Update of Activities, October 2002

A.  ACADEMIC PLANNING AND PROGRAMS

1. Master of Advanced Study

Two new MAS programs have been approved by the Senate and President. UC Irvine's MAS in Criminology, Law and Society will be the first fully web-based Masters program to be offered in the University of California. In addition, UC San Francisco will offer a MAS in Clinical Research.  Together with UC San Diego's MAS in Management of Healthcare Organizations, these are the first programs to be offered under the President's initiative to encourage programs that aid working adults in advanced career education.

Academic Initiatives also requested information from campuses about the status of planning for new MAS programs, specifically, those that received OP planning grants during the first round competition.  Notably, reports from UC Irvine, UC Los Angeles, and UC San Francisco indicated that the marketing studies funded through the grants had concluded that for certain proposed programs, there was not likely to be a sufficient market to sustain a fully self-supporting program over the long run.

2.   Program Review

Academic Initiatives completed an informal internal assessment of the 1999 revised procedures for systemwide review of academic programs and academic units ("the Compendium").  Based on interactions with campus and Senate staff, Academic Initiatives has concluded that the streamlined procedures have generally worked well.  Some concerns continue to be raised by campuses about the length of time for review of graduate degree proposals, but the issues appear to be confined to CCGA processes, such as slow response time from external reviewers.  The CPEC review, which now runs concurrently with CCGA review, is in almost every case completed before CCGA takes final action on a proposed program and thus, is no longer a cause for delay in recommending the program for President approval, after CCGA has given its approval.

The one program review area in which there is need for a reconsideration of current processes, however, is the five-year perspective reports, in which campuses outline plans for new academic programs and units, particularly new schools and colleges, and other related changes.  The reports have their origin in a required annual report to CPEC.  By creating detailed information on campus plans for additions and a campus and Senate review of those plans, it was hoped that the five-year perspectives might become effective planning tools for the campuses by revealing systemwide issues prior to commitment of campus time and resources to proposal development.  The process has not produced satisfactory results in new school and college planning, as the five-year perspectives have been submitted, in many cases, too late to allow for feedback and advice prior to submission of a full proposal.  In addition, comments from Senate committees on this spring's five-year perspectives report leads us to believe that it is timely to revisit this part of the Compendium for further discussion and revision.  I am arranging to meet with Academic Council Chair Gayle Binion to discuss how the Senate would like to proceed.        

3.  Joint Doctoral Programs

Academic Initiatives staffs UC’s participation on the Joint Graduate Board.  The Joint Graduate Board met by conference call in January 2002 to assess the impact of the newly created joint Ed.D. Board (see below) on its work.  The Joint Graduate Board retains responsibility for all joint degrees other than the Ed.D., including the Ph.D. in education.  The proposal for a pilot for a Post-Doctoral Instructional and Research Fellowship, developed by a sub-committee of the Board in 2001, was not funded because of budget constraints. The Fellowship would have provided graduates of UC doctoral programs or CSU/UC joint doctoral programs with a mentored teaching and research experience at a CSU campus.  The Board hopes the plan can be revisited in a more favorable budget environment.  The Board held a face-to-face meeting in September 2002 to discuss graduate education and workforce needs, and to determine if the Board might have a role to play in assessing need and publicizing its findings.  The Board also reviewed the progress of planned joint doctoral degrees in Audiology, Criminal Justice, Evolutionary Biology, Geophysics and Earth Sciences, and a clinical doctorate in Physical Therapy.  The clinical doctorates in Audiology and Physical Therapy respond to recent decisions by the professional associations to make the clinical doctorate the entry level degree for the profession.  The Board agreed that this circumstance also warrants further investigation.

4.  Educational Leadership

Joint Doctoral Degree Programs in Education 

In November 2001, UC and CSU signed an agreement to promote the development of joint Ed.D. programs.  To this end, each system pledged $2 million over a 2-year period to assist in program planning and development.  A Joint Ed.D. Board was established to oversee the grants program and to serve as the final point of approval for Ed.D. programs.  The Board is also charged to consult with K-12 and community college leaders, and to assess regional need. The agreement has been memorialized by the Legislature in SCR 93 (Alpert) Joint doctoral programs, California State University, University of California.  Academic Initiatives was instrumental in crafting and negotiating the Joint Ed.D. agreement  and resolution language.  Academic Initiatives staffs UC’s participation on the Joint Ed.D. Board.  This agreement helps to resolve a contentious legislative and Master Plan issue between UC and CSU that had intensified with the release of a December 2000 CPEC report on the education doctorate.

The Joint Ed.D. Board met in December, 2001 and January, 2002 and subsequently issued an RFP in March, 2002, establishing quarterly deadlines for proposals.  The Board met in April and again in July to review proposals and award funds for planning, development, and/or implementation of new Ed.D. programs.  To date, the Board has awarded planning funds to three proposed programs: UC Davis, Sacramento State University, and CSU Sonoma;  UC Merced and CSU Stanislaus; and UC San Diego, San Diego State University, and CSU San Marcos.  Development funding was awarded to UC Irvine, working with Cal Poly Pomona, and CSU campuses at Fullerton, Long Beach, and Los Angeles. UC Santa Cruz and San Jose State University also received development funds.  UC San Diego and San Diego State University used their April planning grant to complete a development grant proposal which was funded in July.  Implementation funds were awarded to UC Berkeley, partnering with CSU Hayward, San Francisco State University, and San Jose State University, and to UC Santa Barbara, partnering with Cal Poly San Luis Obispo.  Implementation funds will be awarded after the academic program approval process is complete.  Several of the programs expect to begin enrolling students by Fall 2003; four will be up and running by Winter 2004; and UC Merced hopes to begin enrolling students in Fall 2005.  When fully developed, these programs are expected to enroll a total of 90 to 110 students a year.  Additional proposals are anticipated by the October 1, 2002,  deadline and will be reviewed at the Fall meeting of the Board.  Students in these programs will be enrolled as UC students with marginal costs and fees set at the UC levels, and funding assigned to CSU and UC on a workload basis.  All programs will be designed to accommodate the needs of working professionals.  The Joint Ed.D. Board will make every effort to ensure that programs are available in all parts of the State and that particular regional needs are met.    

UC Educational Leadership Institute

As part of its commitment to assure that the educational leadership needs of the state are met, UC is developing a plan for the creation a new California Institute for Educational Leadership (CIEL). The institute will facilitate study in the field of educational leadership, providing academics and practitioners alike the opportunity to explore issues and propose solutions to the problems faced by K-12 and community college leaders.  Academic Initiatives has convened and helping to staff a UC Faculty Design Committee for this Institute.

5.   The University of Californa Washington Center

The UC Washington Center completed its first year of operation in June serving over 880 students from all eight general campuses of the University.   The Center hosted 13 visiting faculty and 12 graduate student TAs to support the academic programs, in addition to the campus faculty and staff on site in Washington, D.C.  The Center is an 11 -story mixed-use facility with 8 floors of residential space and 3 floors of academic and administrative space.  The building houses the Office of Federal Governmental Relations and other administrative and research units in addition to the UC Washington academic programs.  The building itself has numerous teaching venues including a 90+seat auditorium, a 300-person multipurpose room that can be subdivided into three classrooms, a computer lab, a distance learning lab, four seminar rooms and three conference rooms.  All venues have access to the building’s extensive array of technologies that include multimedia, network, and high-speed Internet capabilities, as well as video-conferencing.  The Center has begun its second year of full operation in September.  The UC Washington Center may also serve as a model for other off campus programs that could be developed for UC students, including a program in Sacramento that is currently in the early planning stages.


6.  UC Sacramento Center

Following the report on the value of developing an academic center in Sacramento, we contracted, in March 2002, with Ed Costantini, Professor Emeritus and former Chair of Political Science at UC Davis, to prepare a model development plan. Professor Costantini consulted with over 80 members of the UC community.  The model plan will now proceed through the review process including the Council of Chancellors, Council of Vice Chancellors, the Academic Senate and the Academic Planning Council.


7.  UC Consortium for Language Learning and Teaching

The UC Consortium for Language Learning & Teaching begins its third year of operation having completed a successful First UC Conference on Second Language Acquisition at UC Irvine in March, 2002, and a summer “Heritage Language Institute” at UCLA in June, 2002.  The pedagogical guidelines produced by the institute’s participants will soon be disseminated to UC language departments.    Next summer’s professional workshop, “Discourse and Culture in Language Study,” willbe hosted on the UCBerkeley campus.  In conjunction with the California Foreign Language Project and the California Language Teachers’ Association, the Consortium is planning to organize a series of AP literature workshops to be lead by UC faculty.  By mid-fall, 2002, the Consortium Web site (http://uccllt.ucdavis.edu) will display enrollment statistics for all campuses by language for the last two years (2000-2001) in order to aid academic planning for the future.  The Consortium has also issued an RFP to UC language faculty with an eye to stimulating innovative and collaborative projects on second language acquisition research and practice with small and large grants (from $5,000 to $20,000).  In addition, the Consortium continues to coordinate efforts to streamline the bureaucratic barriers to offering less commonly taught languages at a distance through the registrars at the different campuses.  The Consortium is actively involved in seeking extramural funding from both federal and private sources.      

8.  Accreditation

Academic Initiatives staff continues to provide liaison to WASC and to the accreditation liaison officers on the campuses.  UC Berkeley and UC Davis are scheduled for accreditation reviews in Fall 2002 and will be the first UC campuses to use the revised standards as described in the new WASC Handbook of Accreditation.   The Policy and Data Portfolio, developed by the Academic Initiatives department for use by all campuses during their accreditation reviews, has been updated and will be provided to these campuses in advance of the reviews.

9.  Freshman Seminars

In collaboration with Planning and Analysis, a proposal was developed to expand the freshman seminar program to a level that would allow for the enrollment of all interested students.  Consultation with the Academic Senate showed a significant resistance to a mandatory program, initiated by the Office of the President.  Nonetheless, we are anticipating a great expansion of freshman seminars on virtually all general campuses during the coming two years.

B. USES OF TECHNOLOGY

1.  Teaching, Learning and technology 

In 2002, the UC Teaching, Learning & technology Center (TLtC) commenced its second year of operations, supporting instructional technology efforts throughout the system through its grants program and webzine. In 2000-2001, the TLtC awarded over $350,000 in large and small grants for intercampus collaborative projects that further appropriate uses of technology in teaching and learning. In 2003, the TLtC will award $600,000 to support such efforts.

The TLtC Webzine & Online Forum (http://www.uctltc.org/), which launched in December 2001, publishes news and feature stories about how educational technology is being used in the UC system. The webzine also aggregates resources and services from the UC campuses and national organizations, and publishes them in one central location. The Webzine also hosts a searchable database of how UC instructors use technology in their teaching, called Who’s Doing What. Finally, in 2002-2003, the TLtC will launch an online educational piece that informs the UC community about copyright and intellectual property issues as they relate to instructional technology.

2.  UCTV: The University of California’s Television Channel

Academic Initiatives coordinated the systemwide group that developed a proposal for a new nationwide channel that was launched Janaury 7, 2000 on the Echostar Dish Network (channel 9412).  Since that time, UCTV has broadcast over 1,200 original programs from all of the UC campuses and the UC-managed national labs.  UCTV is co-located with UCSD-TV and initially shared much of its content with UCSD-TV.  However, the proportion of programs coming from campuses other than San Diego has now increased substantially.  The Dish Network now reaches over 7 million subscribers.  UCTV is also carried on an increasing number of California cable channels and can be viewed over the Internet [www.uctv.tv].  UCTV has been successful at getting some programs funded through outside grants and has had a number of series linked to enhanced content on its website.  The station recently received donations of equipment that will allow moving video over Internet 2.

Academic Initiatives is implementing and coordinating a governance structure for UCTV.  The first meeting of a systemwide Policy/Steering Committee with campus and faculty representation was held this year and regular meetings are planned.  Next steps include enhancing campus liaison with the systemwide structure and creating a statewide Community Advisory Group that will include civic, community and business leaders.  Academic Initiatives remains active in attempting to bring UCTV to a wider audience, focusing most recently on negotiating with DIRECTV (more than 10 million subscribers) to add UCTV to its line-up of public interest stations.  Academic Initiatives also coordinates contract, regulatory, and systemwide budget issues on behalf of UCTV.

3.  UC College Preparation Program (UCCP)

UCCP enrolled 2,867 students in the Fall semester, 2001, and 2,402 in the Spring semester 2002, in online courses.  Almost 5,000 students signed up for the AP online exam review course and, since November 2001, UCCP has been offering online tutoring services provided by TutorsEdge, Inc. and Smarthinking, Inc.  A course in Environmental Sciences, created in collaboration with the Center for Digital Innovation at UCLA, became available in the spring semester, 2002.  UCCP held its third successful AP Summer Institute for teachers of online courses in July, 2002.

The program was forced to re-evaluate its priorities in May, 2002, with the publication of the Governor’s revised May budget which eliminated funding for UCCP.  Plans were made for  a reduced program for 2002-03, supported by carry forward funds.  Subsequently, the full $8.4 million for UCCP was restored by the Budget Conference Committee. Although the Budget has now been signed, further cuts are expected and it is not yet known whether UCCP will be affected.  The budget contains new language that will allow for more flexibility in the activities that UCCP undertakes.  Specifically, the legislation states: "Funding provided for College Preparatory Initiative shall not be limited to the development of advanced placement (AP) courses on-line, but shall be used to increase the availability of college preparatory courses, including but not limited to AP courses, designed to improve college going rates for educationally disadvantaged students in K-12 schools identified as low-performing pursuant to state and federal law."

Enrollments for Fall 2002 are expected to be in the neighborhood of 2,900.  For the 2002-2003 school year, courses will be provided to participating schools, though no new schools will be added to the roster. An AP Spanish course is now being developed but further course development is on hold until the budget is fully known. The search for a new executive director to replace Elaine Wheeler, who resigned in April 2002, was put on hold in May but has now been resumed.  More than 30 applications were received for the position and UCCP is soliciting additional applications using national advertising avenues.  The Phase II evaluation by WestEd is expected to be completed on schedule at the end of September, 2002.  This report will be distributed to the Advisory Committee members and will be on the agenda of the next Committee meeting.

Other developments this past year include:

4.  Digital California Project (DCP)

In the 2000-2001 fiscal year, the state authorized $32 million to UC for creation of a high-bandwidth network, linking County Offices of Education to the CalREN-2 network utilized by California’s research universities in partnership with CSU and a number of private affiliates.  The University contracted with CENIC, the Corporation for Education Network Initiatives in California, to develop this network.  In addition, UC participates in efforts to facilitate the delivery of high quality K-12 content and professional development materials over this network.  These elements, network plus facilitation of content delivery, comprise the Digital California Project (DCP).

As a result of cuts in the Budget, the completion of the DCP network project will be delayed, but work is continuing.  Vice Provost Zelmanowitz represents the University on the Program Steering Committee of the DCP.  This committee is developing a portal for K-12 content and is engaged in showcasing and piloting high quality UC content such as AP preparation, digital library materials, and teacher mentoring sessions over the network.

C.  INTERSEGMENTAL ISSUES

1.   General Intersegmental Responsibilities    

The Academic Initiatives Department is responsible for a variety of activities related to the other segments of education in California.  The Department continues to staff the President of the University in his participation as a member of the California Education Round Table and Vice Provost Zelmanowitz is one of UC's representatives to the Intersegmental Coordinating Committee, which reports to the Round Table.  The Department provides liaison with the California Postsecondary Education Commission (CPEC) and the other segments of higher education - CSU, the community colleges and the independent colleges and universities.  Academic Initiatives helps respond to and represent UC's interests in other reviews of higher education in California.  Academic Initiatives is also responsible for coordinating University responses to reviews of the Master Plan for Higher Education, which delineates the structure and functions of the various segments of higher education in California.

2.  The Master Plan for Higher Education and Master Plan Review

The Legislature has just completed a major review of the Master Plan for Higher Education in the context of a report recommending a new Master Plan for Education that includes both K-12 and higher education for the first time.  Academic Initiatives, working with UC State Governmental Relations, was responsible for staffing the internal and external processes leading to this document.  This responsibility required significant effort, including following the activities of an 18-member Joint Legislative Committee, seven working groups, each of which had senior UC representatives, and an internal UC working group on the Master Plan.  There were about 40 legislative hearings and 65 work group meetings over the last two years.

Academic Initiatives coordinated internal and external UC responses to the Joint Committee and its staff.   It has coordinated the process for getting UC witnesses and experts to attend and testify at Joint Committee hearings and to ensure appropriate UC representation on the working groups (Regents, Chancellors, faculty, senior staff).  Academic Initiatives followed and participated in the activities of all of the working groups.  This was a major undertaking and required substantial attention and resources from the department.   In addition, Academic Initiatives established and staffed an internal UC Master Plan Advisory Group chaired by Chancellor Vanderhoef, representing all the UC campuses and various internal UC constituencies.  The Advisory Group developed recommendations for UC's positions and approaches on Master Plan issues.

While the Master Plan report has been completed, the Legislature has authorized the Joint Committee to continue for at least another two years in order to work on implementing the report through legislation and other means.  Thus, we expect Master Plan issues to continue to require significant attention by Academic Initiatives staff.

3.  California Postsecondary Education Commission (CPEC)

The Academic Initiatives Department provides liaison to CPEC, represents and advocates UC positions to the commission, prepares briefings for the UC Regent Commissioner, monitors the work of the various CPEC advisory committees, and facilitates CPEC's review of proposed UC graduate programs.  A report to The Regents on CPEC activities is prepared twice a year.   Because of an administration proposal to drastically scale back the size of CPEC, a legislatively-requested review of CPEC, and Master Plan recommendations on CPEC, activities relating to CPEC have increased significantly this year and are likely to continue over the next few years as CPEC’s future is debated.  Because the number of CPEC staff have been cut almost in half, UC staff may have to pay more attention to upcoming CPEC reports (such as the eligibility study) and provide additional assistance.

In the program review area, the number of proposals submitted for systemwide reviews remained the same at 19 proposals for each of the academic years 2000-01 and 2001-02.  Programs reflect new fields in the sciences:  bioinformatics, biostatistics, pharmaceutical sciences, molecular genetics, cellular biology.  UC's first on-line degree program was approved for the Irvine campus to offer a self-supporting Master of Advanced Studies in Criminology, Law and Society.  The number of proposals in Education is expected to increase in response to President Atkinson's and Governor Davis's initiatives for teacher education.  CPEC criteria for program reviews include a discussion of the need for the proposed program, including quantitative evidence on employment prospects and market demand for a program; reasonable enrollment projections, and a budget plan. Academic Initiatives staff facilitate communication between the campus and CPEC, and anticipate questions and concerns from CPEC so that a more fully informed request can be submitted.  The objective is to better assist the campuses in securing CPEC concurrence while adhering to the campus timetables for initiating the program.

D.  OTHER ONGOING ASSIGNMENTS

1.  Legislative Analysis

Staff responds to requests for analysis of pending legislation, suggest or draft amendments, and recommend positions on bills that affect the above areas of departmental responsibility.  A number of legislative proposals have and are expected to emerge out of the Master Plan activities.

2.  School-to-career Issues

Academic Initiatives represents UC to state entities developing programs in vocational and career-technical education as needed.

3.  General Governmental Reform

Academic Initiatives monitors state entities and blue-ribbon commissions outside of the higher education arena that seek to alter state-local governmental relations in California or propose general governmental reforms that could affect UC's ability to carry out its mission or secure adequate state funding.

 E.  LIBRARIES AND SCHOLARLY INFORMATION

1.  California Digital Library

     During 2001-2002, the CDL:

§        Continued to add scholarly journals, now totaling more than 7,000, to the shared digital collection. Over 4 million articles were viewed online by the UC community from the 7 most heavily used publishers to whose publications the CDL subscribes.

§        Added journal citation and abstract databases, online reference texts and datasets to the CDL collection. In combination these 232 vendor-supplied and locally hosted reference resources provide access to more than 300 million citations to scholarly materials.

§        Expanded the special collections and archival materials represented in the Online Archive of California, and prototyped an improved interface to those materials.

§        Witnessed tremendous growth in the use of Counting California, which provides “one stop shopping” for a wide variety of data about California through an easy-to-use interface through which users can easily find, combine, and use data about population, health, crime, income, education, and other topics.

§        Directly supported a number of UC strategic initiatives, including the Digital California Project and UCDC. 

§        Continued to expand its automatic user-initiated Request service permitting all UC faculty, students and staff to easily request delivery of materials held at any other UC campus.

§        Launched a new service called UC-eLinks which provides easy and direct linking from a citation in a vendor-supplied article database to the full-text of that article, if online, or to the Request service so the article will be delivered in print.

§        Enhanced a partnership with the UC Press leading to digital publications conformant with international standards, and editorial advice supporting eScholarship publication strategies (as related in item #2 below).

§        Submitted a proposal to the Institute of Museum and Library Services to establish a program and the necessary technology for long-term preservation of digital content. The $400,000 grant was awarded in September 2002 and confirms and extends UC’s leadership in digital preservation issues.

In addition, the CDL is nearing completion of a project to replace the aging, internally-developed technology platform for its MELVYL online catalog. The broad-based implementation team with senior staff from all campuses is leading a transition that will allow the “old” MELVYL system to remain in operation through June 2003, while the new system, with significant new features, such as display of east Asian language characters, is developed, tested, and deployed.  In addition, the evaluation of commercially-available technologies conducted during the RFP process, combined with extensive consultation with the University community, has led the CDL to transition the technology for access to locally-mounted abstracting and indexing databases to external vendor-supported platforms.  Alternative access is now in place, providing more content, more user features integrated with UC library systems, and greater economies as compared to local hosting. 

Following Richard Lucier’s resignation in November 2000 as University Librarian for the California Digital Library and Systemwide Planning for Libraries and Scholarly Information, a successful recruitment chaired by UCLA Executive Vice Chancellor Rory Hume resulted in the appointment of Daniel Greenstein in May 2002. Dr. Greenstein is a humanities scholar and former Director of the Digital Library Federation.

2.  Scholarly Communication

The California Digital Library’s eScholarship program, which has fostered scholar-led innovations in scholarly communication since July 2000, is seeing explosive growth in the use of two key publishing modalities this year: dissemination of individual working papers and peer-reviewed articles, and digital publication of complete monographs and reference works. The sudden growth of faculty interest and publishing activity through the eScholarship infrastructure followed the completion this year of production level services for both the pre-publication and peer-reviewed output. Key components of the infrastructure include:

3.   Support for Continuous Strategic Planning

The Systemwide Library Planning unit (SLP) provides ongoing leadership and support for continuous library planning, primarily through the Systemwide Library and Scholarly Information Advisory Committee (SLASIAC) and the University Librarians. SLASIAC is charged to advise the University on systemwide library policies and strategic priorities, on systemwide long term planning for the UC libraries including the ten campus libraries and the California Digital Library (CDL), and on strategies that will enhance and facilitate the transmission of scholarly and scientific communication in a digital environment.  The Committee has also established the Scholarly Information Program Task Force to articulate a structure of vision and goals for post-Partnership resource development, and in consultation with its Collection Management Planning Group (described below), advised the Provost on the importance of the Regional Library Facilities to the current operations and strategic development of the UC library system, complementing a letter from Interim University Librarian French on the same topic that was also prepared with SLP support. Systemwide Library Planning prepares the agendas and coordinate development of supporting materials for meetings of the University Librarians (about eight times per year).

Planning Initiative: Library Collection Management

In early 2000 SLASIAC endorsed an SLP proposal for the implementation of experiments to help the University increase its understanding of the complex issues associated with changing archival and collection management strategies.  SLP successfully requested a $670,000 grant from the Andrew W. Mellon Foundation for a two-year project to explore these issues.  The objectives of the Collection Management Initiative are to:

a)      Produce objective data on variety of factors, including characteristics of research library users and uses and characteristics of published journal literature, that influence the acceptance of journal publications in digital form as substitutes for their print equivalents; the impact on research library users of dependence on digital versions of scholarly journals;

b)     Assess the implications of these findings for institutional policies, strategies and obligations for archiving of scholarly journals in print and digital form; and

c)      Assess the implications of these findings for institutional strategies and programs to more effectively manage their print and digital collections.

The study, implemented in October 2001, involved temporarily removing selected print journals from UC libraries for which electronic access is available through the California Digital Library. During the study period (October 2001 through September 2002) researchers relied primarily on the electronic version of the journals. If a researcher needed to consult the print version, the volume could be brought back for use or a photocopy provided.  Data on the use of these journals, in both print and digital format, will be collected through September 2002.  A series of formative interviews with faculty and students at two UC campuses was conducted in Spring 2002 to inform planning for a broad survey of faculty, students and staff at all campuses to be conducted in Fall Quarter 2002 Additional information is available at the project Web site, http://www.slp.ucop.edu.

In early 2000, to support new approaches to collection management, SLASIAC also established a Standing Committee on Universitywide Library Collection Management Planning (informally known as the Collection Management Planning Group) to advise SLASIAC on issues, new approaches, and policies related to management of the print+digital library collection within the UC system.  This committee, chaired by Collection Management Initiative Principal Investigator Brian E.C. Schottlaender, is currently focusing on identifying and exploring scenarios for systemwide shared collections, including new roles for the University’s two Regional Library Facilities.

Planning Initiative:  Library Strategic Planning

At its October 2000 meeting, SLP brought to SLASIAC the issue that the current Library Budget Initiative ends after 2002-03, coterminous with the current four-year Higher Education Partnership with Governor Davis.  To ensure effective continuous planning, SLASIAC established the Scholarly Information Program Task Force to advise on defining and articulating a structure consisting of a vision, goals, and strategies for post-Partnership policy and resource development for management of scholarly information, including libraries.  The Task Force, is chaired by University Librarian Dan Greenstein and consists of three SLASIAC members and two additional faculty drawn from the University Committees on Research and Planning and Budget. In the past year, the Task Force reviewed the budgetary and institutional context for SIP planning and progress on implementation of the key strategies recommended by the Library Planning and Action Initiative (with special attention to the CDL, campus collections, resource sharing, and scholarly communication), discussed and refined several collection planning scenarios developed by SLP for the group's consideration, and came to consensus on a broad strategic planning direction that centers on the development of shared collections that integrate print and digital collections on a systemwide basis.  SLP is now developing a draft report for consideration by SLASIAC embodying this strategic direction and several subsidiary planning initiatives, including an analysis of costs and benefits of the CDL, development of new metrics to describe and assess the effectiveness of shared collections and services, and development of plans and strategies for management of the shared collection.

4.   Library Budget

Working closely with the Budget Office, SLP prepared the annual budget request for libraries in the 2002-03 Regents’ Budget,, including development of consensus on a strategy to shift a portion of the Core Needs provision of the Partnership Agreement from Resource Sharing to the California Digital Library in anticipation that funding outside the Partnership would not be available for continued support of CDL collection development. SLP also has taken the lead in developing and supporting detailed plans and allocations for the Library Resource Sharing program. SLP worked with the Budget Office to prepare a presentation on systemwide library status and progress for a system of key indicators for the Board of Regents known informally as the Regents’ Dashboard.

F.  COPYRIGHT POLICY

1.      Standing Committee on Copyright

The UC Standing Committee on Copyright, chaired by UCLA Executive Vice Chancellor Rory Hume through June 2002, has a broad charge to monitor copyright issues, formulate positions on copyright legislation, and make recommendations on University copyright policies.  In Spring, 2001, three draft policies prepared by the Committee (on Ownership of Course Materials, Recording of Instructional Presentations, and Retention of Rights) were distributed to the campuses and the faculty for informal review. During 2001-02, the Committee considered comments received from the informal review process, and prepared for formal review the Policy on Course Ownership.  The policy on Recording of Academic Presentations will be reconsidered by the Committee in 2002-03, and the issues covered in the draft policy on Retention of Rights will instead be incorporated in the faculty focus group project described below.  The Standing Committee on Copyright met jointly with SLASIAC in May, 2002 to discuss issues related to scholarly publishing and communication.  The outcome of that meeting is a project to organize faculty focus groups on all campuses, in collaboration with the Academic Senate leadership, to discuss these issues.  Development of the proposal for this project is underway.

In collaboration with the Director of Intercampus Program Coordination, SLP developed a program plan for a consultant (Susan Lessick, of the UCI Libraries) to identify issues and prepare materials related to copyright information and education with special attention to the UCOP Teaching, Learning and technology Program (TLtC).