Academic Senate Leadership:
David Spiegel, Chair of the Academic Senate, presented the annual report to the Academic Council.

Key Senate Activities:
Granted degrees, approved new degree programs, and honored deceased faculty members.

Innovative Teaching Approaches:
Faculty demonstrated innovative teaching methods, including online lectures and quizzes, historical avatars, and transdisciplinary approaches.

Undergraduate Education Task Force:
Progress report on the task force addressing the balance between structure and freedom in undergraduate education.

Student Mental Health and Well-being:
Senate discussed student mental health and well-being, emphasizing the importance of a safety net for support.

Reserve Officer’s Training Corps (ROTC):
An ad hoc committee was established to review ROTC after the repeal of the “don’t ask, don’t tell” policy.

Postdoctoral Fellowship Research Funding:
Approved trial allowing postdoctoral fellows with M.D. and M.D. Ph.D. degrees to apply for federal research awards.

Earthquake Preparedness:
Dean of Research provided an update on earthquake preparedness measures, including seismic upgrades and emergency response systems.

Stanford University Board of Trustees:
Three board members spoke to the Senate, offering insights into the board’s role, operations, and selection process.

Faculty Senate Recognition:
Professor Spiegel expressed gratitude to Senate members, committees, and administrative staff for their contributions.

Conclusion:
The full report of Senate activities is available online, and Professor Spiegel concluded his remarks to the Academic Council.

Financial Overview:
Despite the economic downturn, Stanford made quick decisions to establish a new baseline budget and reduced expenses, enabling it to recover more quickly. In fiscal year 2010, the university’s endowment grew by 10% due to investment gains and gifts. The endowment’s recovery puts Stanford in a strong financial position, but the university must remain vigilant considering concerns such as reduced federal research funding.

Stanford Challenge Campaign:
The Stanford Challenge campaign has been successful in fundraising, surpassing its original goal of $4.3 billion and raising over $5 billion despite the global economic crisis. The campaign has enabled Stanford to build new facilities and update outdated ones, transforming the campus. The university is in the final stage of the campaign and needs to continue fundraising to achieve its ambitious goals, including increasing undergraduate financial aid, graduate student support, and endowed faculty positions.

Opportunities:
Stanford has expressed interest in responding to a request from New York City, and a panel discussion will follow to discuss this effort in more detail.

New Buildings:
Stanford dedicated three academic facilities and completed the Center for Nanoscale Science and Engineering in Fall 2011. The Knight Management Center and Newcomb Law School building will be dedicated soon.

Arts District:
A new arts district is being developed perpendicular to Palm Drive. The Bing Concert Hall is nearing completion and will open in January 2013. The McMurtry Building, a new home for the Department of Art and Art History, is being designed by Diller, Scafidio, and Renfro.

Science Facilities:
The Biology Building, located between the Gates Computer Science Building and Mudd Chemistry Building, will provide state-of-the-art research labs. Plans are underway to rebuild undergraduate science labs.

Faculty and Student Support:
The Stanford Challenge has strengthened undergraduate financial aid and endowed graduate fellowships. Over 60 endowed professorships, half a dozen directorships, and five senior fellows have been created. Centers and institutes have received expendable and endowed support.

Student Achievements:
Stanford students consistently receive prestigious scholarships, such as Fulbright, Rhodes, Marshall, Mitchell, and Truman.

Record Number of Applicants:
The university has seen a record number of applicants, making it the most competitive year in its history.

Admission Rate and Graduate Program Rankings:
Stanford received over 34,000 applications and had an admission rate of 7%. Eight graduate programs were ranked first or tied for first in US News and World Report. Three programs were ranked or tied for second, and Law was ranked third.

National Research Council Rankings:
In 2010, the National Research Council evaluated doctoral programs based on data from 2005-2006. Every ranked department in engineering, the physical sciences, the biological and biomedical sciences, and the social sciences ranked in the top 10. Humanities departments showed improvement, with 85% ranking in the top 10 compared to 58% in 1995.

New York City Campus:
Stanford is exploring the possibility of establishing an engineering and technology research and graduate education campus in New York City. New York City’s Economic Development Corporation announced plans to attract an institution to create an applied science research and educational campus.

Background:
New York City sought to enhance its technology and applied science capabilities by inviting institutions to set up campuses and programs.

Stanford’s Initial Response:
Stanford had received numerous global invitations but had not established a full-fledged campus due to concerns about maintaining the same quality as its home campus.

Why New York Is Different:
Stanford saw an opportunity in New York to create a high-quality institution that would foster innovation and economic growth. New York’s unique culture and strengths could complement Stanford’s technical expertise and entrepreneurial spirit. A New York presence would increase Stanford’s visibility on the East Coast and provide access to new philanthropic support.

Benefits of a Multi-Site University:
Stanford recognized the importance of multi-site operations for the future of universities. Its strong foundation in distance education and its experience with a diverse student body would be valuable assets. The New York campus would serve as a model for a world-class multi-campus university.

Challenges of Establishing a Campus in a Different Country:
Stanford had concerns about establishing a campus in a different country with language difficulties and academic freedom issues. Setting up an operation in the same country with the same language and just three time zones away seemed more manageable.

New York Campus Plan:
Stanford aimed to create a strong research program and a vibrant graduate education program offering both masters and PhDs. The focus would be on technical education, entrepreneurial skills, and innovation. The initial initiative would involve the School of Engineering, the Graduate School of Business, the Hasso Plotner Institute of Design, and the Stanford Technology Ventures Program. Other activities and disciplines would be added over time.

Site Selection:
The site of the campus was yet to be decided. Stanford had looked carefully at Roosevelt Island but was open to exploring additional sites as the process unfolded.

Phased Development:
The New York campus would develop in several phases, allowing for careful planning and implementation.

First Phase:
5-year plan with 25 faculty, 150 doctoral students, and 300 master’s students. Focus on information technology, electrical engineering, and computer science. Entrepreneurship, education, and research are key areas of focus. Executive education in technical and management fields is planned. Faculty advisory committee to guide and counsel the planning process.

Succeeding Phases:
Expansion to 100 faculty and 2,000 students. Broaden the curriculum to include green technology, biomedical engineering, new media, financial mathematics, and urban studies. Host visiting undergraduate and graduate programs.

Opportunities:
Take advantage of New York City’s cultural and educational offerings. Collaborate with other institutions in the area. Explore new academic and research possibilities.

Proposal Process:
27 schools submitted proposals, including Cornell, Columbia, NYU, Carnegie Mellon, and international institutions. Final proposals due in the summer, with selection by the end of the year.

Academic Program:
The academic program for the proposed New York campus is still in the preliminary planning phase and subject to change based on inputs and suggestions. The program aims to answer three overarching questions: Can a world-class research university be geographically distributed? Can distance education effectively replicate the campus experience? Can Stanford’s entrepreneurial culture be replicated in a separate location?

Constraints:
The New York campus will start small and grow over time. Programs must have critical mass from the beginning and be carefully selected to ensure success before expanding. Infrastructure and distance education limitations will influence program choices. The historic connection between Stanford and Silicon Valley in information technology will be considered.

First Phase:
The initial phase of the academic program will focus on information technology. Approximately 25 faculty and a few hundred graduate students from computer science, electrical engineering, and management science and engineering departments will be involved. Faculty will be hired by departments using the same process as for the main campus. Students will be Stanford graduate students admitted by departments with location options. Elements such as the Stanford Technology Ventures Program, the Design Institute, and Graduate School of Business will be incorporated into the New York campus.

Challenges:
Hiring faculty and admitting students are not expected to be major challenges due to deep pools of candidates. Adjuncts from companies like IDEO and Google in New York City will be available to teach experiential courses. The primary challenge lies in making the New York campus feel integrated with the main campus through effective distance education. Faculty and students from both campuses should have the same access to faculty, teaching assistants, and classroom experiences.

The Current State of Distance Education at Stanford:
There are currently around 250 200 and 300 level CS and EE classes offered annually at Stanford. The distance education program at Stanford is already operating at a large scale, but it does not offer all of the courses and most of it is not done in real-time.

Phase 1 of the New York City Campus:
The goal is to make a significant fraction of the 250 CS and EE courses available to master’s students on both campuses in real-time. This would require expanding the distance education program to a new level. The focus of Phase 1 will be on a narrow area to increase the chances of success.

Phase 2 of the New York City Campus:
The program would expand to include 100 to 200 faculty and several thousand graduate students. The academic program in New York City would be expanded beyond CS and EE to include other areas of technical interest and perhaps some areas outside of science and engineering. The goal is to create a campus that is fully integrated with the main campus in Stanford, California.

Challenges in Phase 2:
Hiring faculty and admitting students will be a challenge, especially if there is a vigorous competition among different departments to be part of the New York campus. The biggest challenge will be making the New York campus feel like a true extension of the main campus and not something that is separate and distinct.

Opportunities:
Gaining 10-20 new faculty positions, allowing for the expansion of the department and its research capabilities. Collaborating with industry and society in New York, providing unique opportunities for faculty and students. Implementing innovative teaching methods, such as packaging courses for online consumption and emphasizing in-person experiences.

Challenges:
Maintaining the department’s high quality standards for faculty hiring, which may slow down the hiring process. Determining the ideal living arrangements for new faculty, balancing their preferences with the need for some to be based in New York. Ensuring that the student experience in New York is equivalent to that on the main campus, including replicating in-person experiences. Attracting students who are interested in living in New York, despite the potential higher cost of living.

Additional Considerations:
The presence of major tech companies in New York, such as Google, which could attract faculty and students to the area. The department’s successful track record in retaining faculty, with minimal losses over the past 15-20 years. The department’s experience in online education, which could facilitate the delivery of courses to students in New York.

Site Selection Process:
Initial excitement about Brooklyn Naval Yard. Elimination of Staten Island and Governor’s Island due to remoteness and infrastructure issues. Challenges with Brooklyn Naval Hospital due to capacity, historic resources, and surrounding industrial zoning.

Roosevelt Island:
Unique location sandwiched between Manhattan and Queens. Approximately two miles long and 800 feet wide. Current use includes housing, hospitals, and recreation. Proposed demolition of old hospital facilities to create a 10-acre site. Challenges include lack of value in existing buildings and limited vehicular access.

Transit Connections:
Subway (F train) offers convenient access to Manhattan with a two-minute ride. Vehicular connection is limited to a bridge through Queens, making it challenging for car and bus transportation. Tram offers an additional mode of transportation, but it is considered unconventional. Walking distance from the Stanford campus to the subway or tram is approximately 8-10 minutes. Global connections include three airports (LaGuardia, JFK, and Newark) with direct flights from San Francisco and San Jose. Proximity to Grand Central and Penn Station is advantageous for train connections.

Introduction:
The speaker provides an overview of the proposed Roosevelt Island campus, highlighting its connectivity via tram, bus, and pedestrian access. The island’s walkability is emphasized as an advantage, especially during favorable weather conditions.

Nearby Universities:
The speaker acknowledges the lack of opportunities for collaboration with other universities in the area due to their distinct nature. Some nearby universities are mentioned, including Rockefeller, Hunter, and NYU Medical Center.

Island’s Housing and Population:
The island’s housing situation is described, with 6,000 units ranging from $1,800 to $6,000 per month. Approximately 25% of these units are regulated housing, catering to specific purposes or below-market rates.

Scope and Scale:
The proposed campus is estimated to accommodate 2,500 people, occupying 1.3 million square feet. The housing units planned constitute around 55-58% of the total population, highlighting the importance of creating a cohesive community.

Visual Journey of the Proposed Campus:
The speaker presents a conceptual site plan, emphasizing residential towers and academic buildings centered around an open green space. Buildings along the riverfront are envisioned to house cafes, a gym, retail stores, and an auditorium, fostering a sense of community.

Research Opportunities in New York City:
A question is raised regarding the relevance of research in New York City compared to Stanford, California. Potential research areas are suggested, such as equipping taxi cabs with sensors and exploring urban-related challenges and solutions.

Conclusion:
The speaker emphasizes the importance of being situated in New York City to address real-world problems, especially in the context of megacities and media evolution. The speaker highlights the need for significant resources to create the new campus and questions the allocation of Stanford’s resources for this project.

Challenges of the Project:
Uncertain financial commitment from the city. Significant reliance on philanthropy for funding.

Stanford’s Unique Contributions:
Entrepreneurial culture fostering innovation and startup creation. Strong emphasis on interdisciplinary collaboration.

Building a Collaborative Ecosystem:
Establishing partnerships with existing New York City universities. Leveraging Stanford’s strengths to enhance the innovation ecosystem.

Concerns about Isolation and Inclusivity:
Avoiding the creation of a “nerdish bubble” for engineers. Incorporating humanities courses from Stanford’s California campus.

Maintaining Stanford’s Identity:
Ensuring strong connections between the New York City campus and Stanford’s main campus. Preserving the liberal arts culture within the New York City campus.

New York City’s Cultural Advantages:
New York City as the cultural and media capital of the United States. Potential for fusing New York’s strengths with Stanford’s technological expertise.

Factors for Success:
Importance of a top-tier institution as a catalyst for innovation. Nurturing an entrepreneurial culture around the institution.

Addressing the Shortage of Engineering Graduates:
Stanford’s potential to significantly increase the number of graduate engineering students in New York City.

John Hennessy’s Perspective:
John Hennessy believes that universities in the 21st century will face the challenge of becoming multi-site due to technological advancements. He observes that companies have already adopted distributed engineering teams collaborating globally, and this trend will extend to higher education. Hennessy anticipates significant improvements in video conferencing technology, enabling seamless multi-site interactions.

The Role of Technology:
The rapid advancements in video conferencing and other communication technologies will make it possible to overcome physical distances and enable effective collaboration across multiple locations. This technological transformation will create opportunities for universities to expand their reach and establish a global presence.

The Influence of President Obama’s Speech:
Hennessy draws inspiration from President Obama’s State of the Union speech, which emphasized the need for innovation, growth, and job creation in the United States. He sees Stanford’s potential involvement in New York City as an opportunity to contribute to these goals by creating new opportunities for innovation and economic growth.

The Global Perspective:
Jim Plummer highlights the efforts of other peer institutions in establishing distributed campuses around the world. Plummer emphasizes the importance of embracing the diversity and excitement found in different parts of the world, which enriches the educational experience and fosters a global perspective.

Obstacles and Challenges:
Ellie Titus raises concerns about potential regulatory, legislative, and political obstacles that may hinder the New York City project. Bob discusses the unique political landscape of New York City and the need to obtain approvals and vested rights before Mayor Bloomberg’s term ends.

Stanford-Bloomberg Partnership:
Michael Bloomberg’s vision for a Stanford campus in New York City sparked the exploration of this collaboration. The initial phase of the project requires a low-risk investment approach to manage uncertainty. Stanford aims to secure Bloomberg’s commitment to deliver a viable project that can be successfully developed.

Community Support and Decision-Making Process:
Stanford’s decision to proceed with the venture hinges on community support. The idea needs to be thoroughly vetted through discussions, debates, and feedback from the Stanford community. A merit-based decision-making process, rather than a politically charged one, is essential for moving forward.

Suggestions for Creating a Stanford Environment in New York:
Incorporating iconic Stanford elements like fountains and the university’s mascot (a redwood tree) into the New York campus. Soliciting suggestions from undergraduates who know the Stanford campus intimately. Exploring opportunities for remote collaboration and integration with Stanford’s existing multi-site presence, such as the Hopkins Marine Station. Leveraging new technologies to enhance online course delivery and student engagement.

Defining the Center of Gravity for the Collaboration:
Initial focus on areas where Stanford has historical success and expertise, such as information technology. Gradual expansion to other disciplines as the campus grows and establishes a foothold. Encouraging competition among departments and disciplines to propose innovative ideas for the New York campus.

Conclusion:
The Stanford-New York City collaboration is a complex and ambitious venture that requires careful consideration, community involvement, and a strategic approach to ensure its success.