Update on Undergraduate Initiatives

Board of Regents

Educational Planning and Policy Committee

December 10, 2009

Robert McMaster

Vice Provost and Dean of

Undergraduate Education

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?

Outline

Retention and Graduation

Recruitment and Enrollment

University Honors Program

Access to Success

Curriculum

Financial Aid

Graduation Rate Goals: Strategies

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.

Office of Undergraduate Education

RETENTION & GRADUATION RATE PROGRESS: UMC, UMD, UMM

Crookston Retention and Graduation Rates

Duluth Retention and Graduation Rates

Morris Retention and Graduation Rates

RETENTION & GRADUATION RATE PROGRESS: UMTC

Twin Cities Graduation Rate Progress

1st Year Retention by College

4-Year Graduation by College

5-Year Graduation by College

6-Year Graduation by College

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

4-Year Graduation Rate Comparison – 2008

First-Year GPA and Credits Earned and Graduation Rates

First-Year Retention Rates for New Freshmen and External Transfers

Most Recent Graduation Rates for New Freshmen and External Transfers

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

RECRUITMENT AND ENROLLMENT UPDATE

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

UMTC Freshmen Applicants, Offers, and Enrollees

UMTC Freshman Applicants at the End of November

New International Undergraduates

Average ACT Composite and High School Rank of Twin Cities Campus New Freshmen

Strategic Positioning initiated

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)

UNIVERSITY HONORS PROGRAM

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

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

ACCESS TO SUCCESS PROGRAM

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

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

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%

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

CURRICULUM

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

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.

Student Learning Outcomes

Baccalaureate Writing Initiatives

Liberal Education Revision

Student Development Outcomes

2007-10 Curricular Initiatives

Curricular Initiatives

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

= 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

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

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

FINANCIAL AID

Financial Considerations• Cost of Attendance• Tuition and

Financial Aid Strategies

• The Economic Advances of Graduating in Four Years

• Fiscal Literacy

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

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

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

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.

GRADUATION RATE GOALS: STRATEGIES

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

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

Future Retention and Graduation Strategies

• Accountability and Measures

• Academic Advising and Career Counseling

• Curriculum and Programming

• Culture and Expectations

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

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

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

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

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