1. Update on Undergraduate Initiatives Board of Regents Educational Planning and Policy Committee December 10, 2009 Robert McMaster Vice Provost and Dean of Undergraduate Education

2. 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?

3. Outline Retention and Graduation Recruitment and Enrollment University Honors Program Access to Success Curriculum Financial Aid Graduation Rate Goals: Strategies

4. 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.

5. Office of Undergraduate Education

6. RETENTION & GRADUATION RATE PROGRESS: UMC, UMD, UMM

7. Crookston Retention and Graduation Rates

8. Duluth Retention and Graduation Rates

9. Morris Retention and Graduation Rates

10. RETENTION & GRADUATION RATE PROGRESS: UMTC

11. Twin Cities Graduation Rate Progress

12. 1 st Year Retention by College

13. 4-Year Graduation by College

14. 5-Year Graduation by College

15. 6-Year Graduation by College

16. Most Recent 6-Year Graduation Rates for Freshman Scholarship Athletes (tendered) and All New Freshmen

17. 4-Year Graduation Rate Comparison – 2008

18. First-Year GPA and Credits Earned and Graduation Rates

19. First-Year Retention Rates for New Freshmen and External Transfers

20. Most Recent Graduation Rates for New Freshmen and External Transfers

21. 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

23. RECRUITMENT AND ENROLLMENT UPDATE

24. 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

25. UMTC Freshmen Applicants, Offers, and Enrollees

26. UMTC Freshman Applicants at the End of November

27. New International Undergraduates

28. Average ACT Composite and High School Rank of Twin Cities Campus New Freshmen Strategic Positioning initiated

29. National Merit Scholars 2009 National Merit Scholars: –112 Total Freshmen National Merit Scholars (2008: 79, UMTC only) –UMTC would have ranked 20 th among all institutions in 2008 (2007: 29 th ) –UMTC would have ranked 8 th among public institutions in 2008 (2007: 12 th ) –UMTC would have ranked 4 th among 11-institution comparative/peer group in 2008 (2007: 6 th )

30. UNIVERSITY HONORS PROGRAM

31. Honors Class of 2013 578 Freshmen Average ACT Score 31 Average High School Rank 96.5% Students of Color 16% Gender 57% female, 43% male National Merit Scholars 109

32. 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 & Management Science, Technology, Engineering & Math 20% of students 30 % of students 29 % of students 21 % undeclared/ pre-major

33. ACCESS TO SUCCESS PROGRAM

34. 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

35. 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

36. ATS Cohort 1: 2008-09 Credit and GPA Earned Second Year Retention CLACEHDCFANS FallSpringFallSpringFallSpring Number of Students 2202231791753027 Average Credits Passed 19.1033.0316.0828.2217.6131.56 Average Cumulative GPA 2.932.87 2.752.822.77 Retention Rate 84.8%80.4%81.3%

37. Retention Rates of Fall 2008 Honors, ATS, and All Twin Cities New Freshmen

38. CURRICULUM

39. 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

40. 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.

41. Curricular Initiatives

42. WRITING INTENSIVE REQUIREMENT BEGINS 1999 2000 2001 2003 2004 2002 2006200520071991 HOWE REPORT 20082009 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 levels 1201: Writing Studio 1301: University Writing 1401: Writing and Academic Inquiry

43. = 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 Kinesiology 20072008200920102011 Mech Eng Political Sci Writing Enriched Curriculum

44. Revised Liberal Education Curriculum Core 1.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

45. Student Learning Outcomes At 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

46. FINANCIAL AID

47. Financial Considerations Cost of Attendance Tuition and Financial Aid Strategies The Economic Advances of Graduating in Four Years Fiscal Literacy

48. 2009-10 Cost of Attendance Twin 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

49. FY 2009 Share of Cost of Attendance for Dependent, Resident, Undergraduate Students by Parent Income Level and Financial Aid Type Mean Cost of Attendance in FY 2009 was $19,777

50. Increases in Special Circumstance Appeals Examples: 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

51. 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.

52. GRADUATION RATE GOALS: STRATEGIES

53. 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

54. 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

55. Future Retention and Graduation Strategies Accountability and Measures Academic Advising and Career Counseling Curriculum and Programming Culture and Expectations

56. Accountability Measures Academic units will be responsible for: –First-Year Retention Rates –2 nd, 3 rd, and 4 th Year Progress toward Degree –Four-Year Graduation Rates –Structure of Degree Program Requirements –Effective Curricular Scheduling –Quality of Instruction

57. 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

58. 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

59. 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

60. Focus on Student Success Attract the very best students to the University of Minnesota Provide these students with a world-class education Graduate these students in a timely way