academic & student affairs - university of minnesota · 2019-08-12 · board of regents docket...

Academic & Student Affairs

December 2016

December 8, 2016

1:15 p.m. - 3:15 p.m.

East Committee Room, McNamara Alumni Center

1. System Campus Highlights from the 2016 University Plan,Performance, and Accountability Report

Docket Item Summary - Page 4

2. Twin Cities Campus Undergraduate Education Update


3. Predictive Value of Standardized Tests


4. Consent Report - Review/Action

5. Information Item


Presentation Materials - Page 6

Presentation Materials - Page 47

Program Additions, Changes, and Discontinuations - Page 74


ASA - DEC 2016

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BOARD OF REGENTS

DOCKET ITEM SUMMARY

Academic & Student Affairs December 8, 2016 AGENDA ITEM: System Campus Highlights from the 2016 University Plan, Performance, and

Accountability Report

Review Review + Action Action X Discussion

PRESENTERS: Karen Hanson, Executive Vice President and Provost

Lendley Black, Chancellor, Duluth campus Jacqueline Johnson, Chancellor, Morris campus Stephen Lehmkuhle, Chancellor, Rochester campus Fred Wood, Chancellor, Crookston campus

PURPOSE & KEY POINTS The purpose of this item is to discuss with the committee the academic elements of the 2016 University Plan, Performance, and Accountability Report. The committee will hear highlights of the report’s academic-related sections. Chancellors and students will review their campuses’ distinctive features, with each student sharing what drew them to enroll at their University campus. The Board will hear a presentation on the full report at its December 9, 2016 meeting. BACKGROUND INFORMATION In 2000, the Board approved the creation of the University Plan, Performance, and Accountability Report. In its resolution, the Board noted that it “…holds itself accountable to the public for accomplishing the mission of the University” and that the report was to become the principal annual documentation of that accountability. The first report was published in 2001.

This is a report required by Board policy.

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BOARD OF REGENTS

DOCKET ITEM SUMMARY

Academic & Student Affairs December 8, 2016 AGENDA ITEM: Twin Cities Campus Undergraduate Education Update


PRESENTERS: Karen Hanson, Executive Vice President and Provost

Robert B. McMaster, Vice Provost and Dean of Undergraduate Education PURPOSE & KEY POINTS The purpose of this item is for the committee to hear and discuss the annual report on undergraduate education on the Twin Cities campus. The report highlights three areas of improvement:

1. The profile of the incoming Fall 2016 freshmen class. 2. The continued progress on retention and graduation rates. 3. The student success initiatives in academic advising over the past year.

Progress in these areas is critical to achieving the University Progress Card measures related to four-year and six-year graduation rates for freshmen; three-year graduation rates for transfer students; graduation rates for Pell-eligible students; average freshman ACT scores; and serving Minnesota students. The committee will discuss:

Fall 2016 undergraduate enrollment on the Twin Cities campus. Profiles of the incoming freshman and transfer classes. First-year retention rates for new freshmen. Four-, five- and six-year graduation rates for new freshmen. Transfer graduation rates. Student success initiatives. Financial aid update.

BACKGROUND INFORMATION The Board received the following reports in recent years:


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December 2015: Twin Cities Undergraduate Education Update: Enrollment, Retention, and Graduation, Academic & Student Affairs

December 2014: Twin Cities Undergraduate Education Update, Academic & Student Affairs December 2013: Twin Cities Undergraduate Education Update & Future Goals, Academic &

Student Affairs December 2012: Undergraduate Education Update & Goals for the Future, Educational

Planning & Policy December 2011: Annual Update on Undergraduate Retention & Graduation Rates,

Educational Planning & Policy December 2010: Focus on Undergraduate Education, Educational Planning & Policy

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Office of Undergraduate Education

Twin Cities Undergraduate

Education Update

Robert B. McMaster

Vice Provost and Dean of

Undergraduate Education

Twin Cities Campus

Board of Regents

Academic and Student Affairs Committee

December 8, 2016

Karen Hanson

Executive Vice President

and Provost

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Presentation Outline

Fall 2016 Undergraduate Enrollment• Admissions

• Profiles of new students entering Fall 2016

• Freshmen

• Transfer students

Retention and Graduation Rates

Student Success Initiatives• Center for Academic Planning and Exploration

• Advising Task Force

• President’s Emerging Scholars

2016 Financial Aid Update

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Fall 2016 Undergraduate Enrollment

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Twin Cities Campus Fall Semester New Freshman

(NHS) Applicants, Offers, and Enrollees

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Apps 20,532 24,654 26,091 29,159 33,913 36,852 39,714 38,167 43,048 44,761 46,166 49,128

Offers 14,287 14,163 14,816 15,320 16,962 17,630 18,505 18,899 19,121 20,302 20,579 21,820

Enrollees 5,305 5,439 5,280 5,106 5,400 5,323 5,368 5,514 5,544 5,530 5,771 5,880

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(NHS) Headcount Enrollment History7,697

3,…

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(NHS) and New External Transfer (NAS) Enrollments

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Freshman 5,305 5,439 5,280 5,106 5,400 5,323 5,368 5,514 5,544 5,530 5,771 5,880

Transfer 1,882 1,645 1,949 1,843 2,508 2,220 2,046 2,106 2,285 2,175 2,114 2,300

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Profile: Fall 2016 Twin Cities Campus

Entering Freshman (NHS) Class

Measure Number Percent

Total new freshmen (NHS) 5,880 100.0%

Average ACT Score 28.3

Average High School Rank 86.5

Female students 3,164 53.8%

Male students 2,715 46.2%

Students of color 1,310 22.3%

Minnesota residents 3,804 64.7%

Wisconsin/North Dakota/South Dakota 900 15.3%

Other U.S. states 817 13.9%

International 359 6.1%

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(NHS) Headcount Enrollment by College

College 2008 2009 2010 2011 2012 2013 2014 2015 2016

CSOM 414 515 478 470 533 498 545 553 586

CEHD 400 457 447 433 449 434 434 458 487

CSE 821 875 914 917 969 1,047 1,060 1,076 1,084

CBS 337 381 416 420 450 511 499 531 582

CLA* 2,723 2,664 2,537 2,602 2,592 2,557 2,452 2,566 2,551

CDES 107 221 213 201 219 212 220 249 254

CFANS 304 287 318 325 302 315 320 338 336

Total 5,106 5,400 5,323 5,368 5,514 5,544 5,530 5,771 5,880

* Several PSEO students were admitted directly to Nursing in 2015 (6) and 2016 (3).

These students are counted in CLA because Nursing is not normally freshman-admitting.

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Twin Cities Campus Fall Semester New Freshman (NHS)

Students by Home Location2012 2013 2014 2015 2016

Home Location N % N % N % N % N %

TC Metro 2,585 46.9% 2,633 47.5% 2,672 48.3% 2,708 46.9% 2,830 48.1%

Greater MN 881 16.0% 975 17.6% 867 15.7% 941 16.3% 974 16.6%

Subtotal MN 3,466 62.9% 3,608 65.1% 3,539 64.0% 3,649 63.2% 3,804 64.7%

Wisconsin 894 16.2% 751 13.5% 750 13.6% 823 14.3% 766 13.0%

N Dakota 62 1.1% 58 1.0% 70 1.3% 66 1.1% 55 0.9%

S Dakota 79 1.4% 79 1.4% 75 1.4% 85 1.5% 79 1.3%

Subtotal Recip 1,035 18.8% 888 16.0% 895 16.2% 974 16.9% 900 15.3%

Other US 707 12.8% 745 13.4% 743 13.4% 826 14.3% 817 13.9%

Foreign 287 5.2% 284 5.1% 338 6.1% 322 5.6% 359 6.1%

Unknown 19 0.3% 19 0.3% 15 0.3% 0 0.0% 0 0.0%

Total 5,514 100.0% 5,544 100.0% 5,530 100.0% 5,771 100.0% 5,880 100.0%

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Twin Cities Campus Fall Semester New

Freshman (NHS) Student of Color Enrollment

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

SOC Fr 1,059 1,043 1,032 960 994 1,077 1,076 1,139 1,201 1,310

% SOC 20.1% 20.4% 19.1% 18.0% 18.5% 19.5% 19.4% 20.6% 20.8% 22.3%

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Twin Cities Campus Fall Semester International Freshman

(NHS) and Transfer (NAS) Student Enrollments

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

NHS 154 279 348 245 310 285 283 337 312 342

NAS 76 134 235 227 310 353 438 385 392 374

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Twin Cities Campus Average ACT Composite for

Fall Semester New Freshmen (NHS)

25.926.2

26.6

27.227.5

27.727.9 27.9

28.2 28.3

24.0

25.0

26.0

27.0

28.0

29.0

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

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Twin Cities Campus Fall Semester New Freshman (NHS) University Honors

Program (UHP) Headcount Enrollment and National Merit Scholarship Finalists

2008 2009 2010 2011 2012 2013 2014 2015 2016

Honors 621 575 562 587 572 612 559 654 598

Nat Merit 79 112 101 166 144 135 140 147

%UHP of NHS 12.0% 10.6% 10.6% 10.9% 10.4% 11.0% 10.1% 11.3% 10.2%

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Profile of the Twin Cities Campus Fall Semester 2016

Entering External Transfer (NAS) ClassMeasure Number Percent

Total new transfer students (NAS) 2,300 100.0%

Female students 1,179 51.3%

Male students 1,109 48.2%

Students of color 548 23.8%

Minnesota residents 1,557 67.7%

Wisconsin/North Dakota/South Dakota 184 8.0%

Other U.S. states 176 7.7%

International 383 16.7%

Freshman Standing (less than 30 credits) 368 16.0%

Sophomore Standing (30 to 60 credits) 925 40.2%

Junior Standing (60 to 90 credits) 718 31.2%

Senior Standing (more than 90 credits) 289 12.6%

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Primary Previous Institution of Twin Cities Campus Academic

Year 2015-16 (fall and spring) New External Transfers (NAS)

and Inter-Campus Transfers (IUT)

MNSCU 2yr, 1,055 , 31.7% MNSCU 4yr, 199 , 6.0%

MN Private, 221 , 6.6%

Wisc 2yr, 22 , 0.7%

U Wisc 4yr, 186 , 5.6%

WI Private, 33 , 1.0%

UMN, 308 , 9.3%

Intl, 303 , 9.1%Other, 997 , 30.0%

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Retention and Graduation Rates

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93.2%First-Year Retention Rate

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Twin Cities Campus Fall Semester New

Freshman (NHS) First-Year Retention Rate

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Ret% 86.3% 87.9% 88.6% 90.7% 89.5% 90.4% 91.0% 90.4% 92.6% 92.7% 93.2%

82.0%

84.0%

86.0%

88.0%

90.0%

92.0%

94.0%

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Twin Cities Campus Fall Semester New Freshman (NHS) First-

Year Retention: Students of Color and All Other Domestic Students

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

SOC 84.0% 83.5% 87.3% 88.9% 89.0% 90.3% 89.9% 92.2% 92.3% 93.6%

Other 88.9% 89.8% 91.6% 89.7% 90.4% 91.0% 90.4% 92.5% 92.8% 93.1%

78.0%

80.0%

82.0%

84.0%

86.0%

88.0%

90.0%

92.0%

94.0%

96.0%

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Twin Cities Campus New Freshman (NHS) First-Year Retention

by University Honors Program (UHP), Access to Success (ATS),

and President’s Emerging Scholars (PES) Program Participation

2008 2009 2010 2011 2012 2013 2014 2015

UHP 96.0% 94.6% 95.7% 95.6% 96.5% 95.9% 97.8% 97.1%

Neither 90.7% 89.6% 90.1% 90.7% 89.9% 92.3% 92.4% 92.8%

PES 83.1% 82.1% 86.6% 88.1% 88.1% 91.8% 89.7% 92.0%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

ATS PES

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65.2%Four-Year Graduation Rate

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Four-Year and Six-Year Graduation Rates by Year of Entry

37.1%

41.3%

45.6% 46.0% 47.3%50.6%

54.5%

58.1% 59.1%60.9%

63.3%65.2%

64.3%66.6%

68.9%70.7% 70.7%

73.2%75.7%

78.7% 77.6% 78.9%

30.0%

35.0%

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

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Twin Cities Campus New External Transfer

(NAS) 3-Year Graduation Rate

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Grad% 53.3% 52.1% 57.0% 55.7% 60.1% 56.4% 58.6% 62.5% 61.4% 62.4%

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4-Year Graduation Rate Comparison for Twin Cities

Campus: 2013 Data (2009 Cohorts)74.6% 73.2% 73.1% 70.9% 69.1%

65.7% 65.0% 64.6%58.8% 58.5% 56.5%

53.3% 52.0% 51.1% 50.9% 50.3%46.5%

33.0%

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20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

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Percent of Twin Cities Campus undergraduates satisfied with

the “value of your education for the price you’re paying”

Spring 2010 Spring 2012 Spring 2013 Spring 2014 Spring 2015

Value 69.9% 70.7% 72.8% 72.4% 74.4%

0.0%

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50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

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Student Success Initiatives

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Student Success Initiatives

CAPE (Center for Academic Planning and Exploration) Coaches for undecided students

SMART Learning Commons Tutoring for the most demanding courses

PES (President’s Emerging Scholars) Enrolls 525 students each year

First-Year Programs and Welcome Week An intensive introduction to college life

Advising Task Force Increased advising capacity and enhanced training,

improved use of APLUS

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CENTER FOR ACADEMIC PLANNING

AND EXPLORATION

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How Decided are Incoming Freshmen?

23% I know exactly what I want to

major in and do not plan to change

my mind.

12% I am seriously considering a

couple or a few different majors.

2% I am interested in a specific

major, but I am not sure that I can

manage the required coursework.

8% I know what I want to do after I

graduate, but I am unsure which

major(s) would be a good fit with my

desired career.

5% I have no idea what I want to major in.

I need help assessing my interests so that I

can choose a major that complements my

passions and strengths.

3% I want to major in so many things;

I am not sure how I will ever make up

my mind.

34% I think I know what I want to

major in, but it would not surprise

me if I changed my mind.

12% I have thought about what I would like

to major in, but I know the University has many

majors that I do not know much about and I

want to explore a bit before I decide.

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CAPE Services

Who CAPE Serves

Shared Staffing Model

1-1 Coaching Online Hybrid Course Extended Workshops

Drop-In Hours Major Network Online Resources

Major/Minor Expo Major Exploration Lab

PRIMARY SERVICES

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Who Utilizes CAPE? 2015-16 Highlights

CLA 66%

CSE 15%

CEHD 5%

CDes 4%

CFANS 3%

CBS 3%

CSOM 2%

<30 36%

30-59 42%

60-89 16%

90+ 5%

Credits at IntakeCollege Breakdown

Contact with

3,544

students.

Intensive work with 536

students who received

1,506 contact hours.

For those students who successfully worked

with CAPE in 2015-16, 95% were retained into

their next year.

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Progress since the December 2015 Advising Task Force Report

18 new advising positions added, improving advisor-to-student ratio

Advising training, including the following:Student mental health Reporting sexual misconduct

Student orientation New advisor training

APLUS advising series Financing an education

Affinity groups for advisors, monthly networking meetings

Advisor Update (monthly e-newsletter)

Advising Steering Committee

Ensuring common practices across colleges

Currently in progress• U of M advising webpages

• Enhancements in APLUS advising tool and uses of APLUS data

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PRESIDENT’S EMERGING SCHOLARS

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President’s Emerging Scholars (PES)

PES Students: Students who have potential for success at the

U of M and who would benefit from participation in PES.

1,852 PES students currently enrolled

89.3% from Minnesota

37% male

63% female

6.9% College English Transitions (CET)

29% TRiO students (includes CET students)

54.8% Pell recipients

62.6% First-generation

Fall 2013

First cohort of PES students

admitted

Fall 2016

548 PES students enrolled

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PES Initiatives

• First-year scholarship

• Fourth-year scholarship (if on track for timely graduation)

• One week summer seminar that focuses on digital stories

• Fall PES Opportunity Conference for First-year Students

– Professional networking and workshops

• System of peer mentoring

• Submission of PES Plan for graduation

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2016 Financial Aid Update

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Average Debt at Graduation for All Twin Cities

Baccalaureate Recipients

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Debt $15,874 $17,723 $19,484 $21,537 $23,074 $25,443 $26,348 $27,086 $27,578 $27,158 $26,406 $26,091 $26,068

$0

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

Excludes PLUS Loans

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Average Debt at Graduation for Twin Cities

Baccalaureate Recipients (for those with debt)

Year of Graduation 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Number of

Graduates6,542 6,758 6,861 7,439 7,420 7,387 7,382 7,507

% with NO Debt 35% 36% 34% 36% 37% 38% 40% 43%

Student Loan Debt (for students with debt excluding PLUS parent loans)

Average $25,433 $26,348 $27,086 $27,578 $27,158 $26,406 $26,091 $26,068

Median $23,455 $23,503 $24,337 $24,646 $24,594 $24,433 $24,000 $23,318

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QUESTIONS AND DISCUSSION

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BOARD OF REGENTS

DOCKET ITEM SUMMARY

Academic & Student Affairs December 8, 2016 AGENDA ITEM: Predictive Value of Standardized Tests


PRESENTERS: Robert B. McMaster, Vice Provost and Dean of Undergraduate Education PURPOSE & KEY POINTS

The purpose of this item is to continue the conversation that began at the October 2016 Board of Regents work session on admissions principles and holistic review. That work session focused on the goals and principles used in managing enrollment across the University’s five campuses, as well as holistic admission and how it is used to build an entering class of students. This item focuses on the use of ACT and SAT scores in the undergraduate admissions process on the Twin Cities campus. Understanding how and why standardized tests are used is important because the University Progress Card includes a goal for an average ACT greater than 28 for the Twin Cities campus freshmen cohort. The committee will hear about and discuss:

Uses of standardized test scores in admissions, student placement, and national rankings. How test scores are used in the holistic review process. Predictive nature of standardized scores on academic success in a student’s first year. Range of standardized scores among UMTC new freshmen. University Progress Card measure for average ACT and other measures for UMTC

undergraduate education. Research findings related to test scores. Test score use at peer institutions. How UMTC enrollment is managed to build diverse classes of entering students who can be

successful. BACKGROUND INFORMATION The Board previously discussed issues related to the University’s use of standardized tests at the following meetings:


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October 2016: Enhancing the Student Experience: Admissions Principles & Holistic Review, Board of Regents work session

March 2016: Resolution on Enrollment Principles and Tuition/Aid Philosophy, Board of Regents

December 2015: Aligning Tuition / Aid Philosophy with Enrollment Strategy, Board of Regents work session

October 2015: Principles and Objectives to Govern Enrollment Management Through 2025, Board of Regents work session

October 2015: University Enrollment Management, Academic & Student Affairs

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Role of Standardized Tests in

Undergraduate Admissions

Robert B. McMaster

Vice Provost and Dean of Undergraduate Education

Twin Cities Campus

Board of Regents

Academic and Student Affairs Committee

December 8, 2016

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Uses of Standardized Test Scores

• Predictive of student academic success in the first year

of enrollment

• Compensate for declining availability of high school

rankings

• Provide nationally comparable norms to help evaluate

other elements of a student transcript

• Sub-scores are useful in evaluating applications to

specific academic programs

• Support placement of admitted students into appropriate

course levels (e.g., math)

• Performance metric in Board of Regents’ University

Progress Card

• Factor in some institutional rankings and assessments

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Use of ACT/SAT in the Undergraduate

Admissions Process

Holistic Review Process

Admission decisions are based on a very careful, overall assessment of

each student's academic preparation and performance, and of the

additional information provided in the application.

No single factor is the deciding factor in the decision.

We do not use test score cut-offs for admissions decisions or for

scholarship decisions.

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Academic Preparation – Primary Review Factors

Academic preparation is foundational to student success in college.

The strongest consideration in the admission decision is a student’s

academic preparation, as measured by these primary review factors:

• Coursework through high school

graduation

• Grades in academic coursework

• Class rank/Grade Point Average

• ACT or SAT scores

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Secondary Review FactorsOur holistic review takes into consideration the individual circumstances of each student. We

consider the following secondary factors in our decision review:

Outstanding talent, achievement, or aptitude in a particular area

An exceptionally rigorous academic curriculum (honors, AP, IB, college-level courses)

Strong commitment to community service and leadership

Military service

Contribution to the cultural, gender, age, economic, racial, or geographic diversity of the

student body

Evidence of having overcome social, economic, or physical barriers to educational

achievement

First-generation college student

Significant responsibility in a family, community, job, or activity

Family employment or attendance at the University of Minnesota

Personal or extenuating circumstances

Information received in open-ended questions

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Use of Test Scores in Admission

• Admission decisions are not based on a test score.

• Students can submit either the ACT or SAT.

• We do not “super score.”

• Sub-scores (e.g. math, English) are reviewed to assess preparation

levels for particular colleges.

• Scores are helpful in identifying students who may benefit from

participation in the President’s Emerging Scholars Program.

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Median, 25th percentile, and 75th percentile first-year GPA for 2011-2015

Twin Cities campus new freshmen (NHS) by ACT Composite Score

2.75

2.54 2.55

2.772.66 2.69

2.82 2.802.89 2.87 2.86 2.91 2.93 2.95 3.00 3.00 3.05

3.143.25

3.32

3.49

3.69

2.983.11 3.10

3.34 3.29 3.35 3.39 3.413.50 3.48 3.50 3.54 3.55 3.59 3.63 3.67 3.70

3.763.83 3.87 3.93 3.95

2.00

2.20

2.40

2.60

2.80

3.00

3.20

3.40

3.60

3.80

4.00

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Twin Cities Campus Fall 2016 New Freshmen (NHS) Headcount Enrollment by ACT Composite Score

< 18 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

NHS 23 34 35 57 72 114 153 280 376 524 567 604 554 528 434 369 346 235 136 26

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Twin Cities Campus Fall 2016 New Freshman (NHS) ACT Composite Scores by

College:

25th Percentile, 75% Percentile, 25th to 75th Range, and Mean

CSOM CEHD CSE CBS CLA CDES CFANS Total

75th Pct 31 27 33 32 29 28 29 31

Range 3 6 3 4 4 3 5 5

25th Pct 28 21 30 28 25 25 24 26

Mean 29.4 24 31.7 30.1 27.3 26.7 26.5 28.3

20

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Standardized test scores

are predictive

of

Academic success in the student’s first

year

is predictive

of

Timely graduation

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(NHS) First-Year Retention Rate by ACT Score Category

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

1-23 81.0% 83.2% 82.8% 86.0% 86.5% 86.4% 87.9% 86.3% 88.7% 89.2% 92.3%

24-27 87.5% 88.7% 89.0% 90.5% 88.9% 88.7% 89.2% 88.4% 90.6% 91.6% 91.3%

28-36 90.0% 92.3% 93.1% 93.0% 91.8% 91.7% 92.2% 91.5% 92.9% 94.2% 94.4%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

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Additional Value of Test Score Information

in Predicting Student Success

Using UMTC data to predict ACT scores of freshman applicants

from other aspects on the admissions application:

– Statistical models can explain only about 50% of the variation in

test scores, which indicates that test scores provide new and

additional information for admission reviewers.

– 89% of predicted ACT scores did not match actual test scores,

indicating that other information on the application is a poor

substitute for test score information.

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Predicted and Actual Test Scores

If we could

perfectly predict

ACT from other

aspects of the

application, all

dots would fall on

the red line.

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Board of Regents Goals for Test Scores

and Student Diversity

The Board of Regents’ University Progress Card sets the

expectation that the Twin Cities freshman class average

ACT would be >28.

UMTC has achieved this goal, while also increasing the

enrollment of students of color and Minnesota students.

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UMTC Fall Semester New Freshman (NHS)

Student of Color Applications, Admits, and Enrollments

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Applicants 2,403 2,339 2,932 3,415 3,811 6,413 6,357 8,138 10,293 10,039 11,437 11,192 13,222 13,979 14,645 15,678

Admits 1,855 1,861 2,258 2,390 2,530 2,800 2,928 3,134 3,245 3,010 3,272 3,625 3,853 4,417 4,712 5,192

Enrl 906 956 1,077 1,025 979 1,100 1,059 1,043 1,032 960 994 1,077 1,076 1,139 1,201 1,310

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

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UMTC Fall Semester New Freshman (NHS) Minnesota ResidentStudent of Color Applications, Admits, and Enrollments

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Applicants 1,632 1,640 2,080 2,067 2,214 2,449 2,624 2,783 3,246 3,477 3,737 3,771 3,828 4,174 4,488 4,705

Admits 1,294 1,344 1,608 1,590 1,605 1,564 1,595 1,641 1,733 1,624 1,610 1,580 1,607 1,736 1,798 1,950

Enrl 748 782 890 843 798 883 857 826 828 768 796 790 811 853 918 1,015

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

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Student of Color Headcount Enrollment

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

SOC Fr 1,059 1,043 1,032 960 994 1,077 1,076 1,139 1,201 1,310

% SOC 20.1% 20.4% 19.1% 18.0% 18.5% 19.5% 19.4% 20.6% 20.8% 22.3%

-

200

400

600

800

1,000

1,200

1,400

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Twin Cities Campus New Entering Freshmen

(NHS) from Minnesota

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

MN NHS 3,503 3,304 3,579 3,460 3,408 3,466 3,608 3,539 3,649 3,804

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

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Research Findings in Scholarly

and Professional Literature

• Test scores can provide additional predictive value for assessing students’ preparation for University study.

• Test score information provides a nationally normed set of information, that taken in context with other information, is helpful in making admission decisions.

• Studies do not consistently show corresponding increases of number of students of color or low-income students; some studies show that the increases in applications come from highly-resourced majority students.

• In the studies, test-optional non-submitters consistently have lower test scores than those who submit.

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Peer and Other Selective Institution Test Score Use

• Our peer institutions and many selective colleges and

universities across the country are not test-optional.

• Texas schools are cited as “test flexible” because of their

state’s top high school rank percentile admission rule.

• The majority of schools that tout a test-optional policy are

private, and typically require submissions of other tests or

additional questions.

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Use of Test Scores in Admissions: Twin Cities

Comparison Group and Big Ten Public Institutions

Indiana University Required University of Florida Required

Michigan State University Required University of Illinois Required

Ohio State University Required University of Iowa Required

Pennsylvania State University Required University of Maryland Required

Purdue University Required University of Michigan Required

Rutgers University Required University of Minnesota Required

The University of Texas If not in top 8% University of Nebraska If below age 23

U of California – Berkeley Required University of Washington Required

U of California – Los Angeles Required University of Wisconsin Required

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Test-Optional ExamplesInstitution Details of Policy

Gustavus

Adolphus College

• Introduced test-optional policy in 2007

• Scores considered when awarding the President's Scholarship, top academic

scholarship

• Fall 2015 racially underrepresented students: 313 (14%)

• Fall 2015 4,657 applicants and 614 first-time, full-time enrolled

George

Washington

University

• Introduced test-optional policy in 2015

• Tests still required for specific programs, homeschooled students, students who high

schools do not have a grading scale, recruited athletes

• Fall 2015 19,837 applicants and 2,578 first-time, full-time enrolled

University of

Nebraska-Lincoln

• SAT/ACT required for all freshmen applicants under age 23

University of

Kansas

• SAT/ACT required from out-of-state applicants

• SAT/ACT required when minimum GPA and/or class rank is not met

• SAT/ACT required for some programs

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Entering Freshman Test Scores and First-Year Retention:

Public Carnegie Very High Research Universities, 2014

70.0%

75.0%

80.0%

85.0%

90.0%

95.0%

100.0%

21.0 22.0 23.0 24.0 25.0 26.0 27.0 28.0 29.0 30.0 31.0 32.0 33.0

Firs

t-Ye

ar F

resh

man

Ret

en

tio

n R

ate

Average of Test Score 25th & 75th Percentiles

UMTC

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Freshman First-Year Retention and Six-Year Graduation Rates:

Public Carnegie Very High Research Universities, 2008 Entering Class

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

70.0% 75.0% 80.0% 85.0% 90.0% 95.0% 100.0%

Six-

Year

Fre

shm

an G

rad

uat

ion

Rat

e

First-Year Freshman Retention Rate

UMTC

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QUESTIONS AND DISCUSSION

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BOARD OF REGENTS

DOCKET ITEM SUMMARY

Academic & Student Affairs December 8, 2016

AGENDA ITEM: Consent Report

Review X Review + Action Action Discussion

PRESENTERS: Karen Hanson, Executive Vice President and Provost PURPOSE & KEY POINTS 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

College of Education and Human Development (Twin Cities campus)—Create M.A. degree in Applied Developmental Psychology and deliver online

College of Liberal Arts and College of Design (Twin Cities campus)—Create M.A. degree and graduate minor in Heritage Studies and Public History

Medical School (Twin Cities campus)—Create fellowship Advanced Interventional Cardiology and Research

Carlson School of Management (Twin Cities campus)—Create undergraduate minor in Business Analytics

College of Continuing Education (Twin Cities campus)—Create undergraduate minor in Information Technology Infrastructure

II. Request for Approval of Changed Academic Programs

College of Food, Agricultural, and Natural Resource Sciences (Twin Cities campus)—Create joint Bachelor/Master of Science degree in Nutrition

College of Design (Twin Cities campus)—Create sub-plan in Research Practices within the M.S. degree in Architecture

College of Liberal Arts (Twin Cities campus)—Discontinue sub-plan in Ancient Art and Archaeology within the M.A. and Ph.D. degrees in Classical and Near Eastern Studies

School of Fine Arts (Duluth campus)—Create sub-plans in Marketing and Studio within the B.F.A. degree in Graphic Design

Swenson College of Science and Engineering (Duluth campus)—Move the academic home of the M.S. degree in Integrated Biosciences from the Twin Cities campus to the Duluth campus


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College of Education and Human Development (Twin Cities campus)—Change the name of the post-baccalaureate certificate in Emerging Leaders in Private Colleges to Private College Leadership

College of Education and Human Development (Twin Cities campus)—Change the name of the B.S. degree in Recreation, Park and Leisure Studies to Recreation Administration

III. Request for Approval of Discontinued Academic Programs College of Continuing Education (Twin Cities campus)—Discontinue the Master of Liberal

Studies degree College of Continuing Education (Twin Cities campus)—Discontinue the graduate minor

in Liberal Studies College of Continuing Education (Twin Cities campus)—Discontinue the post-

baccalaureate certificate in Innovation Studies College of Liberal Arts (Twin Cities campus)—Discontinue the B.A. degree in Statistics College of Liberal Arts (Duluth campus)—Discontinue the M.A. degree in Criminology Swenson College of Science and Engineering (Duluth campus)—Discontinue the B.S.

degree in Computer Information Systems School of Fine Arts (Duluth campus)—Discontinue the B.F.A. in Graphic Design and

Marketing

BACKGROUND INFORMATION This report appears as a regular item on the Academic and Student Affairs Committee agenda. 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 academic program proposals detailed in the Consent Report.

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University of Minnesota Board of Regents Academic and Student Affairs Committee

December 8, 2016

Consent Report I. Request for Approval of New Academic Programs

College of Education and Human Development (Twin Cities campus)—Create M.A.

degree in Applied Developmental Psychology and deliver online The College of Education and Development on the Twin Cities campus requests approval to create a Master of Arts (M.A.) degree in Applied Developmental Psychology, effective fall 2017. The proposed program will be delivered online. The program will promote the welfare and optimal development of children and youth from all cultural backgrounds in the context of family, school, and community settings. Students will gain knowledge of developmental processes and competences in the application of theory and research to practice and policy in the fields such as child life, and infant and early childhood mental health. The proposed program makes use of existing courses and resources.

College of Liberal Arts and College of Design (Twin Cities campus)—Create M.A. degree and graduate minor in Heritage Studies and Public History The College of Liberal Arts and the College of Design on the Twin Cities campus request approval to create a Master of Arts (M.A.) degree and a graduate minor in Heritage Studies and Public History, effective fall 2017. These programs will be jointly administered by both colleges and in collaboration with the Minnesota Historical Society. Graduates of the proposed program will work in both research and service settings of professional historical, preservation, archaeological, and museum organizations. The program aims to change the field of heritage studies and public history by creating a more interdisciplinary, diverse, and engaged curriculum that values innovative and entrepreneurial perspectives of preservation. The proposed program makes use of existing courses and resources.

Medical School (Twin Cities campus)—Create fellowship Advanced Interventional Cardiology and Research The Medical School on the Twin Cities campus requests approval to create a fellowship in Advanced Interventional Cardiology and Research, effective spring 2017. This one-year, non-accredited fellowship program focuses on excellence in patient care and innovative technique. The fellowship provides participants with a comprehensive clinical experience that offers extensive exposure to the ever-evolving areas of structural heart disease and peripheral and vascular interventional cardiology. The program will include clinical experience, as well as didactic, research, and teaching components.

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Carlson School of Management (Twin Cities campus)—Create undergraduate minor in Business Analytics The Carlson School of Management on the Twin Cities campus requests approval to create an undergraduate minor in Business Analytics, effective fall 2017. The proposed program will provide an opportunity for students to gain additional skills in data-driven and analytics-based decision making. Students will take courses in descriptive, predictive and prescriptive analytics. The proposed program makes use of existing courses and resources.

College of Continuing Education (Twin Cities campus)—Create undergraduate minor in Information Technology Infrastructure The College of Continuing Education on the Twin Cities campus requests approval to create an undergraduate minor in Information Technology Infrastructure, effective fall 2017. The proposed program equips students with the industry insight and business skills they need to succeed in the IT management field. The proposed program makes use of existing courses and resources.

II. Request for Changes to Academic Programs

College of Food, Agricultural, and Natural Resource Sciences (Twin Cities campus)—

Create joint Bachelor/Master of Science degree in Nutrition College of Food, Agricultural, and Natural Resource Sciences on the Twin Cities campus request approval to create a joint Bachelor of Science (B.S.) degree and Master of Science (M.S.) degree program in Nutrition, effective fall 2017. The proposed joint degree program will provide students with an interdisciplinary approach to nutrition, including coursework in physiology, biochemistry, education, public health, and public policy. The proposed program will allow students to sit for the exam needed to obtain a job as a Registered Dietician. Within the next decade, all Registered Dieticians will be required to have a master’s degree. This program will help students meet future workforce demands. The proposed program makes use of existing courses and resources.

College of Design (Twin Cities campus)—Create sub-plan in Research Practices within

the M.S. degree in Architecture The College of Design on the Twin Cities campus requests approval to create a new sub-plan in Research Practices within the Master of Science (M.S.) degree in Architecture, effective spring 2017. The new sub-plan provides students a structured path toward licensure and integrates research and practice. The proposed change better reflects current curricular alignment and student demand.

College of Liberal Arts (Twin Cities campus)—Discontinue sub-plan in Ancient Art

and Archaeology within the M.A. and Ph.D. degrees in Classical and Near Eastern Studies The College of Liberal Arts on the Twin Cities campus requests approval to discontinue the sub-plan in Ancient and Medieval Art and Archaeology within the Master of Arts (M.A.) and Doctor of Philosophy (Ph.D.) degrees in Classical and Near Eastern Studies, effective spring 2017. The proposed changes better reflect current curricular alignment.

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School of Fine Arts (Duluth campus)—Create sub-plans in Marketing and Studio

within the B.F.A. degree in Graphic Design The School of Fine Arts on the Duluth campus requests approval to create new sub-plans in Marketing and Studio within the Bachelor of Fine Arts (B.F.A.) degree in Graphic Design, effective spring 2017. The sub-plans will provide students focus in one of the two related, yet distinct, areas in this program. The proposed change conforms to accreditation standards and better reflects current curricular alignment and student demand.

Swenson College of Science and Engineering (Duluth campus)—Move the academic home of the M.S. degree in Integrated Biosciences from the Twin Cities campus to the Duluth campus The Swenson College of Science and Engineering on the Duluth campus requests approval to move the academic home of the Master of Science (M.S.) degree in Integrative Biosciences from the Twin Cities campus to the Duluth campus, effective fall 2016. The program is already exclusively delivered on the Duluth campus.

College of Education and Human Development (Twin Cities campus)—Change the name of the post-baccalaureate certificate in Emerging Leaders in Private Colleges to Private College Leadership The College of Education and Human Development on the Twin Cities campus requests approval to change the name of the post-baccalaureate certificate in Emerging Leaders in Private Colleges to Private College Leadership, effective spring 2017. The proposed name change better reflects the academic content of the degree program.

College of Education and Human Development (Twin Cities campus)—Change the name of the B.S. degree in Recreation, Park and Leisure Studies to Recreation Administration The College of Education and Human Development on the Twin Cities campus requests approval to change the name of the Bachelor of Science (B.S.) degree in Recreation, Park and Leisure Studies to Recreation Administration, effective spring 2017. The proposed name change better reflects the academic content of the degree program.

III. Request for Approval of Discontinued Academic Programs

College of Continuing Education (Twin Cities campus)—Discontinue the Master of Liberal Studies degree The College of Continuing Education on the Twin Cities campus requests approval to discontinue the Master of Liberal Studies (M.L.S.) degree, effective spring 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.

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College of Continuing Education (Twin Cities campus)—Discontinue the graduate minor in Liberal Studies The College of Continuing Education on the Twin Cities campus requests approval to discontinue the graduate minor in Liberal Studies, effective spring 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.

College of Continuing Education (Twin Cities campus)—Discontinue the post-baccalaureate certificate in Innovation Studies The College of Continuing Education on the Twin Cities campus requests approval to discontinue the post-baccalaureate certificate in Innovation Studies, effective spring 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.

College of Liberal Arts (Twin Cities campus)—Discontinue the B.A. degree in Statistics The College of Liberal Arts on the Twin Cities campus requests approval to discontinue the Bachelor of Arts (B.A.) degree in Statistics, effective spring 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.

College of Liberal Arts (Duluth campus)—Discontinue the M.A. degree in Criminology The College of Liberal Arts on the Duluth campus requests approval to discontinue the Master of Arts (M.A.) degree in Criminology, effective spring 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.

Swenson College of Science and Engineering (Duluth campus)—Discontinue the B.S. degree in Computer Information Systems The Swenson College of Science and Engineering on the Duluth campus requests approval to discontinue the Bachelor of Science (B.S.) degree in Computer Information Systems, effective fall 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

School of Fine Arts (Duluth campus)—Discontinue the B.F.A. in Graphic Design and Marketing The School of Fine Arts on the Duluth campus requests approval to discontinue the Bachelor of Fine Arts (B.F.A.) degree in Graphic Design and Marketing, effective spring 2017. Enrollments have been steadily declining, and other initiatives and curricular options

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exist that satisfy similar themes. Faculty and staff will support currently enrolled students toward degree completion.

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BOARD OF REGENTS

DOCKET ITEM SUMMARY

Academic & Student Affairs December 8, 2016 AGENDA ITEM: Information Item


PRESENTERS: Karen Hanson, Executive Vice President and Provost PURPOSE & KEY POINTS The University of Minnesota was named the inaugural winner of the Institutional Award for Global Learning, Research, and Engagement by the Association of Public and Land-grant Universities (APLU) at its 129th Annual Meeting in Austin, Texas on November 13, 2016. The award recognizes institutions at the leading edge of inclusive and comprehensive efforts to internationalize their campuses. The University of Minnesota established a wide-ranging internationalization effort that spans the entire institution—from international students and study abroad to research projects and curriculum design. “We are proud to receive APLU’s inaugural Institutional Award for Global Learning, Research, and Engagement,” said Meredith McQuaid, associate vice president and dean of international programs at the University of Minnesota. “Like many universities, our faculty are engaged in research that circles the globe, and our students are increasingly international both in origin and through participation. But, it is the embedding—the complete integration, in fact—of internationalization throughout the institution that distinguishes our efforts.” “It is absolutely incumbent upon us as educators and leaders to address the world's great challenges not only in our laboratories but also in the preparation of our students,” said University of Minnesota President Eric Kaler. "Internationalization is a vehicle by which we can achieve our land-grant mission—at home and abroad—with greater outcomes for our citizens, and a deeper, lasting impact on the next generation of leaders." “Global experience is an essential component of a college education in today’s hyper-connected world,” said APLU President Peter McPherson. “The University of Minnesota has spearheaded a comprehensive approach to internationalization on its campus to ensure that its students have a complete global learning experience that will better prepare them to be part of the global economy as well as engaged citizens. We applaud their exceptional work and look forward to sharing the example they have set with other public universities across the country.” The APLU Institutional Award for Global Learning, Research, and Engagement recognizes a demonstrated commitment to and institutional evidence of a core set of criteria:


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Inclusivity — the degree to which the institution is committed to and successful in empowering all students through global learning;

Research and Engagement of Consequence — the degree to which the scientific, scholarly, and engagement efforts of the institution are directed to addressing pressing global problems;

Pervasiveness — the degree to which the institution has been successful in fostering a pervasive international culture across campus, including a broad range of internal and external stakeholders in the process of internationalization; and

Leadership and Measurement — the degree to which the institution’s leadership has made internationalization a priority for the institution and is measuring progress and impact across the institution.

The University of Minnesota has a long history of prioritizing student mobility, intercultural learning, and fostering a welcoming environment to scholars from around the globe. Building on that history, the University aims to create a “global culture” and ensure all students have access to international experiences. Among the first in the country, the University of Minnesota conducts and commissions a host of surveys and research projects to identify international student satisfaction, the educational impact of international students, and best practices for integrating international and domestic students. Through its Curriculum Integration of Learning Abroad program, the University has nearly quadrupled the number of students studying abroad. And in 2015, it adopted a Grand Challenges curriculum that addresses global challenges through an interdisciplinary, solution-driven approach. Institutions applying for the Institutional Award for Global Learning, Research, and Engagement underwent a rigorous application progress that required documenting institutional commitment to comprehensive internationalization efforts. A review committee comprised of senior academic and international education officers examined the applications and scored them to determine finalists. The committee then determined the winner based on the finalists’ applications. The University’s application video is available for viewing at https://www.youtube.com/watch?v=iT7qXqQP-mw.

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https://www.youtube.com/watch?v=iT7qXqQP-mw

academic & student affairs - university of minnesota · 2019-08-12 · board of regents docket...

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