academic & student affairs...asa - feb 2017 page 2 of 121 board of regents docket item summary...

Academic & Student Affairs

February 2017

February 9, 2017

2:30 p.m. - 4:30 p.m.

East Committee Room, McNamara Alumni Center

Docket Item Summary - Page 3

1. Delivering on the Academic Mission of the Medical School


2. Update on Student Mental Health


Greek Task Force Update - Page 58

3. Update on the Greek Task Force Recommendations


Postsecondary Planning: A Joint Report to the Minnesota Legislature -Page 81

4. Consent Report - Review/Action

Presentation Materials - Page 4



Program Additions, Changes, and Discontinuations - Page 118

ASA - FEB 2017

of 121

BOARD OF REGENTS

DOCKET ITEM SUMMARY

Academic & Student Affairs February 9, 2017 AGENDA ITEM: Delivering on the Academic Mission of the Medical School

Review Review + Action Action X Discussion

PRESENTERS: Brooks Jackson, Vice President for Health Sciences and Dean of the Medical

School Mark Rosenberg, Vice Dean for Education and Academic Affairs, Medical School PURPOSE & KEY POINTS The purpose of this item is to discuss the progress in advancing medical education at the University and training the next generation physicians in Minnesota. The discussion will include:

National rankings and local impact. Outcomes from our Duluth campus. Tuition. Efforts to increase diversity. Plans to increase enrollment. Innovations in educating medical students. Wellbeing of students. Faculty development efforts.

BACKGROUND INFORMATION The Board previously discussed this topic at the following meetings:

December 2016: Progress Update on Medical School Strategic Plan – Board of Regents February 2016: Medical School Update – Academic & Student Affairs May 2015: Medical School Strategic Plan: Report on Scholarship and Research Metrics –

Special Committee on Academic Medicine

This is a report required by Board policy.

of 121

Delivering on the Academic Mission of the Medical

School –

UNIVERSITY OF MINNESOTA BOARD OF REGENTSAcademic and Student Affairs Committee

February 9, 2017

of 121

MEDICAL EDUCATION CONTINUUM

ADMISSIONSUNDERGRADUATE

MEDICAL EDUCATION(UME)

GRADUATE MEDICAL EDUCATION

(GME)

CONTINUING PROFESSIONAL DEVELOPMENT

(CPD)

of 121

in the nation for producing rural

physicians

in the nation for producing

primary care physicians

of physicians in greater

Minnesota trained at

UMMS

actively practicing

physicians in Minnesota

trained at UMMS

1st 4th 10th 37% 70%in the nation for producing family

physicians

NATIONAL RANKINGS + LOCAL IMPACT

ACCOMPLISHMENTS

of 121

SUCCESS OF THE DULUTH CAMPUS

in the nation for graduating

American Indian physicians

of alumni practice primary

care medicine

of alumni practice in

communities w/ populations less than 25,000 (5%

nationally)

of alumni practice

medicine in Minnesota

2nd 67%44% 63%of alumni are

Family Medicine physicians (9%

nationally)

48%

ACCOMPLISHMENTS

of 121

of 121

STUDENT RESEARCH HIGHLIGHTS

of 121

MED

ICAL

SCH

OOL F

AQUn

ivers

ity o

f Min

neso

ta vs

. The

Big

Ten

of 121

TUIT

ION

of 121

MED

ICAL

SCH

OOL F

AQUn

ivers

ity o

f Min

neso

ta vs

. The

Big

Ten

of 121

MED

ICAL

SCH

OOLS

FAQ

Unive

rsity

of M

inne

sota

vs. T

he B

ig T

en

of 121

TC MD APPLICATIONS

NationalApplicants

NationalEnrollment

UMTCApplications

UMTCEnrollment UIM Low SES First Gen

2016 53,042 21,030 4226 170 19.41% 31.76% 22.94%

2015 50,361 20, 631 4118 170 19.41% 29.41% 21.18%

2014 49,480 20, 343 3716 170 18.8% 27.65% 18.23%

2013 48,014 20,055 3,852 170 10.5% - 15.88%

2012 45,266 19,517 3,669 170 8.8% - 12.94%

2011 43,919 19,230 3,550 170 9.4% - 13.53%

2010 42,741 18,665 3,361 169 8.3% - -

2009 42,268 18,390 3,259 169 7.1% - -

CHAM

PION

ING

DIVE

RSIT

Y

of 121

DULUTH MD APPLICATIONS

NationalApplicants

NationalEnrollment

UMDUApplications

UMDUEnrollment UIM Low SES First Gen

2016 53,042 21,030 1,700 60 17% 37% 47%

2015 50,361 20, 631 1,628 60 15% 27% 48%

2014 49,480 20, 343 1,567 60 8% 38% 50%

2013 48,014 20,055 1,674 60 8% - -

2012 45,266 19,517 1,487 60 13% - -

2011 43,919 19,230 1,279 60 5% - -

2010 42,741 18,665 1,281 60 10% - -

2009 42,268 18,390 1,352 60 11% - -

CHAM

PION

ING

DIVE

RSIT

Y

of 121

CHAM

PION

ING

DIVE

RSIT

Y

MN Future Doctors Program Mission: Prepare premedical students from

communities underrepresented in medicine in Minnesota for admission to medical school

participants since 2006

admitted to medical school

to dateundergraduates pursuing other

career interests

363 34% 30% 25%

of 121

BA/M

D PR

OGRA

M

YR 1 YR 2 YR 8YR 3 YR 4 YR 5 YR 6 YR7

Traditional Pathway to Physician Practice

Accelerated Pathway: BA/MD Joint Admission Program

Baccalaureate Institution Medical School

UMN CLA UMN Medical School - TC Begin residency

Begin Medical School

BA Awarded MD Awarded

of 121

170 to 200Twin Cities MS1 Enrollment Increase Over Three Years

60 to 70Duluth MS1 Enrollment Increase Over Three Years

Proposed AdjustmentsEN

ROLL

MEN

T

of 121

INNO

VATI

NG IN

EDUC

ATIO

N COMPETENCY-BASED MEDICAL EDUCATION

Shifting the paradigm from

fixed time: variable outcome

tofixed outcome: variable time

of 121

INNO

VATI

NG IN

EDUC

ATIO

N

of 121

Block Clerkships vs. Longitudinal Integrated Clerkships (LICs)IN

NOVA

TING

IN ED

UCAT

ION

of 121

Rural Physician Associate Program

(RPAP)

Rural medicine

Statewide

40

Early 1970s

Metropolitian Physician Associate Program (MetroPAP)

Urban, underserved

North Minneapolis + St. Louis Park

4

VA Longitudinal Undergraduate

Education (VALUE)

Quality Improvement/ Patient Safety

VAMC

10

2015

Hennepin Longitudinal Integrated

Experience (HeLIX)

Urban, underserved

HCMC

4-6

20172010

Misson

Site

# of students

Start date

U of MN LICs

COM

MUN

ITY

PART

NERS

HIPS

of 121

COM

MUN

ITY

PART

NERS

HIPS

of 121

78 Minnesota cities participated in training

our students

COM

MUN

ITY

PART

NERS

HIPS

of 121

INTE

RPRO

FESS

IONA

L ED

UCAT

ION

of 121

VALU

ING

HOLI

STIC

EXCE

LLEN

CE

of 121

of 121

BOARD OF REGENTS

DOCKET ITEM SUMMARY

Academic & Student Affairs February 9, 2017 AGENDA ITEM: Update on Student Mental Health


PRESENTERS: Gary Christenson, Chief Medical Officer, Boynton Health

Sue Wick, Professor, Plant Biology and Biology Teaching & Learning, College of Biological Sciences

PURPOSE & KEY POINTS The purpose of this item is to discuss student mental health on the Twin Cities campus and receive an update on the impact of additional funding for student mental health services. Boynton Health's Mental Health Clinic and Student Counseling Services are the designated resources for student mental health clinical services on the Twin Cities campus. Demand for service at both sites has steadily increased, resulting in student waitlists for access to therapy and counseling services. Additional funds were invested through the student service fee, Office of the Provost, and the President’s Office for FY16 and FY17 in an effort to expand staff capacity with the goal of eliminating waitlists. This item also includes an update on demands for student mental health services and status of waitlists; addresses plans for future programming; and provides an overview of the Taskforce on Student Mental Health.


of 121

Mental Health Services Update

Gary Christenson, MD

Chief Medical Officer, Boynton Health

Co-Chair, Provost-FCC Joint Task Force on Student Mental Health

of 121

Boynton MHC

• Established 1925

• Medical Model

• Psychotherapy

• Psychiatry

• Minimal trainees

• Limited consulting

• Student fees & insurance

funding

• Medical record system

• HIPAA

SCS

• Established 1932

• Developmental Model

• Academic, career, &

psychological counseling

• No Psychiatry

• 50% services delivered by

supervised trainees

• Consulting

• General funding/no billing

• Counseling specific record

system

• FERPA

of 121

Demand is Increasing- Students

23%

1184

1453

Boynton Mental Health Intake Requests

Fall ‘16 vs. Fall ‘15

of 121

Service Utilization is Increasing

0

500

1000

1500

2000

2500

3000

Sept Oct Nov Dec

Boynton Mental Health Clinic - All Visits

2015 2016

27%

of 121

0

5000

10000

15000

20000

25000

30000

BOYNTON Mental Health Visits

of 121

Objective Achieved

Wait List

of 121

Boynton New Hires

Jessie Saer, MPS, MSW, LICSW

President/Provost funding

Plus: Yvon Lonning, LPCC to start February, 2016!

Chiara Mesia Doig, MSW, LICSW

FY 17 Fees

Rachel Ans, MPS, LADC

FY 16 Fees

Emily Kramer, MSW, LICSW

FY 17 Fees

Merrily Sadlovsky, MSW, LICSW

FY 16 Fees

Ann Zedginizde, MA, EdM

President/Provost funding

of 121

Boynton Mental Health Providers

Therapists: 21 (18.7 FTEs)

Prescribers: 7 (6.1 FTEs)

Nurse: 1 (1.0 FTE)

Total: 29 (25.8 FTEs)

of 121

Brief Consultation Model

• 20-30 minutes assessment

• Same day as presentation

• 80% referred to Boynton, SCS, and/or

other UMN resources

• 20% referred to community resources

of 121

Boynton Mental Health

Services Space

0

2,000

4,000

6,000

8,000

10,000

12,000

2010 2013 2016 2017 Future*

Net Square Feet

* Includes full use of space for mental health growth on BH 1st floor

of 121

Boynton Space 2010

4th Floor Boynton

of 121

Boynton Space 2017

Coffey Hall

1st Floor

4th Floor

of 121

Future Expansion

Coffey Hall

1

4th Floor

1st Floor

of 121

Student Counseling Services

Danny Elenz, MA Cheri Kuhn-Waters, MA Courtney Padjen,MA Brian Saunders, MA

4 new 0.5 FTE intake counselors

SCS Total: 27 counselors (Staff, interns, graduate assistants, temp casual)

of 121

Student Counseling Services

Fall ‘16 vs. Fall ‘15

3440 Sessions

3393 Sessions

1.4%

248 Crisis

302 Crisis

22%

1043 Students

947 Students

9%

of 121

SCS Fall ‘16 vs. Fall ‘15

• Wait list started later and implications

changed

• All wait list students arranged for therapy

within 2-3 weeks (vs. 80 students unable to

access therapy in Fall ’15)

• Mean number of counseling sessions

increased from 3.7 to 4.4

of 121

Care Manager Update

Emily O’Hara, UMN-TC Care Manager

of 121

Care Management Cases(July-Jan FY 16-17 vs. FY 15-16)

BCT

Cases

80

92

Up 15% Care

Mgmt

Cases

2

84

of 121

Provost-FCC Joint Task Force

on Student Mental Health

Sue Wick, Professor

Plant and Microbial Biology,

Biology Teaching and Learning

Co-chair, Provost-FCC Joint Task Force

on Student Mental Health

of 121

Why establish a task force?

What hasn’t already been addressed in the

area of student mental health?

of 121

Why establish a task force?

What hasn’t already been addressed in the area

of student mental health?

wellness unmanaged stress serious clinical concerns

of 121

Taskforce Charge

Review various reports and resources on student mental health on our campus and provide the

FFC chair and the Provost with insights and observations relevant to the role of faculty and

instructors

Develop strategies for:

• engaging University faculty and instructional staff … (and) fostering a sense of

ownership of the institutional need to find solutions

• educating University faculty and instructional staff about the status of and resources for

student mental health on the Twin Cities campus;

• training faculty and instructional staff to recognize and respond to behaviors that signal

student mental health concerns; and

• encouraging University faculty and instructional staff contributions to positive student-

mental-health environments and to the reduction of stigma associated with mental

health problems.

of 121

Taskforce Charge, continued

Develop action steps related to these strategies and to the

recommendations from the 2016 Provost’s Committee on

Student Mental Health report.

Review the original charge and work of the Provost’s

Committee on Student Mental Health and suggest to the

Provost the committee’s future composition and direction.

of 121

Taskforce Membership

14 members, some with dual functions:

• 6 faculty/instructional staff

• 4 students/postdocs

• 5 staff in administrative/service roles

• 2 co-chairs + 1 rep from Provost’s office

of 121

The task force recommendations address

• The need for instructors to acknowledge their role in student mental

health

• Best practices for instructors to prevent unnecessary stress in

interactions with students in class or individually

• What instructors need to know to recognize and respond effectively to

student mental distress

• What units need to do to support instructors

• How the University leadership can support best practices

of 121

BOARD OF REGENTS

DOCKET ITEM SUMMARY

Academic & Student Affairs February 9, 2017 AGENDA ITEM: Update on the Greek Task Force Recommendations


PRESENTERS: Maggie Towle, Associate Vice Provost for Student Life and Director, Student

Unions and Activities, Office for Student Affairs Lamar Hylton, Assistant Vice Provost for Student Life, Office for Student Affairs Lynn Swon, President, Minnesota Greek Alumni Council PURPOSE & KEY POINTS The purpose of this item is to discuss the implementation of recommendations from the 2012 Greek Community Strategic Task Force. The committee will also receive an overview of Greek life at the University. BACKGROUND INFORMATION In March 2012, President Kaler formed a Greek Community Strategic Task Force and charged the group to develop a “sustainable and robust relationship between the University and the Greek community.” The task force issued a report outlining 47 recommendations in December 2012. The Office for Student Affairs, the University of Minnesota Alumni Association, Fraternity and Sorority Life, and the Minnesota Greek Alumni Council have been working to implement those recommendations.


of 121

Progress Repor t | June 2016In 2012, President Kaler announced the formation of the Greek Community Strategic

Task Force (GCSTF). The Task Force charge was to develop a plan for a “sustainable and

robust relationship between the University and the Greek Community.” Based on a

thorough assessment, three work teams identified a range of recommendations around

Alumni Engagement, Greek Housing, and enhancing the Greek Student Experience.

One recommendation, completed in May 2013,

was to establish the Minnesota Greek Alumni Council

(MGAC) to work with University leadership and staff

as well as Greek Student leaders. A mission to help

grow and strengthen the Greek community has been

adopted by the Greek Alumni Council. After three

years, this Progress Report reviews our shared progress

against the detailed 2012

GCSTF recommendations.

We plan to continue this

work and engage more

Greek alumni, improve

and expand current and

fu ture Greek s tudent

housing, and support the Greek student leaders’ initiatives.

In Spring 2016 we can report that the Greek mem-

bership growth goal set for 2018 has been surpassed.

At only 6% in 2011, we now have nearly 10% of all

undergraduates at the University of Minnesota as

Interfraternity and Panhellenic Greek chapter mem-

bers. You would have to go back to 1981 to find a similar

peak and IFC/PHC mem-

bership of 3100. As Greeks

remain the largest student

cohort on campus, we are

aiming for future growth to

match the Big-Ten average

of 13% of undergraduates.

4000

3000

2000

1000

02010 2011 2012 2013 2014 2015 2016

1703 1664 1765

2332

2684

3002 3048

■ SOROR IT I ES � ■ FR ATERN IT I ES

G R E E K M E M B E R S H I P G R O W T H

of 121

1. Establish Greek alumni group

100%

The Minnesota Greek Alumni Council was established as a 501c3 in May 2013

2. Add Greek affiliation in DMS

11%

Estimated 14,000 e-mailable Greeks added so far, including recent Greek graduates.New programs will add more.

• IAMGREEK link sent to 10 Greek alumni club leaders to distribute

• Homecoming Greek Reunion 2016

3. Communications plan for Greek alumni (Three-pronged)

• Ongoing monthly newsletters to Greek House Corporation leaders

100%

• Established Facebook page, MGAC website, and Linked in page- ongoing updates needed

100%

• Quarterly newsletters to broad DMS Greek email list – began in 2016

25%

4. Develop a written history of the Greek system at the University of Minnesota

0

NOT FUNDED

5. Greek alumni engagement

100%

• Engage students in Greek alumni community before they graduate

» First Annual Senior Salute/Alumni Event, April 2016

• Create special events to engage and inspire Greek alumni

» All Greek Reunion, Fall 2014

» First Alumni/Student Networking Event, November 2015

» MGAC committee engagement – begun

» New: Homecoming Greek Reunion event planned for 2016

6. Greek alumni networking and mentoring of students

50%

• 1st Annual Networking Event, November 2015

• Mentoring program in development for 2016-2017

7. Strengthen chapter governance and alumni volunteer training and shared best practices

50%

• Chapter House Corporation Leadership began shared meetings once per semester: PHC chapters since 2013, and IFC began in Spring 2015.

• New: House Safety Training – August 2016

8. Identify and recruit Greek faculty and staff 0

Not adopted as priority

9. Panhellenic extension

50%

• First PHC Extension completed: Chi Omega (CΩ), Fall 2013 and Phi Mu (FM), Fall 2016

• Future Sorority Extension has a barrier related to Greek housing availability.

10. Create a Greek job board

0

Not adopted as priority

i n i t i a t i v e o n e : Conne c t and Ac t i va t e G reek A lumn i . I n t h e p a s t t w o y e a r s , M GAC

h a s r e a c h e d o u t t o m a ny G r e e k A l u m n i t h r o u g h e v e n t s , o u r m o n t h l y n e w s l e t t e r s a n d o n l i n e

c o m m u n i c a t i o n s a n d n e w Ch a p t e r H o u s e C o r p o r a t i o n a n d Ch a p t e r A d v i s o r d i r e c t e d p r o g r a ms .

O u r G r e e k A l u m n i L e a d e r s h i p d a t a b a s e n o w h a s o v e r 5 0 0 m e m b e r s w h o h a v e a t t e n d e d

a n d b e e n i n v o l v e d i n h e l p i n g s u p p o r t t h e i r o w n c h a p t e r s a n d t h e U n i v e r s i t y o f M in n e s o t a

G r e e k s y s t e m . W i t h m a ny n e w p r o g r a ms a n d a n o t h e r A l l - G r e e k Re u n i o n p l a n n e d f o r Fa l l

2016 H o m e c o m in g , w e a r e e x c i t e d a b o u t c o n t i n u e d g r o w t h o f G r e e k A l u m n i e n g a g e m e n t .

of 121

1. Optimize 17th Avenue Residence Hall opportunity to add 200 Greek beds and create Greek Living Learning Community at 17th Ave Residence Hall

200

150

100

50

0102 117 97 181

2013-14 2014-15 2015-16 2016-17PROJEC T ED

TOTALBE DS

29

28

14

31

20

27

28

62

6

91

25

20

16120

17 T H AV E . R H G R E E K B E D S

■ FR ATERN IT Y EARLY RECRU IT WING (NEW 2016)

■ OTHER FR ATERN IT Y TEMP HOUS ING/ BEDS (AGR, FH )

■ SAE L EASE AND MEMBER BEDS

■ SOROR IT Y UPPERCL ASSMEN (CH I O SEMESTER 2 - 2014)

■ GREEK UN IT Y HOUSE (RENA MED L LC FOR 2016) �

■ P I L L AR HOUSE L LC*

• Occupancy, including Greek Unity House Living Learning Community, has grown substantially since Fall 2013 — projected to 90% of goal.

• 2015-16 had 65% of Pillar House join Greek chapters

• Chapters member blocks as needed and new Greek programs, focused on incoming students added

• OFSL is developing Greek experience programing working with community advisors

2. Define incubator space to grow Greek chapters and meeting space for Greeks

Chi Omega CΩ 2013 – OngoingTheta Chi QC 2013 – 2016Phi Mu FM Fall 2016 Launch

• Two incubator spaces leased at 17th Avenue RH since fall 2013

• Two new Sorority chapters and one Fraternity chapter have been established

• Permanent Greek Meeting space leased – room 116

3. Offer low cost, long term financing vehicle to fund improvements to existing Greek housing

34%

• Loan program launched June 2015

• Five Greek Chapters are receiving loans this summer utilizing 34% of the available $3 million

• Four additional Greek chapters are in the planning stage

4. Reduce zoning ordinance restrictions (on existing Greek properties)

50%

• 2014 Greek zoning recommended changes developed

• 2015 City Council members and Neighborhood input

• Summer 2016 approval targeted – MHNA and Minneapolis City Council

5. Acquisition of property — Greek housing or land bank – No Progress to Date

0

6. Create a task force to develop a new Greek commons project – No Progress to Date

0

i n i t i a t i v e t w o : Suppor t G reek hous ing improvemen t and expans ion . A c r o s s

t h e c o u n t r y, F r a t e r n i t i e s a n d S o r o r i t i e s a r e t h e l a r g e s t n o n -p r o f i t p r o v i d e r s o f s t u d e n t

h o u s i n g , b e s i d e s U n i v e r s i t i e s a n d c o l l e g e s t h e m s e l v e s . A t t h e U n i v e r s i t y o f M i n n e s o t a

G r e e k h o u s e s t o d a y h a v e o v e r 10 0 0 b e d s f o r u n d e r g r a d u a t e s m a k i n g G r e e k H o u s i n g

im p o r t a n t t o s t u d e n t s , a l u m n i a n d t h e U n i v e r s i t y. T h e 2012 G r e e k Ta s k Fo r c e i d e n t i f i e d a

r a n g e o f r e c o m m e n d a t i o n s t o s u p p o r t e x i s t i n g G r e e k h o u s i n g im p r o v e m e n t a n d e x p a n s i o n

a s w e l l a s n e w c h a p t e r h o u s i n g d e v e l o p m e n t i n s u p p o r t o f U n i v e r s i t y G r e e k s y s t e m g r o w t h .

of 121

i n i t i a t i v e t h r e e : En r i ch and suppor t t he G reek s t uden t expe r i en ce . We n o w h a v e a

t h r i v i n g G r e e k c o m m u n i t y o f o v e r 3 0 0 0 G r e e k s t u d e n t m e m b e r s w i t h i n I F C a n d Pa n h e l l e n i c c h a p t e r s .

T h e O f f i c e o f F r a t e r n i t y & S o r o r i t y L i f e (O FS L ) a n d O SA l e a d e r s h i p a n d s t a f f a n d M GAC r e g u l a r l y

w o r k t o g e t h e r t o s u p p o r t t h e G r e e k s t u d e n t l e a d e r s ’ p r i o r i t i e s a n d i n i t i a t i v e s . I n p u t a n d r e q u e s t s

f r o m G r e e k s t u d e n t l e a d e r s o f t e n c o v e r b r o a d a r e a s , s u c h a s im p r o v i n g o v e r a l l m a r ke t i n g a n d

m e s s a g i n g , i d e n t i f y i n g w a y s f o r a l l I F C c h a p t e r s t o r e c r u i t m o r e e f f e c t i v e l y a n d o f f e r i n g s t r o n g e r

m e m b e r a n d a l u m n i t r a i n i n g p r o g r a ms . S o m e o f t h e c u r r e n t s t u d e n t n e e d s a r e s im i l a r t o t h o s e

i d e n t i f i e d i n t h e 2012 G C S T F r e c o m m e n d a t i o n s a n d o t h e r s h a v e e v o l v e d i n t h e p a s t 4 y e a r s . W h i l e

t h e O FS L h a s b e e n w o r k i n g w i t h a l l 4 s t u d e n t c o u n c i l s , ( I F C , Pa n h e l l e n i c , N a t i o n a l Pa n - H e l l e n i c

a n d M u l t i c u l t u r a l G r e e k c h a p t e r s ) M GAC h a s n o t y e t e n g a g e d i n a ny e f f o r t s w i t h t h e b r o a d e r

G r e e k a l u m n i c o m m u n i t y. T h i s w i l l b e o n e o f s e v e r a l im p o r t a n t i n i t i a t i v e s i n 2016 -17 a s w e m o v e

f o r w a r d a n d a d d f u r t h e r r e c o m m e n d a t i o n s t o s u p p o r t G r e e k g r o w t h a n d s t u d e n t s ’ l e a d e r s h i p .

75%

70%

65%

60%

55%

2007 2008 2009 2010 2011ENTERING YEAR

GREEK NON-GREEK L INEAR GREEK L INEAR NON-GREEK

G R E E K V S N O N - G R E E KG R A D U AT I O N R AT E S

3.5

3.3

3.25

3.2

3.15

3.13.05

FALL

2013SPRING 2014

FALL

2014SPRING 2015

FALL

2015

ALL UNIVERSITY PANHELENIC WOMEN INTERFRATERNITY MEN ALL GREEK

G R E E K V S N O N - G R E E K G PA

of 121

1. Strengthen and build the Greek student communityGreek student community continues to have higher grade point averages and graduation rates than overall undergrads

• Access to Leadership opportunities and experiences100%

» IFC/PHC Councils and/or Chapter Presidents attend many educational programs and sessions including: January Leadership Retreat, Assoc. of Fraternal Leadership & Values Central Conf., Multicultural Greek Leadership Weekend and OFSL hosts monthly Presidents meetings.

• Participation in service and other campus or community based projects

25%

» Student Leaders involved in Greek Zoning and Neighborhood/City governance meetings

• Build connections with Alumni to help lead to internships and career opportunities

50%

» Established annual Student/Alumni Networking event (Nov. 2015) and Spring Senior Salute event

» Greek Mentor program in development- for Fall 2016 launch

• Enhance messaging about membership in the Greek Community – ongoing

100%

» Student-managed communications have expanded: BeGreek.org, at Orientation and Welcome Week

• Develop overall Greek value proposition (and key messages)0

» NEW: Greek Marketing Strategy Task Force (Alumni, Students, University Staff) – Summer 2016

2. Establish Greek growth targets and make needed enhancements to recruiting process to meet those

• Goal of 9% of undergrads by 2017 achieved in 2015-16

15%

10%

5%

2011 2015

6%10%

P E R C E N TA G E O F U OF M S T U D E N T S

W H O A R E G R E E K M E M B E R S

» Recruitment Task Force begun 2013, but failed to agree on needs

» Sorority recruitment defined by national PHC and considered effective- no changes needed

NEW: Fall 2016 initiative with IFC-only Early and Formal Recruitment improvement focus

3. Programming for Greek members to ensure consistent awareness of responsibilities and privileges of membership

• Greek Life- ‘live-in’ Adult Staff36%

» Adult Director in 12 of 33 residential facilities- Adults staff is encouraged but decisions and financing is by House Corporations

» Training beginning Aug. 2016 on Safety and other University resources

• Add alcohol education for all Greeks50%

» Required on-line AlcoholEDU

• Add a values-based new member seminar50%

» Chapters conduct various Member Development programs based on values.

• Work with Sororities on role played in overall risk management scenarios

» All PHC chapters have National risk policies and PHC has hosted mock-trials to educate members on community risks

• Create a Fraternity & Sorority Ethics Board0

» OFSL is no longer serving in a conduct related capacity- now an advisory role only

» NEW: Twin Cities Group Conduct Code process affecting Fraternity and Sorority groups under development

of 121

4. Add staffing & infrastructure to move recommendations forward and find office space for Greek leadership councils

100%

• Fraternity & Sorority Life added one staff position – July 2015

• Room 116 at 17th Avenue for Greek use only

5. 17th Avenue Residence Hall — Greek Living & Learning Community

66%

• Alumni and students survey work improved language for LLC- renamed Greek Unity House for Fall 2016

• Now promoting Greek Unity House to all entering students and providing Greek student mentors

• OFSL identifying more effective programming for Greek Unity House

6. Improve Greek community operating effectiveness by developing information systems to track and monitor performance

• Comprehensive data-rich means of evaluating the Greek Student Experience0

• Implement a Greek Life survey to be conducted bi-annually

» OFSL has a coordinated assessment plan, qualitative and quantitative, in development – no MGAC involvement to-date

• Track Greek involvement0

» The “Experience Record” through the new CollegeLink system will launch in Academic Year 2016-17.

• Move forward with Registration Hold program100%

» Implemented

greekalumnicounci l .com

of 121

Update on the Greek Task

Force Recommendations

of 121

Presenters

• Maggie Towle, Associate Vice Provost for

Student Life

• Lamar Hylton, Assistant Vice Provost for

Student Life

• Emma Mazour, Alpha Gamma Delta, PHC

2016 Vice President of Public Relations

• Lynn Swon, Chair, Minnesota Greek Alumni

Council

of 121

Fraternity & Sorority Life

• Office for Fraternity & Sorority Life

established in 2006

– Coordinator & “Special Assistant”

• Staffing structure has evolved over the

last 10 years

– Currently 1 Program Director & 2 Advisors

• Budget has also seen immense growth

• Currently 61 chapters, 4 governing

councils

of 121

Supporting Greek Students-

IFC/PHC Growth

876 10161283 1396 1542 1701

774

1157

14121578

15561724

0

500

1000

1500

2000

2500

3000

3500

4000

Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

PHC Sororities IFC Fraternities MGC/NPHC

1650 2173 2695 2974 3098 3425

In Fall 2016 Greeks represent 11% of U of M –Twin Cities Undergrads,

well surpassing original goal of 9% by 2017.

of 121

Community Statistics• All Greek GPA is higher than the All

University GPA

• Four, five, and six year graduation rates have

been higher than non-Greek students and the

entire UMN student population

• Over $200,000 raised for local & national

charitable organizations

• Approximately 26,000 hours of community

service

of 121

One Community 4 Councils

of 121

National PanHellenic Council

& Multicultural Greek Council

• 16 chapters of National Pan-Hellenic Council

and Multicultural Greek Council organizations

• Oldest chapter established in 1912

• Enrich the educational experience of the

community & affirms a welcoming & inclusive

environment

• Prominent Alumni

- Horace Huntley - Abdul Omari

- Roy Wilkins

of 121

MN Greek Alumni Council

• Partnership:

– U of MN Alumni Association

– Office for Student Affairs

– Fraternity and Sorority Life

– Students

of 121

Program Development

• House Director Training

– Mental Health Resources

– Safety

• Unity House

of 121

Collaboration

• Marcy Holmes Neighborhood

Association

• Land Use Committees

• City Ordinance

of 121

Welcomed Back 2 NPHC

Fraternities

• Kappa Alpha Psi

• Omega Psi Phi

of 121

Sorority Extension

• Chi Omega, 2013

• Phi Mu, 2016

of 121

Fraternity Recolonization

• Theta Chi, 2013

• Zeta Psi, 2016

of 121

Progress Report

• MN Greek Alumni Council Progress

Report, June 2016

of 121

Questions

of 121

BOARD OF REGENTS

DOCKET ITEM SUMMARY

Academic & Student Affairs February 9, 2017 AGENDA ITEM: Consent Report

Review X Review + Action Action Discussion

PRESENTERS: Karen Hanson, Executive Vice President and Provost PURPOSE & KEY POINTS 1. To seek Board approval of the 2017 Postsecondary Planning: Joint Report to the Minnesota

Legislature. This is the eighth report produced jointly since 2001 by Minnesota State and the University of Minnesota, as required by the Minnesota Session Laws 2003, Regular Session, Chapter 133, Article 1, Section 7. The report reflects the long-term, ongoing, effective working relationship between the two systems to develop and coordinate joint post-secondary programs in the Twin Cities and throughout Minnesota. Included in the report is information on collaborative programs between the two systems; program duplication; credit transfer; and college readiness and assistance to underprepared students. 2. To seek Board approval of new academic programs and program additions, program deletions

and discontinuations, and/or program changes, as outlined below. I. Request for Approval of New Academic Programs

Carlson School of Management (Twin Cities campus)—Create Doctor of Business Administration

College of Science and Engineering (Twin Cities campus)—Create Post-baccalaureate certificate in Data Science and deliver online

Medical School (Twin Cities campus)—Create fellowship in Epilepsy College of Liberal Arts (Duluth campus)—Create undergraduate minor in Digital

Writing, Literature and Design Labovitz School of Business and Economics (Duluth campus)—Create undergraduate

minor in Sustainable Business and Organization The Morris campus—Create B.A. degree and undergraduate minor in Medieval Studies

II. Request for Approval of Changed Academic Programs

College of Education and Human Development (Twin Cities campus)—Create sub-plan in Prevention Science within the M.A. degree in Family Social Science

X This is a report required by Board policy.

of 121

Carlson School of Management (Twin Cities campus)—Deliver the Master of Business Taxation online

College of Food, Agricultural and Natural Resource Sciences (Twin Cities campus)—Move the academic home of the M.S. degree in Agricultural Education from The College of Education and Human Development to the College of Food, Agricultural and Natural Resource Sciences

The Morris campus—Change the name of the B.A. degree and undergraduate minor in American Indian Studies to Native American and Indigenous Studies

III. Request for Approval of Discontinued Academic Programs

Swenson College of Science and Engineering (Duluth campus)—Discontinue the B.S. degree in Cell and Molecular Biology

College of Education and Human Service Professions (Duluth campus)—Discontinue the undergraduate certificate in Autism Spectrum Disorders

College of Liberal Arts (Duluth campus)—Discontinue the undergraduate minor in Information Design

BACKGROUND INFORMATION Minnesota Session Laws 2003, Regular Session, Chapter 133, Article 1, Section 7.

POSTSECONDARY SYSTEMS : As part of the boards' biennial budget requests, the board of trustees of the Minnesota state colleges and universities and the board of regents of the University of Minnesota shall report to the legislature on progress under the master academic plan for the metropolitan area. The report must include a discussion of coordination and duplication of program offerings, developmental and remedial education, credit transfers within and between the postsecondary systems, and planning and delivery of coordinated programs. In order to better achieve the goal of a more integrated, effective, and seamless postsecondary education system in Minnesota, the report must also identify statewide efforts at integration and cooperation between the postsecondary systems.

Academic program proposal review and approval is governed by University of Minnesota Policy

2.2.4: Review of Proposals for New, Changed, and Discontinued Academic Programs. Approval by the Board of Regents is required for the establishment of new academic programs; addition of formal tracks and of new sites for existing academic programs; discontinuance/merger of existing programs; and changes in program titles/degree designation.

PRESIDENT’S RECOMMENDATION The President recommends approval of the Consent Report.

of 121

POSTSECONDARY PLANNING:

A JOINT REPORT

TO THE MINNESOTA LEGISLATURE

February 2017

Minnesota State

University of Minnesota

of 121

For further information or additional copies, contact:

Office of Government Relations

University of Minnesota

612-626-9234

www.umn.edu/govrel

or

Minnesota State

651-201-1800

1-888-MINNESOTA STATE4U

www.MinnState.edu/media/publications/

of 121

http://www.umn.edu/govrel

Contents

Executive Summary

1

I. Introduction

2

II. Collaborative Programs and Services Academic Program Partnerships

Minnesota Cooperative Admissions Program (MnCAP)

Rochester Partnership

Center for Allied Health Programs and HealthForce Minnesota

University of Minnesota Extension

Library and Information Technology

e-Learning

Other Collaborative Initiatives

4

III. Program Duplication

14

IV. Credit Transfer Policies and Practices

Cooperative Transfer Programs

16

V. College Readiness and Under-Prepared Students P-20 Education Partnership

Postsecondary Enrollment Options (PSEO)

College Preparation

College Readiness Research

21

VI. Conclusion

27

Appendix: Collaborative Academic Programs

28

Minnesota Session Laws 2003, Regular Session, Chapter 133, Article 1, Section 7. POSTSECONDARY SYSTEMS

As part of the boards' biennial budget requests, the board of trustees of the Minnesota State and the board of regents

of the University of Minnesota shall report to the legislature on progress under the master academic plan for the

metropolitan area. The report must include a discussion of coordination and duplication of program offerings,

developmental and remedial education, credit transfers within and between the postsecondary systems, and planning

and delivery of coordinated programs. In order to better achieve the goal of a more integrated, effective, and

seamless postsecondary education system in Minnesota, the report must also identify statewide efforts at integration

and cooperation between the postsecondary systems.

of 121

Minnesota State/University of Minnesota: Postsecondary Planning Report 2017 1

Executive Summary

The 2017 Postsecondary Planning Report is the eighth report produced jointly by Minnesota State and

the University of Minnesota, as required by the Minnesota Session Laws 2003, Regular Session, Chapter

133, Article 1, Section 7.

The report reflects the long-term, ongoing, and effective working relationship between the two systems

to develop and coordinate joint postsecondary programs in the Twin Cities and throughout Minnesota.

Collaborative Programs

During the past 16 years, the number of formal academic collaborations and partnerships

between the University of Minnesota and Minnesota State has grown from 60 to over 150

programs and services.

Increasingly sophisticated library and information technology resources are jointly available to

University of Minnesota and Minnesota State students and citizens throughout the state; these

joint resources are heavily used for learning and research.

Program Duplication

There is very little duplication of programs in the metropolitan area between the University of

Minnesota and the Minnesota State. Among the over 1,800 degree programs available at the

University of Minnesota–Twin Cities and metropolitan-area offerings of Minnesota State, only

33 are similar enough in content to be considered duplicative, and most of these are in high-

demand fields.

Both systems monitor and evaluate their own programs for possible duplication and overlap.

Credit Transfer

Effective credit transfer policies are a central component of the cooperation and collaboration

between Minnesota State and the University of Minnesota.

The two systems have established and improved cooperative inter-system transfer programs,

including articulated transfer standards, the Minnesota Transfer Curriculum, and electronic

transfer data software systems.

All institutions in the Metro Alliance of Minnesota State and the University of Minnesota offer

all or part of the Minnesota Transfer Curriculum.

College Readiness and Under-Prepared Students

The two systems, through the P–20 Education Partnership and other alliances and programs,

work cooperatively to meet the needs of under-prepared students and prepare increasingly

diverse student populations and all K–12 students for postsecondary education opportunities.

of 121

2 Minnesota State/University of Minnesota: Postsecondary Planning Report 2017

I. INTRODUCTION

Minnesota State and the University of Minnesota are pleased to submit this joint report on postsecondary

planning, as required by the Minnesota Session Laws 2003, Regular Session, Chapter 133, Article 1,

Section 7.

The 2017 report responds to the topics requested by the Minnesota Legislature and reflects the

extensive and ongoing collaboration between the two systems providing public higher education in

Minnesota. While individual cooperative initiatives have been in operation for decades, the higher

education systems (and other primary stakeholders) have solidified their commitment to develop and

coordinate joint postsecondary programs for the metropolitan area through formal agreements.

The 2017 report was produced cooperatively by an inter-system working group comprising

representatives from the Office of the Executive Vice President and Provost at the University of

Minnesota and from the Office of the Vice Chancellor for Academic and Student Affairs at Minnesota

State.

Mission Differentiation

Collaboration between Minnesota State and the University of Minnesota is grounded in the distinct and

different missions of the two systems, as established by State Statute 135A.052: Postsecondary

Missions:

Subdivision 1. Statement of missions. The legislature recognizes each type of public

postsecondary institution to have a distinctive mission within the overall provision of public

higher education in the state and a responsibility to cooperate with each other. These missions

are as follows:

(1) the technical colleges shall offer vocational training and education to prepare students for

skilled occupations that do not require a baccalaureate degree;

(2) the community colleges shall offer lower division instruction in academic programs,

occupational programs in which all credits earned will be accepted for transfer to a

baccalaureate degree in the same field of study, and remedial studies, for students transferring

to baccalaureate institutions and for those seeking associate degrees;

(3) consolidated community technical colleges shall offer the same types of instruction,

programs, certificates, diplomas, and degrees as the technical colleges and community

colleges offer;

(4) the state universities shall offer undergraduate and graduate instruction through the

master's degree, including specialist certificates, in the liberal arts and sciences and

professional education; and

(5) the University of Minnesota shall offer undergraduate, graduate, and professional

instruction through the doctoral degree, and shall be the primary state supported academic

agency for research and extension services.

of 121


Collaboration History

Minnesota State and the University of Minnesota have a long history of collaboration. Many of the

partnerships between the two systems and their institutions pre-date the 2003 legislative requirement

for this planning report as well as the merger of the state colleges and universities systems.

Efforts over the past two decades include joint planning to leverage limited financial resources,

coordinating upper-division programs in the Twin Cities, responding to Twin Cities metropolitan area

growth, improving credit transfer between the two systems statewide, and reaching traditionally under-

represented populations.

of 121


II. COLLABORATIVE PROGRAMS AND SERVICES

Minnesota State and the University of Minnesota share an obligation to increase options for Minnesota

citizens who desire postsecondary education and seek lifelong learning opportunities. The two systems

are committed to supporting collaborative efforts to respond to the changing needs of metropolitan-

area students, and to have a measurable impact on the outcomes of underserved students who wish to

pursue various paths to postsecondary.

Analysis of program data from both systems illustrates that the academic programs of Minnesota State

and the University of Minnesota complement one another, following their clearly differentiated

missions. For example, there is a distinct difference in the levels of degrees awarded. Minnesota State

dominates in degrees awarded at the associate level. By contrast, the University of Minnesota offers

the largest number of post-baccalaureate degrees in Minnesota’s public higher education sector and

invests considerable resources in research and public service, unique components of its statutory

mission.

This section of the report describes in more detail the broad range of ways in which the two systems

collaborate while minimizing program duplication. These efforts include:

Academic Program Partnerships





Library and Information Technology Resources

e-Learning Initiatives


Academic Program Partnerships

During the past 16 years the number of formal academic collaborations and partnerships between the

University of Minnesota and the colleges and universities of Minnesota State has grown from 60 to

over 150 academic programs and services, including over 40 collaborative activities to share resources,

knowledge, and strategies for advancing higher education across Minnesota.

Collaborative undergraduate programs between the University of Minnesota and Minnesota State are

known as “2+2” agreements. These agreements allow students enrolled in one system to apply

approved coursework toward completion of a degree at an institution in the other system. Applied

baccalaureate programs allow students to build focused University of Minnesota baccalaureate

programs based on approved community college coursework. In addition, collaboration between the

two systems allows students to complete a limited number of University of Minnesota graduate and

professional programs while in residence at colleges and universities in Minnesota State. Collaborative

programs between the two systems are listed in Appendix A.

of 121



MnCAP is a cooperative arrangement between the University of Minnesota–Twin Cities that provides

access to the University of Minnesota for students wishing to transfer from one of the participating

metro-area community colleges. MnCAP began as a pilot program in 2000 with three Metro Alliance

community colleges and the University’s College of Liberal Arts. Since its inception, MnCAP has

grown to include the seven metropolitan area community colleges (Anoka-Ramsey Community

College, Century College, Inver Hills Community College, Minneapolis Community & Technical

College, Normandale Community College, North Hennepin Community College, Saint Paul College)

and six undergraduate colleges at the University of Minnesota–Twin Cities.

Students enrolled in MnCAP are guaranteed transfer admission to one of the participating University

of Minnesota colleges and majors when they meet certain conditions. Students enrolling in this

program work closely with dedicated staff at the community colleges and the University of Minnesota

Office of Admissions to define the specific conditions for transfer.


In 2006, the University of Minnesota–Rochester (UMR) became the fifth campus of the University

system. As a campus, UMR is charged with providing high-quality academic, research, and public

engagement programs emphasizing health sciences and related fields. UMR is focused on serving the

economic and educational needs of southeastern Minnesota through complementary and cost-effective

public and private partnerships across the region and state.

UCR Partners: The center known as University Center Rochester (UCR) was formally dissolved in

2015, however, the partnership with Rochester Community and Technical College (RCTC) and

Winona State University (WSU) is still active. UMR continues to work with RCTC and WSU on

education and community engagement. The UMR chancellor meets with RCTC and WSU leaders

throughout the year to discuss educational planning and campus development and to explore

opportunities to serve the region. UMR has a focused educational structure designed to not duplicate

programs currently available and for which regional demand is satisfied.

UMR delivers a collaborative undergraduate degree program, the Bachelor of Science in Health

Professions (BSHP), with the Mayo School of Health Sciences. This program creates pathways to

licensures and certifications in specific health care professions. Students can prepare for admissions to

the program at UMR or select Minnesota State.

RCTC delivers a variety of associate degrees (AS, AAS, AA) with many articulation agreements with

Winona State through its Path to Purple programs. WSU delivers its doctoral nursing program, teacher

licensure programs (undergraduate and graduate), business administration, accounting, computer

science, and social work programs in Rochester. WSU has delivered educational opportunities, degree

programs, and workforce development in Rochester since 1917, with renewed efforts underway to

expand these efforts at the RCTC campus and in a new downtown location.

In addition to academic collaborations, UMR, RCTC, and WSU continue joint efforts in community

outreach, marketing, and institutional research. Decisions on collaborative efforts are based on mutual

of 121


benefit, cost efficiencies, and impact on prospective or existing students. One example of a coordinated

effort is the Rochester Area Math Science Partnership (RAMSP), which provides PK–12 teachers with

the best available professional development opportunities in science and mathematics. The partnership

includes: Mayo School; IBM-Rochester; Southeast Minnesota Cooperative, Workforce Development,

Inc.; 11 southeastern Minnesota PK–12 school districts; and UMR, WSU, and RCTC.

Together, UMR, RCTC and WSU actively participate in the community-based advocacy group Greater

Rochester Advocates for Universities and Colleges to promote innovative practices that leverage the

resources of public higher education resources to best serve students, employers, and the community.


Center for Allied Health Programs: The Academic Health Center (AHC) at the University of

Minnesota developed the Center for Allied Health Programs in 2006 to address increasingly serious

workforce shortages of allied health professionals in Minnesota. The Center was designed to increase

workforce production in a financially sustainable model; coordinate the production of an allied health

workforce with the Minnesota State system to avoid duplication and more efficiently deploy resources;

collaborate with private health systems and leaders to educate students with current and specialized

skills; and produce the next generation of allied health professions researchers and faculty members.

The goal of the model is to develop a platform that is flexible, meets learner and workforce needs, has

multiple higher education and location access points, and is a collaboration of multiple private and

public partners. The Center is developing signature academic partnerships with learners and

communities, with health care and other industries, and with Minnesota State and other higher

education institutions. For more information, see www.cahp.umn.edu.

HealthForce Minnesota: HealthForce Minnesota is a collaborative partnership of education, industry,

and community that was created to increase the number and expand the diversity of healthcare

workers; to integrate health science education practice and research; and to build capacity for

education and industry to collaborate to enhance patient care.

The University of Minnesota medical laboratory sciences program established academic affiliations

with Minnesota State University–Mankato and St. Cloud State University to enable students to

complete their professional year of courses through the University of Minnesota MLS program. Each

year, 5–10 students from these Minnesota State schools complete the NAACLS-accredited U of M

MLS program, but receive their degree from their Minnesota State home school. MLS faculty and staff

have developed transfer guides that Minnesota State schools use to assist students as they prepare for

the MLS program and application process. For more information, see cahp.umn.edu/transfer-guides.

University of Minnesota medical laboratory sciences faculty and staff are also active participants in the

HealthForce Minnesota Clinical Laboratory Work Group, operated out of Winona State University.

Members throughout the state—including educators from the University of Minnesota, St. Cloud State

University, Winona State University, Saint Paul College, North Hennepin Community College and

employees from Allina, Fairview, Children’s of Minnesota, and Regions Hospital/Health Partners—

meet monthly to discuss issues that have an impact on workforce needs.

of 121


A Clinical Laboratory Workforce Summit was held in September 2015 to focus on clinical

placement capacity. Planned by the HealthForce Minnesota Clinical Laboratory Workgroup, the

summit featured faculty presentations and significant engagement from the University of Minnesota

medical laboratory faculty. Another summit is now being planned for October 2017.

The Clinical Coordination Partnership (TCCP) was formed to enhance the nursing workforce

development in Minnesota and Wisconsin by developing collaborative partnerships among educational

programs and their clinical partners with a goal to maximize clinical rotation sites through scheduling

coordination, student onboarding standardization, and faculty development. TCCP consortium

members include nursing programs at the University of Minnesota, Minnesota State, Minnesota private

colleges, and colleges/universities in Wisconsin, North Dakota, and South Dakota. Clinical partners

include Allina Health system, Children’s Hospitals and Clinics, Fairview Health System, Essentia

Health, HCMC, North Memorial, Park Nicollet, Mayo Clinic and Health System, Gunderson Health

System, HealthPartners, HealthEast Care System, and many others. TCCP now has 52 education

partners and 78 clinical partners.

TCCP is now a self-sustained membership-funded entity within HealthForce Minnesota. Education

and clinical partners pay a membership fee to support its staffing, maintenance, and continued

development. The University of Minnesota and Minnesota State have representatives on TCCP’s

Chair Committee, Advisory Committee, and Advanced Practice Practitioner Committee.

Other Collaborations: The Healthcare Education Industry Partnership (HEIP) Council has been in

existence since 1998. It is staffed by HealthForce Minnesota and meets quarterly to discuss and plan

for strategic workforce and education issues across the state. The University of Minnesota is an active

member of this group.

In 2013, Minnesota State was charged with holding a mental health summit and developing a mental

health workforce development plan for the state (SF 1236). A steering committee was formed and

included several representatives from the University of Minnesota fin fields including nursing,

psychology, and psychiatry. This steering committee continues to meet to monitor and facilitate

progress related to the recommendations.

In 2015, HealthForce MN revived the Minnesota Simulation for Healthcare Education

Partnerships to promote simulation excellence by providing evidenced-based resources and support

for educators. MnSHEP fosters academic/practice partnerships to promote research and provide

collaborative learning opportunities in simulation. There are 300 members including industry partners,

private and public colleges, and university educators. MnSHEP has an advisory board with

representation from the University of Minnesota Nursing Program.

In October 2016, a jointly-planned Healthcare Summit was held at UMR. Planning was led by

Minnesota State, HealthForce, and UMN administrators. The event featured presentations by UMR

and WSU and included representatives from both systems who actively engaged in discussion about

future collaboration.

of 121


Middle School and High School Youth Outreach Programming

UMR partnered and supported HealthForce Minnesota in its second annual Girls Scouts ConnectZ

Scrubs Camp day on May 18, 2016 at the RCTC/WSU-R campus. Girls ConnectZ Day is a

partnership between Girl Scouts of River Valley and HealthForce Minnesota. Through this

partnership, middle and high school girls who are registered for their Girls ConnectZ program are

offered opportunities to explore careers in healthcare on various college and university

campuses. Girls must identify as a girl of color and/or eligible for free/reduced meals at their school in

order to participate. UMR faculty and staff provided hands-on learning sessions for students attending

this event.

U of M Duluth partnered with Fond du Lac Tribal and Community College to host the first high school

Scrubs Camp in the Duluth/Cloquet region. UMD collaborated by hosting the students for a half-day

onsite visit.

U of M Twin Cities partners with various Scrubs Camps sending their representatives to facilitate a

variety of hands-on sessions in order to stimulate middle school and high school students’ interest in

pursuing a career in health care. They have sent representatives from STEM Cell Institute, Medical

Devices Center, College of Veterinary Medicine, College of Pharmacy, and School of Dentistry.

Current discussions are happening with UMR to work collaboratively to create opportunities for

underrepresented youth and create a collaborative pipeline for our higher education programs in the

southeast Minnesota region.


University of Minnesota Extension collaborates with Minnesota State across the state in areas such as

agriculture, children and youth, strengthening communities, and economic development.

Faculty and staff from Minnesota State work with University of Minnesota extension educators to

deliver an array of education and training programs. For instance, educators from both systems provide

information and education for students enrolled in the Minnesota Farm Business Management

Education and other college and university agriculture, food, and natural resource programs. Likewise,

educators from both systems provide professional and continuing education for faculty and staff.

System leaders also cooperate in developing strategies to address the economic and community

development opportunities and challenges facing Minnesotans. For more information, see

www.extension.umn.edu and www.fbm.mnscu.edu.

Library and Information Technology

MnLINK: In 2002, the University of Minnesota and the Minnesota State jointly implemented

MnLINK, a partnership among academic, public, and K–12 libraries statewide, funded through

Minnesota’s Office of Higher Education. MnLINK enables access to library catalogs and the sharing

of library resources throughout the state. Students and faculty have better access to the collections of

both higher education systems using the online system. For more information: www.mnlink.org.

of 121

http://www.extension.umn.edu/

http://www.mnlink.org/


Minitex Library Information Network (Minitex): Based within the University of Minnesota’s

University Libraries, Minitex provides significant resource-sharing capabilities to some 1,500 libraries

within the state. Minitex facilitates the delivery of books and journal articles to patrons statewide. The

majority of Minnesota State requests (~50,000 annually) are filled from the collections of the University

of Minnesota Libraries. Most requests for journal articles are scanned and electronically delivered to the

desktops of students and faculty, sometimes within hours. Book loans are delivered overnight through

the Minitex delivery system.

Minitex also licenses electronic content, often drawing on the base agreements for the University of

Minnesota (notable collections in health sciences and scientific areas). Minnesota State faculty and

students benefit by inclusion in these agreements, providing access to significant electronic content.

For more information, see www.minitex.umn.edu.

Minnesota Digital Library (MDL): The Minnesota Digital Library is a collaborative undertaking

initiated by the University of Minnesota and Minnesota State four-year institution libraries. MDL

provides infrastructure and support for digitization of library, museum, and historical society

collections. Administratively managed by Minitex, the MDL has digitized and delivered over

280,000 images, documents, and maps contributed by 181 cultural heritage institutions across

Minnesota. MDL has further partnered with K–12 teachers to develop multimedia educational

modules and programming based on these resources. For more information, see

http://reflections.mndigital.org

In 2013, MDL was selected as a hub for the Digital Public Library of America (DPLA), a national

network of state and regional digital libraries in the United States. The DPLA brings together digitized

and born-digital content from across the country into a single access point for end users, and provides

an open platform for developers. In addition to the cultural heritage organizations contributing content

to MDL, additional organizations such as Minnesota Public Radio, Minnesota Historical Society, and

Minneapolis Institute of Arts have contributed metadata via MDL to DPLA, enabling broad access to

their digital resources. For more information, see http://dp.la/

Professional Development: The University of Minnesota Libraries and Minitex sponsor numerous

professional development events for librarians and library staff in the state, including those from

University of Minnesota and Minnesota State. Over 7,000 academics, librarians, and/or students

attended a wide range of conferences as well as workshops targeted for individual institutions in

Minnesota State.

eLearning

Minnesota Learning Commons (MnLC): The majority of Minnesota State / U of M e-learning

collaboration occurs through the MnLC, a joint powers agreement between the University of

Minnesota, Minnesota State, and the Minnesota Department of Education. MnLC’s mission focuses on

supporting “public educators teaching in online, blended, and digital learning environments.” By

identifying strategies where Minnesota’s public education sector can work on issues that could be

better accomplished together than alone, the MnLC provides greater benefit, and better use of limited

resources to lower costs and reach broader audiences. The MnLC website (mnlearningcommons.org/)

of 121

http://www.minitex.umn.edu/

http://reflections.mndigital.org/


provides access to professional development and networking opportunities for faculty and instructional

support staff.

Specific MnLC programs and services include:

The Minnesota eLearning Summit, now in its fourteenth year, is the premier gathering place

for college, university, and K-12 educators and innovators in Minnesota who are committed to

effective online and blended learning. In 2016, over 375 registered for the Summit to

participate in sessions from their colleagues and hear keynoters Dr. Randy Bass (Georgetown

University) and Dr. Marie Norman (University of Pittsburgh Medical Center). The 2017

eLearning Summit is scheduled for August 2-3 in the Twin Cities.

Quality Matters (QM): QM is a national faculty-centered peer review process designed to

certify the quality of online courses. Based on best practices and rigorous research, QM

provides rubrics, national course certifications, and training to faculty who are teaching online

or hybrid courses. This program is paid for and coordinated jointly by Minnesota State and the

University of Minnesota. A Quality and Best Practices Special Interest Group was organized

this year to provide additional collaboration opportunities.

Web Accessibility – the Special Interest Group provides members and opportunity to share

updates, issues of concern, effective practices, professional development opportunities, and

resource materials from SIG members and post on the MnLC website. Minnesota State and the

U of M are exploring possible opportunities for a joint professional development conference in

the near future.

MnLC Special Interest Groups – Additional groups include Open Education Resources

(OER) that brings together those working on OER and affordable content solutions with the

goal of sharing best practices and collaborative opportunities; Digital Literacy addressing

critical competencies needed by 21st century learners; and Innovation including topics such as

competency-based education, virtual reality/augmented reality, micro-credentialing, and

learning analytics.

Federal Regulatory Compliance for Online Learning: Minnesota State and the University of

Minnesota Provost’s Office, through MnLC are working with the Minnesota Office of Higher

Education in the State Authorization Reciprocity Agreement (SARA) to promote multi-state

regulatory compliance with distance education regulations. By working jointly under SARA,

both Minnesota State and the U of M have saved significant amounts of money and staff time.

Currently all five University of Minnesota campuses and 23 of the Minnesota State colleges

and universities have joined SARA.

Monthly Webinars for Joint Staff/Faculty Development – Over the last year, the MnLC

continued the monthly “Best of Summit” webinars on a wide variety of topics from UMTC’s

“What Does Recent Pedagogical Research Tell Us About eLearning Good Practice?” to

Minnesota State University Moorhead‘s "10 Steps Closer to an Accessible Course."

Annual Report of Public Online Learning in Minnesota - The MnLC partners also

collaborate on the annual report summarizing the state of online offerings in Minnesota’s

public education institutions (higher ed and K-12).

of 121


In addition to the MnLC, the U of M and Minnesota State partner in these eLearning related areas:

Serving transfer students with Transferology - The University of Minnesota and Minnesota

State collaborate on support for Transferology, the web-based system that provides students

accurate, up-to-date information about how courses will transfer and apply to a degree program

at higher education institutions.

The Minnesota Eligible Training Provider List – As part of the new DEED database of the

Career and Education Explorer Project, both the U of M and Minnesota State are working

closely with DEED to provide non-credit and credit-based data feeds so that the WorkForce

Centers will have the most comprehensive listings of credit-based and non-credit courses and

programs and provide targeted educational opportunities for displaced workers.

Learning Network of Minnesota: All Minnesota State and University of Minnesota institutions are

members of one of the six Learning Network of Minnesota (LNM) regions. Developed as a result of

Legislative action in 1993, the LNM supports core network and online learning services infrastructure

across the state. These services include video conferencing, web conferencing, and streaming media

and voice communications. In addition, the LNM funds network bandwidth to many campuses. Each

region is governed by a board of directors including representatives from corresponding

institutions. There is also a statewide Learning Network of Minnesota board of directors that has

Minnesota State and University of Minnesota system and institutional representation. Currently the

Learning Network of Minnesota has partnered with the University of Minnesota and Minnesota State

to implement a new cloud-based media streaming solution for institutions and faculty.


Healthy Campus Initiative: Minnesota State and the University of Minnesota continue to work

together to advance the goals of the Healthy Campus Initiative, developed by the University of

Minnesota Boynton Health Service (BHS) in 2004 with initial funding from BlueCross and BlueShield

of Minnesota and ClearWay Minnesota. As part of this collaboration, the University of Minnesota and

Minnesota State together administer the College Student Health Survey, a comprehensive survey of

undergraduate and graduate students across Minnesota. In 2013, 25 campuses participated in the

survey and received extensive reports about the health status of their student population. The

Minnesota State system office also funded an additional focus for this study that gathered data on the

specific health-related issues of students who are veterans; a special veterans report was produced for

each year the survey was conducted. In 2015, many of the Minnesota State institutions participated in

the updated version of the College Student Health Survey. This collaboration between Minnesota State

and BHS has led to the creation of new policies, programs, and services aimed at improving the health

of students, staff, and faculty that are part of the Minnesota State and University of Minnesota systems.

North Star STEM Alliance: The North Star STEM Alliance is a partnership of 14 higher education

institutions, including the University of Minnesota and six Minnesota State, as well as the Science

Museum of Minnesota, Minnesota High Tech Association, and the Minnesota Minority Education

Partnership. Among the goals of the Alliance are to double the number of underrepresented students

receiving bachelor's degrees in science, technology, engineering, and math among partner institutions

in a five-year period and generally encourage greater diversity and inclusion on partner campuses. The

North Star STEM Alliance supports these goals through community building conferences, peer-to-peer

learning, undergraduate research opportunities, programs to help students successfully bridge to

of 121


college and university-level STEM programs, industry internships, professional development, and

publicity of current research in STEM fields.

MCTC Student Health Clinic: The University of Minnesota Boynton Health Service has operated a

Minneapolis Community and Technical College (MCTC) Student Health Clinic since November 2009.

The clinic is operated under a Minnesota State service agreement, which was extended through an RFP

process through fiscal year 2018. Funded through the MCTC Student Life Fee with in-kind support by

MCTC administration for facilities, maintenance, and capital equipment, the MCTC Student Health

Clinic provides primary care, mental health, and laboratory and radiology services during the academic

year, with recent expansion for limited service during the summer. The clinic serves over 900 unique

students per year and provides over 1,700 visits. Clinical and public health staff from Boynton Health

Service are also engaged with MCTC staff to coordinate campus health and wellness initiatives.

Oral Health Practitioner Initiatives: Concerns about serious gaps in dental care access and

increasing costs prompted the University of Minnesota School of Dentistry and Minnesota State to

consider proposing programs to educate “mid-level” dental providers—dental professionals new to the

continental United States but recognized members of dental care teams in many other industrialized

nations.

A delegation—including faculty and administrators from the University of Minnesota School of

Dentistry, dentistry practitioners, and representatives from Minnesota State—visited dental therapy

programs in Canada, New Zealand, and England to gather information about best educational practices

and how mid-level dental providers can be effectively deployed.

The University of Minnesota School Of Dentistry has implemented a bachelor of science in dental

therapy (BSDT) and a master’s of dental therapy (MDT). Graduates of these programs perform dental

assessments and treatments that go beyond those of dental hygienists or dental assistants, but are still

more limited in scope than those provided by dentists.

In 2006, Minnesota State approved a master’s of science in oral health practice, offered by

Metropolitan State University. The program admits baccalaureate-prepared dental hygienists with

significant clinical experience and prepares them to deliver a carefully designed scope of practice in a

range of underserved settings. The practice model is team-centered and governed by detailed

collaborative management agreements with practicing Minnesota dentists. These programs will help to

provide professionals to work with underserved populations within Minnesota.

The University of Minnesota School of Dentistry and Minnesota State are partnering to develop a

common practice model between the two institutions and for the State of Minnesota. Both programs

will be focused on educating graduates to practice as an advanced dental therapist, which is the top of

the legislatively approved practice model. The two systems are also collaborating on revising and

enhancing their educational model to provide the most cost effective, trained practitioner with the best

chance of long-term employment.

Minnesota State and University of Minnesota School of Dentistry are working with dental providers,

health plans and government agencies—including Department of Human Services, Minnesota

Department of Health, and Hennepin County—and other counties across the state to propose a first-in-

of 121


the-nation, outcomes-based public health payment system for oral health. This system is being

proposed for consideration and funding in the next legislative session. This effort is part of ongoing

leadership coordination between the oral health education programs and safety net providers in the

state of Minnesota.

Hibbing Community College Dental Clinic: The Hibbing Community College Dental Clinic, a

community-based dental clinic in Northeast Minnesota, is a partnership among the University of

Minnesota School of Dentistry, Hibbing Community College, and the city of Hibbing. The clinic has

significantly increased access to dental care for uninsured, underserved, and public program patients in

the ten-county region of northeast Minnesota, while providing a critical outreach experience for dental

and dental hygiene students. Since its opening in 2002, nearly 135,000 patient procedures have been

provided and over 1,100 students have benefitted from the program.

Wellness Courses: Two online wellness courses developed by the University of Minnesota are taught

on Minnesota State campuses. The one-credit courses are among several developed by the

Rothenberger Institute in the University of Minnesota School of Public Health, which collaborates with

Minnesota State on curriculum sharing, faculty development, and online course site development. The

course “Alcohol and College Life” has been offered since 2006 at Inver Hills Community College. The

course is also offered at Vermilion Community College and required of all Associate of Arts degree-

seeking students. Inver Hills also offers the course “Sleep, Eat & Exercise.” Anoka Ramsey

Community College offers a customized course combining lesson content from both programs and it

also used as a required online textbook for a four-credit wellness course, “HPER 1120: Wellness for

Life.”

of 121


III. PROGRAM DUPLICATION

There is limited duplication of academic programs offered in the Twin Cities metropolitan area (see

Tables 1 and 2). The University offers no associate degrees in the metropolitan area, while Minnesota

State offer six doctoral degrees and no first professional degrees in the metropolitan area. A

comparison of baccalaureate and graduate programs offered by the University of Minnesota–Twin

Cities, Metropolitan State University, and other state universities offering programs in the Twin Cities

reveals an apparent overlap of 42 programs (out of a total of 77 baccalaureate, master’s and doctorate

degree programs offered by state universities, and 440 similar degree programs at the University of

Minnesota). However, the following must be considered in regard to instances of duplication:

Overlap may be in name only, and not substantively duplicative program offerings;

In areas such as business- and health-related fields, sufficient need exists in the metropolitan

area for degrees to be offered by both systems; and

The two systems serve different student populations both in selectivity and patterns of

enrollment (full-time vs. part-time) that lead to variances in programs and types of delivery.

The distribution of specific degree programs and patterns of enrollment for Metro Alliance institutions

and the University of Minnesota’s Twin Cities campus follows statewide patterns. Analysis reveals

appropriate distribution among public providers for high-demand areas, such as business management,

education, and nursing, as well as appropriate specializations. For example, Minnesota State offers all

of the degree programs in law enforcement, while the University of Minnesota offers all of the medical

degrees.

Table 1. Metropolitan-area degree programs at the University of Minnesota and Minnesota State, 2016.

Degree UM Minnesota

State

Total Duplicates

Diploma

Associate

Certificate*

Baccalaureate

Master’s

Doctoral

First Professional

Total

0

0

256

152

185

103

5

701

185

403

483

78

35

3

0

1,148

185

403

739*

208

204

105

5

1,849

0

0

0

33

10

3

0

46

Source: University of Minnesota; Minnesota State

* The University of Minnesota predominately offers post-baccalaureate certificates, while Minnesota State

offers mostly pre-baccalaureate certificates.

of 121


Table 2. Metropolitan-area comparable programs at the University of Minnesota and Minnesota State, 2016.

2016 Baccalaureate Programs 2016 Master’s Degree Programs

Accounting

Alcohol and Drug Counseling

Applied Mathematics

Art/Studio Arts

Biology, B.A, B.S.

Business Administration

Chemistry

Child Psychology

Clinical Lab Science

Communication Studies

Computer Science

Creative Writing

Dental Hygiene

Economics

Elementary Education

English

English Education

Environmental Science

Ethnic Studies

Finance

Gender Studies

History

Human Resources Management

International Business/Commerce

Management Information Systems

Marketing

Nursing

Operations Management

Organizational Administration

Philosophy

Psychology

Social Work

Theater

Alcohol and Drug Counseling

Biology


Computer Science

Education Leadership

Engineering

Liberal Studies

Nursing

Psychology

Public Administration

2016 Doctoral Programs


Nursing Practice

Education Leadership

Source: University of Minnesota; Minnesota State

Conclusion

The two systems monitor and evaluate their own programs for possible duplication and overlap and are

attentive to the distinctive missions and programmatic strengths of their respective institutions. The

diverse and growing needs of the Twin Cities metropolitan area, combined with the need for an

educated workforce, require the two systems to draw on the capacity of all the institutions to provide

local and flexible access to academic programs. Collaboration between the two systems supports

responsiveness and effective use of resources.

of 121


IV. CREDIT TRANSFER REVIEW Effective credit transfer policies are an essential component of collaboration between the Minnesota

State and the University of Minnesota. Both systems are committed to students graduating in a timely

way and agree that transfer, by itself, does not delay graduation. In other words, transfer students are

not automatically disadvantaged in time-to-degree; however, successful transfer depends on careful

planning and consultation with transfer advisors.

Policies and Practices

Improved awareness and understanding of transfer policy have led to a transfer-friendly environment

wherein prior coursework is evaluated in the most generous terms consistent with program

requirements. The University of Minnesota and Minnesota State offer significant transfer credit for

coursework taken at other regionally accredited institutions. Broad policy guidelines for receiving

transfer credits are as follows:

Transfer decisions are made on the basis of quality, comparability and applicability of the

learning experience to the student’s educational goals (Joint Statement on Transfer and Award

of Credit, 2001). The Higher Learning Commission of the North Central Association of

Colleges and Schools accredits the University of Minnesota and all of the Minnesota State

campuses (Policy and Good Practice in the Award and Transfer of Credit, HLC, 1999).

Transfer among the Minnesota State campuses and the University of Minnesota is grounded in

this common regional accreditation.

Students are given the benefit of the doubt, when possible, in transfer situations. Institutions

consider whether or not the coursework is comparable to coursework they offer and whether

the coursework is part of the student’s selected program. Courses are evaluated by such factors

as learning outcomes, course level, course syllabus or outline, and texts used.

Institutions also consider the applicability of the coursework for meeting the requirements of

degrees, diplomas, or certificates.

The basic principle is that “like transfers to like.” At the extreme end of the spectrum, courses in a

technical program may not be appropriate for inclusion in a baccalaureate degree, even if it is offered

by a regionally accredited school. The reverse is also the case—liberal arts coursework earned toward

a baccalaureate degree may not be incorporated in technical programs if it is not required. This

principle is important in ensuring that students who receive degrees, diplomas, and certificates from

either system are doing so by completing coursework that is appropriate to their program or major, and

ensures high quality education.

Cooperative Transfer Programs

Minnesota State and the University of Minnesota have established and improved cooperative inter-

system transfer programs, including articulated transfer standards, a transfer curriculum, and a transfer

specialists’ network. Since 1991, when the two systems submitted a joint plan and report to the

Legislature, Progress in Improving Student Transfer, transfer across systems throughout the state has

improved greatly. The following summarizes several key transfer initiatives.

of 121


Minnesota Transfer Curriculum (MnTC):

In an effort to improve the transfer of courses and credits among Minnesota’s public higher education

institutions, the four existing higher education entities (technical college system, community college

system, state university system, and University of Minnesota) met and established the Minnesota

Transfer Curriculum (MnTC) in 1994. The original agreement stipulated that completion of the entire

MnTC “package” of 10 goal areas, when noted on a student’s transcript, would be exempt from lower-

division general education requirements at any Minnesota public institution to which they transfer

unless there are also specific major-related course or graduation requirements.

At that time, only the community colleges, state universities, and the University of Minnesota offered

general education courses in the MnTC, so standard practice typically did not accommodate the

transfer of general education credits from technical colleges to the Minnesota State institutions or to

the University of Minnesota. The 2001 legislature incorporated general education transfer language in

the Education Omnibus Bill (Special Session S.F. 11) so that courses from technical colleges were

initially submitted to the Minnesota State system office for peer faculty review and recommendation

for inclusion in the Minnesota Transfer Curriculum in 2002–2003. Since then, each technical college’s

Academic and Standards Council reviews courses for inclusion in the MnTC and determines its

college’s Minnesota Transfer Curriculum requirements.

The 2001 legislation also required acceptance of Minnesota Transfer Curriculum courses and goal

areas (sequence of requirements), in addition to the entire 10 goal “package” among Minnesota State.

Transfer of MnTC course goal areas and completed goal areas are those met per the sending college or

university. Appropriate coursework completed at the colleges and universities of Minnesota State is

accepted for transfer to the University of Minnesota when the entire Minnesota Transfer Curriculum is

completed. The University of Minnesota reviews transfer courses individually for applicability to the

University of Minnesota liberal education requirements if a student has not completed the entire

Minnesota Transfer Curriculum prior to transfer.

The MnTC continues to provide a framework within which each public institution in the state defines

its lower-division general education requirements. Up to now, this process has required students to

request this notation, but since October 2014, registrars at Minnesota State institutions have had the

ability to electronically find students who have completed the Minnesota Transfer Curriculum and

immediately add the notation of completion on the student’s transcript. The notation shows on the top

left of the transcript, making it more prominent than it was previously. This enhancement promotes

degree completion and lessens the chance that students take additional, unnecessary courses after they

transfer. The MnTC agreement works well for students transferring to public four-year institutions

from community colleges and consolidated community and technical colleges, and a few private and

out-of-state colleges also honor it.

About 4,000 students each year transfer between the University of Minnesota and state colleges.

Surveys of students who have transferred indicate satisfaction is highest when the entire MnTC is

completed prior to transfer. Some students begin at a two-year college and transfer to the University of

Minnesota to complete a baccalaureate degree, and some students who begin at the University of

Minnesota decide to transfer to a Minnesota State college or university. Reasons for transfer include

of 121


program offerings, and economic, geographical, work- or family-related concerns. The Minnesota

Transfer Curriculum provides a framework for all of these transfer patterns since students transfer in

all directions.

Conversations have begun between Minnesota State and the University of Minnesota to review the

Minnesota Transfer Curriculum and make enhancements. Goal area and credit requirements will be

reviewed.

Transfer Resources: The Minnesota Transfer Website (www.mntransfer.org) provides comprehensive

transfer information to students, parents, high school counselors, faculty and staff of Minnesota State,

the University of Minnesota and others about transfer between public and private colleges and

universities. The website has developed into a highly useful tool for potential students, enrolled

students, and staff and faculty at the secondary and postsecondary levels. The site offers access to

college and university transfer specialists, transfer action plans, accreditation information, transfer

profiles, transfer websites, transfer guides, articulation agreements, a description of the Minnesota

Transfer Curriculum, access to course outlines, and much more. The site has received an average of

4,962 users each month; page views average 18,175 per month over the past year. MnTransfer.org is

currently being redesigned to improve the information and online tools provided to assist students with

transfer, including a more efficient way to develop articulation agreements.

One useful tool on the site is Transferology, which is supported jointly by the University of Minnesota

and Minnesota State. Students contemplating transfer may see how their coursework transfers to any

institution within the Transferology network for evaluation against that institution’s academic

programs where that feature exists. Students can see how their courses transfer into any program

offered at any system institution, and can see course equivalencies at system institutions and at the

University of Minnesota (or at any college that subscribes to Transferology). Students at Minnesota

State can log into their eServices account and instantly upload all courses they have taken at any

Minnesota State campus.

Transferology runs on data tables built using Degree Audit Reporting System (DARS) software to

advise students about their progress toward program completion and to process transfer evaluations

and is also used by staff at Minnesota State and the University of Minnesota. The University of

Minnesota has used DARS since 1989, while Minnesota State started system-wide implementation in

1999. For more information, see www.dars.mntransfer.org .

The MnTransfer.org site also houses information about Minnesota State, the University of Minnesota,

and other private and out-of-state colleges and universities, as well as a description of the University of

Minnesota liberal education requirements and University of Minnesota MnCAP program. The MnCAP

program guarantees admission to select majors if criteria is met.

Complementing the MnTransfer.org website are numerous publications produced by Minnesota State

and the University of Minnesota. The Minnesota State Viewbook has a page that summarizes

information about transfer and describes the purpose of various associate degrees. This viewbook is

distributed at the annual Minnesota State Fair and college fairs to prospective students. Each

Minnesota State college and university website is also required to have a transfer page accessible from

the homepage with transfer information and links to Transferology and MnTransfer.org. Transfer

of 121

http://www.mntransfer.org/

http://www.dars.mntransfer.org/


admission requirements, transfer policies, MnTC information, links to transfer specialists, transfer

guides, and articulation agreements are some of the information that is required.

Each University of Minnesota campus provides detailed information for transfer students. The

University of Minnesota–Twin Cities site leads students through the application process, tells students

what to expect after they have been admitted, and provides information on related topics such as

financial aid, honors programs, housing, transportation, and extracurricular activities. See:

www.admissions.tc.umn.edu/admissioninfo/trans.html .

The University of Minnesota Transfer Student Guide (transfer.class.umn.edu/) provides information

for students transferring into the College of Liberal Arts and has pathways depending on where

students are transferring from. Other resources, such as transfer guides, tools for how courses transfer,

and connections to advisors are also provided.

These websites link students to transfer specialists and other important contact points on each campus

and within specific colleges, and also link to the Transferology website. Each of the colleges on the

Twin Cities campus includes specific information for prospective transfer students wishing to transfer

into that college on its website, as well as contact information for transfer specialists in the college.

Transfer student information for other University of Minnesota campuses are:

Duluth: www.d.umn.edu/undergraduate-admissions/apply/transfer-students

Morris: www.admissions.morris.umn.edu/transfer/

Crookston: https://www.crk.umn.edu/admissions/prospective-transfer-students

Rochester: www.r.umn.edu/admissions/transfer

Transfer Specialists’ Network: Every campus has one or more designated transfer specialist who can

answer students’ questions about transfer. These transfer specialists connect in various ways to discuss

issues and resolve problems. An annual Transfer Specialist Conference hosted by Minnesota State is

attended by over 120 transfer specialists from the University of Minnesota, Minnesota State, and

private and out-of-state colleges and universities. Minnesota State also conducts an annual Transfer

Orientation for new transfer specialists, as well as several regional transfer meetings to keep transfer

specialists up-to-date. A DARS/Transferology conference is held annually, with DARS/Transferology

training offered throughout the year. Transfer tips are sent to the group periodically, and two transfer

listservs allow transfer specialists to ask questions and share transfer information. Because Minnesota

State consists of both two- and four-year institutions, transfer groups meet regularly to support transfer.

These groups include the Transfer Oversight Committee comprised of faculty, transfer specialists,

administrators, students, and system office staff; and the Transfer Advisory Group comprised of

transfer specialists.

Lumina Foundation Grant: Minnesota State engages in a process to award associate of arts (AA)

degrees through reverse transfer. Since students transfer to other colleges and universities without

having completed the associate of arts degree, the reverse transfer process allows them to transfer

courses back from their current institution and complete the AA degree at a prior college. As of June

2016, 1,998 AA degrees were awarded through this process including students from the University of

Minnesota.

of 121

http://www.admissions.tc.umn.edu/admissioninfo/trans.html

http://www.d.umn.edu/undergraduate-admissions/apply/transfer-students

http://www.admissions.morris.umn.edu/transfer/

https://www.crk.umn.edu/admissions/prospective-transfer-students

http://www.r.umn.edu/admissions/transfer


Electronic Transcripts: SPEEDE (Standardization of Postsecondary Education Electronic Data

Exchange) and ExPRESS (Exchange of Permanent Records Electronically for Students and Schools)

provide electronic exchange of official elementary, high school, and postsecondary student transcripts

between and among the University of Minnesota and Minnesota State. Electronic transcript exchange

among Minnesota State began fall 2009.

Postsecondary electronic transcript exchange between the University of Minnesota and Minnesota

State has not yet begun.

Conclusion

Transfer between the University of Minnesota and Minnesota State works better than ever, and

ongoing improvements continue be developed. The two systems continue to evaluate and manage

transfer so that it meets student needs and supports program integrity.

of 121


V. COLLEGE READINESS

AND UNDER-PREPARED STUDENTS Minnesota State and the University of Minnesota continue to focus on the transition of students into

postsecondary education. Initiatives include efforts to define college readiness in English,

mathematics, the sciences, and other areas. The challenge of increasingly underprepared students

requires all Minnesota educational partners to seek collaborative solutions to prepare high school

graduates as well as many non-traditional learners for postsecondary learning.

P–20 Education Partnership

The University of Minnesota and Minnesota State are two of the founding members of the Minnesota

P–20 Education Partnership, established in 2003 as the Minnesota P–16 Education Partnership. Now

comprising 28 members, including four legislators, the partnership operates as a voluntary statewide

collaboration focused on maximizing achievement of all students while promoting the efficient use of

financial and human resources. The partnership is charged to develop policy and strategy

recommendations that improve the quality of and access to education, improve college preparation and

transitions, support teacher quality, and realign governance and administrative education structures.

In 2011, the Minnesota P–20 Education Partnership identified its agenda for the next 2–4 years with a

singular focus on the achievement gap. The members believed that this was the most important

educational issue facing the state for several reasons:

Minnesota has one of the largest gaps in achievement between students of color/low-income

students and their white middle- and upper-class peers.

The demographic trends indicate all of the future growth in Minnesota’s population will be in

communities of color.

The economic vitality of the state depends on a highly educated and trained workforce:

estimates are that by 2020, 74% of all jobs will require some postsecondary education.

The partnership reviewed best practices and transition issues from elementary to secondary education

and from college to work and identified plans and strategies for reducing the achievement gap.

In 2013, the Minnesota Legislature passed “The World’s Best Workforce” legislation (Minn. Stat. §

120B.11), which required school districts to develop a plan to address five goals, including that all

racial and economic achievement gaps between students are closed. While continuing its policy

proposal development and advocacy for educational quality, the Minnesota P–20 Education

Partnership aligned its work with this legislation by identifying support and direction for school

districts to implement their “World’s Best Workforce” strategic plans.

In 2014, in response to legislation that was passed in the 2014 legislative session (Minn. Stat. §

127A.70), the Minnesota P–20 Education Partnership developed recommendations for a P–20

education system that increased students’ career and college readiness and opportunities for career

pathways.

of 121


In 2015, the Minnesota P-20 Education Partnership continued to advance its work by also being

responsive to 2015 legislation (Minn. Stat. § 135A.012), which identified a goal for postsecondary

attainment for Minnesota residents. The legislation stated, “The number of Minnesota residents ages

25 to 44 years, who hold postsecondary degrees or certificates, should be increased to at least 70

percent by 2025.”

The P-20 Partnership has identified the postsecondary attainment goal as the primary work plan item

for 2015-16, with the goals of: (a) informing the annual report on progress towards meeting or

exceeding the goals by the Office of Higher Education, which is required to submit the first report by

October 15, 2016; and (b) providing recommendations for funding and/or policy changes to the

governor and the legislature for consideration at future legislative sessions.

The Partnership continues to be the sponsor and overseer of the Statewide Longitudinal Education

Data System (SLEDS), which began in 2014 to link K–12 and higher education data for the first time

(private college records are included, but private K–12 schools are not yet included). This tool greatly

enhances the ability of policymakers to research factors in high school and postsecondary attainment.

With data from early childhood through completion of postsecondary education and workforce entry,

SLEDS provides data and feedback on how well Minnesota’s students are doing as they transition

through the educational sectors and into the workplace. With a framework focused on pathways,

progress, predictors, and performance, SLEDS provides information and analysis enabling

policymakers and educators to make meaningful investments and policies. SLEDS will be a powerful

tool in the quest to eliminate the achievement gap and increase the educational attainment of all

Minnesotans.

One of the first reports from SLEDS revealed that the number of students who take remedial or

developmental courses in college is lower than previously believed, at 28% (the change is due

primarily to the inclusion of the private colleges). In addition, students taking developmental courses

persist to the second year at rates similar to students who do not take such courses.

Postsecondary Enrollment Options (PSEO)

The Postsecondary Enrollment Options program, also known as PSEO, was created in 1985 to

“promote rigorous educational pursuits and provide a wider variety of options for students.” Through

PSEO, high school students receive high school and college/university credit for college or university

courses that are completed through this program. Students can complete PSEO courses on a college or

university campus taught by college or university faculty members and/or complete concurrent

enrollment courses at the high school campus, taught by high school credentialed teachers that are

mentored by college or university faculty members.

In the past few years, legislation has increased access to PSEO and concurrent enrollment among 9th

and 10th grade students who meet eligibility requirements and afforded eligible 10th graders greater

opportunities to participate in on-campus PSEO, specifically in career and technical education courses.

In 2015, legislation was passed (Minn. Statute § 124D.09) that allowed for students participating in an

early/middle college program at a state-approved secondary alternative learning program to have

access to taking developmental education courses as PSEO students, in addition to college-level

of 121


courses that are within a well-defined pathway to earn a postsecondary degree or credential. These

initiatives promote college readiness and early college credit opportunities and can be a strategy to

assist in accelerating time to postsecondary degree completion.

In 2015, legislation passed (Minn. Statute § 124D.09) also required concurrent enrollment programs

across the state to meet the accreditation standards of the National Alliance of Concurrent Enrollment

Partnerships (NACEP) by 2020-2021 and for all concurrent enrollment programs to have local

advisory boards. Additionally, concurrent enrollment programs must submit annual student survey

results to the Minnesota Department of Education and Office of Higher Education for an annual

legislative report. The legislature also allocated an additional two million dollars to school districts to

support their participation in concurrent enrollment programs. These legislative requirements and

funding support are encouraging the growth and sustainability of high-quality concurrent enrollment

programs.

Educators from Minnesota State and the University of Minnesota campuses in Duluth, Crookston, and

the Twin Cities meet bi-annually to share information about best practices and quality standards for

concurrent enrollment or “college in the schools.” This collaboration was based on NACEP

accreditation standards and has been formalized since 2004 as MnCEP (the Minnesota Concurrent

Enrollment Partnership). This voluntary partnership provides institutional representatives with

opportunities to learn about programs across Minnesota; identify and share best practices; develop

communication tools to inform students, parents, and policymakers about concurrent enrollment

programs; build and advance a shared research agenda focused on measuring the quality of concurrent

enrollment programs; and identify opportunities for collaboration and improvement.

College Preparation

Starting in 1991 the University of Minnesota and Minnesota State admitted students to baccalaureate

programs under a common set of preparation requirements. These included four years of English; three

years each of mathematics, science, and social studies; two years of a single world language; and one

year of visual or performing arts. This establishes a strong model for high school students and has

increased preparation. The University of Minnesota Twin Cities campus added a fourth year of math

for freshman admitted in fall 2015 and beyond, based on research finding that completion of four years

of math enhances student success in college.

The new Statewide Longitudinal Education Data System (SLEDS) provides an easy way for

Minnesota schools and parents to find information about the college going preparation, enrollment and

graduation rates for students from Minnesota high schools. Both the University of Minnesota and the

Minnesota State colleges contribute data directly to SLEDS and participate on the governance

committees, greatly enhancing its viability and value.

An example of information available in SLEDS, and an important way students can become

academically ready for college is to take rigorous, college-level courses in high school. Through the

Minnesota Postsecondary Enrollment Program (PSEO), 11th and 12th grade high school students who

meet certain eligibility requirements can enroll in college courses at campuses of the University of

Minnesota and Minnesota State, including online courses. 10th graders can take career and technical

education courses as well.

of 121

http://sleds.mn.gov/


Both the University of Minnesota and Minnesota State offer concurrent enrollment courses which are

designed by college professors, taught by high school teachers with the professors as coaches, and are

open to students in 9th through 12th grade, again with academic eligibility requirements. These

programs are generally called College in the Schools. They are distinct from Advanced Placement and

International Baccalaureate courses because instead of having to take a specialized exam which has the

possibility of earning college credit for the student, students earn simultaneous college and high school

credits by completing the course successfully.

A major challenge was created in late 2015 by the regional higher education accreditation organization.

The Higher Learning Commission adopted a clarification to its Assumed Practices indicating it will be

enforcing a longstanding expectation that faculty teaching general education courses hold a master’s

degree or higher in the discipline or subfield they teach. If the faculty member holds a master’s degree

in another discipline the faculty member must have complete a minimum of 18 graduate credit hours in

the discipline or subfield in which they teach. HLC policy allows the institution to use ‘tested

experience’ as an equivalent to the academic credentials. This new enforcement applies to high school

teachers in concurrent enrollment courses. Many high school teachers have master’s degrees but often

in curriculum and instruction and not in the content area they teach. Both U of M and Minnesota State

college staff have been evaluating teachers’ graduate-level education and professional development,

and identifying and developing discipline-specific graduate-level coursework that is accessible for

teachers.

The University of Minnesota’s College Readiness Consortium continues to support and expand use of

a research-based school-wide college readiness program for grades 6-12. Ramp-Up to Readiness™ is

designed to increase the number of students who graduate high school with the knowledge, skills and

habits needed to obtain a degree or credential in higher education. The program supports and goes

beyond academic readiness to include career, financial, admissions and social emotional readiness.

Ramp-Up was used by over 105 Minnesota secondary schools during 2015-16. This is one way schools

have implemented the 2013 legislative requirement that all students begin personal postsecondary

plans, including career exploration, no later than 9th grade and review them annually.

The University of Minnesota’s College of Education and Human Development also offers the

Minnesota Principals Academy, an executive development program to help school leaders prepare all

students to obtain postsecondary degrees or credentials. Two cohorts are currently in process, in Thief

River Falls and in the Twin Cities.

Because educational outcomes are highly influenced by factors outside of school, the University of

Minnesota President Kaler has co-chaired Generation Next, the Minneapolis and Saint Paul collective

impact initiative to increase student achievement from kindergarten readiness to college graduation.

Chancellor Rosenstone is also a member of the Leadership Council. Faculty and staff from both

institutions have been active in developing goals and action plans, as well as implementing those plans,

to increase educational outcomes including high school graduation and postsecondary attainment.

In addition, the University of Minnesota hosted the first statewide convening on Educational Equity in

Action in June 2016. The 640 participants represented a wide range of education leaders (both in and

out of school) from early childhood to higher education, as well as nonprofits, policymakers and

of 121


community leaders. The convening included structured opportunities for participants to propose

actions and consult with each other.

Many Minnesota State campuses have specific partnerships and programs with local high schools to

increase college preparation for high school students. Such programs include administering the

Accuplacer to high school students to determine college readiness benchmarks and providing targeted

support in high school, delivering college preparatory courses at the high school, and offering college-

readiness workshops or summer bridge programs. Specific examples include:

Century College and Saint Paul College administers the Accuplacer at many Saint Paul public

schools and partners with specific high schools to offer interventions for high school students

who need additional support.

High school students enrolled in the Inver Prep program can complete college preparatory

courses in English or mathematics that prepare them to participate in the Inver Hill Community

College’s InCollege concurrent enrollment program.

At Hennepin Technical College, Minnesota West Community & Technical College, and

Anoka-Ramsey Community College, students can take summer bridge programs that include

developmental education courses to prepare them for college-level courses.

Minnesota State University, Mankato offers the College Access Program (CAP) that provides a

four-week summer residential program between high school and college and continues to

support students during the regular school year.

Minnesota State’s Center for College Readiness provides direct connections between college

faculty and high school teachers and students to assess college readiness in writing, reading and

math. High school students are able to submit assignments, which are evaluated by college

teachers, to gain information on their college preparedness.

One partial measure of college readiness is ACT scores. The percentage of Minnesota high school

graduates taking the ACT had steadily increased to 78% for the class of 2015, most of whom took the

exam in 2014. In 2015 all Minnesota juniors were required to take the ACT, but the legislature

rescinded that requirement for 2016. The percentage of students who reached all four ACT college

ready benchmarks was 39% for the graduating class of 2015 (2016 reports are not out as of this

writing), up from 36% in 2012.

Once in college, developmental and remedial courses help students develop basic academic skills

needed for successful college-level study, generally in the areas of reading, writing, and mathematics.

Developmental and remedial courses carry college credit for financial aid and athletic eligibility

purposes, but not all may be used to meet requirements for a diploma, certificate, or degree. The

Minnesota State colleges have the mission of providing open-door access to higher education.

Consequently, a number of students admitted to the two-year colleges are not fully ready for college-

level courses. Some students take remedial courses because they have not taken the necessary

coursework in high school. Other students who have taken the necessary courses may still need to take

one or more remedial or developmental courses, based on their placement exam results. Many of these

individuals have been out of high school for a number of years and have forgotten skills they once had

mastered. The Minnesota State colleges have the most extensive array of developmental courses and

academic support services.

of 121


Most higher education institutions in Minnesota also provide academic support programs that do not

generate credits. Learning centers, supplemental instruction, tutoring, and advising programs are

examples of such academic support. Many students use these services, even if they do not need

developmental courses.

College Readiness Research

Both systems have an extensive array of researchers developing new knowledge regarding effective

instruction and preparation of students during their K-12 years, and remedial work in college. The

SLEDS system provides new opportunities for research on student progress from early childhood into

the workforce, including the high school to college transition. Over the last year researchers have been

able to gain access to SLEDS data, under strict rules, for studies consistent with the SLEDS goals of

identifying the most viable pathways for individuals in achieving successful outcomes in education and

work, and informing decisions to support and improve education and workforce policy and practice.

of 121


IV. CONCLUSION The 2017 postsecondary planning report reflects the long-term, ongoing, and effective working

relationship between the two systems to develop and coordinate joint postsecondary programs in the

Twin Cities and throughout Minnesota. In a period of substantial population growth and increased

diversity in the metropolitan area, the two systems are aligned, each within their distinctive missions,

to provide high-quality educational programs to citizens. Continued effective collaboration between

Minnesota State and the University of Minnesota remains among the two systems’ highest priorities.

of 121


Appendix – Collaborative Academic Programs

Collaborative academic programs and services between the University of Minnesota and Minnesota

State allow students in residence at one system’s institutions to apply approved coursework toward

completion of a degree at the other system and leverage resources and services across the two systems.

The following tables list over 150 such collaborative programs.

Minnesota State Campus University of Minnesota Campus and Degree

Alexandria Technical and

Community College

Crookston – B.S., Accounting

Crookston – B.S., Business Management

Crookston – B.S., Marketing

Crookston – B.M.M., Manufacturing Management

Anoka-Ramsey Community College Crookston – B. S. in Accounting

Crookston – B. S. in Business Management

Crookston – B. S. in Marketing

Anoka Technical College Crookston – B.S., Accounting

Crookston – B.S., Golf and Turf Management


Central Lakes Community College Crookston – B.S., Natural Resources

Crookston – B.S., Plant Industries Management - Horticulture Emphasis

Duluth – B.S., Chemical Engineering

Duluth – B.S., Electrical and Computer Engineering

Century College Twin Cities – B.A.E.M., Aerospace Engineering

Twin Cities – B.B.E., Bioproducts and Biosystems Engineering

Twin Cities – B.Bm.E, Biomedical Engineering

Twin Cities – B.Ch.E., Chemical Engineering

Twin Cities – B.C.E., Civil Engineering

Twin Cities – B.Comp.Eng., Computer Engineering

Twin Cities – B.E.E., Electrical Engineering

Twin Cities – B.Geo.E., Geological Engineering

Twin Cities – M.E., Mechanical Engineering

Twin Cities – B.Mat.S.E., Materials Science and Engineering

Twin Cities – B.S., Environmental Horticulture

Dakota County Technical College Crookston – B.M.M., Bachelor of Manufacturing



Hennepin Technical College Crookston – B.S., Manufacturing Management

Hibbing Community College Crookston – B.S., Business Management


Inver Hills Community College Twin Cities – B.S., Technology Education

Twin Cities – B.A.Sc., Information Technology Infrastructure

Twin Cities – B.S. Individualized Studies Program

of 121


Itasca Community College Duluth – B.Acc., Accounting

Duluth – B.A., American Indian Studies

Duluth – B.S., Biochemistry/Molecular Biology

Duluth – B.S., Biology

Duluth – B.B.A., Business Administration

Duluth – B.S., Cell Biology

Duluth – B.S., Chemical Engineering

Duluth – B.S., Chemistry

Duluth – B.S., Computer Science

Duluth – B.A., Economics

Duluth – B.S.E.C.E., Electrical and Computer Engineering

Duluth – B.S., Geology

Duluth – B.I.E., Industrial Engineering

Duluth – B.S., Mathematics

Duluth – B.S.M.E., Mechanical Engineering

Crookston – B.S., Environmental/Natural Resource Mgmt/Wildland

Firefighting

Duluth – B.S., Physics

Duluth – B.S., Statistics

Twin Cities – B.S., Specific Engineering Programs

Twin Cities – B.S., Forest Resources

Twin Cities – B.S., Recreation Resource Management

Lake Superior College Duluth – B.S.Ch.E., Chemical Engineering

Duluth – B.A.Sc., Health Education

Mesabi Range College Crookston – B.S. – Business

Minnesota State College - Southeast

Technical

Twin Cities – B.S. Nanoscience Certificate articulates with Dakota County

TC Nanoscience Technology AAS with 2+2 option to UM–Twin Cities

Minnesota State Community and

Technical College


Crookston – B.S., Equine Science

Minnesota West Community and

Technical College

Crookston – B.S., Information Networking Management

Crookston – B.S., Agricultural Business

Crookston – B.S., Plant Industries Management-Agronomy or Horticulture

Crookston – B.S., Animal Industries Management

Crookston – B.S., Plant Industries Management-Agronomy or Horticulture

Crookston – B.S., Animal Industries Management

Minnesota State University, Mankato Twin Cities – B.S., Clinical Laboratory Sciences

Twin Cities – B.S., Medical Technology

Minnesota State University,

Moorhead

Twin Cities – B.S., Chemistry or Physics (3 years) at Minnesota State

University Moorhead plus B.S., engineering field (2 years) at the

University of Minnesota.

Normandale Community College Twin Cities – B.S., Specific Engineering Programs

Twin Cities – B. S. Computer Science

Twin Cities – B.S. Food Science

North Hennepin Community College Crookston – B.S., Accounting



Crookston – B.M.M Manufacturing Management

Northland Community and Technical

College

Crookston – B.S., Information Technology Management



Crookston – B.S., Manufacturing Management

of 121


Pine Technical College Crookston – B.S., Accounting

Crookston – B.S., Bachelor of Manufacturing Management

Crookston – B.S., Business Management, Management Emphasis

Ridgewater Community College Crookston – B.S., Applied Studies

Crookston – B.S., Manufacturing Management

Rochester Community and Technical

College

Crookston – B.S., Environmental Sciences

Twin Cities – B.S., Aerospace Engineering

Twin Cities – B.S., Biomedical Engineering

Twin Cities – B.S., Biosystems and Agricultural Engineering

Twin Cities – B.S., Chemical Engineering

Twin Cities – B.S., Civil Engineering

Twin Cities – B.S., Computer Engineering

Twin Cities – B.S., Electrical Engineering

Twin Cities – B.S., Geological Engineering

Twin Cities – B.S., Material Science Engineering

Twin Cities – B.S., Mechanical Engineering

St. Cloud Technical and Community

College



South Central College Twin Cities – B.S., Aerospace Engineering

Twin Cities – B.S., Biomedical Engineering

Twin Cities – B.S., Bioproducts and Biosystems Engineering

Twin Cities – B.S., Chemical Engineering

Twin Cities – B.S., Civil Engineering

Twin Cities – B.S., Computer Engineering

Twin Cities – B.S., Electrical Engineering

Twin Cities – B.S., Geoengineering

Twin Cities – B.S., Material Science Engineering

Twin Cities – B.S., Mechanical Engineering

Vermilion Community College

Crookston – B.S., Natural Resource Management

Crookston – B.S., Water Resource Management

Duluth – B.Acc., Accounting

Duluth – B.S., Biochemistry/Molecular Biology

Duluth – B.S., Biology

Duluth – B.B.A., Business Administration

Duluth – B.S., Cell Biology

Duluth – B.S.Ch.E., Chemical Engineering

Duluth – B.S., Chemistry

Duluth – B.S., Computer Science

Duluth – B.A., Criminology

Duluth – B.A., Economics

Duluth – B.S.E.C.E., Electrical or Computer Engineering

Duluth – B.S., Geology

Duluth – B.A., History

Duluth – B.S.I.E., Industrial Engineering

Duluth – B.S., Mathematics

Duluth – B.A.S., Recreation

Duluth – B.S., Physics

Duluth – B.S., Statistics Source – Minnesota State, University of Minnesota.

of 121


Other Partnership or Collaborative Arrangements with the University of Minnesota

Minnesota State Campus UM

Campus

Collaborative Description

Anoka-Ramsey Community

College

Twin Cities Independent Research Summer Program (IRSP) is a

multidisciplinary initiative that includes opportunities for research

studies in molecular and cellular biology, genetics, developmental

biology, and microbiology among other fields.

Twin Cities The Mathematics Departments at the two institutions are working

on joint study of algebra instruction in community colleges.

Twin Cities The college’s Chemistry department is collaborating with

university’s spectrometry lab on an NSF grant involving mass

spectrometry, including opportunities for the college’s students to

use the lab. Bemidji State University Duluth Sub-grant with UMD for the HCOP (Health Careers Opportunities

program). Funds help recruit underrepresented students into

medically related careers.

Century College Twin Cities The college’s Dental Assisting program sends 15-20 students in the spring and summer to the U of M Dental School for internships in a learning institution; students complete a general rotation or a specialty rotation.

Twin Cities

The college is partnering with the university on the SOCRATES

grant project to support students in the design a small satellite that

will be launched into low earth orbit and employ a gamma ray

detector for global positioning, navigation, and control.

Dakota County Technical

College

Twin Cities Nanoscience Technology – AAS Capstone semester (shared

facilities) and 2+2 option.

Twin Cities Dakota County Technical College president is on the UMore Park

Advisory Council; administrative team participates in planning.

Morris The chancellor of UM Morris is a member of the executive

steering committee on the College's Green Campus Initiative.

Itasca Community College Twin Cities Associate in science program agreements with dentistry,

engineering, medicine, mortuary science, pharmacy, veterinary

medicine. These agreements provide Itasca Community College

students with equivalency tables of required prerequisites for entry

into the majors at the University of Minnesota.

Inver Hills Community

College

Twin Cities Inver Hills Community College and the University of Minnesota

offer the online/classroom course “Sleep, Eat, & Exercise,”

providing students with knowledge and skills they need to live a

balanced life while in college.

Inver Hills Community

College with Century

College

Twin Cities Research agreement with UM Institute on Community Integration

for evaluation of Center of Excellence initiatives targeting

underrepresented students; partnerships with Century College and

eight school districts to operate a Minnesota State Access and

Opportunity Center of Excellence

Lake Superior College Duluth ARCHES Program offered jointly by University of Minnesota

Duluth (UMD) and Lake Superior College (LSC). The program

allows students who apply to UMD but do not meet admission

criteria to enroll in LSC courses on the UMD campus. LSC will

provide the necessary coursework in one or two semesters on the

UMD campus with the goal being for the student to meet UMD

criteria and matriculate to UMD in a subsequent semester.

of 121


Minneapolis Community &

Technical College

Twin Cities University of Minnesota and MCTC have created a biotechnology

partnership program; graduates of MCTC’s biotechnology

program with grade point averages of 3.5 or higher will be

enrolled at the UM’s College of Biological Sciences.

Minnesota State

Community and Technical

College

Twin Cities Online College in the High School program

Twin Cities Area Health Education Center (AHEC) sponsored by the

University of Minnesota, located at the Fergus Falls campus of

Minnesota State Community and Technical College.

Twin Cities University of Minnesota family practice residents obtain clinical

experience in sports medicine at the Minnesota State University,

Mankato athletic training facility.

Minnesota State University,

Mankato Twin Cities The two institutions, along with St. Cloud State University are Co-

Affiliate Universities associated with Project Lead the Way.

Twin Cities Biological Sciences has developed an affiliation agreement with

UM to provide the Medical laboratory science internship (14-15

month program/ 36 credits) for our bachelor’s degree program in

Medical Technology.

Twin Cities Mechanical and Civil Engineering faculty at MSU are working

with UM researchers on collaborative research projects on behalf

of the Minnesota Department of Transportation and the Local

Road Research Board.

Twin Cities The two institutions are Information Technology Peers through the

AASCB Affinity Group Technology in Business Schools

Roundtable.

Twin Cities UM Family Practice residents participate, side-by-side, with

Minnesota State Mankato Family Practice Nursing students in a

joint simulation each semester.

Minnesota State University

Moorhead

Twin Cities University of Minnesota-Twin Cities, M.S. in social work at

Minnesota State University Moorhead via online education.

Metropolitan State

University

Twin Cities Faculty and students from Metropolitan State University have full

privileges to use the University of Minnesota Libraries.

Twin Cities The two institutions jointly offered a graduate course in

Cybersecurity that was hosted at the University of Minnesota and

taught by a Metro State faculty member.

Twin Cities The two institutions obtained a collaborative NSF grant,

“Augmented Reality in Cybersecurity and Forensics Education” to

support faculty and students in research on the usage of Google

Glass and other glassware.

Northland Community and

Technical College

Crookston The two institutions are developing a 70-credit A.A.S degree in

Dietetic Technology with UMC faculty being instrumental in the

curriculum development for this program.

Normandale Community

College

Twin Cities The chair of the Normandale Philosophy Department is a Resident

Fellow at the University’s Center for Philosophy of Science which

funds research activities in all areas of the history and the

philosophy of science.

Twin Cities The Mathematics Departments of the two institutions have an

agreement to place and mentor master’s students who are

interested in teaching at a community college.

Twin Cities The Infusing Africa into the Curriculum is funded by a U.S.

Education Department grant and supports Normandale faculty in

developing course content and projects to include perspectives on

increasing African content at community colleges.

of 121

http://www.minneapolis.edu/Educational-Programs/Programs/biotechnology/

http://www.minneapolis.edu/Educational-Programs/Programs/biotechnology/

http://www.cbs.umn.edu/


Twin Cities The Music Departments of the two institutions share faculty for

several areas. The faculties and students also collaborate on

concerts and joint performances.

Twin Cities University of Minnesota students enroll in three Normandale

Dietetic courses that has been in place for the past five years

Twin Cities The faculties in the Anthropology Departments of Normandale and

the University of Minnesota collaborate on events for

anthropology students of both institutions.

System Office

Crookston,

Duluth, Twin

Cities

The two systems established the MN Concurrent Enrollment

Partnership (MnCEP) to work collaboratively to support high

quality concurrent enrollment in Minnesota.

Twin Cities Minnesota State and the University hold seats on the Minnesota

Science and Technology Authority Advisory Commission.

University-

wide

Periodic meetings and informal consultation between the Offices

of General Counsel for the two organizations regarding legal

issues arising in Minnesota and higher education.

University-

wide

Joint development of internet-based training package for all

employees on security and data privacy issues, tailored to the

unique needs of each organization.

University-

wide

Lake Superior College, Minnesota State University Moorhead, and

Southwest Minnesota State University provide a veterans center

for a Minnesota Department of Veterans Affairs employee to assist

veterans at regional campuses including the University of

Minnesota campuses at Duluth, Crookston, and Morris. The Twin

Cities campus of the University of Minnesota provides a veterans'

center that serves the needs of Twin Cities Minnesota State

institutions.

Twin Cities

Partnership with UM Hazardous Waste Management unit for

Minnesota State campuses to get training, waste classification and

packaging, and licensed shipping off-site of hazardous wastes from

sources in laboratories and campus operations.

Rochester Community and

Technical College

Rochester Shared facilities

Rochester RCTC offers specific general education, science and nursing

assistant courses at the request of UM–Rochester.

Rochester The college shares facilities and land use with UofM extension.

St. Cloud State University

Rochester

Twin Cities

The institutions have a joint affiliation for their Medical

Laboratory Sciences program. The agreement focuses on

providing SCSU students with the opportunity to enroll in

University of Minnesota courses, primarily at the Rochester

campus and corresponding clinical opportunities.

Twin Cities The two institutions share anthropology faculty.

University-

wide

The SCSU School of Public Affairs Research Institute (SOPARI)

works with the Extension Office (Mankato) in quantitative

research used in economic impact studies and also with Extension

researchers on an Economic Emergency Program for a St Cloud

plant closing.

Southwest Minnesota State

University

Twin Cities Collaboration between Extension and the Minnesota Agricultural

and Rural Leadership Program (MARL) to deliver leadership

training through the SMSU Foundation.

Saint Paul College and

Winona State University

Rochester University of Minnesota and Winona State University have signed

a memorandum of agreement to coordinate health education

offerings in Rochester, initially in the lab sciences.

of 121


Winona State University

and Rochester Community

and Technical College

Rochester The three institutions collaborate in community outreach,

marketing, and institutional research. . A notable example being

the Rochester Area Math Science Partnership which provides

professional development with PK–12 teachers through a

partnership with industry, workforce agencies, and K-12 school

districts.

Source – Minnesota State, University of Minnesota.

of 121

University of Minnesota Board of Regents Academic and Student Affairs Committee

February 9, 2017

Consent Report I. Request for Approval of New Academic Programs

Carlson School of Management (Twin Cities campus)—Create Doctor of Business

Administration The Carlson School of Management on the Twin Cities campus requests approval to create a Doctor of Business Administration (D.B.A.) degree, effective spring 2017. The proposed program will be delivered in collaboration with Tsinghua University, China. The proposed program is an applied, professional doctoral program directed at high-level executives working in China and the surrounding region. The D.B.A. will provide instruction beyond that of the M.B.A. to prepare participants to better face challenges and pursue opportunities in a complex, global business environment. The program is a part-time, cohort-based program for fully-employed individuals.

College of Science and Engineering (Twin Cities campus)—Create Post-baccalaureate certificate in Data Science and deliver online The College of Science and Engineering on the Twin Cities campus requests approval to create a post-baccalaureate certificate in Data Science and deliver this program online, effective fall 2017. The proposed program provides students a strong foundation in the science of Big Data and its analysis by gathering in a single program the knowledge, expertise, and educational assets in data collection and management, data analytics, scalable data-driven pattern discovery, and the fundamental concepts behind these methods. The proposed program makes use of existing courses and resources.

Medical School (Twin Cities campus)—Create fellowship in Epilepsy

The Medical School on the Twin Cities campus requests approval to create a fellowship in Epilepsy, effective summer 2017. This one-year, fellowship program addresses the treatment and management of persons with epilepsy. Fellows will be able to diagnose and care for patients with epilepsy, including those with complications and diagnostic uncertainties. Training will take place primarily at the University of Minnesota Health clinics and hospital. The program will include clinical experience, as well as didactic, research, and teaching components.

of 121

College of Liberal Arts (Duluth campus)—Create undergraduate minor in Digital Writing, Literature and Design The College of Liberal Arts on the Duluth campus requests approval to create an undergraduate minor in Digital Writing, Literature and Design, effective fall 2017. The proposed program offers students contemporary, online skills in writing, design, and visual analysis combined with an informed understanding of the culture, history, and critical interpretation of digital texts such as video games. This synthesis of the humanities with information technologies helps prepare students for a wide variety of professional pursuits in the networked, creative economy. The proposed program makes use of existing courses and resources.

Labovitz School of Business and Economics (Duluth campus)—Create undergraduate minor in Sustainable Business and Organization The Labovitz School of Business and Economics the Duluth campus requests approval to create an undergraduate minor in Sustainable Business and Organization, effective fall 2017. The proposed program is an interdisciplinary minor that will provide students with an understanding of increasingly complex social, environmental, and governance issues related to sustainability. The minor is designed to complement any major in the college, and will prepare students for roles in large companies, startups, nonprofits, and government entities. The proposed program makes use of existing courses and resources.

The Morris Campus—Create B.A. degree and undergraduate minor in Medieval Studies The Morris campus requests approval to create a new Bachelor of Arts (B.A.) degree and undergraduate minor in Medieval Studies, effective fall 2017. The interdisciplinary curriculum is comprised of topics in English, art history, history, French, math, philosophy, theatre, music, anthropology, German, and areas such as gender and religion with historical roots in ancient and Classical periods and Byzantine cultures. Students learn about the construction of belief, culture, and knowledge, while exploring implications and intersections of products of the medieval world across disciplinary, chronological, and geographical barriers. The proposed program makes use of existing courses and resources.

II. Request for Changes to Academic Programs

College of Education and Human Development (Twin Cities campus)—Create sub-plan in Prevention Science within the M.A. degree in Family Social Science The College of Education and Human Development on the Twin Cities campus requests approval to create a new sub-plan in Prevention Science within the Master of Arts (M.A.) degree in Family Social Science, effective fall 2017. The new sub-plan will help students design and evaluate interventions, and utilize knowledge about them more strategically to reduce the incidence of unhealthy or maladaptive behavior, and to promote health and adaptive behavior in populations across the life span. The proposed change better reflects current curricular alignment and student demand.

of 121

Carlson School of Management (Twin Cities campus)—Deliver the Master of Business Taxation online

The Carlson School of Management on the Twin Cities campus requests approval to deliver the Master of Business Taxation (M.B.T.) online, effective fall 2017. Online delivery will provide greater access for students in this program, who come from diverse professional background.

College of Food, Agricultural and Natural Resource Sciences (Twin Cities campus)—Move the academic home of the M.S. degree in Agricultural Education from The College of Education and Human Development to the College of Food, Agricultural and Natural Resource Sciences The College of Food, Agricultural and Natural Resource Sciences on the Twin Cities campus requests approval to move the academic home of the Master of Science (M.S.) degree in Agricultural Education from the College of Education and Human Development to the College of Food, Agricultural and Natural Resource Sciences, effective spring 2017. This academic home will better accommodate the needs and interests of students pursuing this degree.

The Morris Campus—Change the name of the B.A. degree and undergraduate minor in American Indian Studies to Native American and Indigenous Studies The Morris campus requests approval to change the name of the Bachelor of Arts (B.A.) degree and undergraduate minor in American Indian Studies to Native American and Indigenous Studies, effective fall 2017. The proposed name change better reflects the academic content of the degree program and current terminology used in the field.

III. Request for Approval of Discontinued Academic Programs

Swenson College of Science and Engineering (Duluth campus)—Discontinue the B.S. degree in Cell and Molecular Biology The Swenson College of Science and Engineering on the Duluth campus requests approval to discontinue the Bachelor of Science (B.S.) degree in Cell and Molecular Biology, effective spring 2021. Other curricular options exist that satisfy similar themes. Faculty and staff will support currently enrolled students toward degree completion.

College of Education and Human Service Professions (Duluth campus)—Discontinue the undergraduate certificate in Autism Spectrum Disorders The College of Education and Human Service Professions on the Duluth campus requests approval to discontinue the undergraduate certificate in Autism Spectrum Disorders, effective summer 2017. Enrollments have been steadily declining, and other initiatives and curricular options exist that satisfy similar themes. Faculty and staff will support currently enrolled students toward degree completion.

of 121

College of Liberal Arts (Duluth campus)—Discontinue the undergraduate minor in Information Design The College of Liberal Arts on the Duluth campus requests approval to discontinue the undergraduate minor in Information Design, effective spring 2020. The new undergraduate minor in Digital Writing, Literature and Design, listed above, satisfies similar themes. Faculty and staff will support currently enrolled students toward degree completion.

of 121

academic & student affairs...asa - feb 2017 page 2 of 121 board of regents docket item summary...

Documents