Johns Hopkins University
Commission on Undergraduate Education
Final Report | May 15, 2003

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CHAPTER 1
Introduction

Established in 1876, the Johns Hopkins University was the first institution of higher education in the United States built upon the primacy of research and graduate study. In his inaugural address, Hopkins' first president, Daniel Coit Gilman, laid out the institutional charge by asking "What are we aiming at?" and answering his own question as follows: " the encouragement of research and the advancement of individual scholars, who by their excellence will advance the sciences they pursue, and the society where they dwell." Johns Hopkins remains dedicated to advancing knowledge through discovery and to continuing, across all its constituent parts, a tradition of innovation that is part of the University's legacy.

Today, the University's mission is reflected not only in an ongoing commitment to discovery, but also in a commitment to the highest quality of teaching coupled with opportunities for undergraduates as well as graduate and professional students to do significant research; a creative and relevant sense of public service; the highest standards of health care; and a pervasive involvement in the international scope of scholarship, education, and training. While part of the University's mission since its inception, undergraduate education, until recently, has not always received the priority attention that it warrants.

The University has made significant investments in amenities for students over the past decade, and a variety of academic programs have enriched the education experience, but we know that Johns Hopkins must further improve the quality of life inside and outside the classroom for undergraduate students -- not just for the sake of being more competitive in attracting students to the University, but, more importantly, to ensure that students receive the maximum educational benefits that can be derived from their time here as undergraduates.

Rationale for the Commission on Undergraduate Education

Over the past decade or two, undergraduate education has been the subject of a great deal of attention on college campuses, in education journals, the popular press, and the halls of some legislatures as well as of regional accreditation bodies. Additionally, a number of higher education associations have undertaken serious efforts to strengthen undergraduate programs through research programs, conferences, publications, and various collaborative networks. The national discussion has resulted in various recommendations, most notably those of the Boyer Commission sponsored by the Carnegie Foundation for the Advancement of Teaching.

The idea of re-envisioning undergraduate education at Hopkins and the challenge of improving it within the unique confines of a research-intensive environment comes from many directions and reflects the convergence of a number of lines, including the national discussion of these issues; campus conversations about how we might better serve our undergraduates; recognition of peer competition, as underlined by the Trustees' Task Force on Competitiveness (1999-2001); and President William Brody's and Provost Steven Knapp's keen interest in the quality of the undergraduate experience. Perhaps the most immediate impetus, however, has come from responses to two institutional surveys of Hopkins undergraduates. The response data show that, in a number of areas, the undergraduate program does not offer the quality of experience that distinguishes Johns Hopkins University in other realms, particularly as compared to our peers. While many students feel extraordinarily well-served by their academic programs and their preparation for advanced study, too many students express disappointment in access to faculty, the size of classes, life outside the classroom, and lack of a sense of community that might be expected in a small university the size of Hopkins. We know also that our retention rate, while extremely high compared to national norms, is not as high as that at distinguished peer institutions.

In addition to the above motivations, the creation of the position of a Vice Provost for Undergraduate Education and the possibility of preparing a "selected topics" self-study for the University's reaccreditation made it seem propitious to undertake this initiative. The University will undergo its decennial re- accreditation review during the coming year, and the Commission's report will provide the core of the institutional self-study that is an essential part of the process. Further, since resources will be needed in order to implement some of the recommendations, a new development campaign provided additional motivation to begin this enterprise at this time.

The Foundation on Which We Build

In undertaking this initiative, we begin with the proposition that the undergraduate experience at Hopkins can be enhanced, but it should be recognized that we are building on considerable strengths and that we wish to achieve a standard matched by only the very best programs in the country. While students have been free with their criticisms, many cite equally strong praise for the academic opportunities they have enjoyed: courses with faculty who are "amazing," research experiences that were "outstanding," and faculty whose support and mentoring was "incredible."

Over the past few years, undergraduate programs have already been strengthened. New major programs have been developed, and additional study abroad experiences have been promoted. Curricular diversity has been broadened, as with the institution of a Jazz Studies program at the Peabody Institute and the introduction of a major in East Asian Studies in the Krieger School of Arts and Sciences. Some departments have already devoted considerable time and attention to a review of their majors; the writing requirement has been studied and changes are underway; and new freshman seminars are in the planning stages. Pre-major advising at Homewood has been strengthened. Building on its historic strength in providing clinical experiences for its students, the School of Nursing has expanded its community health opportunities. A Center for Educational Resources in the Krieger School of Arts and Sciences is helping faculty introduce technology into their classes in creative and engaging ways. The School of Professional Studies in Business and Education created a Division of Undergraduate Studies and is working towards an outcomes-based curriculum. The Whiting School has added a new major in Environmental Engineering and new concentrations in biomolecular engineering, aerospace engineering, biomaterials and biomechanics. The number of opportunities for freshman seminars that introduce students to engineering concepts has been increased. The Peabody Institute strengthened its in-house ESL offerings by adding a second ESL specialist on a part-time basis. For the last two years, Peabody has also offered a Writing Assistance Program to all undergraduate and graduate students (in addition to a full-fledged tutoring program for students with academic problems) and is in the process of expanding this initiative into a Writing Center under the supervision of a full- time faculty member from the Humanities Department.

Facilities have been improved on each of our campuses. A recreation center, an arts center, and a superb new classroom building with state of the art technology have been built on the Homewood campus. Since opening in the spring of 1999, the Interfaith Center has welcomed nearly 100,000 visitors. The Center's volume of programming and use increased 50% over nearly four years and still continues to grow. Also, new laboratory facilities for biomedical engineering have been occupied, and more are being constructed for chemistry. Early in AY 2002-03, Peabody was able to open seven new practice rooms, some of them outfitted with new grand pianos. By the beginning of the next academic year, Peabody hopes also to have a new 100-seat performance hall and a suite of new percussion studios ready for use. And, in East Baltimore, plans are underway to increase the infrastructure for nursing instruction. The School of Professional Studies in Business and Education opened new computer laboratories at Johns Hopkins campuses in Downtown Baltimore, Columbia, and Montgomery County. Students will benefit from access to all these resources.

Working Assumptions

As the Commission considered its charge, it seemed important not only to recognize the position from which we start, but also the distinctive features of the Hopkins environment that we want to preserve. Accordingly, the Commission articulated a set of working assumptions that reflect both a philosophy of undergraduate education and an understanding of our institutional character. The recommendations put forward by the Commission proceed on the basis of the following desiderata:

Discovery is the hallmark of Johns Hopkins and should form the centerpiece not only of graduate education, but also of undergraduate education at the University. Any reinvention or enhancement to the undergraduate experience must build upon on this research university's focus on discovery.

Likewise, the Johns Hopkins undergraduate experience should take advantage of the University's distinction as a relatively small-sized institution (in comparison to its peers). That is, undergraduates should experience close relationships with faculty in their major; have ample opportunities to partner with faculty in the discovery process; have opportunities for small group experiences and classes; and enjoy a sense of community.

Close student-teacher interaction (e.g., seminars and laboratory experiences) is essential to the learning process in a research-intensive institution. Graduate students are also essential partners and a resource for undergraduates.

Undergraduate education should seek to integrate the intellectual and social lives of students within a caring and diverse community of scholars. Commission members believe that student life outside the classroom should not only complement, but also enhance student life inside the classroom.

The students who thrive best in the University's undergraduate programs are those talented applicants who are mature and self-directed learners and who are able to take advantage of the extensive research and learning opportunities available here. The majority desire advanced study beyond the baccalaureate, and all, it is hoped, will take leadership roles in their professions. While Hopkins offers especially good preparation for these students, in order to have a vibrant intellectual environment, it must also welcome students who enter less certain of their focus but open to the joys of intellectual exploration.

Finally, the Commission recognizes that Johns Hopkins is an institution that accepts excellence as a threshold criterion for any undertaking. We expect to be competitive for the very best faculty and students. We expect to engage in world-class research. Our goal should be to offer the very best quality undergraduate experience.

© 2003 The Johns Hopkins University. Baltimore, Maryland. All rights reserved.
Last updated 17May03 by dgips@jhu.edu