Colorado School of Mines Strategic Plan 2024
Strategic Scorecard
Board Presentation October 9, 2014
Strategic Scorecard Measures

Student Outcomes







National Survey of Student Engagement
(NSSE) Results



% Freshman non-resident
All Freshman ACT / SAT avg
New PhD GRE median
Experiences at institution contributed to:
 Improvement in communication skills
 Analytical skills and knowledge
 Understanding people of other backgrounds
& being an informed and active citizen
Student Satisfaction
Enrollment – Degree-seeking


Undergraduate
Graduate
Academic Faculty




Student Selectivity


4-Yr graduation rate (overall, underserved – as
defined by state in performance contracts)
6-Yr graduation rate (overall, underserved)
Freshman retention (overall, underserved)
BS degree outcomes rate

Headcount (Tenured / Tenure-track / Teaching)
Faculty departures – non-retirement
Members of the National Academies of
Engineering or Sciences
Student to Faculty Ratio


Degree-seeking enrollment/ Academic Faculty
Common Data Set

Research Expenditures

Fundraising



Financial ratios




Total dollars raised
Endowment
Debt service coverage
Net asset to Debt
Expendable Resources to Operations
Strategic enterprises net revenues
2
3
Mines Strategic Scorecard
Colorado School of Mines Strategic Scorecard
Metrics
1. Six-year graduation rate
a. Overall
b. Underserved Students
2. Four-year graduation rate
a. Overall
b. Underserved Students
2013 (Base)
2014 (Update)
5-Yr Target
(2018-19)
10-Yr Target
(2023-24)
69.7% (F07 cohort)
63.0% (F07 cohort)
75.5% (F08 cohort)
75.3% (F08 cohort)
78.0%
78.0%
85.0%
85.0%
44.1 % (F09 cohort)
35.2% (F09 cohort)
46.1 % (F10 cohort)
36.5 % (F10 cohort)
50.0%
50.0%
60.0%
60.0%
3. Freshman Retention
95.0%
94% (F13 cohort)
92% (F12 cohort)
a. Overall
95.0%
91.8% (F12 cohort) 91.3% (F13 cohort)
b. Underserved Students
5. BS Degree Outcomes rate - 1 year after
99.0%
Avail Oct 31
98% (AY 11-12)
graduation
4. Student Selectivity
47%
41.8%
43.7%
a. % Freshman Non-Resident
31 / 1360
30 / 1320
30 / 1325
b. ACT / SAT (avg)
162
161
161
c. PhD GRE scores (median)
6. NSSE Survey: Mines experience contributed Score range: 1-Very little, 2-Some, 3-Quite a bit, 4-Very much
to student's improvement in:
2.77
a. Communication skills
3.43
b. Analytical skills & knowledge
2.20
c. Understanding people of other
backgrounds & being an informed and
active citizen
Score range: 1-Poor, 2-Fair, 3-Good, 4-Excellent
7. NSSE Survey: Student Satisfaction
3.35
95.0%
95.0%
99.0%
49%
32 / 1400
164
>3.3
>3.5
>3.0
>3.5
4
Mines Strategic Scorecard
Colorado School of Mines Strategic Scorecard
Metrics
5-Yr Target
(2018-19)
10-Yr Target
(2023-24)
5,673
4,383
1,290
280
TBD
TBD
TBD
TBD
TBD
TBD
7.0
Avail Nov 1
TBD
TBD
4
4
5
7
20.9
16.0
20.3
Avail Nov 1
TBD
TBD
TBD
TBD
$56 MM
$56.7 MM
$75 MM
$100 MM
$40-45 MM
$350 MM
TBD
$500 MM
>1.20*
>1.08*
>0.47*
>1.20*
>1.08*
>0.47*
2013 (Base)
2014 (Update)
5,468
4,199
1,269
262
10. Faculty departures (non-retirement)
11. Members of National Academies of
Engineering or Sciences on Faculty
8. Enrollment - Degree seeking (headcnt)
a. Undergraduate
b. Graduate
9. Academic Faculty (headcnt) - T/TT/Teach
12. Student to Faculty Ratio
a. Enrollment / Academic Faculty
b. Common Data Set
13. Research expenditures ($)
14. Fundraising
a. Total dollars raised
b. Endowment
15. Financial Ratios
a. Debt Service Coverage
b. Net Asset to Debt
c. Expendable Resources to Operations
$35.4 MM (FY13)
$47.8 MM (FY14)
$213 MM (6/30/13) $271 MM (6/30/14)
3.27
1.60
1.09
3.14
2.11
1.33
* minimum standard per debt policy.
16. Strategic enterprises net revenue
$0
$0
$5 MM
$10 MM
5
Graduation and Retention Rates
Comparison of other STEM-based peers or aspirational peers:
Freshman Academic Characteristics
Retention 4yr (%)
6 yr (%)
SAT 25-75
percentile
Berkeley
97
72
91
1250-1500
Carnegie Mellon
95
74
88
1340-1530
RPI
93
65
85
1290-1488
GA Tech
95
41
82
1290-1480
WPI
96
70
81
1220-1410
Rose-Hulman
92
71
79
1220-1420*
Stevens Institute
94
45
79
1210-1390
Mines
90
38
70
1260-1420*
Michigan Tech
82
24
66
1110-1300*
Rolla
84
25
63
1150-1380*
**All data from USNews Common Data Set
Retention is 3 year average of fall 2009 -fall 2012 cohort
Graduation rates are from 2007 cohort
Student characteristics are from fall 2013 freshman class
top10%
top 25%
98
80
72
81
64
66
68
66
30
41
100
96
95
95
91
92
89
93
65
71
US News Rankings
Student
Overall
Selectivity
Ranking
Rank
20
20
22
25
36
42
28
35
50
68
NR
NR
45
76
36
88
87
116
71
138
6
BS Degree Outcomes
2012 - 2013 Annual Report
A- 2
December 2011 - AugustS
2012 B Graduates
(Graduates n
Reported i the
e 2011-2012 Annual Rp ort)
# of Double Majors
Industry
Government
Military
Grad. School
Intl. Returning
o
to C untry
Not Looking
Seeking
Contacted Students
Unable to Contact
u
61
2
48
2
0
5
3
2
1
61
0
98%
Chemical & Biochemical Engineering
41
0
30
0
0
9
1
1
0
41
0
100%
Chemistry c
26
2
10
1
1
12
0
1
1
26
0
96%
Computer S ience
37
3
27
0
0
8
0
1
1
37
0
97%
Economics
14
3
9
0
0
3
1
1
0
14
0
100%
Engineering -Civil
69
5
55
0
0
11
0
3
0
69
0
100%
Engineering -Electrical
60
16
53
0
1
4
0
1
1
60
0
98%
Engineering -Environmental
20
0
14
0
0
6
0
0
0
20
0
100%
n
Engineering -Mechanical
147
21
119
2
4
17
0
2
2
146
1
99%
Geology & Geological E gineering
33
0
20
0
0
10
0
2
1
33
0
97%
Geophysics & Geophysical E gineering
20
1
12
1
0
7
0
0
0
20
0
100%
n
Mathematics
15
2
4
0
1
7
0
1
2
15
0
87%
Metallurgical & Materials E gineering
33
0
22
1
0
7
0
3
0
33
0
100%
n
Mining E gineering
23
1
15
0
0
5
3
0
0
23
0
100%
Petroleum
w
Engineering
110
0
81
0
0
6
21
0
1
109
1
98%
Physics - Engineering
51
2
13
0
2
32
0
1
2
50
1
96%
Sub-Totals ( ith double majors)
760
58
532
7
9
149
29
19
12
TOTAL
731
29
507
7
9 146
29
18
12
728
3
98%
% Ot comes Contacted Students
# of Gradu-­
ates
Chemical
n
E gineering
OPTION
Note: Sub-totals are not the sum of the individual students, due to the inclusion of double majors twice. Totals are the actual number of individuals who graduated in each category/column.
CLASS
U
% O TCOMES
IN % O TCOMES ANNUAL REPORT
U
ONE YEAR LATER
2010 - 2011
90%
95%
2009 - 2010
85%
98%
2008 - 2009
86%
98%
2007 - 2008
94%
98%
2006 - 2007
95%
99%
2005 - 2006
90%
99%
2004 - 2005
73%
96%
2003 - 2004
68%
86% 2002 - 2003
66%
84%
2001 - 2002
68%
88%
2000 - 2001
86%
96%
Data source: Career Center Annual
Report
Definition of Positive Outcome:
•
Accepted a position within their field,
or have chosen to attend graduate
school.
•
Graduates who have notified the
Career Center that they are “not
looking” are considered to be on their
chosen career path and counted as a
positive outcome.
Student to Faculty Ratio
Two proposed methods:
(1) Common Data Set: Most commonly used ratio externally. Allows for peer comparison
(2) Internally defined: Degree-seeking students headcount / Academic Faculty headcount.
Academic faculty only includes permanent tenured, tenure-track and teaching faculty members.
Could also include faculty who are on transitional retirement. Data on the next page shows totals
with and without transitional faculty.
•
Another data source is US Department of Education IPEDS database. IPEDS SFR definition has
evolved over time. It currently now mirrors the Common Data Set definition.
Common Data Set:
•
Definition
• Students. Full-time UG = 12 credit hours or more. Full-time GR = 9 credit hours or
more. Part-time is converted to FTE as 1/3rd # of part-time students.
• Faculty. Includes full-time and part-time faculty. Full-time is based on AAUP’s definition
of instructional faculty. Full-time does not need to be “permanent”. Part-time allows
for anyone teaching a credit hour, and is converted to FTE as 1/3rd # of part-time faculty.
•
Peer comparison relies on accuracy of each institutional inputs and interpretation of
definitions.
•
Faculty definition is broader than what we may consider “academic faculty”.
7
8
Student to Faculty Ratio
Colorado School of Mines Student and Faculty Data
Fall Semester
2014 2013 2012
Enrollment - degree seeking
5,673 5,468 5,405
Faculty (T/TT/Teach headcnt)
280.0 262.0 247.0
Student:Faculty (Internal)
20.3 20.9 21.9
Faculty (w/Transitional counted as 0.5) 286.0 268.5 253.5
Student:Faculty inc.l transitional
19.8 20.4 21.3
Student:Faculty (CDS)
16.0 16.0
2011
5,219
241.0
21.7
246.0
21.2
17.0
2010
4,931
242.0
20.4
248.5
19.8
16.0
2009
4,690
234.0
20.0
238.0
19.7
15.0
2008
4,333
235.0
18.4
239.0
18.1
14.0
2007
4,151
218.0
19.0
224.0
18.5
13.5
2006
3,979
207.0
19.2
213.0
18.7
14.0
2005
3,849
204.0
18.9
214.0
18.0
14.0
2004
3,581
194.0
18.5
204.0
17.6
14.7
2003
3,409
189.0
18.0
200.0
17.0
14.7
** Enrollment data is headcount of degree-seeking students as of Fall Semester Census
** Transitional faculty are those faculty who have retired but retain title and remain on contract for teaching and/or research
** Student:Faculty (Internal) = Degree-seeking enrollment / Academic Faculty
** CDS is Common Data Set
**2014 faculty data is estimated until November 1st census
Student to Faculty Ratio Peer Comparison (Common Data Set)
Fall Semester
Illinois IT
Michigan Tech
WPI
RPI
Mines
NJIT
Missouri ST
Georgia Tech
CU-Boulder
2013
13
13
13.8
15
16
17
17
17.47
18
2012
12
12
13.9
15
16
16
17
17.7
18.8
2011
11
13
14
15
17
16
17
17
18.7
2010
10
13
14
16
16
15
17
19
18.7
2009
10
15
14
16
15
15
16
20
18.3
2008
9
15
14.1
14
14
14
15
14
18.1
2007
8
11
13
13.7
13.5
13.5
15
14
15.8
2006
8
11.6
na
na
14
12
14
14
16.2
2005
na
11
na
na
14
13
14
14
16.4
2004
13
11
na
na
14.7
13
na
14
17.5
2003
13
11
na
na
14.7
13
na
14
17.5
9
NSEE Questions

Identified Improvement in knowledge,
skills, and personal development

How much has your experience at this
institution contributed to your knowledge,
skills, and personal development in the
following areas?
a. Communication skills
a. Writing clearly and effectively
b. Speaking clearly and effectively
c. Working effectively with others
b. Analytical skills & knowledge
a. Thinking critically and analytically
b. Acquiring job or work related
knowledge and skills
c. Solving complex, real-world problems
c. Understanding people of other
backgrounds & being an informed and
active citizen
a. Developing or clarifying a personal
b.
c.

code of values and ethics
Understanding people of other
backgrounds (economic, racial,
ethnic, political, religious, nationality,
etc)
Being an informed and active citizen
Student Satisfaction

How would you evaluate your entire
educational experience?

If you could start over again, would you go
to the same institution you are now
attending?
Colorado School of Mines
Strategic Plan 2024
11
Mission
Education and research in
engineering and science to
solve the world’s challenges
related to the earth, energy
and the environment
•
Colorado School of Mines educates students and
creates knowledge to address the needs and
aspirations of the world’s growing population.
•
Mines embraces engineering, the sciences, and
associated fields related to the discovery and
recovery of the Earth’s resources, the conversion of
resources to materials and energy, development of
advanced processes and products, fundamental
knowledge and technologies that support the
physical and biological sciences, and the economic,
social and environmental systems necessary for a
sustainable global society.
•
Mines empowers, and holds accountable, its faculty,
students, and staff to achieve excellence in its
academic programs, its research, and in its
application of knowledge for the development of
technology.
12
Vision
Mines will be the premier
institution, based on the impact
of its graduates and research
programs, in engineering and
science relating to the earth,
energy and the environment
•
Colorado School of Mines is a world-renowned
institution that continually enhances its
leadership in educational and research programs
that serve constituencies throughout Colorado,
the nation, and the world.
•
Mines is widely acclaimed as an educational
institution focused on stewardship of the earth,
development of materials, overcoming the
earth’s energy challenges, and fostering
environmentally sound and sustainable solutions.
13
Values
A student-centered institution
focused on education that
promotes collaboration,
integrity, perseverance,
creativity, life-long learning,
and a responsibility for
developing a better world.
•
The Mines student graduates with a strong sense of
integrity, intellectual curiosity, demonstrated ability
to get a job done in collaborative environments,
passion to achieve goals, and an enhanced sense of
responsibility to promote positive change in the
world.
•
Mines is committed to providing a quality
experience for students, faculty, and staff through
student programs, excellence in pedagogy and
research, and an engaged and supportive campus
community.
•
Mines actively promotes ethical and responsible
behaviors as a part of all aspects of campus life.
Guiding Principles
14
As Mines implements this strategic plan, the following critical principles shall
guide and inform decision-making throughout the process:
￭ Mines will remain a small, specialized engineering and science research university.
￭ “We are proud of everything that we do.” Emphasis on quality and excellence must be
paramount in the education, research and services that we deliver
￭ The future distinction of the institution requires building multiple best-in-class programs at
both undergraduate and graduate levels.
￭ Mines must operate with the entrepreneurial mindset of a private institution that promotes
innovation in programs and cost efficiency in operations.
￭ Mines seeks to foster a diverse community with a sense of shared purpose toward serving our
mission and our stakeholders.
￭ Mines will be recognized for its curricular delivery that is student-centered and leverages
strengths of highly innovative faculty and best-in-class technology practices.
Aspirations
When Mines celebrates its 150th anniversary in 2024, the success of the
strategic vision and plan will be measured by having achieved or significant
achievement towards these aspirations:

Recognized in the top 10 among similarly-sized peer institutions (High-STEM)

4-year graduation rate of 60% and 6-year rate of 85% while still maintaining Mines’ hallmark
commitment to quality, rigor and excellence

Surpass $100M in research expenditures

Mines will continue to be financially self-sustaining

95% of graduates (undergraduate and graduate) report that they would have chosen Mines
again if they could re-do their decision
15
Goal 1: Enhance the distinctive identity and
reputation of Mines
Strategies

Develop and implement integrated marketing plan that expands our brand recognition and
reputation throughout the world.

Increase collaborations with other top quality institutions worldwide.

Expand active-learning instruction (such as studio and project-based, rather than traditional
lecture format) utilizing best-in-class pedagogical and technological practices.

Improve and expand opportunities for participation in professional practice and research
throughout the entire undergraduate experience.

Expand and enhance graduate student development of professional attributes through
formalized activities and curricular excellence.

Create new and enhance existing large research initiatives focusing on the global challenges
related to the earth, energy, and the environment.

Increase faculty membership in national academies and professional society fellows, and
student participation in prestigious national awards and fellowships.
16
Goal 2: Build upon a student-centered campus
culture of excellence, inclusion, diversity and
community.
17
Strategies

Expand residential campus to integrate efforts from academic affairs and student life, for
undergraduate and graduate students, to promote student community and to foster
collaboration, learning, leadership and citizenship.

Advance academic culture and structure that fosters creativity, intellectual-curiosity, and student
success.

Enhance opportunities for students to develop effective communication skills as a complement
to strong content expertise.

Build a campus that values employees and students of the institution through a positive,
supportive, and inclusive environment.

Increase the diversity and quality of Mines’ faculty, student and staff.

Improve mentoring and other support of faculty with the goal to enhance the overall quality of
the student experience.
Goal 3: Build and diversify revenue streams and
auxiliary enterprises.
18
Strategies

Build upon advancements in board authorities that define our relationship with the state.

Expand institutional support and infrastructure development through alumni outreach and
Foundation initiatives.

Establish new or expand continuing education and executive education enterprises that enhance
the reputation, global reach, and financial security of Mines.

Continuously investigate new technologies and market trends that threaten core revenues, and
respond to best leading practices that maintain our preeminence in instructional delivery.

Diversify federal research funding across multiple agencies while increasing corporate and
private research support.

Support research innovation through an enhanced technology transfer program.
Goal 4: Develop and support campus
infrastructure and processes to match Mines'
aspiration to become a top-tier engineering and
science institution.
19
Strategies

Incorporate within the overall financial plan a strategy to sustain and improve capital
infrastructure.

Produce, and continuously monitor the effectiveness of, faculty teaching and research guidelines
that promote excellence and satisfaction.

Align performance expectations, outcomes, rewards and recognitions with campus needs and
the strategic plan.

Assess and reconfigure administrative processes to promote institutional efficiency,
communication, transparency and ease of access to information.

Upgrade and enhance instructional infrastructure and support services.

Enhance and expand research infrastructure to support growth in research while ensuring
effectiveness and efficiency.