TABLE 1.    NEW BRUNSWICK ENROLLMENT BY UNIT, FALL 1996 THROUGH FALL 1999
TABLE 2.    NEW BRUNSWICK UNDERGRADUATE DEGREES 1998-99
TABLE 3.   NEW BRUNSWICK ADVANCED DEGREES 1998-99
TABLE 4.    DISTRIBUTION OF INSTRUCTIONAL UNITS BY TYPE OF INSTRUCTOR
TABLE 5.    EXTERNAL FUNDING BY SECTOR, FY 1997-FY 1999
TABLE 6.    THREE HIGHEST SOURCES OF FEDERAL FUNDING, FY 1997-1999
TABLE 7.    SUMMARY OF AWARDS BY DISCIPLINE, FY 1998 AND FY 1999 (4th Quarter)
TABLE 8.    NB INVESTIGATORS WITH TOTAL ANNUAL AWARDS EXCEEDING $500,000, FY 1999

Early in this first decade of the twenty-first century, Rutgers-New Brunswick will decisively and deservedly assume a leadership position among the top tier of educational institutions in the country. Although the turning of the calendar this year has occasioned many sentimental reflections on the past and optimistic predictions for the future, neither nostalgia nor hyperbole shape this conviction. Through careful planning and building, capitalizing on our strengths and revitalizing weaker areas, the groundwork has been strategically laid, the framework soundly reinforced, and the details conceived with broad vision. The movement to a position among the most distinguished public universities will be fully realized sooner rather than later because as the goal comes closer and closer to accomplishment, the momentum increases. We look with warranted optimism to the future.

In its quest for excellence the New Brunswick campus has neither sacrificed its historical values nor forsaken its educational mission but has found the means to reconcile the fiscal and social realities that challenge the modern university with the highest academic standards. By carefully marshaling and allocating resources to ensure maximum impact, the University has made it possible to bolster the competitiveness of the New Brunswick campus in a number of strategic areas. The design for growth charted by the University's Strategic Plan, with its targeted areas of critical development, has been powered by a number of creative ongoing initiatives that have accelerated Rutgers-New Brunswick's progress toward its goal of academic excellence. By staying focused on our overall goals and using our funds wisely, with an eye toward promoting excellence while generating new funding, the solid reputation of Rutgers-New Brunswick continues to grow.

Now, as always, the strength of our academic programs depends upon the excellence of the faculty, and Rutgers-New Brunswick has worked actively to retain and support its faculty. In its new appointments--73 new tenured and tenure/clinical track appointments this year on the New Brunswick campus, including the Cook Extension--Rutgers-New Brunswick has been able to attract an impressive group comprising some of the brightest junior and most distinguished senior scholars in the country. Attracting and retaining such a first-rate faculty depends upon the University's ability to provide this faculty with the equipment and facilities they need to carry out their work, and a number of ongoing initiatives have assisted in this effort. RUNet 2000 has provided the technological vision, the funds, and the administrative structure to ensure that all our faculty and students are connected electronically to the necessary communication, instructional, and research resources. The Reinvest in Rutgers initiative and the Strategic Resource and Opportunity Analysis (SROA) allocations have provided the mechanism for an effective and high-impact allocation of resources across the New Brunswick campuses.

Increased graduate student support is another important factor in Rutgers-New Brunswick's achievements. Its eminent faculty and strong graduate programs attract the best students in the world to this campus; to successfully retain these students we must be able to offer financial support that is on a par with our competition, the top graduate programs in the country. The ability to offer competitive packages to our best graduate students has, increasingly, been made possible through the Reinvest in Rutgers initiative and the competitiveness resources of the recent salary contract.

The direct beneficiaries of this emphasis on excellence in faculty and graduate students are the undergraduates who, in the classrooms and in the laboratories, are brought into contact with these impressive researchers and teachers, leaders in their field. Because of the University's commitment to maintaining the high quality of its traditional academic programs while retaining the flexibility to introduce new programs in emerging areas, students have the opportunity to tailor their education to their personal interests, strengths, and career goals. The many technological advances have also improved the daily lives of the undergraduates, who now learn in smart classrooms, live in hard-wired dorms, work in libraries that have the latest computer databases available for their use, and are able to save time by registering and conducting other university business on-line; indeed, many students now apply on-line, and, since the beginning of the Fall 1999 semester, are kept informed on-line with the introduction of the campus listserve for official university announcements The combined emphasis on faculty and programmatic excellence and technological innovation has served our undergraduates well and, increasingly, has made Rutgers-New Brunswick the first choice of the top students in the state.

The accomplishments of this, the final year of the century, have been impressive. Our faculty members, our undergraduate and graduate students, our dedicated staff, and the institution itself have set a new benchmark for excellence. This report can only attempt to highlight some of these successes and through these highlights to indicate the scope of the undertakings-new initiatives and advances, updates in major administrative areas, and recent trends in quality students, faculty, and programs-in which the campus is engaged.

Reinvest in Rutgers: Phase III

In September 1999, President Lawrence announced to the University Community the continuation of the Reinvest in Rutgers initiative for a third year. This program offers a superb opportunity for academic renewal and advancement of our core strategic programs. This year's initiative includes $7.8 million to strengthen academic priority areas on all three campuses, a renewed commitment to the libraries and the multicultural blueprint, funds to renovate and upgrade academic facilities, and to enhance our technological capabilities, particularly through the support of advances in using RUNet 2000. The success of the Reinvest Program can be measured in the increasing number of outstanding undergraduate and graduate students that are attracted to Rutgers-New Brunswick, the record levels of external awards and private gifts, the recruitment of promising young scholars and outstanding senior faculty, the increasing desire of students to enter our undergraduate programs, and the awarding of major grants that recognize the excellent scholarship and accomplishments of our faculty.

Building on the successes of previous years, the Reinvest Funds in New Brunswick will continue to be carefully allocated in ways that promise to enhance the excellence of our academic programs. In Phase III, particular emphasis will be given to: supporting core programs by recruiting high quality faculty with competitive start-up support; strengthening academic disciplines identified by the University's Strategic Plan that respond to emerging training and research opportunities; building academic programs identified in the Plan by addressing needs recommended by external reviews and CSPAD; encouraging faculty from different disciplines to collaborate on teaching and research projects in areas identified by the University's Strategic Plan; promoting innovative teaching and learning by incorporating the use of technologies in the core curriculum of a unit and improving learning for a large number of students; and upgrading the academic infrastructure with equipment renewal and replacement, telecommunications access to the RUNetwork, and renovations in facilities that have high faculty and student use supporting undergraduate and graduate programs.

The graduate student support component will be continued in Phase III of Reinvest in Rutgers. It has provided deans with the flexibility to tailor unit-specific strategies for increasing graduate student support with maximum effectiveness, and it is expected that it will assume an even greater role as the benefits become more and more apparent.

Two new initiatives, sponsored by RUCS and the Office of the Vice President for Academic Affairs, have been offered in Phase III of the Reinvestment program. First, the University offered desktop workstations at significantly discounted prices, with vendor discounts for standard models and widely used software at two performance levels, through volume purchase orders. Second, a comprehensive training program in basic computer and software use is being offered for academic and staff employees. These complementary initiatives are crucial elements in insuring that all members of the University community are equipped to meet the demands of and take advantage of the University's impressive technological development.

Libraries:  The University Library system is essential to the academic enterprise. The vision formulated in the Rutgers University Library Strategic Plan provides a clear and well thought out plan for guiding expenditures and husbanding resources: to expand digital access, balancing costs and uses in acquisition decisions, and examining content and context in terms of the libraries' needs. Reinvest III funds have been allocated to continue to develop the Libraries' collections.

New Brunswick Multicultural Allocations:  Reinvest resources in support of the University's multicultural blueprint have been renewed in Phase III of this program. As with previous allocations, one part of this initiative provides for appointments of new minority faculty in under-represented disciplines. In addition, Reinvest funds support one-time allocations to supplement unit resources for purposes that foster achievement of our diversity agenda. Included are such uses as start-up funding and development programs for minority faculty, and recruitment and retention efforts in support of undergraduate and graduate minority students.

Reinvest in Rutgers: Phase II

With the completion of the second year of the Reinvest in Rutgers initiative, the strengths of this endeavor as a means of advancing the individual academic units' core objectives and of furthering the development of key programs in the strategic planning areas of information science, life science, and cognitive science are evident. In New Brunswick, the Phase II Reinvestment program provided one-time, non-salary resources to advance the core objectives and priorities of each unit. Funding categories for the academic excellence initiatives were parallel to and built upon those of the initial year. New Brunswick Deans and Directors made requests based on their Fall planning documents and/or unit-based strategic plans and received over $2 million in support of high priority academic programming and collaborative activities, such as start-up support for new faculty hires and instructional technology and academic infrastructure improvements, including classroom renovations and telecommunications to provide access to the RUNetwork.

In addition to supporting these strategic non-salary priorities of the academic units, Reinvest in Rutgers Phase II also provided faculty support in identified strategic areas. A limited number of new faculty positions in three high-priority disciplinary areas--engineering, information science, and the life sciences--were provided across several colleges and schools. While new faculty positions were limited to these selected areas, the University Vice President for Academic Affairs has continue to work with the deans of all the New Brunswick units in continuing to make critical faculty appointments in all the priority areas identified in the University Strategic Plan.

Academic Programs:  The development of academic programs was the highest priority of RIR II, with faculty appointments in the strategic areas of engineering, information sciences, and life sciences. These resources were essential for recruiting new outstanding faculty, especially at the junior level, in order to build interdisciplinary programs and respond to emerging training and research opportunities in these three areas. Among the programs that successfully recruited new faculty under this plan were the School of Engineering, which has developed an aggressive plan for new faculty appointments in information technology and communications, transportation, advanced materials engineering, and bioengineering, and in the Cognitive Science, Life Sciences, Computer Science, and Pharmacy programs. All of the recruited faculty have impeccable credentials. They will provide teaching at all levels of instruction and will immediately enhance the research capacity of the University.

Computer Labs, Computer Upgrades, Teaching Labs:  Reinvest in Rutgers II also provided an opportunity for academic development consistent with the University Strategic Plan and defined by the priorities of the New Brunswick deans. Allocations were determined based on specific program proposals that were reviewed in the annual planning and accountability meetings, which were established with the academic reorganization of New Brunswick. Among the projects that emerged from this process were: the computer laboratory for the School of Engineering was upgraded, an improvement that will enhance undergraduate training and provide a showcase facility for attracting new students to Engineering; the Bloustein School was able to contribute one-to-one matching support with Reinvest resources for replacing equipment in its main computer laboratory; the School of Management and Labor Relations upgraded computers at the Labor Education Center; the School of Communication, Information, and Library Studies was able to upgrade the communications infrastructure of the main building consistent with RUNet 2000 standards.

In addition, the Cook Department of Evolution, Ecology and Natural Resources has a new teaching laboratory for a large number of sections taught on the Cook/Douglass Campus. Building improvements in the Chemistry Modular Annex for the Douglass Project for Women in Math, Science and Engineering included a computer laboratory. The Department of Africana Studies and the Coordinating Committee for African Studies will occupy remodeled offices in Beck Hall. Mason Gross School of the Arts replaced obsolete musical instruments and visual arts equipment used for undergraduate and graduate programs.

Libraries:  Reinvest funding was allocated to the Rutgers University Libraries in each of the last two years. In an environment of inflationary costs for scholarly publications, this funding has been very successful for expanding the number of electronic resources available to the faculty and student community. The overall strategy of the Libraries for collection development is heavily dependent on moving into an electronic format as quickly as possible in each discipline, and the reinvest funds have furthered this effort. A year-long planning process, completed this year, has produced a strategy to move ahead cautiously but deliberately towards the greater digitalization of its resources. Cognizant of the costs involved in moving to the digital library of the future, the Library has also engaged in aggressive and successful fundraising for our collections and has made significant reallocations of their resources, along with consortia buying arrangements, to achieve efficiencies.

Graduate Student Support:  In response to longstanding University concerns, expressed in both the Middle States Accreditation Report and the University Strategic Plan, significant resources were made available to assist the programs that are of the highest strategic priority in recruiting and retaining the best graduate students, offering funds for student support and selective tuition remissions. The goals of this Reinvest funding were to increase the number of graduate and professional students receiving stipends and tuition remissions, and to increase the dollar amount of the external support for existing students. The program has two components, and it was designed to recognize and reward units that have successfully supported graduate and professional students on external grants and contracts, and to provide incentives for faculty to include graduate student support on future grant proposals.

Funds for the first part of this initiative were allocated to each graduate degree-granting college and school in New Brunswick, based both on the unit's overall share of grant and contract supported graduate students over the last two fiscal years and on the academic priorities specified in the University Strategic Plan. These graduate student support funds were used in a number of ways. Some programs created new fellowships or used the funds to supplement existing ones. Others used the funds to help recruit or retain excellent students, including minority students. Some programs used the funds to enhance the environment for graduate education, supporting special graduate student projects and seminars.

The second element of graduate student support, which provided clear and immediate benefits to students and research faculty on the New Brunswick campus, offered tuition remissions to be leveraged on a matching basis in new grant proposals submitted by the faculty for grant programs in areas that are the highest strategic priorities (engineering, computer science, and life science). The tuition remissions were used to support students on grants from a number of sources, both traditional, such as the National Institute of Health, the National Science Foundation, the Department of Defense, Ciba, Biogen, and non-traditional, such as U.S. Filter-Envirex, Pioneer, and the Hudson River Foundation. The tuition remissions acted as a strong incentive for faculty members to write students into their grants and as a method of supporting and retaining superior students.

While a match from every program was not required or expected, some programs were able to leverage the funds quite successfully, a factor that will be considered in future funding allocations for this purpose. The first year of the graduate student support component of the Reinvest in Rutgers funds was quite successful and will be continued in Phase III of RIR.

Advancing the Goals of the Multicultural Blueprint:  In 1999, Reinvest funds also were used to support a wide range of programs and activities sponsored by the individual units and tailored especially to their students, faculty, and other constituencies. A description of last year's multicultural activities appears elsewhere in this report.

With the completion of the fourth funding cycle of the Strategic Resource and Opportunity Analysis (SROA) program, the University continues its highly effective funding of high priority projects directly related to implementing the University Strategic Plan. Continuing to implement the decision to fund fewer projects in order to maximize the impact in the highest priority areas, twenty-two new projects University-wide received SROA support; nineteen of these new projects are on the New Brunswick campus, with a number of the projects established cooperatively with another campus or, in some cases, with UMDNJ or NJIT.

In the four years since the Strategic Plan was adopted, significant progress has been made toward realizing the Plan's objectives. Under the leadership of Vice President for Institutional Research and Planning, Dr. Christine Haska, our planning and implementation processes have yielded numerous advances within the identified academic growth areas. To date, about $16 million in SROA funds have been committed to support high priority projects across the University. These SROA funds can be linked to more than $172,867,927 million in associated leveraged funds; the largest portion of these leveraged funds is derived from projects on the New Brunswick campus.

Of particular note is the extent to which our planning processes have been successful in stimulating multi-disciplinary and multi-campus activity. These cooperative efforts are among the most difficult to support and sustain under traditional structures and processes. Collaborations across departments and campuses often take more time to establish and become productive than individual or discipline-based pursuits. The SROA program has provided a mechanism for the University to fund these nontraditional and often innovative efforts. One such project is the joint program between Newark and New Brunswick on "Cognitive and Linguistic Development: Objects and Words," in which psychologists, cognitive scientists, and linguists will work collaboratively on research on fundamental human cognitive abilities. The Rutgers SummerFest Three-Campus Initiative will expand its outreach efforts in the coming year to wider audience participation and greater benefit to the arts communities in Newark, New Brunswick, Camden. The Robert B. Davis Mathematics Education Institute, where the faculty at the Graduate School of Education and the faculty of Arts and Sciences in Newark and New Brunswick collaborate with their colleagues at Rutgers and at other institutions such as Harvard, Smithsonian Astrophysics Laboratory, combines research, scholarship, teaching, and outreach activities to improve professional development, curriculum, and assessment. The synergy growing out of some of these cooperative efforts is now becoming evident, with extremely positive results. Descriptions of other cooperative efforts on the New Brunswick campus appear in other sections of this report.

Progress has also been made this year in the communications efforts associated with the Strategic Plan. Highly attractive individual brochures that highlight exemplary efforts within each of the academic growth areas are being developed and produced by the Office of Institutional Research and Planning and the New Brunswick Office of University Publications. The intention is to prepare an entire set of materials that can be used both in our outreach efforts and when seeking external support. To date, brochures describing the areas of Education, Engineering, Information Science, the Environment, and Life Sciences have been published, with brochures about the other targeted academic growth areas to follow.

A. Academic Units

The W.M. Keck Center for Collaborative Neuroscience was dedicated on November 8, 1999. President Lawrence and Executive Dean Foley were among the speakers at the well-attended dedication ceremony who praised the efforts of Professor Wise Young, Center Director, in making the Center a reality. Professor Young is known for discoveries that are effective in therapy for spinal cord injuries. The Center's mission is to find a cure for spinal cord injuries. It is housed within the Nelson Biology Lab on the Busch Campus. The Center received a major award from The W.M. Keck Foundation.

The John J. Heldrich Center for Workforce Development in the Edward J. Bloustein School, directed by Professor Carl Van Horn (Public Policy), was recently awarded $350,000 by the Department of Labor to implement the nationwide Occupational Information Network (O-NET) system, and $150,000 to evaluate welfare-to-work programs at local agencies and community-based organizations. O-NET is a pilot-stage national information resource that provides job seekers and workers with an easy-to-use, comprehensive database guide to job requirements and skills. The welfare-to-work project will include a national evaluation of welfare-to-work initiatives in 15 of the nation's biggest cities.

In a collaborative effort which involved faculty from the sciences, mathematics, and the Graduate School of Education, Rutgers University has been awarded a $1,487,600 three year grant by the National Science Foundation for a program led by Professor Kathleen Scott (Biological Sciences) that enables talented graduate students and advanced undergraduates in science, mathematics, engineering, and technology to serve as teaching fellows in K-12 schools.

Douglass College received the prestigious national 1999 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring for its Douglass Project for Rutgers Women in Math, Science and Engineering. The award, administered and funded through the National Science Foundation, includes a $10,000 grant and a commemorative presidential certificate. Dr. Ellen Mappen, Project Director, and Dean Barbara Shailor were honored in a ceremony at the White House in December.

Professor Theodore Williams (Physics and Astronomy) is spearheading Rutgers participation in the Southern African Large Telescope (SALT) project, which will build the world's second-largest telescope, based in South Africa.

A 50^th anniversary symposium and dinner at the Waksman Institute on November 18, 1999, celebrated the discovery of the antibiotic neomycin at Rutgers by Hubert Lechevalier and Nobel Laureate Selman Waksman. President Lawrence welcomed the attendees and Dr. Lechevalier was the keynote speaker.

On March 25, 1999, leaders and experts in the field of transportation gathered at the Bloustein School for the naming ceremony of the Alan M. Voorhees Transportation Center, established at the Bloustein School last fall by the generosity of the Voorhees family. The Voorhees Center comprises the National Transit Institute (NTI) and the Transportation Policy Institute (TPI), and is directed by Louis J. Gambaccini, a 45-year industry veteran, former New Jersey Commissioner of Transportation, and founder of New Jersey Transit. The Institute is a sub-consultant to NJ Transit on a highly competitive grant recently awarded by USDOT and the Transportation, Community, and System Preservation Program, for which NJ Transit received $535,000 to conduct a study and implementation project entitled "Transit-Friendly Communities." This study will encourage working relationships between the transit agency and local officials in analyzing and implementing changes that would better integrate rail stations with their surrounding communities. TPI is expected to draw more than $100,000 from the grant, most of which will be used to conduct the project evaluation, and the rest to host workshops and fund Bloustein School students conducting station site analyses. The Center has also received a NJDOT contract for $50,000 to develop a presentation on planning and building facilities for pedestrians designed to encourage municipal officials and residents to make New Jersey communities more pedestrian-friendly.

A National Center for Neighborhood and Brownfields Redevelopment has been established at the Edward J. Bloustein School of Planning and Public Policy. Directed by Professor Michael Greenfield, the center conducts research and provides educational programs and community services in order to improve the quality of neighborhoods affected by abandoned or underutilized, contaminated industrial and commercial properties. Their goal is to focus their expertise on collaborative efforts to create one of the nation's strongest university-based groups dedicated to improving the quality of our stressed neighborhoods within three years. The Center has already received funding from the New Jersey Department of Community Affairs, the U.S. Department of Energy, the Agency for Toxic Substances and Disease Registry, and the Fund for New Jersey.

Biotech Center faculty, along with Deans Ian Maw, Adesoji Adelaja, and faculty from other departments, have begun planning for the use of high through-put screening equipment for teaching purposes. The equipment will be donated by Hoeschst-Marion-Roussel, whose scientists will participate in the hands-on instruction. Dr. Anthony Artuso (Agricultural Economics) and Dr. Geetha Ghai (Biotech Center) organized this initiative.

In Fall 1999, the Department of Geography celebrated their achievements with a series of lectures and other events for alumni, faculty, staff, and students, called "50 Years of Geography at Rutgers."

The Graduate School of Applied and Professional Psychology celebrated its 25^th anniversary in October 1999, with a gala celebration for faculty, students, alumni, staff, and their families and friends.

Mason Gross School of the Arts, in collaboration with the President's Office, presented a special gala event at the New Jersey Performing Arts center on Wednesday, November 17, 1999. Arnold Steinhardt and Michael Tree (founding members of the Guarneri String Quartet and Mason Gross School of the Arts faculty members) joined Richard Auldon Clark and the Rutgers University Orchestra to perform Mozart's Sinfonia Concertante. The concert also featured Bartók's Dance Suite; Copland's Appalachian Spring, and Stravinski's Firebird Suite. In a glowing review, The Star Ledger critic described the Orchestra as a "dynamic, focused ensemble" which takes its place among "the country's best conservatory orchestras."

The School of Social Work has received a grant of $650,000 for the Title IV-E Instruction Program from the New Jersey Department of Human Services. In this ongoing program, the School is providing a M.S.W. program for fifty-two 1999/00 Division of Youth and Family Services workers and current M.S.W. students.

Cook College's Department of Nutritional Sciences has been awarded a $200,000 grant from the U.S. Environmental Protection Agency for "The Healthy Foundations Program." The purpose of this program is to build the local economy and to increase low-income residents' year-round access to fresh food. Organic vegetables and other foods grown by Cook College students will be distributed throughout the local community in a variety of ways: local high school students involved in a Youth Farm Stand project will sell the produce in New Brunswick; the College will expand its efforts to sell food to local supermarkets and restaurants; and 50% of the vegetables grown by Cook College students will go to local non-profit organizations like Elijah's Promise, a food kitchen that also operates a successful culinary institute for low-income individuals seeking job training. The funds will also be used to develop a high school-level agricultural curriculum and to build two new solar greenhouses for the Cook College farm.

The Clinical Psychology Training Program at GSAPP (Psy.D.) and the Clinical Psychology Training Program of the Graduate School-New Brunswick (Ph.D.) were jointly selected by the Association for the Advancement of Behavior Therapy as the Outstanding Training Programs of 1999.

The Center for Biomaterials has entered into a research partnership with Aventis Research and Technology of Frankfurt, Germany, a company in the Hoechst group. Aventis has provided $425,000 to the Center in support of research on a novel form of starch, with expected applications in functional food, drug delivery projects, medical implants, cosmetics, and pharmaceutical carriers. The Center will serve as a "virtual research organization" for Aventis, assembling and managing a research team from several departments and units that will work closely with company scientists. Center Director, Professor Joachim Kohn (Chemistry), will direct the 14-month project that includes faculty from the Waksman Institute, the Departments of Chemistry, Molecular Biology, and Chemical and Biochemical Engineering at Rutgers, and the Department of Pharmacology at UMDNJ. Dr. Kohn recently received the 1999 Thomas Alva Edison Patent Award for his groundbreaking work on the "Synthesis of Amino Acid-derived Bioerodable Polymers."

Director Norman Glickman and other team members began work on the Center for Urban Policy Research's two-year, $200,000 research and evaluation project for the Pew Charitable Trusts Program, "Wanted: Solutions for America." For this project, the Center is coordinating the evaluations of nineteen local community development initiatives nationally.

The Eagleton Institute of Politics has been awarded a five-year federal Comprehensive Community Mental Health Services for Children and the Families program grant with the New Jersey Department of Human Services for approximately $130,500 per year.

The Jane Voorhees Zimmerli Art Museum received a three-year renewal of a $200,000 Andrew W. Mellon Foundation grant to further the educational and interdisciplinary collaborative components between university departments and the museum. The program enables faculty to research the museum's diverse collections and introduce courses based on these collections into their curricula. Among the university departments that have already participated in the Mellon program are Comparative Literature, Sociology, History, Library Sciences, Art History, Slavic Languages, Sociology, History, Liberal Studies, Visual Arts, French, and Asian Languages.

The Institute for Women's Leadership is embarking on a project to increase women's technological literacy and prepare them for success in the workplace. The project will include career panels for students, faculty roundtables on integrating technology into the curriculum, and a public lecture on issues of gender, democracy, and technology. A conference is being planned for Fall 2000.

The Graduate School-New Brunswick has joined Northeast Alliance, a newly formed group of five universities, funded by the National Science Foundation, for the recruitment and training of minority graduate students in science and engineering fields. The Alliance is based at the University of Massachusetts-Amherst and includes Boston University, the Massachusetts Institute of Technology, and Pennsylvania State University. The Graduate School-NB has also been accepted into the GEM Consortium, which brings together major industry and research universities for the recruitment of minority graduate students in science and engineering fields.

A. Integrating Technology for Teaching and Scholarship

The Instructional Technology Faculty Support Committee and the Teaching Excellence Center (TEC), under the leadership of Professor Gary Gigliotti (Economics) have made excellent progress in assisting faculty to use new instructional technologies for teaching and for student learning. For example, the Summer Institute and training workshops have been successful in assisting faculty to modify their teaching with web-based tools and make instruction more interactive. The Instructional Technology Initiative of the Office of the University President for Academic Affairs has provided support for restructuring core courses and introducing state-of-the-art instructional software in five departments this year, and $391,750 in one-time funding was awarded for these projects. The participating academic units and departments will provide the resources for the instruction during the academic year and continue the innovative courses. These pilot programs are:
 

• Two basic courses taken by all first year Engineering students will be adapted with WebCt and other Web-based tools. Engineering students will be given an understanding of emerging visualization technologies that function in complex multi-dimensional environments. These advanced engineering concepts will be taught in an interactive learning environment that will enhance student participation. All of the engineering departments will be involved with the restructuring of the core curriculum.
• An Internet-based laboratory component will be added to four 100-level Geography courses. This project will use video and audio streaming technologies in teaching. The learning experience of first-year students will be enhanced by working in an interactive environment and applying skills for manipulating data used in geographic research.
• The introductory courses in General Biology will introduce multimedia and computer-related technology for creating virtual laboratory experiences. Students will be able to conduct exercises, work in teams for manipulating multimedia data, and perform laboratory experiments on-line using Web-based technologies. Over 3,000 students take the General Biology courses each year. The project was developed in collaboration with CAIP and is highly leveraged with multiple funding sources. It can serve as a model that will position the University as a leader in high-end instructional technologies.
• First year students enrolled in the School of Communication, Information, and Library Studies' "Introduction to Communication and Information 101" will use Web-based enhancements and have exercises in an interactive learning environment. The pedagogical design is innovative and may change the foundation of the entire curriculum of SCILS.
• The Department of Spanish and Portuguese and the Rutgers University Libraries have collaborated on creative use of Web-based tools for five multi-sectioned 200-level and 300-level literature and writing courses. A major segment of the Spanish and Portuguese curriculum will be restructured. This project can serve as a model in the Rutgers community for integrating literacy and library instruction with digital technologies.

The New Brunswick Advisory Committee for Instructional Computing (ACIC), chaired by Professor Steven Director (SMLR), provides recommendations on the allocation of student computing fee revenues for supporting computing and technology improvements that benefit undergraduate and graduate instruction. Priorities for the use of fee revenues are to maintain high quality services in the general access computing facilities and to support classroom and departmental computing initiatives that enhance teaching and improve access to network resources. The ACIC focuses on projects and proposals that advance these priorities, that will make innovative use of instructional technologies and will have significant impact on large numbers of students. The committee provides advice on basic computer literacy training for entering students.

The New Brunswick Computing Advisory Committee (NBCAC), chaired by Professor Richard Falk (Mathematics), provides a campus perspective on the computing services offered by RUCS and provides advice on information technologies that will serve the educational goals of New Brunswick. The greater use of information technologies has altered modes of delivering services, particularly with data communication networks, and transformed traditional teaching methods. The NBCAC offers advice on the impact of the changing environment for meeting the strategic visions and goals of the campus. The Committee has contributed significantly to the many accomplishments in the range of computing services and capabilities at Rutgers. Among the issues with which the NBCAC is currently engaged are: advising and assisting in the survey of New Brunswick computer users, the results of which will provide information for making services more widely known and for adopting improvements that use resources in a manner that is effective and emphasizes quality and communications improvement; advising and evaluating the newly implemented computer purchase program as we gain experience with this new approach to upgrade and standardize our equipment and do so in a cost-effective manner; continuing to advise and assess the Livingston Project and the potential for expanding the distributed support model on other campuses; advising on the structure and effectiveness of the computer literacy training program that has been expanded to provide training opportunities for staff employees; providing overall consultation and advice on general computer opportunities and issues that affect the strategic directions of the campus.

B. Projects to Improve Undergraduate Education

University-wide learning goals that were developed in response to a 1992 review of the undergraduate curriculum (the Qualls Report) continue to guide our efforts to improve teaching and learning. Under the leadership of the Vice President for Undergraduate Education, Dr. Susan Forman, several innovative programs provide direct support to faculty, staff, and students actively engaged in improving undergraduate education.

Among the activities of note in 1999 were:

• The first volume of The Rutgers Scholar: An Electronic Bulletin of Undergraduate Research has been issued. The electronic journal features the collaborative work of Rutgers Undergraduate Research Fellows and their faculty mentors. Edited by Greg Herzog, Senior Adviser for Undergraduate Education, it can be found at http://rutgersscholar.rutgers.edu.
• Plans are currently underway for the development of an Asian Cultural Center. A steering committee has been appointed and a search has begun for a half-time director.
• Three new introductory sciences courses for nonscience majors are being offered this semester under the auspices of the National Science Foundation Grant, "Improving Scientific Competence in Undergraduates." The courses include: "The Impact of Chemistry" (J. Potenza); "Great Ideas that Changed Physics and the World" (G. Horton); and "The Mathematics of Communication: Keeping Secrets" (S. Greenfield).

 

This year's grants include several collaborative projects and many with strong multimedia and multicultural components. In one project, faculty members from the Faculty of Arts and Sciences' Department of Spanish and Portuguese will develop multimedia self-guided instructional materials to aid students in the introductory Spanish literature courses to transfer English reading skills and develop new decoding abilities for the study of Hispanic literature and culture. In another, faculty members from the FAS Departments of History and French will work together to develop a series of linked courses treating the historical, political, economic, social, and cultural foundations and legacies of the Pacific region, its people, and their inclusion within a concept of a global future oriented around a "Pacific Century." The Institute for Women's Leadership will work closely with the Women's Studies Program, the Center for Women's Global Leadership, and Douglass College to revise the course, "Women and Social Movements since 1945," to incorporate international and intercultural perspectives and to establish an electronic network that will allow Rutgers students to serve as research partners with students from another country on a common topic related to gender. Faculty members from the Center for Global Security and Democracy will work with departments in the natural sciences, social sciences, and humanities to develop a model internationalized learning community through the creation of an annual set of topically linked research seminars that will address the same policy problem from a distinct disciplinary perspective, with the first scheduled topic the dangers to the global society posed by the proliferation of weapons of mass destruction. The program in Middle East Studies has received a grant to expand its Arabic offerings by developing a survey course in Arabic literature, as well as a course on modern Middle Eastern literature in translation, and by acquiring materials for a Middle East visual studies module.
 
Other proposals focused more exclusively on the learning community in New Brunswick, such as Rutgers College's "First Year Interest Groups: Building Communities of Active Learners," which will offer students the option of taking a cluster of courses linked by a common theme and supplemented by a small group experience that highlights the common concepts contained in the individual courses. At Mason Gross School of the Arts, funding will permit the acquisition of new software for the Music Microcomputer lab that will allow the Department of Music to transform its music technology classes from lecture and demonstration courses to a hands-on project-based curriculum. The Department of Physics and Astronomy (FAS) project, a new interdisciplinary course for non-science majors, "Great Ideas that Shook Physics," which also has support from the National Science Foundation, addresses understanding of the physical world, scientific inquiry, and critical thinking. Douglass College and the Women's Studies Program will sponsor a symposium to bring together faculty and students in women's studies and the sciences as the first step in the creation of a learning community that integrates gender, race, and class issues, the history of women in science and technology, as well as pedagogical methods from both perspectives into both science/technology and women studies courses.
 
Other Curricular Initiatives Related to Undergraduate Education
 
The Curriculum Seed Grant program was established to provide support to faculty as they prepare external funding proposals related to the undergraduate curriculum. In 1998-99, two New Brunswick projects received grants, both of which will be the basis of proposals submitted to the National Science Foundation. The School of Engineering's Department of Industrial Engineering received a grant to develop a virtual, electronic classroom for teaching an undergraduate course, "The Economic Principles of Engineering Design," which is part of a long-term vision to build a "National Technological University" in collaboration with three other universities. The FAS-NB Department of Cell Biology and Neuroscience received funding to design materials and protocols for a hands-on and virtual cell biology laboratory.
 
The Teaching and Curriculum Evaluation Grant program, another initiative in the Office of the Vice President for Undergraduate Education, funded three New Brunswick projects this year. In one, the Graduate School of Education, Institute for Health, Health Care Policy, and Aging Research, and the Ronald E. McNair Scholars Program will develop an electronic survey instrument to evaluate minority graduate-education preparation programs that include mentor and internship components at Rutgers and other universities. In another project, faculty from the School of Communication, Information, and Library Studies will analyze both the kinds of technology and the information sources that students use in "News Reporting and Writing," an entry-level, multi-section course required of all journalism majors; faculty also will collect data from recent graduates on the technology skills that have proven useful in their careers, to enable faculty to adjust curriculum guidelines and resource allocations for this course. In the third project, the Chemistry Department of FAS-NB will develop software that will eliminate use of multiple choice questions for numerical problems in introductory chemistry courses.
 
 Undergraduate Research Programs
 
Undergraduate research experiences allow students to apply the knowledge they have gained in their courses to "hands-on" problem-solving situations. Working with world class faculty researchers, undergraduate students have an opportunity to become active participants in the creation and discovery of knowledge. This process is both exciting and useful, as the skills enhanced through this experience (critical thinking, communication skills, analytic abilities, technical expertise) have broad applicability beyond the discipline-specific problem to numerous situations in students' everyday lives.
 
The Rutgers Undergraduate Research Fellows Program funded 45 projects on the New Brunswick campus in 1999. As in prior years, these projects provided undergraduate research experiences across a wide range of disciplines. This year, 17 undergraduate research fellows have affiliations within the Faculty of Arts and Sciences, 9 are in the School of Engineering, 8 are at Cook College, 5 fellows are working with faculty in the College of Pharmacy, and 2 fellows are working with members of the Faculty of Management-NB. In addition, each of the following had faculty sponsoring an undergraduate research fellow this year: the School of Communication, Information and Library Studies, the University Libraries, the Institute for Women's Leadership-NB, and the Institute for Health, Health Care Policy, and Aging Research-New Brunswick.
 
In the Spring of 1999, the University again highlighted the opportunities for Rutgers undergraduates to engage in research through an Undergraduate Research Weeks program. This university-wide program celebrated the activities and accomplishments of undergraduate research through a series of symposia, speakers, student presentations, poster sessions, and other special events. The New Brunswick campus fully embraced the celebration, and provided an extensive schedule of interesting events.
 
C.  Multicultural Initiatives

Academic year 1998-99 was the fourth year of the Multicultural Blueprint in which University allocations were made to each New Brunswick unit and the Libraries specifically to increase awareness, understanding, and sensitivity to the value of a highly diverse campus population. More than $400,000 was allotted from the Reinvest in Rutgers initiative and resources of the University Vice President for Academic Affairs. Additional resources were provided from the SROA program in support of this initiative. The following summaries represent a sample of the rich and varied academic and co-curricular multicultural activities undertaken by the New Brunswick units and the Libraries that were funded in whole or in part by these resources. These examples of diversity-related activities indicate the scope of our commitment to a more civil and culturally aware campus.

Among some of the many multicultural initiatives are the following:

• The Committee to Advance Our Common Purposes continued, as in all previous years of the Multicultural Blueprint, to play a vital leadership and coordination role in promoting activities of cultural understanding and diversity. It remains the University-wide organization that affirms and gives witness to Rutgers' commitment to living and learning together in community. The Committee sponsored the first University-wide World Week celebration in April 1999.
• Within the Faculty of Arts and Sciences, the recruitment and support of minority faculty remains one of the highest priorities. Start-up packages to help these scholars with their research needs were indispensable to the recruitment efforts. Multicultural funds also supported minority faculty development for individual faculty research, for conferences, and for computers and other office equipment. Programs such as the Diversity Advancement Program (DAP) support the full-time enrollment of minority students in Ph.D. programs with financial and academic assistance and with networking opportunities.
• FAS continued to support the Office of Minority Undergraduate Science Programs (OMUSP), which provides enrichment and support for minority middle- and high-school students, and for undergraduate and graduate students through programs such as Success in the Sciences, the Biomedical Careers Program, ACCESS-MED, the Research Apprentice Program (RAP), and in Bristol Meyers Squibb Minority Research Program.
• The School of Engineering honored the eleven graduating members of the Engineering Chapter of the James Dickson Carr Society, while The Rutgers Society of Hispanic Engineers continued its outreach and recruitment efforts, including the successful "Shadow Program," which offered workshops on academic and career preparation to New Jersey high school students interested in pursuing careers in engineering. Also, the Rutgers Chapter of the National Society of Black Engineers honored the group's 27 graduating members; four engineering doctorates were awarded this year, out of fewer than fifty nationwide.
• With matching support from Multicultural funds, Cook College for the third straight year was awarded a U. S. Department of Agriculture competitive, multicultural scholars grant that will provide full, four-year tuition scholarships to four new minority undergraduate students. The College added three more scholarships to provide partial support for first-year minority students. The College also continued its highly successful, 12-year-old Solid GEMS Program in General Chemistry, specifically designed to improve minority student achievement in chemistry.
• In Fall 1999, College of Pharmacy students and faculty conducted a local community influenza immunization program for New Brunswick pharmacists and local senior and minority citizens who are most at risk against the flu, and their African-American/Latino Male Cardiovascular Initiative provided testing and cardiovascular risk-assessment for disadvantaged and diverse populations.
• The Edward J. Bloustein School of Planning and Public Policy hosted an Open House for prospective minority students and has developed new recruitment materials, including publicity, posters, invitations, informational materials, and a website.
• The Graduate School of Applied and Professional Psychology's Committee on Diversity conducted workshops on multiculturalism for new students and has initiated a new third-party consultation procedure as a mechanism for facilitating resolution of perceived bias incidents. GSAPP's annual minority recruitment fair attracted more than 80 participants from the tri-state area.
• The Graduate School of Education's Multicultural Leadership Institute, offered during summer session, provides school and college administrators, counselors, affirmative action officers, and teachers with information on establishing positive multicultural education settings in their institutions. The "Counseling for Individual and Cultural Differences Project," under the New Brunswick-Rutgers Professional Development and Learning initiative, for students, teachers, and parents in the New Brunswick school community, is designed to heighten academic and social achievement among its participants by improving sensitivity to cultural differences.
• The Mason Gross School of the Arts continued to foster a greater sense of community by using its allocation for artistic presentations that represent different cultures and ethnicities, such as the classical and folk traditions found in SummerFest. Additionally, the School sponsored a program on African-American poets and composers in honor of Black History Month, a presentation of music and dance in honor of Paul Robeson, master classes with artists in diverse ethnic traditions of music and dance, and the RCIPP Annual Fellowship Exhibition, featuring new works by culturally diverse artists.
• The School of Communication, Information and Library Studies held a special presentation and discussion on "African American Librarians: Voices from the Past, Present, and Future," involving graduate students and representatives from academic, public, and corporate libraries. The School also provided support for Dr. Mark Winston (Library and Information Science), whose research is focused on increasing minority representation in the disciplines and thus increasing the diversity in liberal arts college libraries.
• The School of Management and Labor Relations was able to use multicultural funds to supplement the Graduate Opportunities for Advanced Level Studies (GOALS) scholarships, which are funded by a consortium of academic and corporate sponsors to minority students, for three minority graduate students. Other multicultural activities included diversity training sessions offered through the SMLR-FOM Center for Management Development, extensive efforts by the Occupational Safety and Health Education Program to make information on workplace safety available to the Spanish-speaking populations in New Jersey, and a panel discussion on "Multicultural Women in Corporate Management: Progress and Challenges," sponsored by the Center for Women and Work.
• The School of Social Work continued to focus attention on minority faculty recruitment and development, including distributing faculty position announcements through the Black Social Work Educators Association, providing support for two minority faculty members to attend the Council on Social Work Education's Meeting and for three minority faculty members to attend and/or become members in various professional conferences and associations.
• The Rutgers University Libraries continue to work to enrich the diversity of the Libraries' holdings to more broadly reflect the issues and priorities of contemporary society in a variety of world settings, specifically by developing its collections on such subjects as Black history, women's studies, gay studies, health issues in minority groups, and world cultures. New acquisitions included the Ethnic NewsWatch, a full-text electronic database collection of about 200 newspapers, magazines, and journals of the ethnic, minority, and native press.
• The Rutgers University Libraries/SCILS Internship Residency Program, now in its second year, is a three-year program that provides training and mentoring for a minority graduate student in library and information sciences, with the aim of increasing the cultural diversity in the profession of librarianship. For the second year in a row, the Internship program was selected by the American Library Association for presentation at its Annual Diversity Fair. Multicultural funds also supported the intern's participation in the annual American Library Association Conference in New Orleans.

Under the direction of Acting Vice President for Student Affairs, Dr. Emmet Dennis, the Office of Student Affairs in New Brunswick continues to provide needed services for all students in New Brunswick. In 1999, responsibility for the Rutgers University Health Center was assumed by the Office of the Vice President for Student Affairs. Among the activities of this unit were:
 
Career Services sponsored its annual Graduate and Professional School Day in November. More than 140 graduate and professional school programs were represented, and more than 600 students attended. CS also sponsored a series of career days, with more than 100 employers represented.
 
The Office of Diverse Community Affairs and Lesbian/Gay Concerns sponsored a series of well-attended events in October to mark the 30^th anniversary of LGBT Pride and Activism.
 
The Student Judicial Affairs office selected 23 new student members from a pool of 52 for the New Brunswick New Brunswick Hearing Board pool.
 
The Compliance and Student Policy Concerns' ADA Committee met in June 1999 and allocated approximately $300,000 for projects designed to improve campus accessibility. Facilities to receive improvements are: Woodlawn Mansion, Voorhees Hall, Pharmacy, Hill Center, Chemistry (C/D), Tillet Hall, Psychology, curb cuts along College Avenue, Camden Police Station, Smith (New.), Olson (New.) And Boyden (New.). In addition, comprehensive accessibility upgrades for Lucy Stone Hall and Hickman Hall will be funded from another source.
 
E.   International Programs and Projects
 
Academic Year 1998-99 was the second year of operation under the new model for the structure and function of Global Programs in New Brunswick, a model that involves faculty leadership in two critical ways. First, a faculty steering committee advises Dr. Seth Gopin, the Director of Global Programs, and the Faculty of Arts and Sciences on the appropriate academic priorities for the unit and on how its future development should be defined. Second, faculty leadership is involved in individual international projects. Each of the priority projects reported on below was a natural outgrowth of the commitment of faculty to activities in their areas, so the numerous international activities that took place across the campuses, in the academic departments, and in the colleges have a firm foundation in the academic mission of the university.
 
Additionally, Global Programs continued to coordinate a number of successful non-academic initiatives. For the second year, Global Programs was able to offer special emergency medical assistance to all Rutgers faculty members in Newark and New Brunswick and staff members who travel overseas. Over 350 faculty and staff enrolled in this program in 1998-99. In an effort to reach out to alumni abroad, Global Programs has been working with the Alumni Office in organizing events overseas. At a special meeting of the Rutgers Taiwan Club, the acting director spoke to the club about the work of Global Programs and Study Abroad in America at Rutgers, and updated the alumni about life at Rutgers. Global Programs has also offered its assistance to the University in helping it rent overseas apartments that it leases or owns, which occasionally fall vacant, to faculty traveling abroad. In 1998-99, the sites in Florence and Tours were rented to Rutgers faculty, and, as space permits, this program will be expanded to other countries. Finally, since Rutgers-New Brunswick continues to have the largest population of foreign students of any school in the state of New Jersey, students and their families who contribute to the New Jersey economy, Global Programs thought it would be useful to determine exactly how much our visiting students add to the state's economy. Preliminary findings from the Office of Institutional Research show the total estimated economic impact of foreign students at Rutgers is $51,581,353, creating approximately 3000 jobs each year in the state.
 
Coordination of International Activities on Campus

Many Rutgers faculty members are successfully working abroad or with international partners, and on international topics. Some of this past year's international efforts include the following international conferences:

• 22 to 23 March 1999: Whitman en el Sur organized by Professor Tomás Eloy Martinez, Department of Spanish and Portugese, FAS. The Office of the Governor of New Jersey, the University of Chile, and Rutgers mounted a very successful conference on the influence of Walt Whitman on Pablo Neruda and Jorge Luis Borges. Professors Meredith McGill, Jorge Marcone, and Tomás Eloy Martinez joined counterparts at the University of Chile in Santiago to discuss north-south influences in literature.
• 4 to 7 April 1999: The International Association of General Education of Taiwan held its annual conference at Rutgers. Hosted by Professor Ching-I Tu, Department of East Asian Languages and Literature, FAS, the conference attracted over 45 scholars from Taiwan and other parts of East Asia.
• 27 June to 4 July 1999: Global Programs hosted a major conference, Forum on Democracy, under the leadership of Professor Michael Shafer, Department of Political Science, FAS. Twenty-one of Korea's most influential politicians attended a week-long forum on American democracy.

• Faculty members from the Department of Spanish and Portuguese (FAS), the Center of Biodiversity, the N.J. Agricultural Experiment Station, and Cook College who share an interest in issues of biodiversity in Brazil met several times over the academic year. A faculty working committee is now creating a joint FAS and Cook Biodiversity Field School in the Amazon region in conjunction with the University of Sâo Paulo.
• The Dean of the Graduate School of Education, the Department of Spanish and Portuguese (FAS), and the Study Abroad Office launched a new program in Mexico where students who want to be teachers of Spanish can do their teacher training in Mexico, with the first students going in the Fall of 1999. The program will be fully in place in Spring 2000.
• The B.F.A. Acting program in the Theater Arts Department of Mason Gross School of the Arts and the Study Abroad Office of FAS have joined to create a dynamic conservatory program in London. The program has received much attention from academics around the United States as well as in England. Dame Judith Densch has become the program's patron and is giving a special master class for the students. The program will be expanding to include BA students from around the United States.
• President Lawrence and other members of the New Brunswick faculty came to a special reception to meet the Hubert Humphrey Fellows.
• Members of the New Brunswick faculty attended a special reception to meet the Rutgers Fulbright Fellows and also visiting faculty from abroad. For several hours, faculty and staff members from different parts of the university talked about their work and collaborations overseas.

Global Programs is mounting a university-wide program, The Millennium Project, which will bring together scholars from around to world to discuss issues facing the world in the twenty-first century. Under the academic leadership of Professors Lloyd Gardner, Ed Rhodes, Charlotte Bunch, Michael Greenberg, Norman Glickman, and Phil Burch, people from across the university will participate.
 
National Millennial Event
From 28 October to 1 November 1999, the White House hosted a national millennial event at Rutgers. Sponsored by the Walt Whitman Center and Global Programs, the United States and French governments brought speakers to campus to talk about French and American democracy over the last 200 years. This program was generously funded from a variety of public as well as private sources.
 
Special Events
The events, which began in Fall 1999, will continue through 2000. Among the various projects that are included in this project are:

• Center for Critical Analysis of Contemporary Culture: "Challenging Millennialism: Alternative Time Scales for Understanding Human and Environmental History."
• Graduate School of Education: "The Influence of Cultural, Ethnic and National Identity on Education Throughout the World."
• African Studies Committee: a distinguished African Women's Lecture series to showcase African women of achievement.
• Institute for Women's Leadership (Douglass College, Women's Studies, Institute for Research on Women, Center for the American Woman and Politics, Center for Women and Work, and the Center for Women's Global Leadership): a series of six lectures by prominent women from around the world focusing on questions of globalization, gender, culture, human rights, and democracy for the new millennium.
• Livingston College: symposia on the "Community in the Millennium."
• Rutgers College: "Rutgers at the Turn of the Centuries 1799, 1899, 1999."
• Department of Spanish and Portuguese and the Latin American Studies Program: a distinguished lecture and undergraduate workshop series, "The Future and its Past: Hispanic and Luso-Brazilian Studies at the Millennium."
• Department of East Asian Languages and Literature: two-day symposium on issues facing East Asia during the next century.
• Area Studies Cabinet (Latin America, Africa, Asia, South Asia, Eastern Europe, Middle East): symposium on "The Effects of a Foreign Culture on Groups in Diaspora."
• Sponsored by the Jane Voorhees Zimmerli Art Museum: one-day interdisciplinary symposium, "Looking Back on Modernism: an International Perspective."

• Global Programs, SCILS, and FAS are working on a joint project in Latin America entitled "Journalism and Mass Media Education in Latin America." Professor Jerome Aumente from SCILS is part of an international advisory group assisting the International Media Training Center of USIA-VOA and the US Agency for International Development to create multimedia training materials in CD-Interactive format in Latin America. It is hoped that through collaboration with the Latin American Studies program it will be possible to use the newly established Rutgers Center for Hemispheric Studies facility in Cuernavaca to house a symposium on "Journalism and Mass Media Education in Latin America" as early as the summer of 2000.
• Global Programs, FAS, and Cook faculty have been working together in Costa Rica. The proximity of the summer CASE program in Limon, Costa Rica, to the summer school run by the Organization of Tropical Studies Field School, an institution which is associated with Cook College, has raised the question of whether the two groups be aligned. Committees from FAS and Cook are actively exploring the ways to adjust the curriculum so that the best of each can be shared.
• Global Programs and FAS have started a new initiative on "Issues of Violence in Latin America," with plans to work with the Center for Global Women's Leadership and their research on violence against women around the world. During Fall 1999, scholars from North and Latin America gathered at the Rutgers Center for Hemispheric Studies in Cuernavaca to discuss these issues.
• Global Programs, Cook College, and the School of Engineering have become partners with the University of Sâo Paulo in Brazil in advancing undergraduate research projects in a wide variety of fields including Engineering, Agricultural Economics, Economics, and Food Science. Students from the University of Sâo Paulo have been on campus at both Cook and Engineering. Rutgers undergraduates have gone to Sâo Paulo to present papers. In trying to enlarge the project, Cook, Engineering, and Global Programs will seek to expand it to FAS and other faculties.
• Global Programs, GSE, and FAS will be working to expand links with the University of Chile in Santiago. Working through the Dean of GSE who has already been invited by the Rector of the University of Chile to help collaborate on issues of education, FAS will expand the contacts into arts and sciences areas for a coordinated Rutgers program at the University of Chile.

• Global Programs, GSE, and FAS are working with several Korean universities, such as Ehwa, Chungbuk National, and Seoul National, to form a strong, coherent academic and research program in Korea.
• FAS, Pharmacy, and Cook have alumni who are beginning to work together as a coherent alumni group. Building upon their contacts in Taiwan, FAS, Pharmacy, and Cook are establishing a program whereby current matriculated students from these schools will be able to study and intern in Taiwan.
• FAS, PALS, the Language Institute, and Global Programs are working on a special "Study Abroad in America at Rutgers" project from Ritsumeikan University in Kyoto, Japan. Ritsumeikan University will be sending twenty-five students to study at Rutgers for a five-week period in the spring. Using distance learning facilities, the students start their course in Japan, then come to campus and continue the class with students here, and then return to Japan where the course will be completed using distance learning facilities. This project is planned to start in March of 2000.
• FAS has established excellent teaching/academic/research contacts in Australia. Building upon these relationships, GSE and Cook will expand their programs there.

• Global Programs, Cook, and FAS are creating a new undergraduate program, Landscape Architecture, in Munich.
• EOHSI, UMDMJ, and SCILS have been collaborating together for years in Central Europe. Just recently EOHSI, UMDMJ, SCILS, and the US Embassy in Warsaw held a very successful health and environmental journalism workshops at Jagiellonian and Warsaw Universities. The universities involved in this project wish to conduct ongoing cooperative curriculum, research, and professional development.

Having made a successful bid in a national competition to host the African Studies Association (ASA), Rutgers is proud to have the ASA on the Douglass campus in full operation. During the past academic year, the Rutgers faculty in the African Studies Coordinating Committee focused on developing its organizational structure, initiating several campus projects to heighten the visibility of Africanist research on the campus, and planning the new Rutgers African Studies Center. Global Programs supported both the move of the African Studies Association as well as the development by the African Studies Coordinating Committee of a strong African Studies Program at Rutgers. In particular, Global Program has:

• Helped coordinate the office which will oversee African Studies at Rutgers;
• Sponsored several visits to Rutgers by distinguished visitors;
• Established Global Program as the Office of International Protocol.

Official Visitors

• A private donor who is excited by the work of the office has generously pledged $100,000 per year to create graduate and undergraduate research and study opportunities abroad.
• A private donor is giving a $2million property in India to advance S. Asian studies at Rutgers.
• Through the support of President Lawrence, the Pablo Neruda Foundation and the State of New Jersey are funding a conference sponsored by Rutgers and the University of Chile on the "Influence of Walt Whitman on Pablo Neruda" in Santiago.
• The Ford Foundation has given $50,000 for a special project through Latin American Studies, "Writers at the Border."

The New Brunswick student body accounted for over 71% of the 49,465 University students in Fall 1999. The total New Brunswick Fall 1999 enrollment was 35,308 (see Table 1), surpassing by 547 the New Brunswick enrollment of last Fall, which continues a trend of increasingly higher enrollments over the past three years. Consistent with trends for the last decade, 58% of the New Brunswick students are women. In Fall 1999, 33.5% of New Brunswick undergraduates were members of a minority group (African-American, Native American, Asian/Pacific Islander, Latino, or Puerto Rican), the same percentage as last year.
 
Students registered for full-time study (27,573) constituted 78% of New Brunswick enrollments in Fall 1999. Approximately 37% (2,753) of all graduate enrollments (7,509) in New Brunswick are full-time students. In 1999, approximately 16.5% of the student body entered Rutgers as a resident of a state other than New Jersey; this figure, which had remained fairly constant throughout the decade, reflects a slight increase from the 15% recorded in 1998.
 
In Fall 1999, New Brunswick undergraduate enrollments rose to 27,799, an increase of 713 students over the Fall 1998 total and the highest campus total on record. For the second year in a row, University College experienced the greatest percentage increase in undergraduate enrollment, 9%, gaining 290 more students than last Fall, while Livingston College registered a gain of 6% with 200 new students. The Mason Gross School of the Arts' increase of 8% was also notable. Pharmacy gained 35 new students, a 4% increase, Rutgers College gained 256 students, a 2% increase, and Douglass increased enrollment by 35 students, a 1% increase. Cook College experienced a 2% decline in enrollment, with 78 fewer students.
 
Increased undergraduate enrollments were achieved without compromising the academic quality of the entering class. In Fall 1999, the combined average SAT scores of regularly admitted first-year students across all the New Brunswick undergraduate day colleges was 1197, the same as in Fall 1998. The FAS and College undergraduate Honors Programs, with an enrollment of approximately 1,250 honor students in Fall 1999, continues to contribute to our success in enrolling high-achieving students. The continuation of the state merit program, the Outstanding Scholars Recruitment Program (OSRP), has been another important factor in attracting some of the State's highest-achieving students to Rutgers-New Brunswick.
 
Graduate enrollments in New Brunswick declined in Fall 1999 to 7,509, 166 fewer students than in 1998, for a 2.2% decline over the past year. The College of Pharmacy posted a 10% increase in enrollment for the second year, with 18 more students than in Fall 1998, owing largely to the unit's new six-year doctoral program. The Edward J. Bloustein School's increase of 20 new students represented a 26% increase in enrollment. After a significant increase in 1998, the School of Management and Labor Relations saw a slight decrease in enrollments. At The School of Social Work, enrollments declined by 87 students this year, an 8.5% decline, and the Graduate School-New Brunswick enrolled 133 fewer students, posting a 3.5% decline. GSAPP, SCILS, and the Mason Gross School of the Arts saw increases in graduate school enrollments, 3.5%, 1.2%, and 4% respectively. Enrollments at the Graduate School of Education were unchanged.
 

B. Financial Aid Summary for AY 1998-99
 
Approximately 58.2% of New Brunswick students--17,857 undergraduate students and 2,387 graduate students--received $162,270,521 in financial aid through the University Office of Financial Aid during AY 1998-99. Financial aid dollars were fairly evenly divided between grants and loans.
 
Overall, approximately $80.1 million, or 49.3% of all aid awarded to New Brunswick students, was in the form of grants. State grants totaled $28.2 million and accounted for 35.2% of grant funds to New Brunswick students. Federal grants equaled $15.6 million, or 19.5% of all grants. University grants equaled approximately $32.8 million, or 40.9% of the grant funds awarded. Private grants accounted for the remainder of the aid awarded, at $3.5 million, or approximately 4.4% of the total.

In the fifth year of our participation in the Direct Lending Program, total loans equaled almost $77.7 million, and accounted for 47.9% of all student aid received in New Brunswick. Of this total loan amount, nearly all (95.4%) was awarded through the federal direct loan program, with state, university, and private loans together constituting only about 4.6% of the total loan funds.
 
Federal Work Study awards totaled $4.5 million, or slightly more than 2.7% of all financial aid dollars supporting students on the New Brunswick campus.
 
C. Academic Degrees Conferred (see Tables 2 and 3)

The total number of degrees conferred in AY 1998-99 was 7,006, a slight increase over Academic Year 1997-1998 when 6,992 degrees were awarded in New Brunswick. At the undergraduate level, 5,272 bachelors degrees were granted by the New Brunswick colleges in AY 1998-99, three fewer than in 1997-1998. Consistent with previous trends, Bachelor of Arts degrees accounted for 59% (3,145) of the undergraduate degrees awarded in 1998-99, 39% were Bachelor of Science degrees, and the remainder were Bachelor of Fine Arts and Bachelor of Music degrees granted by the Mason Gross School of the Arts. Rutgers College granted 45% of the New Brunswick bachelors degrees. Of the 2,042 Bachelor of Science degrees awarded last year, 322, or 15.7%, were jointly granted by the New Brunswick School of Business and one of the undergraduate colleges.
 
The campus conferred 1,734 advanced degrees last year. Doctorates accounted for 25% (439) of these degrees and Masters degrees 75% (1,295), very similar to the proportions in the last two years. The College of Pharmacy almost doubled the number of Doctorates awarded (32 awarded in AY 1997-1998, and 63 in AY 1998-1999). Modest declines in doctorates awarded were seen in the Graduate School of Applied and Professional Psychology (-1), the Graduate School of Education (-7), the Graduate School-New Brunswick (-16), and the Mason Gross School of the Arts (-2). At the Master level, the greatest increase was in the Graduate School-New Brunswick, which awarded 91 more Masters (538) in AY 1998-1999 than in AY 1997-1998 (447), primarily due to the Master of Public Health degree, with 49 degrees awarded in AY 1998-1999, 31 more than in 1997-1998, and the Master of Science, with 57 more degrees (390) awarded this academic year than last (333). The other schools recorded modest increases and declines.
 

Many students in the New Brunswick units were recognized for their accomplishments with scholarships and fellowships from within and outside the University. Others were honored for their scholarly achievements by national and professional associations. The New Brunswick student body, at both the graduate and undergraduate levels, continued in 1999 to garner distinguished recognition. Below are only a few examples of the many outstanding honors they received.
 
Students in the Graduate School-New Brunswick received a number of university, national, and international honors. Jill Locke (Political Science) and Ronald Mallon (Philosophy) have been awarded Charlotte W. Newcombe Doctoral Dissertation Fellowships for 1999. Elena Mancini (German) received a DAAD Annual Grant from the German Academic Exchange Service for a year's study in Germany. Robert Manson (Ecology and Evolution) was awarded a two-year NSGF postdoctoral award for his research in Mexico. Angela Florschuetz (Literatures in English) and Benjamin Johnson (Literatures in English) arrived with prestigious Mellon Fellowships.
 
Seven students received Fulbright Fellowships to carry on their doctoral research abroad: Robert Manson (Ecology and Evolution), Amy Clifton (Geology), Sailaza Pal (Comparative Literature), Stephanie Leone (Art History), Alison Poe (Art History), Brian Crim (History), and Matthew Brower (History).

Eric Lee (Mechanical and Aerospace Engineering) was awarded a three-year Computational Sciences Graduate Fellowship from the Department of Energy. The fellowship consists of a $21,600 stipend per year, tuition remission and $1,000 for supplies. Eric Lee is working with Professor Mavroidis on the "Theoretical Kinematics of the Rigid Body and Its Application to the Analysis and Synthesis of Mechanical Systems."
 
Jonathan Cohen (Philosophy), Bert Levine (Political Science), Deanna Thompson (Chemical and Biochemical Engineering), and Mary-Jo Watts (Comparative Literature), have been awarded Graduate School-New Brunswick Dissertation Teaching Awards for 1999-2000. The award provides the recipients with a stipend for Summer 1999 so that they can each devote time to the preparation of a course related to their dissertation topics to be taught in Spring 2000.

Letitia Sandrock, May 1999 graduate of the GSAPP Clinical Psychology program, has been selected by the New Jersey Psychological Association as the winner of the best Doctoral Dissertation of 1999.
 
Elizabeth Asbury (Learning and Teaching), Graduate School of Education, was awarded the 1999-00 Research Award by the New Jersey Reading Associate Research and Studies Committee.

A paper by School of Engineering graduate student Mike Mosley (Mechanical and Aerospace Engineering), "Experimental Non-Linear Dynamics of a Shape Memory Alloy Wire Bundle Actuator," was awarded Best Student Paper by the Dynamic Systems and Control Division at the 1999 ASME IMECE conference in Nashville, Tennessee, in November 1999.

Tonja Brown, a Ph.D. student and a graduate of the School of Social Work, has been interviewed by the Ladies Home Journal for an article to be published in the December issue. The magazine is doing a special article on women returning to higher education. Ms. Brown was the recipient of the Fu Fellowship during her last year in the M.S.W. program, where she completed her degree with a perfect 4.00 cumulative GPA. Dolores Ijames-Bryant, a student in the M.S.W. program, has been awarded two fellowships: a Freddie MAC National Child Welfare League of America Fellowship, and the Julia Baxter Bates Fellowship from her alma mater, Douglass College.
 
University College selected four students as the 1998-99 recipients of the Helen Hurd Award for Excellence. The scholarship is given to outstanding community college graduates who have transferred to University College. The recipients are: Stephan A. Pereira (Union County College), Joseph Barca (Raritan Valley Community College), Zazana Haravisova (County College of Morris), and Nelson Marcia (Middlesex County College).

College of Pharmacy undergraduate, Nehal Modi, was selected to receive a 1999 Summer Research Fellowship from Pfizer Pharmaceutical Company, one of four pharmacy students to receive this national award.

Students in the Edward J. Bloustein School of Planning and Public Policy received a number of awards to support their thesis research: Pooya Alaedini, dissertation fellowship from the United Nations University/Institute of Advanced Studies; Lewis Dijkstra, Lincoln Institute of Land Policy dissertation research grant; Jeffrey Lowe, Aspen Institute dissertation research award; Brian Schmitt, Aspen Institute dissertation research award; Gavin Shatkin, National Science Foundation dissertation research award.
 
Mason Gross School of the Arts student, Sydney Chun, has been appointed to a position in the second violin section of the Toronto Symphony.
 
Alma Franco (Library Science) has been awarded a scholarship by REFORMA, the National Association to Promote Library Services to the Spanish Speaking and an affiliate of the American Library Association.
 

This past year has seen several changes in the administration of the New Brunswick units.

Dr. Adesoji Adelaja of the Department of Agricultural, Food, and Resource Economics was appointed as Interim Dean of Research for Cook College and Director of Research for the Agricultural Experiment Station. He will play a leading role in a comprehensive review of Cook College's programs in research this year.

Dr. Emmet Dennis, Dean of University College, was appointed Acting Vice President for Student Affairs.
 
Two searches are currently underway, for the Dean of the School of Management and Labor Relations and for the Dean of Mason Gross School of the Arts.