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
Retention and Graduation of U of M 2004 Freshmen vs. Averages for
Comparative Group and All AAU Schools
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
Source: American Association of Universities Data Exchange
30.0%
MN
AAU
Peers
Ret into 2nd
87.3%
91.6%
94.0%
Ret into 3d
78.9%
85.3%
89.4%
Ret into 4th
72.5%
79.7%
84.8%
Grad after 4th
45.2%
60.1%
60.7%
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 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
Advising Model
• Honors advising expertise
spans disciplines and
colleges.
Arts, Design, Humanities,
Culture & Languages
20% of students
• UHP advisors work closely
with the advising staff in each
college.
• Students with varied interests
benefit from this collaboration
and diversity of knowledge.
21 % undeclared/
pre-major
Science, Technology,
Engineering & Math
30 % of students
Social Sciences,
Education & Management
29 % of students
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: 2008-09
Credit and GPA Earned
Second 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.
Curricular Initiatives
Student Learning
Outcomes
Baccalaureate
Writing Initiatives
2007-10
Curricular Initiatives
Student Development
Outcomes
Liberal Education
Revision
Undergraduate Writing Initiatives
WRITING
INTENSIVE
REQUIREMENT
BEGINS
ACADEMIC
TASK
FORCE
REPORT
WRITING
TASK
FORCE
REPORT
HOWE
REPORT
1991
1999 2000 2001 2002 2003 2004 2005 2006 2007
CAMPUS
WRITING
BOARD
APPOINTED
2008
2009
Student writing consultations offered in multiple colleges
Faculty Writing Consultants in all colleges
Students challenged at appropriate levels
1201: Writing Studio
1301: University Writing
1401: Writing and Academic Inquiry
New Center for Writing consolidates previous
faculty and student support
Writing Studies launches
WEC pilot launches
Writing Enriched Curriculum
Mech Eng
Political Sci
Design, Housing, & Apparel
History
Horticultural Science
Ecology, Evolution, & Behavior
= Writing Plan creation
Geography
= Writing Plan implementation School of Nursing
= Writing Plan assessment
& revision
Spanish & Portuguese
College of Biological Sciences
Theatre & Dance
African-American &
African Studies
Kinesiology
2007
2008
2009
2010
2011
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
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
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 Attendance
Twin Cities Campus
Minnesota Resident Undergraduate Living on Campus
Tuition & Fees:
Books & Supplies:
Room & Board:
Transportation:
Personal/Misc:
$11,466
1,000
7,392
194
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 Attendance
in FY 2009 was $19,777
Increases in Special Circumstance Appeals
700
Examples:
•Parental loss of employment
600
•Reduction in parental income
received from small business
500
•Loss of military employment and
benefits, upon completing military
obligation
•Separation, divorce, or death
400
300
•Parental enrollment in college
degree program
•Unusual, unreimbursed medical
care expenses paid directly by
student or parents
200
100
0
•Nursing home expense/
adult dependent care
remainder of year
through October
2005-06
79
303
2006-07
99
380
2007-08
94
349
2008-09
125
385
2009-10
634
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 the
University of
Minnesota
• Provide these students
with a world-class
education
• Graduate these
students in a timely
way