing a Disease Management program, particularly with respect to the future of the ability of physicians to deliver care to patients if they do not have access to the Disease Management program through which they learned medicine. The greatest concern is that physicians will provide care by rote without a complete understanding of why they are taking certain actions. Meeting this challenge may require the establishment of a continuing medical education program and granting graduates of our program continued access to our Disease Management protocols if they leave the Health System.
III. Outcome Measurements and Assessments
The School of Medicine's overarching goal is to achieve "Top 5" status in all nationally recognized measures of our education, research, and clinical programs.
In achieving this overarching goal, we seek to attain the following targets:
A. Key Initiatives
B. Other Target Objectives
IV. Resource Requirements
The School of Medicine's financial needs for faculty and student recruitment and retention and our education, research, and clinical programs are self-contained and will be met through Health System sources, e.g., the $600 million Development Campaign, clinical practice income, and the Academic Development Fund maintained by contributions from the operating margin of the Hospital of the University of Pennsylvania. In addition, the School will continue to seek new sources of support.
The University's greatest potential strength and uniqueness originate with its historic linkage of professional education with the liberal arts and sciences as well as the close physical proximity of the schools on one campus. The traditions and goals of the School of Social Work reflect the broad goals and purposes of the University of Pennsylvania.
Recently, the University developed its Agenda for Excellence. The Agenda details the University's goals, objectives, and priorities for the 21st century. It is a bold agenda designed to further Penn's prominence and leadership as one of the world's premier institutions of higher education and research. In keeping with the spirit and intent of the Agenda for Excellence, the School of Social Work has committed itself to educating social work practitioners to become competent and effective leaders in a rapidly changing social welfare environment. This means that, in addition to maintaining its long standing commitment to educating professionals to deliver direct services, the School will prepare social workers to practice in an environment characterized by increased emphasis on privatization of services, accountability and performance, managed care, the application of technology to improve service delivery and effectiveness, re-financing of social welfare services, and competition in the social welfare market place.
Embodied in the mission of the School of Social Work are the following goals:
The pursuit of these interdependent and mutually reinforcing goals is predicated on a common base of professional social work values and ethics, purposes, knowledge and experience. There are also vital secondary obligations that reach beyond these primary goals. Those obligations are to help serve the interests of the total University community, the profession of social work, related disciplines and the larger community.
Among schools of social work, the Penn School has been recognized for its contributions to practice in health and mental health, concerns of the urban family including those focused on aging, child welfare, education, and juvenile justice, race and racism, poverty and more recently, homelessness. Additionally, the School through its faculty and educational programs is recognized as a resource to community groups, agencies and institutions locally, nationally and internationally in confronting the social problems that correspond with our practice foci.
In order to achieve the goals of the School of Social Work a number of initiatives are being implemented. Included among these are:
Of the six University Academic Priorities, these interrelated initiatives directly link to four of the priorities, namely: Life Science, Technology and Policy; Management, Leadership and Organizations; The Urban Agenda; and Information Science, Technology and Society.
In addition, the School has developed goals and outcome indicators in the areas of administration, budget and finance, and student selectivity. These goals are listed below.
Student Selectivity Goals
Pennsylvania's only veterinary school is part of the University of Pennsylvania where it serves to distinguish the University from other competitive educational institutions. On any campus where biomedical research and thus basic understanding of animal biology is such a crucial component of the intellectual enterprise, a superb school of veterinary medicine is a profound asset, adding a dimension that uniquely broadens the University's contributions to society.
The School is unique among veterinary schools being situated in an urban setting as part of a great private university that includes one of the world's leading centers of biomedical research. At the same time, the School operates a rural campus, New Bolton Center, close to one of the worlds richest centers of animal agriculture. Of the 27 schools of veterinary medicine in the U.S., 24 are rooted in agriculture at land grant institutions. By contrast, Penn's School of Veterinary Medicine has been firmly rooted in the medical sciences from its foundation.
The benefits that accrue to the School from its close affiliation with the Medical School are numerous and contribute to the School's reputation for excellence and ranking as one of, if not the best veterinary school in the world. During the 1960s and 70s this affiliation kindled the development of clinical specialization, launching an advance that revolutionized veterinary medicine in North America and Europe and greatly enhanced the quality of care available to all types of animals.
At the same time the caliber of research at the School advanced to a remarkable degree. By the late 1970s, the school attracted more research dollars from the NIH than 60% of all medical schools in the U.S. Faculty at the School are at the forefront of advances in molecular biology and have pioneered in the development of transgenesis in animals. During the past 12 years, 40% of all papers from veterinary schools throughout the world that were published in Nature and Science, arguably the most prestigious of international scientific journals, were contributed by faculty at the School. The nearest rival contributed just 5% of papers. Moreover, the number of papers contributed to Nature and Science by the School greatly exceeds the number contributed by any of the other medical schools in the Commonwealth of Pennsylvania with the exception of Penn's School of Medicine.
At the Philadelphia campus the program is oriented towards fundamental animal research with human health objectives. The Veterinary Hospital of the University of Pennsylvania,VHUP, has the largest small animal case load of any veterinary hospital North America. At New Bolton Center the faculty contribute to human welfare by advancing domestic animal health and productivity, animal health economics, food safety and environmental conservation. The New York Times recently designated New Bolton Center as the "premier equine clinic in the world." A satellite campus at The Marine Biological Labs, Woods Hole, Massachusetts has pioneered in studies of aquatic animal health. This field seems destined to blossom in the 21st century as farmed fish becomes the major source of sea food in the U.S.
The operating budget for the School is $63 million, 77% in unrestricted and 23% in restricted dollars. Tuition accounts for $7.5 million or 12% of the operating budget.
Professional student enrollment is 436, with 75 % women and a mean GPA of 3.3. The standing faculty comprises 114 in professorial rank, 85 in the tenure track and 29 as clinician educators. This 4:1 student/faculty ratio will be maintained for the foreseeable future as the intensity of clinical teaching in the final 12 months of curriculum makes higher ratios impractical.
Faculty attract more individual research grants from NIH than any other veterinary school in the U.S. In 1995-96, competitive extramural research funding represented more than 16% of the operating budget. Sixteen percent of the operating budget was derived from clinical revenue, a figure that is greater than any other veterinary school in the world.
To advance the School's position at the pinnacle of veterinary medicine and further its programs of excellence in teaching, research and clinical service.
With the transition to global free market economy resulting from NAFTA and GATT, U.S. agriculture, including Pennsylvania's burgeoning animal agriculture, has the opportunity to increase intensity of production and expand food exports. In anticipation of this, the School is planning with the Wharton School an international program in business administration and animal health economics.
The study of infectious diseases, and in particular tropical human and veterinary diseases lends itself to the development of a strong international dimension for the School. Due to the number of NIH grants in Parasitology, Penn has been chosen by NIAID as one of the co-operating groups in the International Centers for Tropical Disease Research program.
The School will:
To meet the challenges outlined above, the School must increase its support from private sources as well as from the state and federal governments. An estimated $68 million in new resources will be needed by 2002 to accomplish Agenda for Excellence goals. Of that total, $13.35 million is needed from increased government grants, $17.5 million from the Commonwealth including funds for student financial aid, and $37 million from private sources. If a new research building is added, an additional $25 million will be needed and will be raised through state and private support. The School will continue its intense lobbying efforts in Harrisburg for increased and stable Commonwealth support. Finally, the School proposes to conduct a five year capital fund raising campaign to raise funds from private sources with a tentative goal of $50 to $60 million.
Agenda for Excellence: The Strategic Plans of the Schools is the third in a series of planning documents issued by the University of Pennsylvania.
The earlier reports were:
Comment on The Strategic Plans of the Schools may be sent by Friday, February 7, 1997, to President Judith Rodin, Provost Stanley Chodorow, the Deans of the Schools, or via email to firstname.lastname@example.org.
Volume 43 Number 18
January 21, 1997
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Posted April 2, 2002.