Update on Undergraduate Initiatives
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Transcript of Update on Undergraduate Initiatives
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Update on Undergraduate Initiatives
Board of Regents
Educational Planning and Policy Committee
December 10, 2009
Robert McMaster
Vice Provost and Dean of
Undergraduate Education
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Strategic Questions• What are the impediments to improving the four-year
graduation rate and how can we address these?• What are the short- and long-term undergraduate
enrollment plans? (admissions metrics, national recruitment, international students, college targets)
• How can the Office of Undergraduate Education enhance student support? (advising, study space, service learning, UROP)
• How can the University community and campus culture support four-year graduation?
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Outline
Retention and Graduation
Recruitment and Enrollment
University Honors Program
Access to Success
Curriculum
Financial Aid
Graduation Rate Goals: Strategies
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Undergraduate Education: Mission
Provide a distinctive, transformative educational experience of the highest quality in an urban environment
within a research University that cares deeply about the quality of teaching and learning
to prepare students for challenging and productive careers, positions of leadership in our
society, graduate or professional education and lifelong learning.
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Office of Undergraduate Education
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RETENTION & GRADUATION RATE PROGRESS: UMC, UMD, UMM
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Crookston Retention and Graduation Rates
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Duluth Retention and Graduation Rates
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Morris Retention and Graduation Rates
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RETENTION & GRADUATION RATE PROGRESS: UMTC
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Twin Cities Graduation Rate Progress
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1st Year Retention by College
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4-Year Graduation by College
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5-Year Graduation by College
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6-Year Graduation by College
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Most Recent 6-Year Graduation Rates for Freshman Scholarship Athletes (tendered) and All New Freshmen
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4-Year Graduation Rate Comparison – 2008
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First-Year GPA and Credits Earned and Graduation Rates
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First-Year Retention Rates for New Freshmen and External Transfers
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Most Recent Graduation Rates for New Freshmen and External Transfers
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Twin Cities Baccalaureate Degrees Granted 2009 •6,553 students earned a baccalaureate degree
•2,058 (31%) entered as transfer students•4,495 (69%) entered as freshmen
•7,331 baccalaureate degrees were granted; 778 students earned two baccalaureate degrees (e.g., B.A., B.F.A.)
•33% earned a degree in a STEM (Science, Technology, Engineering and Math) discipline
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RECRUITMENT AND ENROLLMENT UPDATE
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Enhanced National Level Recruitment• Rationale
• Offset the declining numbers of Minnesota high school graduates• Enhance the “brand recognition” of the University• Increase the geographic diversity of students• Bring increased workforce talent to the State of Minnesota
• R2000 Tuition Strategy• Nonresident tuition rate = resident rate + $2,000 per semester
• New targeted areas • St. Louis, MO• Kansas City, MO• Kansas City, KS• Omaha, NE
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UMTC Freshmen Applicants, Offers, and Enrollees
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UMTC Freshman Applicants at the End of November
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New International Undergraduates
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Average ACT Composite and High School Rank of Twin Cities Campus New Freshmen
Strategic Positioning initiated
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National Merit Scholars• 2009 National Merit Scholars:
– 112 Total Freshmen National Merit Scholars (2008: 79, UMTC only)
– UMTC would have ranked 20th among all institutions in 2008 (2007: 29th)
– UMTC would have ranked 8th among public institutions in 2008 (2007: 12th)
– UMTC would have ranked 4th among 11-institution comparative/peer group in 2008 (2007: 6th)
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UNIVERSITY HONORS PROGRAM
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Honors Class of 2013578 Freshmen
Average ACT Score
31
Average High School Rank
96.5%
Students of Color
16%
Gender
57% female, 43% male
National Merit Scholars
109
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Advising Model
• Honors advising expertise spans disciplines and colleges.
• UHP advisors work closely with the advising staff in each college.
• Students with varied interests benefit from this collaboration and diversity of knowledge.
Arts, Design, Humanities, Culture & Languages
Social Sciences, Education & ManagementScience, Technology,
Engineering & Math
20% of students
30 % of students29 % of students
21 % undeclared/pre-major
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ACCESS TO SUCCESS PROGRAM
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Access to Success
• Designed to assist students whose experiences and high school records indicate potential for success, but whose high school rank and test scores alone may not.
• Opportunities include: – Curriculum integration– Intensive advising– Peer mentoring– Networking opportunities– Bridge to Academic Excellence summer program
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Access to Success• Student are admitted to
one of three colleges:– CEHD– CFANS – CLA
• Curriculum and advising structures vary among the three colleges, but are designed to:– Foster community,
connections and a sense of belonging
– Integrate academic and support services
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ATS Cohort 1: 2008-09Credit and GPA EarnedSecond Year Retention
CLA CEHD CFANS
Fall Spring Fall Spring Fall Spring
Number of Students
220 223 179 175 30 27
Average Credits Passed
19.10 33.03 16.08 28.22 17.61 31.56
Average Cumulative GPA
2.93 2.87 2.87 2.75 2.82 2.77
Retention Rate
84.8% 80.4% 81.3%
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Retention Rates of Fall 2008 Honors, ATS, and All Twin Cities New Freshmen
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CURRICULUM
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Freshman Seminars
• The first-year retention rate for those who entered the University in 2008:– 93.1% for those who completed a
Freshman Seminar– 89.4% for those who did not complete a
Freshman Seminar
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Undergraduate Research Opportunities
Goal: 1,000 Undergraduate Research Opportunities Program projects annually
• In 2009-10: 666 UROP proposals were funded.• UROP pays stipends of $1400 + research expenses for one
semester. • The National Conference on Undergraduate Research (NCUR)
showcases about 50 University students each year (all campuses).
• The University Symposium at Coffman Union exhibits more than 250 student research posters annually.
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Student Learning Outcomes
Baccalaureate Writing Initiatives
Liberal Education Revision
Student Development Outcomes
2007-10 Curricular Initiatives
Curricular Initiatives
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WRITING INTENSIVE
REQUIREMENT BEGINS
1999 2000 2001 2003 2004 2002 20062005 20071991
HOWE REPORT
2008 2009
ACADEMIC TASK
FORCE REPORT
WRITING TASK
FORCE REPORT
CAMPUS WRITING BOARD
APPOINTED
Faculty Writing Consultants in all colleges
Student writing consultations offered in multiple colleges
New Center for Writing consolidates previous faculty and student support
Writing Studies launches
WEC pilot launches
Undergraduate Writing Initiatives
Students challenged at appropriate levels1201: Writing Studio1301: University Writing1401: Writing and Academic Inquiry
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= Writing Plan creation
= Writing Plan assessment & revision
= Writing Plan implementation
Design, Housing, & Apparel
History
Horticultural Science
African-American & African Studies
Geography
School of Nursing
Spanish & Portuguese
Ecology, Evolution, & Behavior
Theatre & Dance
College of Biological Sciences
2007 2008 2009 2010 2011
Mech Eng
Political Sci
Writing Enriched Curriculum
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Revised Liberal Education Curriculum
Core1. Arts and Humanities
2. Biological Sciences
3. Historical Perspectives
4. Literature
5. Mathematical Thinking
6. Physical Sciences
7. Social Sciences
Theme
1. Civic Life and Ethics
2. Diversity and Social Justice in the U.S.
3. Environment
4. Global Perspectives
5. Technology and Society
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Student Learning OutcomesAt the time of receiving a bachelor’s degree, students:
• Can identify, define, and solve problems • Can locate and critically evaluate information • Have mastered a body of knowledge and a
mode of inquiry • Understand diverse philosophies and cultures
within and across societies • Can communicate effectively • Understand the role of creativity, innovation,
discovery, and expression across disciplines • Have acquired skills for effective citizenship
and life-long learning
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FINANCIAL AID
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Financial Considerations• Cost of Attendance• Tuition and
Financial Aid Strategies
• The Economic Advances of Graduating in Four Years
• Fiscal Literacy
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2009-10 Cost of AttendanceTwin Cities Campus
Minnesota Resident Undergraduate Living on Campus
Tuition & Fees: $11,466
Books & Supplies: 1,000
Room & Board: 7,392
Transportation: 194
Personal/Misc: 2,000
Total
Cost of Attendance: $22,052
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FY 2009 Share of Cost of Attendance for Dependent, Resident,Undergraduate Students by Parent Income Level and Financial Aid Type
Mean Cost of Attendancein FY 2009 was $19,777
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Increases in Special Circumstance AppealsExamples:•Parental loss of employment
•Reduction in parental income received from small business
•Loss of military employment and benefits, upon completing military obligation
•Separation, divorce, or death
•Parental enrollment in college degree program
•Unusual, unreimbursed medical care expenses paid directly by student or parents
•Nursing home expense/adult dependent care
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Graduating in More than Four Years:Impact on Student Debt
For the Twin Cities 2008-09 baccalaureate graduates:
• 59.7% of the students who graduated in four years borrowed, with an average student loan indebtedness of $24,062.
• 68.3% of the students who graduated in five years borrowed, with an average student loan indebtedness of $27,284.
• 74.6% of the students who graduated in six years borrowed, with an average student loan indebtedness of $27,468.
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GRADUATION RATE GOALS: STRATEGIES
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4-Year Graduation Rate Planning
• Mission: Provide a world-class educational experience for students, within the context of a comprehensive research university
• Goals: Improve retention and graduation rates to the following levels, beginning with the freshmen class that entered fall 2008– 60% four-year graduation rate– 75% five-year graduation rate– 80% six-year graduation rate
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Current Retention and Graduation Strategies
• Maintain incentives provided by 13-credit registration rule
• Target financial aid to students most in need
• Enhance first-year programs, including freshmen and transfer orientation and freshmen Welcome Week
• Conduct earlier interventions with students who are showing signs of difficulty (e.g., mid-term alerts)
• Continue development of Grad Planner and other tools for advisors and students
• Monitor curriculum and course scheduling to ensure student access to needed courses
• Increase education in fiscal literacy
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Future Retention and Graduation Strategies
• Accountability and Measures
• Academic Advising and Career Counseling
• Curriculum and Programming
• Culture and Expectations
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Accountability Measures
• Academic units will be responsible for:– First-Year Retention Rates– 2nd, 3rd, and 4th Year Progress toward Degree– Four-Year Graduation Rates– Structure of Degree Program Requirements– Effective Curricular Scheduling– Quality of Instruction
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Center for Academic Planning and Exploration (CAPE)
• Assist “students in transition” to move from ineffective or unstructured academic exploration to structured opportunities and educational planning that will put them on a path to graduation
• Provide targeted, “high-touch” academic transition support to – highly undecided students– students desiring competitive majors– students transitioning from one college to another
• Coordinate campus-level engagement opportunities
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Curricular and Programmatic • Determine overly prescriptive or overly flexible
degree programs• Provide closer match between requirements and
courses offered so students can plan and implement their plan in the actual course schedule
• Review all curriculum with student-centered approach• Review educational policies regarding repeating
courses, number of withdrawals permitted• Review requirements for admission to majors• Continually update all sample degree plans for
students to use as models for planning
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Shift in Culture and Expectations• At the University of Minnesota we should:
• value intellectual exploration, but within boundaries• see 30 credits per year as “normal”• help students make a clear decision on major and direction
by end of sophomore year• help students see themselves as part of a defined cohort• use Grad Planner• promote an understanding of the pressure on resources if
students take longer than 4 years• recognize the fiscal concerns created for students by taking
longer than four years to graduate
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Focus on Student Success• Attract the very best
students to theUniversity of Minnesota
• Provide these students with a world-class education
• Graduate these students in a timely way