National Association of State Universities and Land-Grant Colleges1307 New York Avenue, N.W., Suite 400Washington, DC 20005-4722www.nasulgc.org

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NASULGC

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NASULGC

NATIONAL ASSOCIATION OF STATE UNIVERSITIES AND LAND-GRANT COLLEGES

Officers and Board of Directors 2

NASULGC Facts 3

Organization Chart 5

Governance 6

Context and Mission 7

Activities and Initiatives 8

The Mechanisms 10

Councils 12

Commissions 14

A NASULGC Chronology 16

A Federal Legislation Chronology 17

Member Institutions 18

NASULGC Staff 20

Upcoming Annual Meeting Dates 21

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NASULGCContents

America’s state universities and land-grant

colleges—all of them truly peoples’ universities—

constitute a marvelous enterprise that has served our

nation superbly. They are fundamental to our

democratic system and essential to our aspirations for

a better, more just future. These universities are a

critical part of public higher education, and they are

essential to the well-being of our nation’s economy

and society.

C. Peter MagrathPresident, NASULGC

NASULGC

Dr. C. Peter MagrathPresident

Dr. William KirwanChairChancellorUniversity System of Maryland

Ms. Molly Corbett BroadChair-ElectPresidentUniversity of North Carolina

Dr. James J. StukelPast-ChairUniversity of Illinois

Dr. Michael F. AdamsPresidentThe University of Georgia

Dr. Warren J. BakerPresidentCalifornia Polytechnic StateUniversity, San Luis Obispo

Dr. Robert E. BarnhillPresident, Center for ResearchUniversity of Kansas

Dr. Clinton BristowPresidentAlcorn State University

Dr. Robert H. BruininksPresidentUniversity of Minnesota

Mr. Arnold B. CombeVice President forAdministrative ServicesUniversity of Utah

Dr. Barbara K. EmilDean, Outreach & e-LearningExtensionUniversity of WisconsinExtension

Dr. Rodney A. EricksonExecutive Vice President andProvostThe Pennsylvania StateUniversity

Dr. Larry R. FaulknerPresidentUniversity of Texas at Austin

Dr. Marye Anne FoxChancellorNorth Carolina State University

Dr. M.R.C. GreenwoodChancellorUniversity of California, Santa Cruz

Dr. Kermit L. HallPresidentUtah State University

Dr. Robert HemenwayChancellorUniversity of Kansas

Dr. Elizabeth HoffmanPresidentUniversity of Colorado

Dr. Karen HolbrookPresidentThe Ohio State University

Dr. Samuel A. KirkpatrickPresidentEastern Michigan University

Ms. Adele R. KupchellaUniversity of North Dakota

Ms. Lillian T. MashburnExecutive Director, Federal RelationsUniversity of Tennessee

Mr. M. Peter McPhersonPresidentMichigan State University

Mr. James B. MillikenSenior Vice President forUniversity AffairsUniversity of North Carolina

Dr. Irvin D. ReidPresidentWayne State University

Dr. Larry D. RoperVice Provost, Student AffairsOregon State University

Dr. Lee T. ToddPresidentUniversity of Kentucky

Dr. Nancy L. ZimpherPresidentUniversity of Cincinnati

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NASULGC Officers and Board Of Directors

2004 BOARD OF DIRECTORSO F F I C E R S

With roots going back to 1887, NASULGC is the nation’s oldestnon-profit, higher-education association. NASULGC has membercampuses in all 50 states, the District of Columbia and the U.Sterritories. The association is governed by a Chair and Board ofDirectors elected from the member universities and universitysystems. Its president is Dr. C. Peter Magrath, who directs a staffof more than 30 people at its Washington, D.C., offices.

As of February 2004, the association’s membership stood at 213,consisting of state universities (52%), land-grant universities(35%), and state-university systems (13%). The total included 76land-grant universities, of which 17 are historically black institu-tions. In addition, 30 tribal colleges were granted land-grant sta-tus in 1994 and are represented in NASULGC through the mem-bership of the American Indian Higher Education Consortium.NASULGC members enroll more than 3.55 million students orabout 40 percent of all U.S. undergraduates at four-year institu-tions. Of the total enrollment, about one third of the students aremembers of minority groups and about 60 percent are female.Members estimate upwards of 20 million alumni.

In 1963, the American Association of Land-Grant Colleges andState Universities merged with the National Association of StateUniversities to form the present National Association of StateUniversities and Land-Grant Colleges, or NASULGC (pronouncedna SUL juck).

The association’s offices are located at:1307 New York Avenue, N.W., Fourth FloorWashington, D.C. 20005-4722Phone: (202) 478-6040Fax (202) 478-6046www.nasulgc.org

The association’s overriding mission is to support high-qualitypublic higher education and to enhance the ability of its membersto carry out their public obligations in learning, discovery, andengagement with society at large. NASULGC provides a forum forthe discussion and development of policies affecting higher edu-cation and the public interest.

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Facts

What

Who

When

Where

Why

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NASULGC aids its members by helping to:• Inform Congress, federal agencies, the news media, the generalpublic and others about the special contributions of public univer-sities, including their commitment to broad student access tohigher learning;• Encourage strong partnerships among public universities andfederal, state, and local governments, as well as partnerships withbusiness and other postsecondary institutions;• Promote legislative programs that strengthen public higher edu-cation, including in the increasingly important national security,information-technology, and international arenas;• Advance historically black land-grant institutions through theOffice for the Advancement of Public Black Colleges;• Expand the impact of urban universities through activities thatenhance the capacity of these institutions to deal with a widerange of urban problems.

Member institutions’ annual tuition and fees for full time, in-stateundergraduates averaged $4,990 for academic 2003-2004, anincrease of $599 or 13.6 percent over the previous year. This con-trasts with an average of $19,710, an increase of $1,114 or 6 per-cent at private four-year institutions. Room and board chargesaveraged $5,942, up 6.6 percent over the previous year, comparedwith an average of $7,144 at private institutions, up 5 percent.

Member campuses award about three quarters of a milliondegrees annually. They grant 39 percent of the baccalaureate, 33percent of the master’s, 56.5 percent of the doctoral, and 31 per-cent of the professional degrees granted annually. This includes 34percent of the baccalaureate degrees granted to teachers and morethan 60 percent of the degrees granted to engineers at all levels.Members also grant 31 percent of the law and 36 percent of themedical degrees awarded annually. Reflecting members’ specialcommitment to providing broad access to higher education,NASULGC members enroll 39 percent of the minority undergrad-uate, 41 percent of the minority graduate, and 32 percent of theminority professional students attending four-year institutions inthe United States.

Evidence of the importance of NASULGC institutions to thenation’s research capacity comes from data on individual federalagencies’ obligations for science and engineering research and

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Additional Data

How

“Since new developments are the products of a creativemind, we must therefore stimulate and encourage thattype of mind in every way possible.”

George Washington Carver,November 1932

development at four-year institutions. In fiscal year 2001, forexample, NASULGC members received:• 92% of the funds obligated by the Department of Agriculturefor such activities• 69% of the funds obligated by the National Science Foundation• 69% of those obligated by the Environmental Protection Agency• 65% of those from the Department of Energy • 57% of those from the National Aeronautics and SpaceAdministration• 44% of those from the Department of Health and HumanServices, including 41 percent of those obligated by the NationalInstitutes of Health.

The funds obligated by these and other federal agencies toNASULGC members totaled more than $9.8 billion. The potentialof NASULGC members to affect economic development also isindicated by the fact that, over the past 30 years, 61 percent of allpatents awarded to colleges and universities have gone to NASULGC members. In 2003, six of the 10 universities awardedthe most patents were NASULGC members.

Member universities have educated about half the members ofCongress, and about half of the CEOs of America’s Fortune 100corporations graduated from NASULGC institutions.

For more than 75 years, citizens in almost all of the nation’s3,150 counties have benefited from the activities of the land-grantuniversities’ Cooperative Extension System.

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National Association of State Universities and Land-Grant Colleges

Organization

Board of DirectorsNASULGC President

Steering Committee

Councils• Presidents• Presidents’ and Chancellors’ Spouses• 1890 Colleges and Universities• Academic Affairs• Business Affairs• Extension, Continuing Education, and Public

Service• Governmental Affairs• Research Policy and Graduate Education• Student Affairs• University Relations and Development

Commissions• Food, Environment, and Renewable Resources• Human Resources and Social Change• Information Technologies• International Programs• Outreach and Technology Transfer• Urban Agenda

The Board of Directors is the governing and ultimate policymak-ing body of the association. Under NASULGC’s bylaws, represen-tatives from the association’s councils and commissions, six presi-dent/chancellor representatives, and three elected officers consti-tute the board. Each representative is elected to a three-yearterm, with the exception of the officers, who are elected to one-year terms.

NASULGC’s 10 councils consist of representatives from eachmember institution. Appointed by the member institution’s presi-dent or chancellor, the representatives are the chief administratorsin their respective areas.

In addition, all NASULGC member institutions are given theopportunity to be involved with its six commissions, which focuson broad issue areas. Each president/chancellor may appoint avoting delegate to each commission, while other individuals whowork in relevant program areas may participate as nonvotingmembers.

In September 1992, the bylaws were amended to permit insti-tutions that already belong to the American Association of StateColleges and Universities (AASCU) to become members ofNASULGC, provided they fall under certain institutional cate-gories and maintain AASCU membership.

NASULGC works through multiple channels to encourage supportof American higher education, and it frequently works in cooper-ation with other college associations to further higher-educationinterests. In particular, NASULGC staff meet regularly in net-works, alliances and working groups with representatives of suchassociations as the American Council on Education, the AmericanAssociation of Community Colleges, the Association of AmericanUniversities, the American Association of State Colleges andUniversities, and the National Association of Independent Collegesand Universities.

NASULGC also works closely with the AAU on the federalresearch agenda, and the association has developed an especiallyclose partnership with AASCU, given that a number of public uni-versities enjoy membership in both AASCU and NASULGC.

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Governance

Coalition Building

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America’s state and land-grant universities have played a pivotalrole in the development of our democratic society. Positioned asthe keystone of a public-education system unparalleled in worldhistory, the nation’s great public universities have opened thedoors to a better life for millions of Americans.

They have produced advances in new knowledge that havespurred the economic growth of the nation; spearheaded thedevelopment of revolutionary discoveries in basic and applied sci-ence, agriculture, and health; undergirded America’s national-security system; and enhanced the quality of life for all citizensthrough engaging with community, state, and national needs. Theassociation’s overriding mission is to coordinate national activitiesthat enhance the capacity of member institutions to perform theirtraditional roles of fostering learning, discovery, and engage-ment—reflecting a strong social commitment to investing in thedevelopment of America’s greatest resource, its people.

The association continues to advocate programs that advancethe historic mission of public higher education: to offer access,opportunity, and a quality education to all who can benefit fromthe experience; to discover and develop the new technologies thatwill keep the nation competitive and safe; to produce a skilledworkforce that meets America’s needs and to provide new knowl-edge to citizens throughout their lifetimes; to contribute to thenation’s national defense and security needs; and to support theadvances in the sciences, arts, and humanities so vital to the cul-tural and social progress of this nation.

The specific areas of interest to the association are wide-rangingand include: student assistance; basic and applied scientificresearch; the environment and natural resources; urban affairsand welfare policies; fiscal and tax policies; trade competitiveness;international education; human health and nutrition; food andagriculture systems; marine science and technology; engineering;veterinary medicine; national security and defense; and the artsand humanities.

Today, at a time of economic and national security challenges,NASULGC universities are helping to chart the new directionsneeded so that public higher education continues to be a vibrantforce for positive change in American society.

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Context and Mission

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As the voice of public higher education, NASULGC serves itsmember institutions by expressing their priorities and positions tothe legislative and administrative branches of government inWashington, D.C. It also works to expand public understanding ofthe contributions of state and land-grant universities to societyand to promote support for higher education within the privatesector.

NASULGC places the following among its most important pri-orities:Preserving and enhancing student access and opportunityby such activities as expanding student financial-assistanceprograms. NASULGC works with legislators and other higher-education groups to expand federal student-aid programs, in par-ticular the maximum Pell Grant available. It also supportsexpanded outreach to K-12 education to insure that more stu-dents, including members of minority groups, receive adequatepreparation to be admitted to and succeed in higher education.Maintaining and enhancing the university academicresearch base and activities, including research and devel-opment important to national and homeland security. Thereturn to society from the public investment in science has beenenormous. To retain the United States’ scientific strength, highereducation must continue to make the case for the value of sup-porting both research in developing “pure” new knowledge andresearch applied toward meeting societal goals, particularly thenation’s security. NASULGC will continue to foster partnershipsamong governments at all levels, among its member universities,and with industry.Reducing costly and unnecessary federal regulations.NASULGC will continue to work with the federal governmentand other higher-education associations to minimize or eliminateneedless and expensive rules and regulations affecting publichigher education. It will continue to support efforts to eliminatefraud, abuse, and inefficiency in federal programs and to promotepublic accountability.Serving as a strong voice for higher-education policies forthe digital age. The use of technology is having a significantimpact on the creation, preservation, and dissemination of knowl-edge and information. Constant changes in technology affectmany areas of the campus, from teaching and learning, to

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Activities and Initiatives

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research and discovery, to student life, to the publication process,to outreach to communities, states, the nation, and beyond.NASULGC’s Commission on Information Technologies will contin-ue to work closely with other association councils and commis-sions on common areas of interest, identify policy positions, issueadvisories and assessments, and actively participate in federal ini-tiatives concerning intellectual property, free speech and inquiry,advanced communications and technology, telecommunicationspolicy, and distributed-education issues.Focusing on state issues. Increasingly, federal and state higher-education issues intersect. Major examples include the pressureson public universities stemming from economic downturns at thefederal and state levels; pressures for more accountability;demands for outreach to K-12 education; and strategies for pro-viding student financial assistance. NASULGC’s Council onUniversity Relations and Development and its Council onGovernmental Relations, in alliance with the AmericanAssociation of State Colleges and Universities, the Council for theAdvancement and Support of Education, and the AmericanAssociation of Community Colleges, will continue to work onsuch matters and expand the ways in which members can shareinformation and communicate about state-relations issues.Promoting international awareness and understanding. Theinternational initiatives of state and land-grant universities havemade enormous contributions over the decades, but today global-ization has changed the way markets and the economy operate.NASULGC will work with its member universities to help themintegrate a global perspective and promote international experi-ences as central to their academic, scholarly, and outreach mis-sions. It also will work with members to foster partnerships in theU.S. and abroad to promote these goals.Encouraging change in public higher education. NASULGC’sKellogg Commission on the Future of State and Land-GrantUniversities laid out a revamped agenda for public universities inthe 21st century. The panel issued six reports that included a widevariety of recommendations for improving access to college andthe student experience there, engaging universities with the pub-lic, providing lifelong learning, attempting to bring more coher-ence to the often-fragmented campus culture, and outlining com-mitments public universities should make in return for greatergovernment and public support. Various activities are under wayto carry out the recommendations and monitor institutions’progress.Participating in improving the accreditation process.NASULGC will maintain its efforts to improve the processes ofaccrediting institutions and, particularly, the processes of special-ized accreditation. The NASULGC Council on Academic Affairs, inparticular, is working with the Council for Higher EducationAccreditation to insure that the processes work efficiently andresponsibly.

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NASULGC pursues its mission through a variety of federal rela-tions activities, commission and council initiatives, and print andelectronic communications projects.

The Federal Relations Group is staffed by professionals who haveresponsibilities for specific legislative areas and federal budgetissues. The group keeps the membership informed about develop-ments in the nation’s capital that affect higher education and seeksto advance members’ interests. With the support and direct partic-ipation of university staff members, the federal-relations groupprovides timely information on a wide range of complex legislativepolicy issues to members of Congress and their staffs and conveysthe views of members.

The group also provides consultation and support for con-stituent NASULGC councils, commissions, and committees andserves as a communications network. It confers with other higher-education associations and with members to develop policy posi-tions. Governmental-relations interests include those related to:Higher education, which supports the association’s interests instudent financial aid and institutional support, as well as basic sci-entific and health research, information technology, distance edu-cation, continuing education, higher education finance, and feder-al rules and regulations. Staff members work through coalitions ofmembers’ federal-relations officers, who have contacts in everyCongressional district in the country. Together they maintain closecontacts with Congressional and Executive Branch offices.Food, Environment and Renewable Resources, which dealswith academic programs, research and extension activities in agri-culture; food production, processing and delivery; human nutri-tion; human sciences; forestry; veterinary medicine; naturalresources; land and water (including fish, wildlife and minerals);ecological sciences; marine and atmospheric sciences; and relatedenvironmental and social concerns. Close liaison is maintainedwith the U.S. Department of Agriculture and other relevant feder-al agencies, as well as with other groups representing those whouse the knowledge about agriculture and natural resources devel-oped by NASULGC member institutions.

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The Mechanisms

The Federal Relations Group

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International programs, which serves as a center for informa-tion on legislation and governmental and non-governmental pro-grams related to international agriculture, research, and develop-ment. Close liaison is maintained with the Agency forInternational Development and the United States Department ofAgriculture, as well as with multilateral agencies.

Advancement of public black colleges is a goal NASULGC pursuesin cooperation with the American Association of State Collegesand Universities through the Office for the Advancement of PublicBlack Colleges. The office works within the associations and withother minority-related groups on congressional and federal issuesof national significance to the advancement of public black uni-versities. This unit seeks to increase the visibility of, and supportfor, the nation’s historically black public campuses by:Providing current information on issues of critical concern to pub-lic black colleges—particularly concerning development of educa-tional policy;Working to bring these institutions into more meaningful andproductive relationships with federal agencies; Promoting research on the roles of public black universities inAmerican society;Serving as a link between public black colleges and sources offinancial support, such as foundations, corporations, and govern-mental agencies.

With responsibility for the overall public-affairs program ofNASULGC, the office works closely with the president’s office,councils and commissions, and other higher-education associa-tions to set the organization’s public affairs policy and serves as itsprimary communications and publications unit.

The staff produces NASULGC Newsline, the association’smonthly newsletter; gathers and distributes membership data andother resource material on higher-education policy issues; worksclosely with the electronic and print news media; and collaborateswith member university administrators who have primary respon-sibility for fund raising, media relations, publications, and alumniaffairs. The office disseminates information on NASULGC pro-grams and policies through a variety of communications channelsincluding news briefings, official publications, e-mail, and theassociation’s Website (http://www.nasulgc.org).

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Minority and Human Resources Programs

Office of Public Affairs

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Councils are groups of people with similar roles at each ofNASULGC’s member institutions. They are organized to enabletheir members to communicate with each other on importantissues in their areas of responsibility. Voting members of NASULGC councils are designated by the president or chancellorof the member institutions and are usually the institution’s high-est administrative or academic officer in the council’s specifiedarea.

Councils are governed by chairs and executive committeeselected by their voting members each year in November at theassociation’s annual meeting. Councils meet at least once a yearto discuss significant issues in their areas of concern, hear fromnational experts, advocate positions, conduct studies, issuereports, plan annual meeting sessions, and carry out other activi-ties in support of public higher education.The following are the council chairs for 2004:

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Council on Academic AffairsBrady J. DeatonProvost and Executive Vice ChancellorUniversity of Missouri-Columbia

The council consists of the chiefacademic officers of member insti-tutions and is particularly con-cerned with issues such as teaching,academic programs, and theresearch and service missions ofmember institutions. It currentlyhas eight committees, which focuson issues related to access anddiversity; the economics of highereducation; faculty; institutionalquality and effectiveness; intercolle-giate athletics; libraries and infor-mation technology; research andgraduate education; and undergrad-uate education.

Council on Business AffairsJohn R. Carnaghi Vice PresidentFinance and AdministrationFlorida State University

The council is composed of thechief administrative officers respon-sible for business and financialaffairs at member institutions. Theywork to inform members and thepublic about financial issues facingpublic universities.

Council of 1890 Colleges andUniversitiesClinton BristowPresidentAlcorn State University

In keeping with the land-grant por-tion of the association’s mission, thecouncil is a national advocacygroup made up of the chancellorsand presidents of the historicallyblack institutions designated as

Councils

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land-grant colleges under criteriaset by the Second Morrill Act in1890. The council fosters policiesand programs that build onAmerica’s commitment to educa-tional access and opportunity andpromotes congressional and federalinitiatives that support scholarshipand other academic activitiesdesigned to aid socially and eco-nomically distressed communities.

Council on Extension,Continuing Education,and Public ServiceBarbara EmilDean, Outreach and E-LearningUniversity of Wisconsin-Extension

The council is composed of univer-sity administrators and staffresponsible for extension, continu-ing education, and public-servicefunctions at member institutionsand systems.

Council on GovernmentalAffairsLillian T. MashburnExecutive Director, Federal RelationsUniversity of Tennessee

The council is composed of theprincipal representatives of mem-ber institutions who interact withtheir congressional delegations andwith the staffs of federal agencies.The council is co-chaired by thechief executive officer of a memberinstitution and a non-CEOappointed by the council’s execu-tive committee. The council focus-es on current federal legislative,budgetary, and regulatory issues.

Council of PresidentsMichael F. AdamsPresidentUniversity of Georgia

The council is made up of the pres-idents and chancellors of memberuniversities and university systems.It develops an agenda and sponsorsplenary and program sessions atNASULGC’s annual meeting.

Council of Presidents’ andChancellors’ SpousesAdele R. KupchellaUniversity of North Dakota

The council is composed of thespouses of the chief executive offi-cers at member institutions. Itfacilitates communication amongspouses, promotes public-affairsprograms and projects, and pro-vides a source of advice and coun-sel to spouses on issues of commonconcern, particularly through pro-grams at the NASULGC annualmeeting.

Council on Research Policy and Graduate EducationGail S. HabichtVice President for ResearchUniversity at Stony Brook, SUNY

The council consists of the chiefadministrative officers at membercampuses and systems withresponsibility for research policyand administration and with grad-uate education. It monitors gov-ernment rules and regulationsaffecting campus scientific andtechnical research and those con-cerning graduate education. It hasworking groups focusing on reau-thorization of the Higher

Education Act, protection ofhuman research subjects, and theNational Research Council’s studyof research and doctoral programs.

Council on Student AffairsBarbara Hancock Snyder Vice President for Student AffairsUniversity of Utah

The council is made up of the chiefstudent-affairs administrators atmember institutions and systems.It has four task forces devoted toaccess and diversity, campus com-munity, student learning, andreauthorization of the HigherEducation Act.

Council on UniversityRelationsand DevelopmentJames B. MillikenSenior Vice PresidentUniversity RelationsThe University of North Carolina

The council provides a forum forexamination of the concerns ofcampus professionals in alumnirelations, communications, publicaffairs, development and fund-rais-ing, as well as state-governmentrelations. Through program ses-sions at NASULGC’s annual meet-ing and special communicationsthroughout the year, the councilfosters professional developmentand dialogue on issues of concernto the membership, with the over-arching goal being aggressive advo-cacy of the achievements and con-tributions of public research, land-grant, and urban universities tothe nation.

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“Enlighten the people generally, and tyranny andoppression of body and mindwill vanish like evil spirits atthe dawn of day.”

Thomas JeffersonLetter to Du Pont de Nemours,April 24, 1816

Analogous to interdisciplinary centers or institutes within a uni-versity, commissions monitor programs and develop policy posi-tions in broad issue areas. The following are the functions and thechairs of NASULGC’s six commissions for 2004:

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Commissions

Commission on Food,Environment, and RenewableResourcesMarye Anne FoxChancellorNorth Carolina State University

The Commission on Food,Environment, and RenewableResources focuses on cross-cuttingissues related to agriculture,forestry, human sciences, naturalresources, ecological sciences,oceans and atmosphere, and ve-erinary medicine in the functionalareas of research, extension, andacademic programs. Current highpriority areas include: technologiesto defend against bioterrorism andagroterrorism; food and its rela-tionship to health, the environ-ment and globalization; the qualityand health of the environment;

the scientific workforce; expandingpartnerships with the U.S.Geological Survey, theEnvironmental Protection Agency,and the National Oceanic andAtmospheric Administration; sus-tainable natural-resource manage-ment; water quality and quantity;global change; agriculture andmarine biotechnology; food safetyand quality; and internationaltrade and development.

The commission seeks to formu-late and implement an integratedfederal-relations program and for-mulate Congressional budget rec-ommendations in these high-prior-ity areas of national concern, aswell as to forge partnerships withgovernment agencies whose mis-sion areas are congruent with thecommission’s activities.

Commission on Food, Environment andRenewable Resources (CFERR)

Executive Committee

Standing Committee• Federal Legislation

Board onAgriculture

Board onNaturalResources

Board onOceans andAtmosphere

Board onHumanSciences

Board onVeterinaryMedicine

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Commission on Human Resourcesand Social ChangeRobert HemenwayChancellorUniversity of Kansas

The Commission on Human Resourcesand Social Change seeks to bring intofocus many of the interests widely dis-persed throughout the association. Itsconcern include such matters as studentaccess and opportunity, student finan-cial aid, minority and multiculturalaffairs, nutrition and health, links withelementary and secondary education,and faculty recruitment and retention.

Commission on InformationTechnologiesWarren J. BakerPresidentCalifornia Polytechnic StateUniversity,San Luis Obispo

The Commission on InformationTechnologies was created to identify anddevelop policy positions and issue advi-sory assessments on information tech-nology and related policy issues of con-cern to NASULGC members and to thenation. The use of technology is havinga profound effect on the creation,preservation, and dissemination ofknowledge and information. Rapidchanges wrought by electronic tech-nologies are affecting learning, class-room teaching, libraries, student life,the publication process, the workplace,modes of research, and public service.The commission is committed to servingas a strong voice for public higher edu-cation by pursuing federal initiativesinvolving development of the national

information infrastructure, particularlyefforts to ensure that members possessthe academic and technological infra-structure needed for advanced informa-tion-technology operations in all theiractivities.

Commission on InternationalProgramsNancy L. ZimpherChancellorUniversity of Wisconsin-Milwaukee

The Commission on InternationalPrograms seeks to incorporate a globaldimension into the learning, discovery,and engagement activities of NASULGCmembers, and strives to make interna-tionalization an integral part of eachuniversity’s mission and strategic plan.The Commission serves as a liaisonbetween universities and governmentagencies, private organizations and edu-cation associations concerned withinternational programs and studies. Italso supports initiatives withinCongress, federal agencies, and multilat-eral development banks to enlarge theinternational dimensions of academicexchanges, research, training, anddevelopment programs.

Commission on Outreach andTechnology TransferLee ToddPresidentUniversity of Kentucky

The purpose of the Commission onOutreach and Technology Transfer is tofoster effective, high-quality outreachendeavors and to support related publicpolicy initiatives. The commission’sgoals for the year are to promote a cul-ture of engagement and to advance

technology transfer and other commer-cialization activities for member institu-tions. Through an executive committeeand ad hoc task forces, COTT providesprofessional development programs atthe association’s annual meeting, sum-mer seminars, or via on-line interac-tions. The commission also seeks andprovides leadership for collaborationswith other organizations to further thepriorities and needs of its members.

Commission on the Urban AgendaDr. Samuel A. KirkpatrickPresidentEastern Michigan University

The Commission on the Urban Agendais NASULGC’s chief vehicle for focusingon urban issues and programs. It isbroadly constituted to encourage partic-ipation from other association commis-sions and councils. It advocates policies,positions and legislative strategies thatfurther the urban agenda at national,state, and city levels. It also fosters thedevelopment of programs and projectsof special interest to NASULGC univer-sities with strong commitments tourban areas and to the solution ofurban issues.

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“. . . it is the duty of an institution of learning set in the midst of a free population and amidst signs ofsocial change, not merely to implant a sense of duty, but to illuminate duty by every lesson that can be drawn out of the past. It is not a dogmatic process.”

Woodrow Wilson, 1896

1862 First Morrill Act is passed, provid-ing federal lands to the states to be soldto support colleges of agriculture andmechanical arts.

1871 Representatives from 29 land-grant institutions meet in Chicago todiscuss common issues; the gatheringurges the establishment of agriculturalexperiment stations.

1872 The U.S. Commissioner ofAgriculture convenes a meeting of agri-cultural colleges, societies and others;the group discusses additional land-grants, experiment stations, and militarytraining.

1877, 1882, 1883 “Unofficial” gather-ings of land-grant leaders are held.

1885 Colleges of agriculture representa-tives meet in Washington, D.C., withrepresentatives of the Department ofAgriculture. The group agrees to createa formal association and hold annualconventions.

1887 The Hatch Act is passed, mandat-ing the creation of agricultural experi-ment stations for scientific research.

1887 The first annual convention of theAssociation of American AgriculturalColleges and Experiment Stations isheld in Washington, D.C. George W.Atherton of Pennsylvania StateUniversity is elected first president, andmembership is limited to collegesreceiving benefits under the 1862Morrill Act and the 1887 Hatch Act. Theassociation begins work in support ofthe second Morrill Act.

1890 The Second Morrill Act is passed,providing further endowment for col-leges. Part of the funding is to be usedfor institutions for black students, lead-ing to the creation of 17 historicallyblack land-grant colleges.

1896 The National Association of StateUniversities is founded, representing“major” state universities, whetherland-grant or not.

1912 Deans of engineering organize theLand-Grant College EngineeringAssociation.

1914 The Smith-Lever Act is passed,providing federal support for land-grantinstitutions to offer instruction beyondtheir campuses through cooperativeextension efforts in agriculture andhome economics.

1919 The Land-Grant CollegeEngineering Association and theAssociation of American AgriculturalColleges and Experiment Stations mergeto form the American Association ofLand-Grant Colleges.

1920 A home economics section isadded to the American Association ofLand-Grant Colleges.

1926 The association’s name is changedto the Association of Land-GrantColleges and Universities.

1939 Graduate studies are added to theassociation’s agenda.

1945 A liberal arts component is addedto the association.

1945 Russell I. Thackery is named thefirst full-time salaried executive secre-tary of the association, and its head-quarters is located permanently inWashington, D.C.

1948 The veterinary medicine divisionis added to the association.

1950 The Council of General Extensionis added to the association.

1954 The historically black land-grantinstitutions join the association.

1954 The association’s name is changedto the American Association of Land-Grant Colleges and State Universities, inanticipation of a merger with theNational Association of StateUniversities and the State UniversitiesAssociation (non-land-grant state uni-versities).

1963 The completed merger formallycreates NASULGC, which undergoesmajor changes in structure and gover-nance.

1966 The National Sea Grant CollegeAct is passed with a mission of research,teaching, and education in marine andcoastal sciences. Many of the sea grantcolleges are established at land-grantuniversities.

1969 Russell I. Thackery retires and issucceeded by Ralph K. Huitt as execu-tive director of the association.

1979 Ralph K. Huitt retires and is suc-ceeded by Robert L. Clodius, who isdesignated president.

1987 NASULGC’s Centennial is cele-brated.

1987 The Thurgood MarshallScholarship Fund is established, sup-porting scholarships at the historicallyblack public colleges and universities.

1990 “A Charter for the Nineties andBeyond,” a year-long study of the asso-ciation, is completed and approved inprinciple by its Senate.

1992 Robert L. Clodius retires; C. PeterMagrath becomes NASULGC’s presi-dent, and new bylaws are adopted thatstreamline the association’s structure.

1995 The American Indian HigherEducation Consortium (AIHEC), repre-senting the nation’s 30 land-grantNative American colleges, becomes amember of NASULGC as a system.

1998 NASULGC purchases a buildingjointly with three other higher educa-tion associations and moves to newoffices located at 1307 New YorkAvenue, N.W., Washington D.C. 20005.

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History of the Association

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1787 The Northwest Ordinance is passed,authorizing the sale of public land for sup-port of education, thus establishing the land-grant principle.

1862 The First Morrill Act is passed andsigned by President Abraham Lincoln, donat-ing public lands to the several states, the saleof which is for the “endowment, support,and maintenance of at least one collegewhere the leading object shall be, withoutexcluding other scientific and classical studiesand including military tactics, to teach suchbranches of learning as are related to agricul-ture and the mechanic arts, in order to pro-mote the liberal and practical education ofthe industrial classes in the several pursuitsand professions in life.”

1887 The Hatch Act is passed, mandating thecreation of agricultural experiment stationsfor scientific research.

1890 The Second Morrill Act is passed, pro-viding further endowment for colleges. Partof this funding is to be used for institutionsfor black students, leading to the creation of17 historically black land-grant colleges.

1907 The Nelson Amendment to the MorrillActs of 1862 and 1890 is passed, providingincreased appropriations to land-grant insti-tutions.

1914 The Smith-Lever Act is passed, provid-ing federal support for land-grant institutionsto offer educational programs to enhance theapplication of useful and practical informa-tion beyond their campuses through cooper-ative extension efforts with states and localcommunities.

1934 Congress creates the National YouthAdministration to enable college students toearn money by performing educationallyuseful tasks and to continue their studies.

1935 The Bankhead-Jones Act adds to annu-al appropriations for land-grant institutions.

1942 The General Equivalency Diploma(GED) program and the Military EvaluationsPrograms for veterans who left school toserve in World War II are established.

1944 The Servicemen’s Readjustment Act(G.I. Bill of Rights), Public Law 346, pro-vides for the higher education of veterans.

1945 The Bankhead-Flannagan Act furthersthe development of cooperative extensionwork in agriculture and home economics.

1946 Congress passes the Fulbright Act,Public Law 584, to enable Americans tostudy and teach abroad.

1946 The United Nations Educational,Scientific and Cultural Organization(UNESCO) is established, which among itsmany other activities, provides internationalexchange opportunities for American schol-ars and administrators.

1948 The U.S. Information and EducationalExchange Act (the Smith-Mundt Act) pro-vides for the international exchange ofteachers, students, lecturers and other spe-cialists.

1950 The Point Four Program is enacted byCongress. The Foreign Economic AssistanceAct creates the International CooperationAdministration, later renamed the Agencyfor International Development, or AID.

1950 Congress creates the National ScienceFoundation (NSF).

1950 The Land-Grant Endowment Funds Billprotects federal and private endowmentsfrom unilateral federal action to divert themfrom the purposes for which they weregranted.

1952 The Veterans’ Readjustment AssistanceAct (Korean G.I. Bill of Rights) is passed.

1958 The National Defense Education Act(NDEA) provides college student loans, grad-uate fellowships and aid for improving theteaching of science, mathematics and mod-ern languages.

1961 A report of the U.S. Commission onCivil Rights, “Equal Protection of the Laws inPublic Higher Education: 1960,” recommendsthat federal funds be disbursed “only to suchpublicly controlled institutions of higher edu-cation as do not discriminate on grounds ofrace, color, religion, or national origin.”

1963 The Higher Education Act (HEA) of1963 recognizes federal responsibility for aidto colleges and universities in the form ofgrants and loans for the construction of aca-demic facilities.

1964 The National Defense Education ActAmendments authorize major changes toexpand and strengthen the graduate fellow-ship program and eliminate discriminatoryinstitutional limitations on assistance.

1965 The Higher Education Act of 1965 ispassed, funding many higher education pro-grams, including student aid.

1965 The Housing and Urban DevelopmentAct of 1965 establishes a maximum interestrate of three percent for the College HousingLoan Program.

1966 The National Defense Education Projectis passed to coordinate the federal role ininternational education. Later, this project isincorporated as Title VI of the HigherEducation Act.

1967 The District of Columbia PostSecondary Education Reorganization Actgives land-grant status to Federal CityCollege, now the University of the District ofColumbia. This establishes a precedent forfederal trust areas to participate in the land-grant system.

1972 The University of Guam, NorthernMarianas College, the Community Collegesof American Samoa and Micronesia, and theCollege of the Virgin Island secure land-grantstatus through the Education Amendmentsof 1972 (Public Law 92-318).

1979 The U.S. Department of Education iscreated.

1980 Congress passes the EducationAmendments of 1980, amending the HigherEducation Act of 1965.

1992 President Bush signs the HigherEducation Act Amendments, reauthorizingthe 1965 Higher Education Act.

1993 The National and Community ServiceTrust Act establishes a corporation to coordi-nate programs though which studentsreceive minimum wage stipends and tuitionbenefits in return for community service.

1993 The federal government begins “directlending,” a program that enables colleges anduniversities to provide federally funded loansdirectly to students, thus avoiding privatelenders and streamlining the process.

1994 The Elementary and SecondaryEducation Reauthorization Act of 1994grants land-grant status to 29 NativeAmerican colleges, located primarily in thePlains states and areas of the West.

1998 The Higher Education Amendments of1998 are passed.

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A Chronology of Federal LegislationAffecting Public Higher Education

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AlabamaAlabama A&M University*Auburn University*Tuskegee University*University of Alabama System °University of AlabamaUniversity of Alabama at BirminghamUniversity of Alabama in Huntsville

AlaskaUniversity of Alaska System* °University of Alaska Fairbanks

American SamoaAmerican Samoa Community College*

ArizonaArizona State UniversityNorthern Arizona UniversityUniversity of Arizona*

ArkansasArkansas State UniversityUniversity of Arkansas System °University of Arkansas, Fayetteville*University of Arkansas at Pine Bluff*

CaliforniaCalifornia Polytechnic State University,

San Luis ObispoCalifornia State University System°California State University, FresnoCalifornia State University, FullertonCalifornia State University, SacramentoSan Diego State UniversitySan Francisco State UniversitySan Jose State UniversityUniversity of California*°University of California, BerkeleyUniversity of California, DavisUniversity of California, IrvineUniversity of California, Los AngelesUniversity of California, RiversideUniversity of California, San DiegoUniversity of California, Santa BarbaraUniversity of California, Santa Cruz

ColoradoColorado State University*University of Colorado System°University of Colorado at Boulder

ConnecticutConnecticut Agricultural Experiment

Station*University of Connecticut*

DelawareDelaware State University*University of Delaware*District of ColumbiaAmerican Indian Higher Education

Consortium*°University of The District of Columbia*

FloridaFlorida A&M University*Florida Atlantic UniversityFlorida International UniversityFlorida State UniversityState University System of Florida°University of Central FloridaUniversity of Florida*University of South Florida

GeorgiaFort Valley State University*Georgia Institute of TechnologyGeorgia Southern UniversityGeorgia State UniversityUniversity System of Georgia°University of Georgia*

GuamUniversity of Guam*

HawaiiUniversity of Hawaii*

IdahoIdaho State UniversityUniversity of Idaho*

IllinoisIllinois State UniversityNorthern Illinois UniversitySouthern Illinois University°Southern Illinois University at

CarbondaleUniversity of Illinois*°University of Illinois at Chicago

University of Illinois at SpringfieldUniversity of Illinois at Urbana-Champaign

IndianaBall State UniversityIndiana University°Indiana University-Purdue University

IndianapolisPurdue University*

IowaIowa State University*University of Iowa

KansasKansas State University*University of KansasWichita State University

KentuckyKentucky State University*Northern Kentucky UniversityUniversity of Kentucky*University of Louisville

LouisianaLouisiana State University System*°Louisiana State University and

Agricultural & Mechanical CollegeLouisiana Tech UniversitySouthern University and A&M College

System*°University of New Orleans

MaineUniversity of Maine System°University of Maine*

MarylandTowson UniversityUnited States Naval AcademyUniversity System of Maryland°University of Maryland, Baltimore

CountyUniversity of Maryland, College Park*University of Maryland Eastern Shore*University of Maryland University

College

MassachusettsMassachusetts Institute of Technology*University of Massachusetts AmherstUniversity of Massachusetts Boston

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* Indicates a land-grant institution as designated by the state legislature.° Indicates a university system.∆ Indicates an affiliate member

Member Institutions

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MichiganEastern Michigan UniversityMichigan State University*Michigan Technological UniversityOakland UniversityUniversity of MichiganWayne State UniversityWestern Michigan University

MinnesotaUniversity of Minnesota*University of Minnesota Duluth

MississippiAlcorn State University*Mississippi State University*University of MississippiUniversity of Southern Mississippi

MissouriLincoln University*University of Missouri System*°University of Missouri-ColumbiaUniversity of Missouri-Kansas CityUniversity of Missouri-RollaUniversity of Missouri-St. Louis

MontanaMontana State University*University of Montana

NebraskaUniversity of Nebraska*°University of Nebraska-Lincoln

NevadaUniversity of Nevada-Las VegasUniversity of Nevada, Reno*

New HampshireUniversity System of New Hampshire°University of New Hampshire*

New JerseyMontclair State UniversityNew Jersey Institute of TechnologyRutgers, The State University of New

Jersey*

New MexicoNew Mexico State University*University of New Mexico

New YorkThe City University of New York°City College of New York, CUNYCornell University*The Graduate School & University

Center of CUNYHunter College, CUNYState University of New York°University at Albany, SUNYUniversity at Binghamton, SUNYUniversity at Buffalo, SUNYUniversity at Stony Brook, SUNY

North CarolinaEast Carolina UniversityNorth Carolina A&T State University*North Carolina State University*University of North Carolina System°University of North Carolina at

Chapel HillUniversity of North Carolina at

CharlotteUniversity of North Carolina at

GreensboroUniversity of North Carolina at

Wilmington

North DakotaNorth Dakota State University*University of North Dakota

OhioBowling Green State UniversityCleveland State UniversityKent State UniversityMiami UniversityThe Ohio State University*Ohio UniversityUniversity of AkronUniversity of CincinnatiUniversity of ToledoWright State University

OklahomaLangston University*Oklahoma State University*University of OklahomaOklahoma State System of HigherEducation°

OregonOregon State University*Oregon University System°Portland State UniversityUniversity of Oregon

PennsylvaniaIndiana University of PennsylvaniaThe Pennsylvania State University*Temple UniversityUniversity of Pittsburgh

Puerto RicoUniversity of Puerto Rico Mayaguez*University of Puerto Rico Rio Piedras

Rhode IslandUniversity of Rhode Island*

South CarolinaClemson University*South Carolina State University*University of South Carolina

South DakotaSouth Dakota State University*University of South Dakota

TennesseeMiddle Tennessee State UniversityTennessee State University*University of MemphisUniversity of Tennessee*°

TexasPrairie View A&M University*Texas A&M University System°Texas A&M University*Texas State University, San MarcosTexas Tech UniversityTexas Tech University System°University of HoustonUniversity of North TexasUniversity of Texas System°University of Texas at ArlingtonUniversity of Texas at AustinThe University of Texas at San Antonio

UtahUniversity of UtahUtah State University*

VermontUniversity of Vermont*

Virgin IslandsUniversity of the Virgin Islands*

VirginiaUniversity of VirginiaVirginia Commonwealth UniversityVirginia Polytechnic Institute &

State University*Virginia State University*

WashingtonUniversity of WashingtonWashington State University*

West VirginiaWest Virginia State College*West Virginia University*

WisconsinUniversity of Wisconsin System°University of Wisconsin-ExtensionUniversity of Wisconsin-Madison*University of Wisconsin-Milwaukee

WyomingUniversity of Wyoming*

The College Board∆

Total Membership: 213

19

20

NASULGC Staff

Phone: 202-478-6040Fax: 202-478-6046

Office of the President202-478-6060

Dr. C. Peter MagrathPresidentcmagrath@nasulgc.org

Dr. Mortimer H. NeufvilleExecutive Vice Presidentmneufville@nasulgc.orgMs. Jean L. MiddletonAssistant to the Presidentjmiddleton@nasulgc.org

Ms. Teresa A. StreeterDirector of Administrationtstreeter@nasulgc.orgMr. Michael C. VahleOffice Managermvahle@nasulgc.orgMr. Ben CommereeReceptionistbcommeree@nasulgc.orgMs. Sarita AlexanderAdministrative Assistantsalexander@nasulgc.orgMr. Henry M. WongInformation Technology Managerhwong@nasulgc.org

Dr. Luther BurseDirector of Special Projects and Urban Programslburse@nasulgc.org

Federal Relations-Higher Education202-478-6048

Dr. Richard L. Harpel Directorrharpel@nasulgc.orgMr. Sang Han Assistant Directorshan@nasulgc.orgMs. Hilary Goldmann Coordinator,HigherEducation Information TechnologyAlliancehgoldmann@nasulgc.orgMs. Ayoko ViasAdministrative Assistantavias@nasulgc.org

Federal Relations—Food,Environmental and InternationalPrograms202-478-6058

Dr. Mortimer H. Neufville Directormneufville@nasulgc.orgMs. Suzette RobinsonAdministrative Assistantsrobinson@nasulgc.orgMr. Eddie G. GougeAssociate Director, Federal Relations—Foodand Agricultural Sciences and CARETegouge@nasulgc.orgMr. Herbert L. CarringtonAdministrative Assistant/ProductionTechnicianhcarrington@nasulgc.orgMr. Kerry D. BologneseDirector, Federal Relations—International,Marine and Environmental Affairskbolognese@nasulgc.orgMr. Luke ForrestAssistant Director, Federal Relations—Marine and Environmental Affairslforrest@nasulgc.orgMs. Jessica AhlersAdministrative Assistantjahlers@nasulgc.org

Dr. Richard D. WoottonDirector, Extension and Outreachrwootton@nasulgc.orgMs. Linda Kay Benning,Associate Director, Extension and Outreachlbenning@nasulgc.orgMs. Sandra GarnerAdministrative Assistantsgarner@nasulgc.org

Dr. Ian MawDirector, Academic Programs-Agricultureand Natural Resourcesimaw@nasulgc.orgMs. Angela GrayAdministrative Assistantagray@nasulgc.org

Office of Public Affairs202-478-6042

Ms. Cheryl Fields Directorcfields@nasulgc.org

Ms. Sally M. O’Briant, Assistant Directorsmobriant@nasulgc.orgMs. Richele KeasPublic Affairs Assistantrkeas@nasulgc.org

Minority and Human ResourcesPrograms and Office for theAdvancement of Public BlackColleges202-478-6049

Dr. N. Joyce Payne Directorjpayne@nasulgc.orgMs. Nikisha TylerAdministrative Assistantntyler@nasulgc.org

Academic, Researchand Student Programs202-478-6044

Ms. Jennifer M. Wingard, Directorjwingard@nasulgc.orgMs. Joyce H. WilliamsAdministrative Assistantjwilliams@nasulgc.org

Finance202-478-6039

Ms. Tamera A. WyattDirector of Financetwyatt@nasulgc.orgMs. Maureen NielsenAccountantmnielsen@nasulgc.orgMs. Ingrid SalfarlieAccounting Assistantisalfarlie@nasulgc.orgMs. Carrie CompostoAccounting Assistantccomposto@nasulgc.org

Consultants

Dr. Joan M. Claffey, Director,Association Liaison Office for UniversityCooperation in DevelopmentMr. C. Patrick Galligan, Consultant,Computer ServicesMs. Miriam Kazanjian, Consultant,International Programs

2004PEOPLEPROGRAMS

NASULGC

National Association of State Universitiesand Land-Grant Colleges1307 New York Avenue, N.W.Suite 400Washington, DC 20005-4722

Phone: (202) 478-6040Fax: (202) 478-6046http://www.nasulgc.org

Office of Public AffairsFebruary 2004

2004San Diego MarriottSan Diego, CASunday, November 14-Tuesday, November 16

2005Hilton Washington and TowerWashington, D.C.Sunday, November 13-Tuesday, November 15

2006Fontainebleau Hilton ResortMiami Beach, FLSunday, November 12-Tuesday, November 14

2007Hilton New YorkNew York, New YorkSunday, November 11-Tuesday, November 13

Future NASULGC

AnnualMeeting

Dates