In addition to the recommendations, the futures report is divided basically into four sections: themes, commitments, program qualities, and measurable outcomes.

Regarding themes, the report calls upon the university to provide continued support for those "broadly integrated subject areas in which it creates opportunities for its future and its region's future." The identified themes are the arts, citizenship, enterprise, environment, information and technology, and policy.

The commitments are designed to outline "how George Mason will engage the future." These commitments call for the university to (1) be learning centered; (2) foster innovative research and creative activity; (3) provide a welcoming and interactive community; (4) respond to community needs and contribute to regional development; (5) capitalize on information technology; and (6) be accountable.

Under the category of program qualities, the report calls for the university to invest in programs that enhance learning, create greater opportunities for interaction between faculty and between faculty members and students outside the classroom, speak to identifying the needs of the region and result in strategic collaborations between George Mason and various key entities throughout Northern Virginia, focus on the Washington metropolitan area and the world beyond, lead to greater implementation of information technology, and establish effective mechanisms of accountability.

"Taken together," explains Wood, "the themes, commitments, and program qualities should be viewed as an agenda for where George Mason is heading and as a template for evaluating our success." According to Wood, they also represent a performance plan for the university over the next five years.

To gauge how effective the university is in carrying out this comprehensive plan, a series of "measurable objectives" is also outlined in the report "to amplify [George Mason's] fundamental commitment to education." In the next five years, the report says, George Mason should

• become the university of choice in Virginia in selected academic programs;
• increase its geographical reach of recruitment and the level of preparation of its students at all levels;
• increase, to about 50 percent, the proportion of degrees and certificates granted to postbaccalaureate students, especially in master's programs designed to respond to workplace demand;
• improve student achievement in communication, analysis, critical thinking, problem solving, and technology use;
• bring student satisfaction with George Mason's academic and university life programs and sense of belonging in line with other Virginia universities;
• double its information technology investment in resources and staff;
• double financial support from the federal government;
• triple sponsored research expenditures from all sources; and
• double its endowment.

In addition to Wood, other members of the task force were Robert Clark, Public and International Affairs; Margaret Brinig, School of Law; Michelle LeBaron, Institute for Con-flict Analysis and Resolution; Andre Manitius, Electrical and Computer Engineering; Gloria Murray, Graduate School of Education; and Ellen Todd, History and Art History.

According to Wood, at the time he established the task force, President Merten asked the members to address two fundamental questions: who have we become? and who ought we to be? What followed was a lengthy series of dialogues with key segments of the campus community, including faculty, staff, and students, as well as university- wide town hall meetings.

Copies of "Engaging the Future" may be obtained at the information desk in the Johnson Center; from Upen Malani at the Arlington Campus, Room 401; and in Room 222D at the Prince William Campus.

The report can also be found, in its entirety, online at www.gmu.edu/ pubs/futures.