will be clear from our specific recommendations, the NBFC supports a
majority of the recommendations of the report of the Task Force on
Undergraduate Education. We believe that the Task Force Report gives a
analysis of many of the strengths and weaknesses of the undergraduate
educational and administrative structure, services and programs on the
STRUCTURE AND FACILITIES
the creation of a single
The college fellows system has failed to attract all but a few dedicated volunteers and the remaining faculty in those disciplines that offer majors through the arts and sciences colleges (Douglass, Livingston, Rutgers, and University Colleges) have no responsibility and, unless they volunteer to become college fellows, no opportunity to participate in the normal faculty responsibilities of setting academic standards, admissions policies, scholastic standing requirements, honors curricula, graduation requirements, and degree certifications in those colleges. Also, the individual graduation and other academic requirements vary from college to college sufficiently so that most faculty seem to have given up trying to understand the resulting complicated system well enough to participate in advising of undergraduate students, or even to become aware of undergraduate academic issues on the campus.
S2. We propose the continuation and enhancement of the role of the residential and commuter colleges (or campuses) [Busch, Cook, Douglass, Livingston, Queens, and University], their deans, and decanal staffs in providing local programs and services such as local delivery of pre-major academic advising, co-curricular activities, academic learning communities, student-life programming, and intercollege (or intercampus) intramural sports, under the direction and coordination of the Executive Dean of Arts and Sciences, the Vice President for Undergraduate Education, and the Vice President for Student Affairs.
The undergraduate colleges on the New Brunswick/Piscataway Campus do offer and have historically offered many advantages for undergraduate students in this large, comprehensive, and complex research university. Once here, undergraduate students, at least in the smaller residential colleges, generally seem to identify with and find a home at their respective colleges. The colleges provide many opportunities for small coherent groups, leadership positions, and personalized attention from staff members that enhance the quality of the educational experience. A critical issue is the provision of appropriate budgets for carrying out these programs, a portion of which now come from such areas as gifts and donations and revenues generated in the student centers.
Nevertheless, it is critical that advising policies and procedures, as well as co-curricular and student-life programs be coordinated and equitably implemented throughout the New Brunswick/ Piscataway Campus; this must be done by the Executive Dean of Arts and Sciences, the Vice President for Undergraduate Education, and the Vice President for Student Affairs.
S3. In opposition to the Task force recommendations, we recommend that the proposed new arts and sciences academic unit be called the "Rutgers School of Arts and Sciences" and that the successors to the current arts and sciences colleges be called "residential colleges," with the exception of University College, which should retain its present name.
believe that the name "Rutgers School of Arts and Sciences" is
consistent with the terminology elsewhere on the Campus, where
are the undergraduate, degree-granting units, and introducing "college"
here would lead to some confusion. Further, since there is a "
the academic authority for undergraduate academic affairs for arts and
students, such as admissions criteria, general education requirements,
scholastic standing, honors curricula, and degree certification be
within the Rutgers School of Arts and Sciences in a faculty body, to be
as the "Undergraduate Academic Assembly", to consist of the faculty
of the Rutgers School of Arts and Sciences plus those faculty from
disciplines offering undergraduate majors and minors to students in the
School of Arts and Sciences.
This recommendation is identical to that in the Task Force Report, except that we believe that a suitable name is needed for the undergraduate arts and sciences governing faculty body.
S5. We recommend that the residential colleges and University College should have the ability to add voluntary academic certificate programs leading to recognition (in addition to the diploma from the Rutgers School of Arts and Sciences or from one of the professional schools), with the approval of the Undergraduate Assembly of the Rutgers School of Arts and Sciences (or the faculty body of the appropriate professional school). All residential college programs and courses should be open to all qualified undergraduate students and no student should be required to take an academic course or program only because of where he or she lives. Appropriate budgets for these programs should be provided.
programs such as the
has a national reputation for the excellence of its Women and Gender
Program and its women’s centers and institutes, for leadership and
support programs for women, for hiring and nurturing female faculty and
members, and for faculty activism on national and international women’s
as well as for having the only college for women within a major public
university. Removing the option of obtaining a woman-centered education
recommendation of the Task Force Report that the residential college
report to the Vice President for Undergraduate Education and that the
Dean of Arts and Sciences and the Vice President for Undergraduate
report to the Executive Vice President for Academic Affairs. In addition, we propose that the
Undergraduate Academic Council of Deans of the Schools and
While there was not full consensus on this issue, the majority of NBFC members think that the residential college deans should report to the Vice President for Undergraduate Education, as proposed by the Task Force, rather than to the Executive Dean of Arts and Sciences, as proposed by the NBFC Budget and Planning Committee and by almost all of the alternative proposals to the Task Force Report. The major reasons for this recommendation are, first, the fact that the residential college deans will provide or coordinate student services, student-life programs, and learning communities for professional school as well as arts and sciences students and, second, the belief that the residential college deans should report to the administrator whose sole mandate is the support and enhancement of undergraduate education in New Brunswick/Piscataway. At the same time, a number of Council members have concerns about the lack of a formal connection between the Dean of Arts and Sciences and the residential college deans in the proposed structure; namely, that in the absence of such a connection, it will be difficult for the School of Arts and Sciences to direct and coordinate pre-major advising for arts and sciences students campus-wide and arts and sciences faculty members will have little incentive to take part in pre-major student advising, learning communities, or other co-curricular or student-life programs or activities organized by the residential college deans.
S7. We recommend that the Vice President for Student Affairs report to the Executive Vice President for Academic Affairs to ensure that the needs of graduate students in such areas as housing, facilities, career services, and student services are met, and not neglected or reduced, in the new administrative structure and efforts to enhance undergraduate education.
The Vice President for Student Affairs needs to attend to the affairs of and services for graduate as well as undergraduate students, in order to assure the continued success of our graduate programs.
S8. We endorse the third option of the Task Force Report for the organization of the School of Agriculture and Environmental Sciences (or other name to be determined) and Cook College; namely,
· that the School will decide which of its majors are professional majors and which are arts and sciences majors; students interested in its professional majors will be admitted to the School in the first year, while students interested in the School’s arts and sciences majors will be admitted to the Rutgers School of Arts and Sciences in the first year and then admitted to the arts and sciences majors of the School of Agriculture and Environmental Sciences at the time they declare the major.
· that Cook College should separately become one of the residential colleges, but give priority in housing to students majoring in one of the disciplines offered by the School of Agriculture and Environmental Sciences and its faculty.
other words, we recommend that the School, as a professional school,
own professional students, and its faculty determine the academic
and policies for majors in those disciplines that are determined to be
professional. Such majors would be available only to students of the
professional school. In addition, the present Cook faculty would
which of the majors offered by their disciplines are to be considered
science majors, and hence available only to students in the Rutgers
Arts and Sciences, and subject to its academic requirements and
addition, we recommend that an easy procedure be set up for arts and
students to transfer to the
S9. We strongly endorse the recommendations of the Campus Planning and Facilities section of the Task Force Report for involvement of the university community in decision making regarding campus planning and for the creation of structures to guarantee this involvement. We find the remaining recommendations of this section of the Task Force Report well considered and endorse them as well.
The recommendation for faculty involvement in campus planning is in accord with the importance that the New Brunswick Faculty Council attaches to collegial decision making and has the full support of the Council. Further, the Council believes that, in pursuing this goal, the University administration should draw on the existing representative structure of the New Brunswick Faculty Council in constituting the implementation committee(s).
ADMISSIONS AND RECRUITMENT
AR1. We support common admission standards for all traditional-age arts and sciences applicants, appropriately modified for transfer, EOF, and non-traditional students.
AR2. We propose that the criteria used in admission decisions should be sufficiently flexible to maintain the diversity of the student body and not exclude talented applicants whose potential is not adequately measured by standard test scores.
standards for separate admissions to Cook, Douglass, Livingston,
University Colleges have, over the years, gotten seriously out of
which the faculty view as damaging, unstable, and misrepresentative
same faculty teach the students in all of these colleges. It is
we ensure the attraction of an excellent body of students prepared to
resources of a major research university, while maintaining the
students that has been a hallmark of
single admissions process for all arts and sciences applicants, in
admit-coming applicants will be assigned to a residential college or
based upon a combination of their preferences and the desire to have a
student body as well as a reasonable mix of students at each
college or campus. We recommend that the specific procedure for doing
developed by the
believe that there needs to be not only a single admissions standard,
a single admissions process which admits student into the
AR4. In order to eliminate the harmful confusion resulting from the present, internally competitive recruitment process, we recommend that general New Brunswick recruitment materials, print and electronic, be redesigned so that they primarily stress the outstanding opportunities that all undergraduates enjoy at Rutgers, including the high-quality faculty and academic programs, research opportunities, core curriculum, choice of majors and minors, learning/living communities, honors programs, internship and externship programs, and campus diversity, as well as the more intimate and supporting residential and commuter communities within the New Brunswick/Piscataway Campus. We recognize and support, however, the need for some professional schools to continue to do their own targeted recruiting.
the Task Force Report notes, the Constituency Research Project Report
AR5. We propose that a new task force be appointed to consider comprehensively the many issues regarding the recruitment, admission, needs, and support of non-traditional and transfer students.
support many of the specific Task Force recommendations regarding
students, such as having a uniform, transparent set of admission
policies, improving orientation, academic support, and advising in the
AR6. We strongly support the Task Force recommendation for the University to develop a comprehensive plan to recruit and enroll more high-achieving, out-of-state students, particularly those from US states outside the Northeast.
need to increase the current very low geographic diversity of our
student body, and expose our students to cultures beyond
the Task Force recommendations that faculty members should play a major
collaborative role with the administration in establishing
admissions policies, standards, and enrollment goals at the unit and
levels. There should be active faculty admissions committees for the
Faculty members need to be much more involved in the undergraduate admissions and recruitment process, particularly at the policy-making level, but also, where appropriate, at the implementation level.STUDENT EXPERIENCE
SE1. We strongly support the proposal that there be a single, coordinated set of undergraduate academic and student-life policies, guidelines, and implementations across the New Brunswick/Piscataway Campus.
The confusion and red tape in and among the various colleges due to different policies, guidelines, and requirements in such areas as the formation of student clubs and organizations, use of student centers and recreational facilities, allocation of student fees, reservation of facilities for events, job descriptions and pay scales for student-life staff, implementation of academic integrity policies, and general academic advising are harmful and a substantial part of what has become known as the "Rutgers screw." In particular, it is critical that there be centralized policies on pre-major advising.
SE2. We recommend that the student centers and recreation facilities should be coordinated and managed by the Office of the Vice President for Student Affairs. There should be local campus-center and recreation-center management teams at each center, but there should be a single online system for student center facilities throughout the Campus, which could be accessed from any center, so that students and organizations do not have to run around to the various campuses to reserve facilities.
The bureaucracy and hassles associated with access by student groups and organizations to center facilities has been a major complaint from many quarters.CURRICULUM
formation of a single general honors program for all colleges and
the New Brunswick/Piscataway Campus, with appropriate variation in
to meet the needs of the various professional schools as well as of the
should be a
core curriculum for the
creation of a New Brunswick-wide core curriculum would help define the
value of a
C4. We recommend that
the Dean and faculty of the
PP1. We propose a substantial increase in the numbers of full-time tenure-track faculty and of TAs, a corresponding decrease in the number of large lecture classes, and the provision of meaningful incentives for faculty to become more involved with undergraduate teaching, advising, curricular development, both within and outside their disciplines, research projects, and co-curricular activities outside the classroom.While the Task Force Report recognized many barriers to faculty participation in undergraduate education, it failed to recognize sufficiently the need for more full-time faculty and TAs, the over-dependence on coads and other contingent faculty, and the need for smaller classes.
The Council plans to consider this spring semester the specific recommendations proposed by the Personnel Policy Committee to enhance faculty participation in all aspects of undergraduate education.
PP3. We recognize the critical role that TAs and GAs play in discussion and laboratory sections of our undergraduate courses, in allowing for smaller class sizes, and in working with undergraduate students in their research projects in our laboratories and elsewhere, and urge an increase in the numbers of TAs and GAs to help enhance our undergraduate programs.
PP4. We recognize the contributions of part-time lecturers and annual faculty appointees and call for a meaningful set of rewards and incentives specifically for their contribution to undergraduate education.
Many of our undergraduate classes are taught by part-time lecturers or annual faculty appointees, who are dedicated teachers on whom we rely, but seldom recognize. We need to develop appropriate incentives and rewards to encourage and recognize their excellent contributions to undergraduate education.