WORKING DRAFT
University of Virginia Strategic Assessment
University of Virginia
Strategic Assessment
COMPARATIVE PEER STUDY
May 2013
WORKING DRAFT
University of Virginia Strategic Assessment
Comparative Peer Study
DESCRIPTION
In this part of the assessment we focused on identifying the strategic priorities at nine
comparison universities selected by the University of Virginia:
Duke University
New York University
University of California, Berkeley
University of California, Los Angeles
University of Chicago
University of Michigan
University of North Carolina, Chapel Hill
University of Southern California
Vanderbilt University
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We reviewed institutional data and strategic plans and conducted interviews with senior
officials who were willing to participate.
Strategic priorities at all of these comparison universities include notable commitments to:
I.
Recruiting and supporting a diverse student body
II.
Strengthening the undergraduate experience, with concerted effort focused on
residential life and experiential learning outside of the classroom
III.
Tackling key societal problems in research and graduate education
IV.
An increased global orientation
V.
Investment in faculty recruitment and community
VI.
Maximizing community impact
VII. Raising
private funds for institution-wide priorities
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While the strategic priorities are largely similar from institution to institution, implementation
and investment varies. In this report, which is organized around these seven themes, we
summarize the strategies, reference comparative data, and highlight examples of creative
and successful implementation. We conclude the report with a look at the competitive
position of each institution as reflected in selected rankings.
Throughout the report, comments from senior officials at comparison institutions are noted
in italics.
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I.
University of Virginia Strategic Assessment
RECRUITING AND SUPPORTING A DIVERSE STUDENT BODY
All of the institutions studied have invested in the racial, ethnic, socio-economic, and
international diversity of their student populations. As summarized by one senior official:
Higher education, especially the elites, needs to reinvent admissions. We need more
quirky students and an intellectual and cultural mash-up. That’s what stimulates
inventiveness, entrepreneurship, creativity.
Total
Enrollment
Undergrad
International
(UG)
% on
Inst. Aid
Any
Aid
14,641
Graduate Caucasia
n
(UG)
6,454
60%
UVA
21,095
7%
27%
59%
UCBerkeley
Michigan
UCLA
UNC
Chicago
Duke
NYU
USC
Vanderbilt
36,142
25,885
10,257
30%
13%
53%
66%
43,426
41,341
29,137
15,219
14,591
50,917
40,000
12,859
27,979
27,941
18,579
5,369
6,484
19,401
18,000
6,817
15,447
12,004
8,325
9,850
8,107
18,8990
22,000
6,042
66%
32%
66%
43%
47%
41%
41%
62%
5%
6%
1%
10%
9%
16%
2%
6%
47%
58%
46%
60%
47%
54%
61%
59%
64%
71%
70%
70%
62%
60%
75%
64%
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II.
University of Virginia Strategic Assessment
STRENGTHENING THE UNDERGRADUATE EXPERIENCE
Comparison universities are investing extraordinary resources into these aspects of the
undergraduate experience:
A. First-year programs
B. Faculty-student interaction
C. Experiential learning outside the classroom, including undergraduate research,
internships, and service-learning
D. Advising and mentoring
E. International education
The attention to experiential learning outside of the classroom is particularly notable. One
university leader explained:
Everything we’ve done that’s propelled us forward in undergraduate education in the
last decade—doubling research experiences, internships, senior capstone
experiences—has been, quote unquote, inefficient. But they’ve also been effective
and differentiating.
A shift in balance from passive learning to active learning is considered by many to be the
key to transforming undergraduate education, as summarized by these comments:
By “active learning” I mean learning situations where students are directly engaging
the programs of the world, such as undergraduate research, where the answer is not
known. Or service learning where you are out interacting with people or
entrepreneurial activities where you are starting your own business or creative
performances or international study in an unfamiliar place. One of the changes that
elite universities will undergo is getting students out of their seats and interacting
with the world directly.
For universities like us, it [leadership in undergraduate education] means the fullscale attachment of undergraduate education to research. We specifically rate
departments on how many research opportunities they provide. We count
undergraduate research in tenure and promotion review. Other enrichment
activities, such as internships and study abroad, are also important.
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Even the largest publics are seeking ways to build and strengthen their residential academic
community. This includes efforts to connect academic and residential life more fully,
through expanding on-campus housing, residential colleges and learning communities, other
creative uses of space, and campus life programming.
Total
Enrollment
21,095
Undergraduate
Enrollment
14,641
UCBerkeley
36,142
25,885
Michigan
43,426
27,979
UCLA
41,341
27,941
UNC
29,137
18,579
Chicago
15,219
5,369
Duke
14,591
6,484
NYU
USC
50,917
40,000
19,401
18,000
Vanderbilt
12,859
6,817
UVA
Living in university
housing
All first year students
live on campus; 42%
of others
All freshmen live on
campus, housing
guaranteed for
sophomores;
77% of all others live
within one mile of
campus
Virtually all freshmen
live on campus
94% of freshmen live
on campus
66% of sophomores
live on campus
All freshmen live on
campus
55% of others
Housing is
guaranteed for all
four years
Required to live on
campus through
junior year
NA
All freshmen live on
campus
Most students live on
campus
Increased attention to the visual and performing arts has been an important component of
campus life initiatives.
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Technology was cited as an important tool in exploring new models of undergraduate
education. No institution, however, advocates a move to online education simply for the
purposes of increasing efficiency or expanding enrollment.
We are all talking about the flipped classroom. It has become a platitude and we
need to be careful with platitudes. There is a lot of fantasy about how technology is
going to bring down costs. It is a valuable add on, but I don’t see it bringing down
costs. It’s a mirage if you think it’s going to solve the fiscal crisis.
The key issue to these leading universities is how technology will improve the undergraduate
residential experience and increase faculty-student interaction.
There must be no sacrifice of quality—maintaining closely engaged faculty
experience in the classroom is critical. But good uses of technology can help take
the routine, grunt work, out of teaching and learning but also enhance the traditional
classroom experience.
Noteworthy Undergraduate Initiatives
First-Year Programs

Duke's Focus Program for first-year students provides clusters of courses designed
around an interdisciplinary theme, taught by faculty from diverse academic
departments who are leading researchers in their fields. Courses in each cluster
fulfill Duke’s general education curriculum requirements and may contribute to a
major, minor or certificate. The program features small seminars, shared housing
among Focus students, and integrated learning experiences on campus and in the
community.

UCLA’s College’s Freshman Cluster Program is a curricular initiative designed to
strengthen the intellectual skills of first year students, introduce them to faculty
research, and expose them to best practices in teaching as seminars and
interdisciplinary study. Clusters are year-long, interdisciplinary courses,
collaboratively taught by some of the university’s most distinguished faculty. During
the fall and winter quarters, students attend lecture courses and small discussion
sections and/or labs. In the spring quarter, these same students enroll in one of a
number of satellite seminars dealing with topics related to the cluster theme.
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Faculty-Student Interaction

Berkeley expects all faculty to contribute to undergraduate education, not only
through classroom instruction but also through advising, research mentoring, and
other activities. Academic units without undergraduate majors or programs are given
incentives to find creative ways to contribute, so the education of undergraduates
becomes a campus-wide endeavor.
o Berkeley’s Discovery Courses taught by the most outstanding professors are
offered to non-majors

Every USC faculty member, even Distinguished and University Professors, teaches
undergraduate courses

Duke FLUNCH program (Faculty + Lunch = FLUNCH): Duke Student Government, in
partnership with the Office of the Vice President for Student Affairs and the Office of
the Dean of Undergraduate Education, provides funding for undergraduates to take
their professors to lunch (or dinner). Each student has a FLUNCH allotment of $100
per semester.
Experiential & Interdisciplinary Learning

The Berkeley Undergraduate Research Apprentice Program (URAP) is designed to
stimulate awareness of advanced research and interest in graduate study. Students
meet regularly with faculty for research mentoring and earn 1 unit of academic credit
for each 3 hours of research work (limited to 4 units per term). The program
operates much like an internship but students are not paid for their participation.

The Michigan Undergraduate Research Opportunity Program (UROP) creates
research partnerships between first and second year students, and faculty, research
scientists, and staff from across the university. All schools and colleges are active
participants, providing a wealth of research topics from which a student can choose.

Excel@Carolina offers a range of accelerated opportunities to outstanding first-year
students. Opportunities range from undergraduate research and specialized
mentoring and advising in the sciences to innovations scholarships and assured
admission into graduate schools.

Duke’s Bass Connections provides problem-focused pathways for undergraduates to
participate in interdisciplinary initiatives that tackle complex social issues, including
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Brain & Society, Information, Society & Culture, Global Health, Energy, and Education
& Human Development.

Duke Certificate Programs: These interdisciplinary courses of study are not available
within any single academic unit, but rather offer students cross-field experience
around a multidimensional topic. Duke offers 20 undergraduate and 32 graduate
certificates, usually requiring coursework from among different departments.

USC Renaissance Scholars is a signature program that honors students who pursue
major and minor combinations from widely separated fields of study.
Advising

The University of Chicago has an unusual approach to advising students. Every
undergraduate is assigned to a College adviser with whom they will work during their
four years on campus. College advisers are full-time professionals within the Office
of the Dean of Students in the College. They are generalists, prepared to advise
students across the spectrum of academic interests. When a student declares a
major, he or she will be assigned a second academic adviser, from the department.
This second adviser will offer more specialized guidance on meeting the major’s
requirements and research opportunities. In addition to the student’s academic and
departmental advisers, there are specific advisers for preparing for graduate school
and the professions through the UChicago Careers In program.

Duke Advising Center provides a network of advisors, including academic advisors,
academic deans, global advisors, peer advisors, and staff.
Residential Experience

Berkeley is committed to providing two years of University housing to students who
want to live on campus.

UCLA, University of Southern California, Vanderbilt, and the University of Chicago
have invested in residential colleges. These colleges provide students with renowned
live-in faculty, the support and mentorship of graduate students and professional
staff members, and special programming.

Duke has enhanced residential life through intentional, re-imagined space.
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o East Campus provides the inward-looking gateway that welcomes first-year
students into Duke’s academic and social communities. West Campus
provides more focused intellectual and social experiences as sophomores and
juniors. Central Campus offers upper class students and graduate students
the outward looking portal to the world beyond Duke. Central Campus
provides both culminating and transitional space – culminating in the sense
of refining and consolidating intellectual and personal skills and the
capacities for autonomy and self-regulation and transitional in the sense of
fostering engagement with the Durham community and the larger world.
Community Engagement and Service Learning

UCLA Center for Community Learning works in collaboration with academic
departments to offer undergraduates the opportunity to participate in civic
engagement through a variety of structured, rigorous academic courses that link
theory with practice. The research interests of faculty and students are connected to
the needs and priorities of community partners through Los Angeles and in the state,
nation, and larger global community.

DukeEngage, is a fully funded 8-week immersive service experience in the United
States or abroad, which involves students, faculty, and alumni and intensive and
transformational serve and learn immersions. Every Duke student is eligible for one
summer of funding through the DukeEngage program. 75% of undergraduate
students participate in service learning.
Global Studies

The DukeImmerse program is a novel, collaborative, interdisciplinary learning laboratory
for select groups of students and faculty. The program, taught in Durham for the first six
weeks, is designed to satisfy general education requirements such as writing, crosscultural interest, research and ethical inquiry. In lieu of classes, students and faculty
members interact on a daily basis. These interactions take the form of small group
meetings, informal instructional groups, and one-on-one meetings. The program also
includes a domestic or international travel experience, an extended “field trip.”
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III.
University of Virginia Strategic Assessment
TACKLING KEY SOCIETAL PROBLEMS IN RESEARCH AND GRADUATE EDUCATION
We observed the following trends in graduate education:
A. Research at the comparison universities is defined by problem-driven approaches.
There has been a history of defining investments by discipline at universities, and I
think that increasingly the most successful universities will be defining their
investments by external problems or opportunities to pursue.
B. Increased investment in graduate funding; however, universities are making more
strategic choices among departments and disciplines in order to build distinction in
areas that show the greatest potential for success.
First ask, what are the most highly ranked departments right now? You can’t just go
invest millions in what you’ve never done before. So look for strengths first, and then
look for ways to expand beyond them.
C. Expanded interdisciplinary programs and expectations and an explosion of centers
and institutes.
D. Vertical integration of research programs—faculty, postdoctoral fellows, graduate
students, and undergraduates interact collaboratively and work on pressing problems
in research teams.
E. Assessing and strengthening the support of graduate students’ long-term career
growth.
Examples of each university’s focus areas are outlined below:
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Publics
Berkeley
 Global Poverty
 Stem Cell Research
(Berkeley Stem Cell
Center)
 Alternative Energy
(Energy Biosciences
Institute)
 Computational Biology
 Nanosciences &
Nanoengineering
 Cultural Evolution &
Preservation
 Metropolitan Studies
 International Relations
& Global Security
 New Economic
Theories
 Complex Systems,
Design & Human
Interfaces
 New Media
 Environment
Michigan
 Nanoscience &
Technology
 Michigan Energy
Institute
 Life Sciences Institute
 Institute for Social
Research
 Center for Statistical
Consultation and
Research
 Sustainability
UCLA
 Community, Nation
and Society, including
population,
immigration, and
economic issues
 Cultural Tradition &
Innovation
 Environment & Energy
 Health & Biomedical
Science
 Foundational Science
& Engineering
 Science, Technology &
Economic Growth
UNC-Chapel Hill
 Cancer Genome Atlas
Program
 Institute for Global
Health & Infectious
Diseases
 Institute of Marine
Sciences
 Frank Porter Graham
Child Development
Institute
 Carolina Population
Center
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Privates
Chicago
 Manager of
Argonne National
Laboratory and
Fermi National
Accelerator
Laboratory
 Research
Computing Center
 Urban Education
 Neubauer Family
Collegium for
Culture & Society
 Institute for
Neuroscience,
Quantitative Biology
& Human Behavior
Other Interdisciplinary
Programs:





Astrophysics
Computational
Neurosciences
Creative Writing
Education
Human Rights
Duke
 Institute for Brain
Sciences
 Nicholas Institute
for Environmental
Policy Solutions
 Kenan Institute for
Ethics
 Institute for
Genome Sciences
& Policy
 Global Health
Institute
 John Hope Franklin
Humanities
Institute
 Social Science
Research Institute
NYU
 Marron Institute on
Cities & the Urban
Environment
 Center for Urban
Science & Progress
 NYI Innovation
Venture Fund
 NYU
Entrepreneurial
Institute
 NYU-Poly Incubator
Initiatives Program
 Initiative in Data
Science & Statistics
 Global Public
Health Program
 Center for Neural
Science
 Druckenmiller
Neuroscience
Initiative
 Humanities
Initiative
USC
 Mann Institute of
Biomedical
Engineering
 Biomemetic
MicroElectronic
Systems
 Brain and Creativity
 Broad Center and
Regenerative
Medicine and Stem
Cell Research
 Center for Dark
Energy Biosphere
Investigations
 Center for Risk and
Economic Analysis
of Terrorism Events
 House Ear Institute
 Information
Sciences Institute
 Institute for
Creative
Technology
 Institute for Health
Promotion and
Disease Prevention
Vanderbilt
Trustees put $100M
into interdisciplinary
centers:




Exploring Culture,
Society & Humanity
Understanding the
Human Mind
Exploring,
Understanding &
Engineering: The
Physical, Biological,
and Mechanical
World of the
Unseen
Markets, Politics,
Economic & Legal
Institutions
Other academic
initiatives:

Advanced
Computing Center
for Research and
Education
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









Research
Schaeffer Center
for Health Policy
and Economics
Norman Lear
Center
Norris
Comprehensive
Cancer Center
Religion and Civic
Culture
Saban Research
Institute at
Children’s Hospital
SETI Institute
(Astrobiology)
Southern California
Clinical and
Translational
Science Institute
Southern California
Earthquake Center
Energy Institute
Wrigley Institute for
Environmental
Studies



Vanderbilt Institute
of Chemical Biology
Center for
Integrative and
Cognitive
Neuroscience
Research in
Proteomics and
Functional Biology
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In addition, universities are working to lead in the creation, management, and delivery of scholarly
resources in support of teaching and research. Noteworthy initiatives include:

Michigan’s Center for Statistical Consultation and Research (CSCAR) provides support and
training to University of Michigan researchers in a variety of areas relating to management,
collection, and analysis of data. CSCAR also supports the use of technical software and
advanced computing in research.

Michigan has established Third Century Initiative in celebration of its bicentennial, a $50
million/five- year initiative to develop innovative, multi-disciplinary teaching and scholarship
approaches.

UCLA’s Faculty Research and Expertise Service provides a database of 3,000 descriptions and
links and assists researchers in finding collaborators
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IV.
AN INCREASED GLOBAL ORIENTATION
Comparison institutions have invested heavily in international programs over the last ten
years. Strategies have included:
A.
B.
C.
D.
E.
Creation of a central office for global programs
Academic initiatives
Increased participation in Study Abroad programs
Increased enrollment of international students
Partnerships with institutions in strategic locations throughout the world
The following tables outline specific visions and strategies:
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Publics
Berkeley
Priorities
 Create a Global
Engagement Office.
 Improve academic
support services for
international students.
 Streamline and
improve services for
students studying
abroad.
 Explore collaborative
research opportunities
in China.
 Evaluate revenuegenerating prospects
from online education
targeting global
audiences.
 Develop relationships
with major Indian
corporations that are
interested in
enhancing the skills of
their young workforce.
 Develop a
communication
Michigan
Vision
University of Michigan is
committed to internationalizing
with equity. The University
seeks reciprocal, mutually
productive engagement with
nations and institutions around
the world to enhance education
and advance knowledge and
understanding.
U-M was one of five U.S.
colleges and universities to
receive the 2012 Sen. Paul
Simon Award that recognizes
outstanding and innovative
achievements in campus
internationalization.
Academic Initiatives
 The President’s Challenge:
Enriching the Student
Global Experience
 The Africa Initiative
 The China Initiative
 Michigan International
UCLA
Vision
To be an international
university that attracts
the best faculty and
students worldwide and
is distinguished by
international programs
and research.
Academic Initiatives
 Establish strategic
partnerships with
world’s best
universities (focusing
on Asia and Latin
America)
 Considering a
conference center to
attract scholars from
around the world
Study Abroad
 Aims to double the
number of students
who study abroad by
2019
UNC-Chapel Hill
Vision
To become a leading global
university that: prepares
students for life in an
interconnected world
Helps North Carolina and the
nation succeed in a global
economy, and addresses
pressing international and
regional problems through
teaching and collaborative
research among UNC faculty
experts and students, and their
partners around.
Organization
FedEx Global Education Center—
unique among American
colleges and universities in
bringing together the three major
components of international
education: student and faculty
services, academic instruction,
and programs and research
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


strategy for shaping
the perception of UC
Berkeley abroad.
Establish a strategy
committee for China,
India, and Latin
America.
Strengthening
relationships with the
Pacific Rim.
Mobilizing Cal alumni
abroad.
Institute (II) advances the
exchange of knowledge,
ideas, and resources across
U-M’s campus and with
partnering institutions
worldwide. The Institute
houses 17 centers and
programs focused on world
regions and global themes.
Study Abroad
 U-M was ranked No. 16 in
the nation in the total
number of students
studying abroad
International Community OnCampus
 U-M was has been ranked
highly for the size of its
international student body
 As of the fall semester of
2012, a total 8,491
international students,
scholars, faculty and staff
studied or worked at U-M.
International strengths:
 Global Health / Public Health
 Business and Economic
Development
 Population Studies and
Migration
 Water, Sustainable
Development, and the
Environment
 Latin America and Europe
Academic Initiatives
 Curriculum in Global
Studies
 Graduate Certificate in
International Development
 Global Research Institute
Study Abroad
 40% of undergraduates
study abroad
International Student Enrollment
 International students enroll
directly through the new
Global Visiting Students
Program
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Privates
Chicago
Vision
Academic Initiatives:
 International
Centers in Beijing
and Paris
 Booth School of
Business has
campuses in
London and
Singapore
 Oriental Institute—a
museum and
research facility in
Chicago and an
archeological site in
Egypt
 Graham School
Travel Study
Program—one to
three-week
continuing
education
programs
 Students intern in
Duke
Vision
NYU
Vision
USC
Vision
Vanderbilt
Vision
A leader in
internationalization,
exceeding all American
universities in federal
support for
international area
studies.
First Global Network
University
The intellectual,
creative, and cultural
wellspring for the
Pacific Rim and
emerging societies of
Asia and Latin America
The university is
aggressively working to
recruit international
students; develop
international research
collaborations and
exchanges; facilitate
connections between
schools, departments,
and offices to promote
internationalization;
identify funding
opportunities for
international research;
assist in the
coordination of visiting
delegations; and
integrate international
experiences into
Vanderbilt curricula.
Strategies:
 Increasing
percentage of
international
students on
campus
 Developing
interdisciplinary
foreign language
and area centers
 Enhancing study
abroad
 Developing
educational
partnerships with
foreign institutions
Academic Initiatives:
 Comprehensive
liberal arts
campuses in a
number of foreign
countries
 Global Liberal
Studies program—
merges liberal arts
curriculum with
experiential
learning and
intensive
international
intellectual
experiences
Study Abroad:
 According to Open
Doors Survey, NYU
sends more
Academic Initiatives:
Partnerships:
 Maintains eight
international
offices that work
closely with
academic partners
in education and
research, with
partners in the
corporate and NGO
worlds, with
government
agencies and
Academic Initiatives:
 The Vanderbilt
Initiative for
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
85 cities around
the world
International House
is affiliated with 15
international
houses worldwide
students abroad
than any other
American university
International Student
Enrollment:
 International
students comprise
16% of student
body

international
organizations.
These offices help
recruit
undergraduate and
graduate students,
coordinate
international study,
work, and research
opportunities, and
cultivate
partnerships.
International Student
Enrollment
 Enrolls more
international
students than any
other American
university



Scholarship and
Global Engagement
(VISAGE) combines
the university's
deep commitments
to international
study and civic
engagement
through innovative
scholarship and
service
opportunities
abroad. Students
explore topics of
global significance
through a year-long
learning sequence.
Maymester Courses
in international
locations
GEO Scholarships
available primarily
to undergraduate
students studying
abroad on GEO
programs
Study Abroad
Advisors
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V.
INVESTMENT IN FACULTY RECRUITMENT AND COMMUNITY
The following trends can be observed in faculty recruitment.
1. Focused hires in areas of strength—cluster hires, joint appointments, graduate
fellows
2. Increased attention to mentoring
3. Commitment to creating a culture of faculty engagement and innovation
4. Expansion of tenure and promotion guidelines to include new institutional priorities
Noteworthy Initiatives

Michigan Staff Innovation Award recognizes individual staff members or teams whose
big ideas make the university a better place.

Michigan launched an initiative in 2007 to hire 100 new junior faculty committed to
interdisciplinary teaching and research
o Cluster hires in support of sustainability focus:
http://sitemaker.umich.edu/sustainablefoodsystems/cluster_hires_in_sustainable_f
ood_systems

At Vanderbilt, the number of faculty chairs has increased from 76 in 2002 to 170 in
2012

Chicago Faculty Expansion Initiative, launched in 2010, has been led by the provost and
deans and has taken multiple forms in the schools and divisions, involving both junior
and senior faculty. Some of the new positions are in response to competitively evaluated
proposals from throughout the University.
o University of Chicago uses a cluster system within their Biological Sciences Division
for graduate programs. The cluster system allows for integration of faculty,
coursework, research programs, training programs, and seminars for a
multidisciplinary training experience. The five clusters at U of Chicago are Cancer
Biology, Immunology, Microbiology, Molecular Metabolism & Nutrition, and Molecular
Pathogenesis & Molecular Medicine.
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
Duke has devoted $100 million to recruit and retain outstanding and diverse faculty
(tenure and non-tenure track) in the humanities, social sciences, and interdisciplinary
areas that address important issues in the world.

UNC-Chapel Hill’s Institute for the Arts and Humanities helps recruit, refresh, develop,
and retain teachers and scholars. The IAH aims to be a full-service faculty center,
providing resources to support faculty initiatives and a place for enriching intellectual
exchanges. Two core programs—the Faculty Fellows Program and the Ruel W. Tyson Jr.
Academic Leadership Programs encourage faculty to develop their talents and goals
through interaction with colleagues. Support for innovative scholarship and inspiring
teaching is the core mission of the IAH. The Institute fosters conversations about cuttingedge research and teaching in a variety of focus areas.

The UNC Faculty Engaged Scholars program is an initiative to advance faculty
involvement in the engaged scholarship. Scholars are selected through a competitive
process. During the two-year program, scholars participate in a highly interactive and
experiential curriculum, involving on site-visits and discussions with other Carolina
faculty members and their community partners.
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VI.
MAXIMIZING COMMUNITY IMPACT
Universities have notably increased their focus on issues-oriented research, creating servicelearning opportunities for students, and local, national, and international partnerships.
The following tables provide only a sampling of programs designed for community and
societal impact.
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Publics
Berkeley
Local and State
 Government &
Community Relations
program focuses on the
link between UC Berkeley
and the local and Bay
Area community.
 Kindergarten to
College: Portal to 200plus outreach programs
linking UC Berkeley
undergrads and grad
students with local K-14
students.
 Science@Cal: Celebrating
the diversity of science at
UC Berkeley by bringing
together scientists,
educators, and the public
for lectures, festivals,
and other activities both
on and off campus.
 Lawrence Hall of
Science: Hands-on
science exhibits, camps,
and school programs for
Michigan
Local and State
 Michigan Community
Scholars Program
 Ginsberg Center for
Community Service and
Learning
 Center for Local, State
and Urban Policy
 Center for Educational
Outreach
UCLA
Local and State
Large extension program
National
 National Forum on
Higher Education for
the Public Good,
affiliated with the
Center for the Study
of Higher and
Postsecondary
Education
UNC-Chapel Hill
Local and State
 School of Government
provides educational,
advisory, and research
support for state and
local governments
 Power of 1 Program—
marketing effort that
highlights how UNCChapel Hill people
improve the lives of
North Carolinians.
 Blackstone
Entrepreneurs Network,
a five-year initiative to
help North Carolina's
Research Triangle
become headquarters for
America's next highgrowth companies with
the greatest potential to
create new jobs.
Carolina is joining
partner schools Duke
University, North Carolina
Central University and
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



kids, parents,
and educators.
Several museums and
collections
UC Botanical Garden:.
Chancellor's Community
Partnership Fund
EastBay Neighborhood
Initiative:
North Carolina State
University, as well as the
Durham-based Council
for Entrepreneurial
Development, in the
effort.
National
 Association with
Research Triangle Park, a
thriving entrepreneurial
community and nexus for
technology and life
sciences firms
 Carolina Covenant
International
 More undergrads from
UC Berkeley have gone
on to join the Peace
Corps than from any
other university in the
country.
International
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Privates
Chicago
Local and State
 UChicago Promise—
University’s pledge
to help increase
college access and
readiness for
Chicago high school
students
National
 University manages
two US Department
of Energy
laboratories
International
 International
Houses is affiliated
with 15
international
houses across the
world
Duke
Local and State
NYU
Local and State
Duke-Durham
Partnership

National
Association with
Research Triangle Park
International
 DukeEngage
 Government of
China, State
Administration of
Foreign Experts

Affairs
 Government of
India, Department
of Personnel and
Training, Indian
Administrative
Services
 Korea Development 
Institute
 Government of

In addition to its
Manhattan
locations, the
University is also
formally affiliated
the Polytechnic
Institute of NYU in
Brooklyn, the
second oldest
school of
engineering and
technology in the
country
Has research
facilities at the
Nelson Institute of
Environmental
Medicine, in
Sterling Forest,
near Tuxedo, New
York
National Science
Foundation
NYU 2031: NYU in
USC
Vanderbilt
Local and State
National
International

The Vanderbilt
International
Strategy of 2005
calls for
partnerships with a
small number of
peer institutions in
strategic locations
throughout the
world." Since early
2006, Vanderbilt
has undertaken to
identify a select
group of strategic
partners for
Vanderbilt, focusing
on the key criteria
of research
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


Korea
ABC News – Be the
Change; Save a Life
Series contributing
partner
LabCorp of
America, for
storage and use of
specimens for
research
AmeriCorps, City
Year, Peace Corps,
Teach for America,
and Yellow Ribbon
Military Veterans,
for fellowships to
the Sanford School
for a MPP
NYC—a long-term
strategic
framework for
moving the
University forward
while respecting
the local
community
prominence (worldclass strengths in
areas similar to
Vanderbilt's), discip
linary breadth (at
least five
counterparts to
VU's ten Schools),
and strategic
location (in terms
of geopolitics,
economics, and
accessibility).
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VII.
RAISING PRIVATE FUNDS FOR INSTITUTION-WIDE PRIORITIES
Private universities are far ahead of publics when it comes to private philanthropy and
endowment size. However, because of decreases in state support, public universities have
developed a more entrepreneurial culture, turning to private gifts and new sources of
revenue (commercialization, self-supporting programs) to sustain and enhance the quality of
academic programs and facilities.
Public peers surpass UVA in financial support and funding individuals, foundations,
corporations, and other organizations.
University of Virginia
University of North Carolina: Chapel Hill
University of California: Berkeley
University of California: Los Angeles
University of Michigan
Duke University
New York University
University of Chicago
University of Southern California
Vanderbilt University
Total Support
2010 - 2011
(Not including
deferred)
$216,162,000
$274,946,000
$283,347,000
$415,330,000
$270,352,000
$349,658,000
$337,852,000
$216,748,000
$402,411,000
$119,440,000
Institutional
Expenditures
$952,000,000
$1,732,350,000
$1,731,788,000
$2,735,991,000
$3,010,138,000
$2,090,834,000
$3,692,235,000
$1,840,754,000
$2,660,214,000
$1,552,454,000
% Inst. Exp
covered by
Total
Support
23%
16%
16%
15%
9%
17%
9%
12%
15%
8%
Several of the comparison institutions have been particularly successful raising funds for
need-based aid.

Duke and Vanderbilt have been especially successful in raising funds for need-based
aid. Increased endowment funds for undergraduate aid have been a major
institutional priority at both universities and included in recent capital campaigns.

NYU’s Call to Action aims to raise funds in support of undergraduate and graduate
students

UC-Berkeley and Michigan have also found private fundraising to be essential to the
continued growth of need-based aid programs.
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
Through the Bruin Scholars Initiative, UCLA aims to raise $500 million in support of
aid for graduate and undergraduate students

Public and private institutions that have been successful raising private funds for aid
cite the leadership of the president/chancellor and the board of trustees as
instrumental.
Other Noteworthy Fundraising Initiatives

Chicago, Duke, and Vanderbilt have established strategic initiatives funds—essentially
venture capital funds in support of key strategies to meet programmatic goals

Innovate@Carolina aims to raise $125 million to make Carolina a world leader in
launching ideas for the good of society

The State of North Carolina Distinguished Professorships Matching Program matches
private gifts to endow professorships that can be awarded to outstanding faculty
members at the full, associate or assistant professor level.

Duke does an especially effective job in making the case for university-wide priorities.
o Current Duke campaign themes:
Enriching the Duke Experience ($600M)
 Experiential Learning
 Innovation and Entrepreneurship
 The Residential Experience
 The Arts
 Duke Athletics
Activating Duke’s Power for the World ($1.4 billion)
 Global Health
 Medical Discovery and Patient Care
 Energy
 The Environment
 Interdisciplinary Research
 Durham and the Region
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Sustaining Duke’s Momentum ($1.25 billion)
 Financial Aid
 Faculty Excellence
 Duke Annual Fund
Campaign literature states: Support for our undergraduate, graduate, and
professional school students crosses all three themes of the campaign, and
fundraising priorities related to undergraduate education represent about 40
percent of our goal. The three themes above represent the shared values and
vision of leaders across the university.
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