florida b international university board of … · 9/7/2017 · thursday, september 7, 2017 9:30...

BB

Thursday, September 7, 2017

9:30 a.m. *approximate start time Florida International University Modesto A. Maidique Campus

Graham Center Ballrooms

Committee Membership: Cesar L. Alvarez, Chair; Natasha Lowell, Vice Chair; Jose J. Armas; Dean C. Colson, Michael G. Joseph; Marc D. Sarnoff; Krista M. Schmidt; Kathleen L. Wilson

AAGGEENNDDAA

1. Call to Order and Chair’s Remarks Cesar L. Alvarez

2. Approval of Minutes Cesar L. Alvarez

3. Action Items

AP1. Legislative Budget Requests Targeted STEM Initiatives University-Industry Research and Development Lab

Kenneth G. Furton

AP2. Tenure as a Condition of Employment Nomination Kenneth G. Furton

AP3. Textbook and Instructional Materials Affordability Annual Report Elizabeth M. Bejar

4. Information/Discussion Items (No Action Required)

4.1 Academic Affairs Regular Reports

FIUBeyondPossible2020 Pablo G. Ortiz

Student Success Bridgette E. Cram

Engagement Saif Y. Ishoof

Enrollment Management and Services Kevin B. Coughlin Jr.

Information Technology Robert Grillo

Research and Economic Development/ University Graduate School Andres G. Gil

Student Affairs Larry Lunsford

5. New Business (If Any) Cesar L. Alvarez

6. Concluding Remarks and Adjournment Cesar L. Alvarez

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The next Academic Policy and Student Affairs Committee Meeting is scheduled for Friday, December 8, 2017

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2. Approval of Minutes

Approval of Minutes

THE FLORIDA INTERNATIONAL UNIVERSITY BOARD OF TRUSTEES

Academic Policy and Student Affairs Committee September 7, 2017

Subject: Approval of Minutes of Meeting held June 2, 2017

Proposed Committee Action:

Approval of Minutes of the Academic Policy and Student Affairs Committee meeting held on Friday, June 2, 2017 at the FIU, Modesto A. Maidique Campus, College of Business Complex, Special Events Center, Room 233.

Background Information:

Academic Policy and Student Affairs Committee members will review and approve the Minutes of the Academic Policy and Student Affairs Committee meeting held on Friday, June 2, 2017 at the FIU, Modesto A. Maidique Campus, College of Business Complex, Special Events Center, Room 233.

Supporting Documentation: Minutes: Academic Policy and Student Affairs Committee Meeting, June 2, 2017

Facilitator/Presenter: Cesar L. Alvarez, Academic Policy and Student Affairs Committee Chair

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DRAFT

FLORIDA INTERNATIONAL UNIVERSITY BOARD OF TRUSTEES

ACADEMIC POLICY AND STUDENT AFFAIRS COMMITTEE MINUTES JUNE 2, 2017

1. Call to Order and Chair’s Remarks The Florida International University Board of Trustees’ Academic Policy and Student Affairs Committee meeting was called to order by Committee Chair Cesar L. Alvarez at 9:39 a.m. on Friday, June 2, 2017, at the Modesto A. Maidique Campus, College of Business Complex, Special Events Center, Room 233. The following attendance was recorded:

Present Excused Cesar L Alvarez, Chair Jose J. Armas Natasha Lowell, Vice Chair Michael G. Joseph Dean C. Colson Marc D. Sarnoff Krista M. Schmidt Kathleen L. Wilson Board Chair Claudia Puig, Trustee Leonard Boord, and University President Mark B. Rosenberg also were in attendance. Committee Chair Alvarez welcomed all Trustees and University faculty and staff to the meeting. Committee Chair Alvarez noted that effective August 1, 2017, Dr. John L. Volakis will join the University as Dean of the College of Engineering and Computing. Committee Chair Alvarez added that on May 19, 2017, Tawia (Tay) Baidoe Ansah was appointed to serve as Acting Dean of the FIU College of Law, noting that Acting Dean Ansah had served since 2012 as the college’s Associate Dean for Academic Affairs. 2. Approval of Minutes Committee Chair Alvarez asked that the Committee approve the Minutes of the meeting held on March 3, 2017. A motion was made and passed to approve the Minutes of the Academic Policy and Student Affairs Committee Meeting held on Thursday, March 1, 2017.

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Florida International University

Board of Trustees DRAFT

Academic Policy and Student Affairs Committee June 2, 2017 Minutes Page | 2

3. Action Items AP1. Tenure Nominations Committee Chair Alvarez explained that thirty two candidates were nominated for tenure, stating that the nominees selected to receive tenure have demonstrated excellence in scholarly and academic achievement. Provost and Executive Vice President Kenneth G. Furton added that the evaluation process involved in tenure is one of the most significant events in a faculty member’s career and provided an overview of the timeline related to the tenure process. A motion was made and passed that the FIU Board of Trustees Academic Policy and Student Affairs Committee recommend to the Board of Trustees approval of the Tenure Nominations as specified in the Board materials. AP2. Tenure as a Condition of Employment Nominations Committee Chair Alvarez noted that the two candidates for Tenure as a Condition of Employment (TACOE), are highly qualified new hires that had tenure at their previous institutions and have contributed significantly to the academic community A motion was made and passed that the FIU Board of Trustees Academic Policy and Student Affairs Committee recommend to the Board of Trustees approval of two (2) candidates for Tenure as a Condition of Employment. AP3. Amendments to FIU Regulation 1103, Textbook Affordability Provost Furton presented the proposed amendments to the Textbook Affordability Regulation 1103 for Committee review. He noted that the Regulation is being updated to: (1) describe the assessment practices of pricing variances for textbook and instructional course materials for general education and high enrollment courses, and (2) set forth the University’s intent to conduct an annual consultation with public school officials and FIU faculty who teach dual enrollment courses to identify and implement best practices in selecting cost-effective textbook and instructional materials. He noted that the annual report will be provided to the Board of Trustees at its next regularly scheduled meeting. A motion was made and passed that the FIU Board of Trustees Academic Policy and Student Affairs Committee recommend to the Board of Trustees approval of the amendments to FIU Regulation 1103, Textbook Affordability. AP4. Program Termination: Bachelor of Science in Statistics Vice President for Academic Affairs Elizabeth M. Bejar presented the proposed Program Termination for the Bachelor of Science in Statistics for Committee review. She noted that there will be no negative impact to faculty, staff, or students as the opportunity to continue in this field of study exists. She added that the proposed termination would allow for the creation of a new statistics major within the restructured degree and for the removal of a low performing degree from the University’s inventory. She reported that in the past ten years, FIU has created 34 new academic programs and has terminated 45 programs.

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A motion was made and passed that the FIU Board of Trustees Academic Policy and Student Affairs Committee recommend to the Board of Trustees approval of the termination of the Limited Access Bachelor of Science in Statistics. AP5. New Program Proposal: Bachelor of Science in the Internet of Things VP Bejar presented the proposed Bachelor of Science in the Internet of Things (IoT) for Committee review, explaining that the proposed program is a 120-credit undergraduate online degree and will be the first of its kind within the State University System (SUS). VP Bejar added that IoT technologies are expected to be used in numerous daily life applications such as smart vehicles, smart homes, medical devices, and smart city infrastructure. She reported that by 2020, IoT technologies are expected to be adopted by an overwhelming majority of manufactures and vendors in the industry. She noted that the expected market demand will require a significant number of skilled undergraduates in hardware, embedded programming, cybersecurity, and communications, who can join the future cyber workforce. A motion was made and passed that the FIU Board of Trustees Academic Policy and Student Affairs Committee recommend to the Board of Trustees approval of the Bachelor of Science in the Internet of things (CIP 15.999) new program proposal. AP6. New Program Proposal: Doctor of Athletic Training VP Bejar presented the proposed Doctor of Athletic Training (DAT) for Committee review, noting that the proposed program is a two year, 48 credit stand-alone degree that will offer a majority of curriculum in an on-line format. She explained that the proposed program will provide post professional education and advanced evidence-based clinical practice experience to athletic trainers with a focus on injury, illness prevention, and entrepreneurial leadership. She added that the DAT plan of doctoral study for athletics trainers is for those previously certified through the National Athletics Trainer’s Association (NATA) Board of Certification who seek advanced athletic training education and clinical skills on the doctoral level. VP Bejar noted that Athletic Training is classified as a health profession and is included in the SUS Programs of Strategic Emphasis to meet critical workforce needs in the area. Clinical Assistant Professor and Chair of Athletic Training Education Jennifer Doherty-Restrepo, discussed the demand and opportunity with respect to the proposed Doctor of Athletic Training program. Professor Restrepo stated that the Bureau of Labor Statistics reports that employment of athletic trainers is projected to grow by 21% from 2014 to 2024, which is a much higher increase in comparison to other occupations. Professor Restrepo added that the SUS employment projections for the State of Florida has projected growth for Athletic Training to be 16.9% from 2015 to 2023. In response to Committee Chair Alvarez’s inquiry regarding the possible benefits of adding the proposed degree in relation to the projected Program costs, Dr. Restrepo noted that salary surveys have been conducted and that Athletic Trainers who hold a doctorate degree earn $20-$25K more than those who hold a master’s degree. In response to Committee Chair Alvarez’s inquiry as to the projected Program costs, Professor Restrepo stated that the total cost of the program is $33,600 and added that to be admitted into the doctoral program, students must be board certified athletic trainers and credentialed to practice in their state.

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In response to Trustee Colson’s inquiry regarding the number of DAT programs available nationwide, Dr. Restrepo responded that there are four DAT programs currently offered in the United States and that, if approved, FIU would be the first in the SUS. She added that the students who complete the program will earn a clinical doctorate, not a PhD. Professor Restrepo noted that as of 2020, there will be no more Bachelor’s degrees in Athletic Training. She added that the Master’s degree will be the professional degree program and that moving forward, the clinical doctorate will be the post professional degree for athletic trainers. A motion was made and passed that the FIU Board of Trustees Academic Policy and Student Affairs Committee recommend to the Board of Trustees approval of the Doctor of Athletic Training (CIP 51.0913) new program proposal. 4. Information/Discussion Items (No Action Required) 4.1 Master of Science in Applied Behavior Analysis Tuition VP Bejar pointed out that proposed tuition for the Master of Science in Applied Behavior Analysis (MSABA) was reviewed by the Board’s Finance and Facilities Committee as a self-supporting program. She noted that the program will consist of 45 credit hours and that content courses will be taken in a hybrid format, with approximately half of the course content being delivered online and half face-to-face. VP Bejar added that the MSABA prepares students to be highly-skilled and experienced Board Certified Behavior Analysts (BCBA) who can apply their skills in classrooms and other instructional settings. 4.2 Academic Affairs Regular Reports Provost Furton provided a brief update on the incoming FIU freshman class of 2017, explaining that the projected full-time (FTIC) enrollment for the Fall of 2017 is 2,490 and that the incoming average GPA is 4.11, adding that this is the highest GPA in FIU’s history. He noted that there will be five incoming National Merit Scholars and 21 National Hispanic Scholars. Provost Furton indicated that every year FIU has been increasing the incoming GPA of its students and that GPA is the number one predictor of student success. President Mark B. Rosenberg noted that National Merit Scholar and National Hispanic Scholar students compete for the best scholarship offers, adding that timely financial aid packages are critical in the decision making process of potential students. Committee Chair Cesar L. Alvarez requested that the Academic Affairs Regular Reports within the information items be accepted as written. There were no objections. 5. New Business No new business was raised. 6. Concluding Remarks and Adjournment With no other business, Committee Chair Cesar L. Alvarez adjourned the meeting of the Florida International University Board of Trustees Academic Policy and Student Affairs Committee on Friday, June 2, 2017 at 10:23 a.m.

KS 6.14.17

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3.1 2018-2019 Legislative Budget Requests

Agenda Item 3 AP1



Subject: 2018-2019 Legislative Budget Requests


Recommend to The Florida International University Board of Trustees approval of the 2018-2019 Legislative Budget Requests:

Targeted STEM Initiatives Request: $4,995,334

University-Industry Research and Development Lab Request: $5,400,000


Pursuant to Section 7, Article 9 of the Florida Constitution, the Board “…shall operate, regulate, control, and be fully responsible for the management of the whole university system.” Included within this responsibility is the development of a Legislative Budget Request (LBR). In addition, Section 216.023(1), Florida Statutes, requires the submission of a LBR to the Legislature and Governor based on an independent judgment of needs. The LBR is an assessment of needs developed by the Florida Board of Governors in cooperation with the universities. The Florida Board of Governors requires that all State University System institutions submit their institutional LBR request for review and approval.

Supporting Documentation:

2018-2019 Legislative Budget Requests

Facilitator/Presenter: Kenneth G. Furton

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2018-2019 LBR

State University System Florida Board of Governors

2018-2019 Legislative Budget Request Instructions Forms I and II

The main objective of Form I and Form II is to align budget issues and dollar values with the goals and objectives of the strategic priorities and the 2017 University Work Plan established by each university. For FY 2018-2019, each university should submit one Form I and Form II for each university-unique budget issue and/or any system-wide issue identified as a critical system-wide need. Any issues unique to a branch campus or a special unit (e.g., IFAS Workload Initiative) should not be rolled into the main campus request, but reflected separately by use of the forms provided. For system-wide issues, consideration will be given to issues that allow for greater efficiencies through shared system resources or identified as a system-wide need. If requesting funds as such, please list all university participants of the initiative and check the box “Shared Services/System-Wide Issue”. For unique issues identified by a university, please check the box “Unique Issue for 2018-2019”. Please keep in mind that all issues submitted for consideration by the Board should align with the goals and objectives of the strategic priorities and work plan established by each university.

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2018-2019 LBR

State University System Education and General

2018-2019 Legislative Budget Request Form I

I. Description – 1. Describe the service or program to be provided and how this issue aligns with the goals and objectives of the strategic priorities and the 2017 Work Plan established by your institution (include whether this is a new or expanded service/program). If expanded, what has been accomplished with the current service/program? 2. Describe any projected impact on academic programs, student enrollments, and student services.

Program Overview

FIU’s Targeted STEM Initiatives will transform and reengineer STEM programs and

courses to optimize the retention, graduation, marketability, and career creation and

placement of engineering and computer science students—thereby launching a new

engineering paradigm. The Initiative will 1) integrate best program-of-study practices

into the first-year engineering and computer science programs; 2) deploy state of the art

evidence-based instruction and advanced classroom assessment throughout critical STEM

courses for all engineering and computer science majors; 3) implement interventions that

promote mental health and wellness, especially for first generation and millennial

students; and 4) establish an Engineering Education Research Department to propagate

best practices, assess initiative practices, and provide critical feedback to the institutional

and State stakeholders to facilitate greater efficiencies through shared system resources.

The State’s economic prosperity is the impetus for this paradigm shift. It drives us to

optimize the development, retention and ultimate graduation of future engineers and

computer scientists, as they will play an essential role in the knowledge economy

strategic priority. Computer Scientists and Engineers are at the cutting edge of next wave

technological innovations and imperatives that are changing the economic model of our

University(s): Florida International University

Issue Title: Targeted STEM Initiatives

Recurring Funds Requested: $3,895,334

Non-Recurring Funds Requested: $1,100,000

Total Funds Requested: $4,995,334

Please check the issue type below:

Shared Services/System-Wide Issue for Fiscal Year 2018-2019

Unique Issue for Fiscal Year 2018-2019

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nation and the world, including the internet of things, blockchains, cyber security, and

virtual markets. The Initiative integrates FIU’s two most impactful student success

initiatives: the Graduation Success Initiative (GSI) and the STEM Transformation

Institute, and leverages past legislative investments to create a new paradigm for

programs of study, classroom instruction, student wellness and ultimately student

success. Student success is an expanded construct that prepares students for a

technologically-driven world that continues to evolve at an unprecedented pace. By

improving and expanding specific hybrid and online offerings, this Initiative will also

allow FIU to fully engage all students in a modern, urban university education.

This Initiative targets transforming student success and graduation rates through

optimizing programs, classrooms and experience for engineering and computer science

students to foster development of 21st century skills necessary in a knowledge-driven

economy. Research and assessment of the student learning outcomes resulting from the

transformations are a core innovation that provides continuous feedback on the initiative,

as well as spur expansion across FIU and propagation across Florida’s universities and

colleges. The Initiative’s ultimate goal is to be a sustained producer of a highly skilled

and highly adaptable workforce that will serve as a launch pad for innovation and startups

as well as attract high-tech companies to South Florida.

The Initiative capitalizes on the opportunities afforded by the breadth of effective

evidence-based instructional techniques, wide availability of technological devices that

can be utilized for learning, and FIU’s established expertise in preparing faculty to

implement evidence-based instruction in their classrooms. Effective active learning

techniques are well established and understood, yet propagation of these techniques

across the STEM courses taken by future engineers is often limited to faculty with

expertise in evidence-based instruction. Faculty often teach as they were taught in

college, using lectures as the primary method; thus, the barrier to innovative instruction is

sufficient, effective professional development. FIU has established interventions

validating this approach targeting Gateway courses for all students. The Initiative

provides the resources, professional development, and assessment necessary for

transforming the engineering and computer science educational paradigm, thereby

providing our students with the best instructional practices available in the nation.

Specific objectives include:

Revitalize the first-year engineering and computer science experiences: The first-

year engineering and computer science programs of study will be redesigned to

follow best-practices established nationally. The program features a two-semester

engineering (or computer science) design and communications course as well as

the required courses such as science and mathematics. This approach has been

shown to be highly effective in acclimating students to engineering and computer

science programs, developing the necessary skills and abilities to succeed in

engineering and computer science, so they will succeed in their chosen programs

of study. The program will be operated by the Engineering Education Research

Department (below).

Transform introductory science and mathematics courses and target re-

engineering of the Calculus sequence: Building on the established success of

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transforming Gateway STEM courses, this objective will improve the instruction

of science and mathematics courses taken by engineering and computer science

majors. This explicitly targets advancing the current pilot interventions reforming

calculus, scaling effective instruction across the Calculus I, II and III sequence.

Calculus has a reputation of serving as barrier for future STEM professionals;

however, success in pilot calculus interventions shows sufficient promise that a

dedicated effort is included in this initiative. Once established, practices and

curricular materials will be shared across the State colleges and universities to

foster greater efficiencies through shared system resources.

Implement interventions that promote mental health, especially for first

generation and millennial students: Student mental health is a concern for those

transitioning to a university, especially for first generation, urban and millennial

STEM students as they need to navigate a complex educational system efficiently,

often while working or supporting a family. Our current initiatives (active

learning instruction featuring undergraduate Learning Assistants) foster peer

learning communities that support positive mental health; however, much more

can be done to improve student acclimatization to the university experience. Thus,

this objective will implement interventions that have shown to improve student

wellness and timely persistence to degrees. These interventions have been

selected to act in concert with the classroom environments promoting mental

health, as we know that the stressors on these high-impact educational

opportunities and career trajectories play a critical role in students’ ability to

complete and succeed. We will investigate which interventions are most effective

for our student population, guided by Yeager’s research on growth mindsets and

self-regulation, and Walton and Cohen (2007)’s research on belonging.

Institute LA Commons Hubs: To build on and advance our existing Learning

Assistant (LA) program, the largest in the nation, and enhance support to students,

we will establish LA Commons Hubs, physical space where students can meet

with LAs in an informal studio format that will promote their learning community

and connection to FIU’s engineering and computer science programs. Space will

be allocated for peer-to-peer and peer-to-LA meetings, as well as for faculty to

meet with their LAs and where the LA seminar will be held. Two hubs will be

established, one on the main campus and one on the engineering center.

Establish Engineering Education Research Department: This objective will launch

the first Engineering Education Research Department at a majority minority

research university, following best practices by national leaders in engineering

education (Purdue University, Virginia Tech University, Ohio State University,

etc.). Engineering education research is an emergent multidisciplinary field that

targets advancing educational practices and research on those practices in order to

serve the nation in an economy that persistently relies on engineering, technology

and computer science-skilled workforce. The department will comprise highly-

skilled Discipline-based Education Research faculty who will be key drivers in

implementing the objectives of this initiative as well as carrying out research on

the impact of the objectives. They will provide a continuous improvement cycle

on campus as well as spread the knowledge generated throughout the State

University System (SUS) and Florida College System (FCS). Further, these

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faculty will leverage external support from numerous public and private agencies

seeking to transform the engineering and computer science educational landscape.

To achieve these objectives, specific commitments include:

Establish Engineering Education Research team through Discipline-based

Education Research (DBER) faculty hires: 10 DBER highly-skilled faculty will

be supported through the Initiative, providing leadership in implementation and

measurement of evidence-based instruction and learning technologies. These

faculty will serve as leaders of engineering education research to establish a

culture of student learning and progression that will drive the 4-year degree

completion agenda, and students’ marketability and career creation and

placement. They join our current DBER team that consists of nine top DBER

scholars in biology, chemistry, earth science and physics, as well as one computer

science education researcher. New hires will target established leaders in their

disciplines as well as top junior candidates.

Operate STEM Faculty Institute: We will operate a Faculty Institute to prepare

current and incoming faculty to implement evidence-based instruction in their

STEM classrooms. The Institute will operate year-round to provide professional

development to faculty prior to and during instruction. The Institute will

incorporate analysis of instructional data as well as provide further professional

development to extend the course innovation based on evidence. The Institute

includes dedicated Online and Hybrid master design programs for faculty.

Incoming faculty will be encouraged to arrive in summer to participate, allowing

them to be successful from day one.

Provide 300 Learning Assistant Stipends to top FIU students: Undergraduate

Learning Assistants (LAs) have been critical catalysts in transformation of STEM

courses at FIU, as they facilitate learning with their peers while deepening their

own understanding of content and collaboration. LAs improve the success of

students in transformed courses, increasing retention and completion. These

prestigious scholarships will elevate the LA program, improve success of faculty

course transformations, and expand the LA program beyond the STEM

disciplines. LAs also experience improved learning as a result of the experience,

thereby serving to improve Florida’s workforce. Learning Assistants (LAs) are

undergraduates who are hired to facilitate small-group interaction in large-

enrollment courses. LAs work ~10 hours per week in various aspects of course

transformation, including the new LA Commons Hub rooms. This also supports

our students who economically may need to work for supplemental income – they

are employed, while on campus and therefore still able to maintain full time

enrollment and timely graduation.

Award 12 DBER Graduate Fellowships: A prestigious graduate student research

fellowship program will be created to develop skills as both future university

educators and researchers. These Discipline-based Education Graduate

Researchers (DBER) will work with the DBER faculty to implement and provide

data on student impact and improved faculty instruction.

Hire 3 Post-doctoral education researchers: The researchers will assess impact of

the innovative instructional strategies through student learning outcomes and

classroom observations, while extending their training as future university

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educators and researchers. Their work will be incorporated into the continuous

improvement feedback loop.

Hire 6 Staff for program operations: One LA Program Assistant Director for

Engineering will be hired to manage the LA program and prepare faculty to

effectively integrate LAs into their active classrooms, working with faculty and

undergraduate LAs. One Calculus Project Director with expertise in effective

calculus interventions will be hired to lead the transformation of the calculus

sequence. One Faculty Developer for Engineering with expertise in education

transformation and engineering will be hired to prepare faculty to implement

Learning Technologies and Evidence-based Instruction in their classroom. The

Developer will provide year-round support and feedback. One Database Analyst

will be hired to carry out statistical analyses on the project as well as develop data

analytics dashboards for STEM stakeholders. The project will be managed by a

program manager and an administrative assistant to support the faculty and staff

team members as well as LAs and graduate fellows.

Classroom and LA Commons Hubs Renovations: Existing traditional classrooms

will be renovated to facilitate active learning in engineering and computer science

classrooms using state of the art facilities. Two LA Commons Hubs will also be

created. FIU has transitioned to active-learning, technology-driven classrooms to

promote student engagement of content during class time and dissuading the use

of lecture by faculty. New classrooms are now routinely built as active learning

classrooms with access prioritized for faculty utilizing active learning, thus

incentivizing the best instructional practices. In spring 2016, the recently opened

active learning classroom averaged over 80% utilization by active STEM courses.

However, requests for the active learning rooms persistently outpace availability,

so we include additional support for classroom renovations with no restrictions

for use by engineering and computer science. We include funding for one-time

retrofit of four of our more outdated classrooms that do not have the design and

technological infrastructure that is required by state-of-the-art teaching and

learning classrooms. We also include funding for the two LA Commons Hubs that

will include informal meeting/study space, small teaching labs and one classroom.

Related Accomplishments

The Initiative builds on the success of multiple initiatives that have brought significant

change to the university and that have become integrated into university practices and

culture. FIU’s STEM interventions began in physics, expanded into multiple STEM

disciplines, and are now being led through the STEM Transformation Institute. Evidence

of success in the reformed introductory physics courses includes significantly improved

conceptual learning, the first reported increase in student attitudes towards physics, and a

sustained 40% increase in the passing rate, when compared to traditional courses, realized

by a dozen different faculty teaching the course. This has led to a dramatic increase in the

number of physics majors and national recognition for FIU’s success.

FIU is now clearly focused on raising the 4-year graduation rate. We build our efforts on

the foundational success of our Graduation Success Initiative (GSI) and Gateway Project.

FIU’s GSI has helped raise the six-year graduation rate for First Time in College students

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(FTICs) by 16 points in its first four years. GSI efforts first addressed students’ choice of

a major and a clear trajectory for each major and enhanced advising; and also aimed to

remove barriers and add supports in the path. Institutional analytics determined that

poorly performing gateway courses are a significant barrier in students’ paths to timely

graduation, leading to the Gateway Project.

The first major success in the Gateway Course initiative was the comprehensive

transformation of the College Algebra course that included Learning Assistants and

innovative technology-based instruction, leading to a sustained 35-40% increase in

passing rates for all students. Improvements in the pass rate for the College Algebra

course has saved over 2,500 seats since fall 2012 (compared to Fall 2010 baseline). These

improvements significantly improve efficiency through direct cost savings to our students

as well as reducing excess hours and thus improving timely graduation. In AY 2016 –

2017, the legislative investments for course redesign of Finite Mathematics and Social

Choice Math, Gateway course taken by non-STEM majors, resulting in consistency in

content and expectations across sections and increases in average pass rates (+12% and

+14% respectively). With well over 1,000 students enrolled in these courses each

semester, the impact is significant.

At the core of both the STEM and Gateway initiatives are interventions that 1) adapt

evidence-based instructional practices to the FIU context; 2) require faculty engaging

students in meaningful, active learning in the classroom; 3) are initiated by external grant

or foundation funding; and 4) engage undergraduates, faculty, and administration as

partners in the transformation.

One powerful and cost-effective approach is the undergraduate Learning Assistant (LA)

program, which provides undergraduates with the opportunity to experience the reward of

teaching, develop skills to engage in the challenges of effective instruction, and deepen

their content knowledge. At the same time, they serve a critical role as dedicated and

skilled facilitators in the classroom, thus easing the transition for both students and

faculty to active learning. FIU hosts the nation’s largest LA program, with 327 LAs

serving in 157 course sections across 10 STEM departments, impacting over 13,902

student enrollments in Fall 2016 (enrollment includes duplicated headcount as students

may have LAs in more than one course). Lessons learned in these initiatives are

spreading to other courses, where pilot projects have seen an average increase in passing

rates of 18% across 7 courses (two of which increased over 25%), which will translate to

improved graduation rates in the coming years. Further, enrollment in one transformed

course more than quadrupled over the past several years, doubling in annual offering as

well as enrollment. On-time graduation rates have also increased 16% in four years.

The Initiative’s ultimate goal is to attract high technology companies to Florida, as well

as fuel entrepreneurial innovation, thus driving the economic prosperity of the state. This

will be achieved both through the reputation earned by our engineering and computer

science graduates as well as through the evidence on student learning outcomes

accumulated through the initiative.

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Further, practices, curricula, and evidenced generated by this initiative will be shared

with all SUS and FCS institutions, allowing them to adopt and adapt practices for their

use, fostering greater efficiencies through shared system resources. This provides the

opportunity to position Florida as the first State in the nation to implement evidence-

based instruction and learning technologies throughout the engineering and computer

science programs.

Alignment with SUS Strategic Priorities / 2017 FIU Work Plan

The Initiative is very well aligned with the goals of the SUS strategic plan (including

Improve the quality and relevance of the System’s institutions and Increase Degree

Productivity and Program Efficiency) as well as the SUS Strategic Priorities in Teaching

& Learning; Scholarship, Research & Innovation; and Community & Business

Engagement. First, it will increase the number of degrees awarded at FIU, especially in

the Engineering and Computer Science STEM fields, as well as the quality of those

degrees by transforming instructional practices. Second, it will increase research

commercialization activities through providing a workforce well-prepared for driving a

knowledge economy and triggering start-up companies. Further, the program and

classroom transformation and education research outcomes have the potential to lead to

commercialization. Third, it directly increases the community and business workforce, as

our graduates will be well prepared to be fully employed in their disciplines upon

graduation or to seek further educational opportunities.

The initiative immediately addresses the SUS Strategic Priorities, including:

Strategic Priorities for a Knowledge Economy: GOAL: Increase the Number

of Degrees Awarded in STEM/Health and Other Programs of Strategic

Emphasis Increase student access and success in degree programs in the

STEM/Health fields and other Programs of Strategic Emphasis that respond to

existing, evolving, and emerging critical needs and opportunities. This directly

addresses improving both the quantity and quality of not only Engineering and

Computer Science degrees but all other STEM degrees as improvements to

foundation courses, such as the calculus sequence, that will benefit all STEM

majors.

Strategic Priorities for a Knowledge Economy GOAL: Increase Research

Commercialization Activities: Increase the number of patents, licenses and

start-up companies created as a result of university research. The initiative

develops students’ inquiry, collaboration and out-of-the-box thinking skills, thus

providing them the opportunity to make authentic and significant contributions to

the knowledge economy. Furthermore, improvements throughout the engineering

and computer science programs will serve to produce more innovative and fully-

developed senior research projects increasing the likelihood of successful patents,

licenses, and start-ups.

Strategic Priorities for a Knowledge Economy: GOAL: Increase Community

and Business Workforce Increase the percentage of graduates who continue

their education or are employed full-time. The project optimizes the preparation

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of Engineering and Computer Science STEM majors, so they may either continue

their education or rapidly enter the workforce.

The initiative immediately addresses FIU’s 2017 work plan goals and objectives,

including:

Mission: Provides high-quality teaching and state-of-the-art-research for our

students and diverse population of South Florida.

Vision: Provides student learning, innovation, and collaboration.

Strategy: Bringing the best educational and research practices establishes a local

and national solutions center, an engine of change for South Florida and beyond

and a catalyst for innovation and entrepreneurship. It takes responsibility to our

community seriously and invests in efforts to be proactive and substantive in the

support of student success and economic development.

Strategy: Integrated into FIUBeyondPossible2020 Strategic Plan that will increase

the number of graduates by 20% by 2020 to meet the educated workforce needs of

South Florida.

Key Initiatives & Investments 1) Student Success: Directly impacts FIU’s

commitment to student success and is continuously developing and deploying

strategies to improve retention and graduation.

Key Initiatives & Investments 2) The STEM Transformation Institute, leading the

initiative, is one of five Preeminent Programs. FIU’s goal is to be a World’s

Ahead university that creates an innovation nexus where preeminent programs

and teams drive research, creativity, innovation, and education. To be more

effective, efficient and strategic in building its research and the quality and

impact of its research and scholarly enterprise… Preeminent Programs represent

the leading edge of FIU’s research, including graduate and undergraduate

research engagement. These programs help our university serve our community,

our state, our nation, and our world. Moreover, they provide opportunities for

winning grants and support, provide focus for the Next Horizon capital campaign,

and support student success.

Key Initiatives & Investments 3) Initiative catalyzes FIU students for StartUp

FIU, a university-wide initiative to foster and develop innovation and

entrepreneurship to pursue opportunities in the Fourth Industrial Revolution.

These opportunities include the development of breakthrough technologies, the

pursuit of enterprises that close social or environmental gaps and the creation of

companies that can create meaningful jobs of the future. Disruptive technologies

and the digital economy have fundamentally changed behavior.

Key Initiatives & Investments 3) Students that are not only trained to take on

highly skilled jobs but who can also choose to be inventors or business creators.

Initiative develops the skills and talents of engineering and computer science

students so they may be the innovators and entrepreneurs driving StartUp FIU.

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Institution Specific Goal Metric #1: Percent of Student Credit Hours on Hybrid

and Online Education. Prepares faculty to teach both online and hybrid courses in

engineering and computer science.

Institution Specific Goal Metric #2: Internships: Develops the skillset of

engineering and computer science majors so they earn top-quality internships.

Institution Specific Goal Metric #3: Percent of First Generation Undergraduate

Student Enrollment: Implements interventions targeting first generation STEM

students.

Impact on Academic Programs, Student Enrollments, Student Services

Every engineering and computer science student at FIU will benefit from the

implementation through new and improved first-year engineering programming,

implementation of evidenced-based practices in STEM coursework, and mental health

interventions. The culture of teaching and learning in Engineering and Computer Science

departments will likewise be transformed, toward evidence-based and data-informed

improvement. These transformations will reduce individual course failure rates by at least

30% within two years of implementation, leading towards an overall goal of an additional

15% increase in graduation rates. This goal is aligned with the standard of excellence as

established by the SUS Performance Funding Metrics. As was the case in physics, we

anticipate increases in the number of Engineering and Computer Science majors.

II. Return on Investment - Describe the outcome(s) anticipated, dashboard indicator(s) to be improved, or return on investment. Be specific. For example, if this issue focuses on improving retention rates, indicate the current retention rate and the expected increase in the retention rate. Similarly, if it focuses on expanding access to academic programs or student services, indicate the current and expected outcomes.

The Initiative leverages existing commitments to education transformation and a national

climate devoted to classroom education reform. It will increase research capacity and

funding opportunities that will lead to increased grant funding, improved student

performance, and national recognition. Further, it will stimulate adoption of similar

instructional innovation at universities and colleges across the state. The initiative

explicitly targets: revitalizing the first-year engineering and computer science programs,

preparing faculty to implement innovative instruction in the STEM classrooms, gathering

and analyzing classroom data, and disseminating the classroom transformation model for

the state. These actions will lead to improved student learning and success in STEM

courses that will lead to improved retention, graduation rates, and employment.

Curricular changes to the first-year engineering and computer science programs of study

will be put into place in the first three months of the initiative, which will impact all

entering engineering and computer sciences students, roughly 1,704 annually.

The intensive Faculty Institute will provide professional development to least twenty

additional faculty annually in integrating evidence-based instruction, cutting edge

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assessment, and learning technologies in their classrooms. This will directly impact

approximately 12,000 student enrollments annually, and they will continue to impact

similar student enrollments in later years. All engineering and computer science students

will enroll in at least one of the newly renovated courses within one year of the

initiative’s launch.

Student mental health/wellness interventions will be piloted in the first semester after

initiative launch and impact at least half of the entering engineering and computer science

students and measures on the impact will be determined over the next two semesters.

Within three years, all entering engineering and computer science students will have the

opportunity to benefit from the interventions.

The model for faculty professional development will be established through research on

faculty practices and student impact. It is anticipated that this will lead to the DBER

faculty producing at least 80 scholarly products (publications and presentations) annually

in the first three years, growing to at least 120 within five years. We also expect all new

DBER faculty to attract external funding to the institution within 18 months of hire. All

of our recent DBER faculty hires attracted external funding within six months to one year

of arrival; several have already been awarded more than one grant.

The initiative will also drive improved student learning and success in the courses,

leading to improved retention and graduation rates. Student learning outcomes are a key

driver to sustained transformative instruction (as well as a critical feedback loop element)

and will be reported through the scholarly products. Based on prior FIU initiatives and

national trends in active learning, we expect a 30 - 40% decrease in failure rates in large

enrollment introductory courses within four semesters of implementing evidence-based

instruction. For the courses with failure rates of 20-40%, this translates to an 8-16%

decrease in failure rate. We expect this to increase an additional 10% within three years

and be sustained for at least a decade. We base this on prior work at FIU and active

learning literature. At FIU, College Algebra passing rates increased by 25% after

evidence-based instruction was introduced across all sections in Fall 2012, then rising to

the current 35% increase in average pass rate (compared to the Fall 2010 baseline). We

have also seen a 70% decrease in failure rates in our studio-based introductory physics

courses, compared to lecture courses. A 2014 Proceedings of the National Academies of

Science publication found an average 35.5% decrease in reported failure rates when

comparing active learning in all STEM disciplines to lecture courses

(www.pnas.org/cgi/doi/10.1073/pnas.1319030111).

We will transform the education experience for FIU’s 4,558 engineering and computer

science majors as well as the majority of science and mathematics majors (through the

introductory science and mathematics course transformations), over 80% of which are

from traditionally underrepresented minority groups and 25% of which are first

generation students.

Ultimately, this initiative drives economic development by substantially improving

learning and skill development for our students, as well as enhancing efficiency in degree

attainment. Our graduates will be well prepared to tackle existing, evolving, and

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emerging critical needs and opportunities in the global society and technology driven

marketplace. They will be the innovators, entrepreneurs, and start-up leaders of the

future. Their reputation for solving global challenges will attract the top technology

companies to South Florida. Thus FIU will be the reliable catalyst for South Florida’s

highly skilled and diverse engineering and computer science workforce.

III. Facilities (If this issue requires an expansion or construction of a facility, please complete the following table.):

Facility Project Title Fiscal Year

Amount Requested

Priority Number

1. Active Learning Room Renovations

2018/19 $800,000

2. LA Commons Hub Renovation

2018/19 $300,000

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University:

Issue Title:

RECURRING

NON-

RECURRING TOTAL

Positions

Faculty 10.00 0.00 10.00

Other (A&P/USPS) 9.00 0.00 9.00

------------- ------------- -------------

Total 19.00 0.00 19.00

========== ========== ==========

Salary Rate (for all positions noted above)

Faculty $1,125,641 $0 $1,125,641

Other (A&P/USPS) $582,500 $0 $582,500

------------- ------------- -------------

Total $1,708,141 $0 $1,708,141

========== ========== ==========

Salaries and Benefits $2,275,585 $0 $2,275,585

Other Personal Services $1,414,749 $0 $1,414,749

Expenses $205,000 $0 $205,000

Operating Capital Outlay $0 $1,100,000 $1,100,000

Electronic Data Processing $0 $0 $0

Special Category (Specific) $0 $0 $0

$0 $0 $0

$0 $0 $0

$0 $0 $0

------------- ------------- -------------

Total All Categories $3,895,334 $1,100,000 $4,995,334

========== ========== ==========

2018-2019 Legislative Budget Request

Florida International Univ.

Targeted STEM Initiatives

Education and General

Position and Fiscal Summary

Operating Budget Form II

(to be completed for each issue)

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State University System Florida Board of Governors

2018-2019 Legislative Budget Request Instructions Forms I and II

The main objective of Form I and Form II is to align the university’s budget issues and dollar values with the goals and objectives of the strategic priorities and the 2017 University Work Plan established by each university. For FY 2018-2019, each university should submit one Form I and Form II for each budget issue and any system-wide issue identified as a critical system-wide need. Any issues unique to a branch campus or a special unit (e.g., IFAS Workload Initiative) should not be rolled into the main campus request, but reflected separately by use of the forms provided. For system-wide issues, consideration will be given to issues that allow for greater efficiencies through shared system resources or identified as a system-wide need. If requesting funds as such, please list all university participants of the initiative and check the box “Shared Services/System-Wide Issue”. For new issues identified by a university as a priority issue for 2018-2019, please check the box “New Issue for 2018-2019”. Please keep in mind that all issues submitted for consideration by the Board should align with the goals and objectives of the strategic priorities and work plan established by each university.

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State University System Education and General

2018-2019 Legislative Budget Request Form I

I. Description – 1. Describe the service or program to be provided and how this issue aligns with the goals and objectives of the strategic priorities and the 2017 Work Plan established by your institution (include whether this is a new or expanded service/program). If expanded, what has been accomplished with the current service/program? 2. Describe any projected impact on academic programs, student enrollments, and student services.

University-Industry Research & Development Lab:

University-Industry Research & Development Lab is an expansion of FIU’s successful StartUP FIU initiative. University-Industry Research & Development Lab will focus on partnerships with existing private sector industries to foster and develop innovation and entrepreneurship in the current competitive market, which is exemplified by the unprecedented speed with which new technologies are adopted and scaled. One of the challenges facing industry is how to continue to provide value to customers and remain competitive in this uncertain environment of rapid change. The one certainty is that every organization needs to incorporate technology solutions into its operations, products or services or risk loss of competitiveness.

As universities and industry face financial challenges and global competition, academic-industry partnerships are becoming increasingly important to R&D

University(s): Florida International University

Issue Title: University-Industry Research & Development Lab

Priority Number

Recurring Funds Requested: $0

Non-Recurring Funds Requested: $5,400,000

Total Funds Requested: $5,400,000

Please check the issue type below:

Shared Services/System-Wide Issue for Fiscal Year 2018-2019

New Issue for Fiscal Year 2018-2019

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and innovation. Global competition, and rapidly evolving technologies are changing the way innovation moves to the marketplace, as well as the way people work. As private businesses face increased pressure to do more with fewer resources, and universities increasingly engage in applied research as part of the training of students, university-industry partnerships have become increasingly important. This is also influenced by the fact that industries have shifted focus from investing in long-term, discovery-based R&D efforts, toward shorter-term strategies that identify and target consumer needs and trends. Yet, innovation remains essential for industry, as scientific discoveries and technological breakthroughs continue to be necessary for industry and for addressing society’s greatest needs.

University-Industry Research & Development Lab will foster partnerships with the private sector focusing on rapid adaptation of university inventions and technology into the private sector, as well as university technological solutions to needs expressed by industry. Collaborations will involve equal investment of resources from FIU and industry for support in technology transfer, as well as one-on-one access to the brightest minds in technology distribution, supply chain management and next-generation technologies during customized programs which can be tailored to be executed in one month all the way to 12-18 months depending on the challenge.

Specific initiatives and programs of University-Industry Research & Development Lab will include:

Support partnerships between FIU inventors/innovators and industry partners focused on incorporation of technological innovations into industry needs.

Create programs from one month to 18 month duration focusing on the adaptation of university innovation and inventions into the commercial sector of industry partners.

Provide seed funding for matching investments by industry for collaboration between FIU faculty and students with industry to address specific R&D needs of industry.

Establish micro credentials and specialized trainings for students that responds to specific industry needs.

Support staffing, including a director, to manage the program.

Create and deliver regular workshops focusing on enhancing university-industry partnerships, and greater connection between the technology transfer process, and other entrepreneurial programming and supporting FIU students, faculty and staff in the commercialization space.

Identify, coordinate and connect FIU entrepreneurial activities to develop synergies, provide economies of scale, organizational support and visibility to the external private sector audience.

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Provide hands on training to FIU students in real-world situations, which will close the gap between college education and career readiness.

Prepare students to enter high-wage careers post-graduation. Current Program Accomplishments: University-Industry Research & Development Lab builds on the success of StartUP FIU. The demand for StartUP FIU has been overwhelming. From students to early stage startups to multi-billion dollar corporations, there was a need for our service. The StartUP FIU framework of engage, empower and enrich allowed the team to gain crucial insights into gaps of support. One of these gaps is the ability to support existing industry with research and development for new technologies and rapid prototyping to get to market. The framework of engage, empower and enrich meant that the StartUP FIU team had to work across the spectrum of innovation and entrepreneurship. For example, “Engage” allows students, faculty and the community to explore entrepreneurship through activities such as workshops, speakers and hackathons. “Empower” offers two incubators and a business accelerator where entrepreneurs can leverage unique University resources and experienced advisors to develop scalable companies whether in the idea, prototype or company formation stage. And “Enrich” supports curriculum, program and degree development across the schools and colleges of FIU to provide students, faculty and the community with the latest thinking and best practices in innovation. The examples below demonstrate some of the accomplishments related to these principles in the last year:

Created nine new companies, 50 new jobs and 44 new student internships.

Hosted nearly 20 events that attracted 2,000 in person attendees and over 12,000 online attendees, 60% of whom were students.

500 applications were received for the first three cohorts of the Empower accelerator.

40 teams participated in the two cohorts, 50% of which were student teams.

Over 50 investors attended the first two pitch days of the Empower Accelerator.

Four faculty research teams participated in Cohort 2 of the Empower accelerator.

StartUP FIU designed and redesigned five courses at the Honors College and College of Arts, Sciences and Education reaching over 100 students.

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StartUP FIU Food, an incubator in partnership with the Chaplin School of Hospitality and Tourism Management and funded by Citi Foundation, accepted its first cohort of 12 local food entrepreneurs.

The development of an incubator in the Miami suburb of West Kendall to foster a technology cluster growth in the area.

Supported fine arts incubator development for the College of Communication, Architecture + the Arts funded by the Ratcliffe Foundation.

Expansion that Leverages Current Success:

While StartUP FIU will continue to focus on Startups, University-Industry Research & Development Lab will provide a platform to explore and support technology and engineering-based solutions for existing companies. Recognizing that even companies with significant revenue still need a workforce that is ready to solve problems, University-Industry Research & Development Lab will allow for academic-industry collaborations that seek to solve current challenges using human ingenuity (in faculty and students) to design technology based solutions. Initially, University-Industry Research & Development Lab will be able to draw from FIU’s depth of research and scholarship in its preeminent and emerging preeminent programs to support solutions for specific industries. These FIU preeminent areas of expertise that can provide solutions to industry include wind engineering, water and the environment, STEM education, bio-medical, electrical and materials engineering, child and adolescent mental and behavioral health, health disparities, tropical conservation, neuroscience, and transportation infrastructure. Bringing preeminent researchers and students to the table to solve challenges faced by industry leaders will lead to breakthrough technological solutions with commercial application.

University-Industry Research & Development Lab will also address another significant need, career-ready students. Technology companies such as Magic Leap (10,000 new jobs), Facebook, Amazon and Chewy.com are expanding operations, as are seasoned companies such as Carnival Corporation and Baptist Health. The one thing these companies need is a continuous pipeline of talent. StartUP FIU and University-Industry Research & Development Lab will provide students with hands on experience in a supported environment to critically think through tough, real problems facing companies as well as prototype and implement solutions. This team-based, university supported industry collaboration would attract the best students and the best companies eager to build their talent.

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Alignment with SUS Strategic Priorities:

University-Industry Research & Development Lab immediately addresses the BOG’s 2025 System Strategic Plan priorities of transforming and revitalizing Florida’s economy and society through research, creativity, discovery and innovation, and to deliver knowledge to advance the health, welfare and economy through community and business engagement and service. Specifically, University-Industry Research & Development Lab is well aligned with the SUS Strategic Priorities in Teaching & Learning; Scholarship, Research & Innovation; and Community & Business Engagement. First, it will advance hands-on student learning in STEM/Health and other programs of strategic emphasis through industry-based experiences and micro credentialing of students. Second, it will increase research commercialization activities and patent production through partnerships with industry geared toward rapid technological solutions for industry. Third, it will assist in providing a workforce well-prepared for driving a knowledge economy and responsive to industry through the engagement of graduate and undergraduate students in the collaborative research with industry, as well as providing micro credentialing that prepare students to be better equipped for the workforce. Fourth, it directly increases the community and business workforce, as our graduates will be well prepared to be fully employed upon graduation or to seek further educational opportunities.

Alignment with FIU 2017 Work Plan:

University-Industry Research & Development Lab immediately addresses FIU’s 2017 Work Plan goals and objectives: First, University-Industry Research & Development Lab aligns with FIU’s Mission and Vision:

Mission: Provides high-quality teaching, state-of-the-art-research, and collaborative engagement with our local and global communities.

Vision: Provides student learning, innovation, and collaboration.

Second, University-Industry Research & Development Lab aligns with the Work Plan’s three key initiatives: Student Success, Preeminent Programs, and StartUP FIU. In terms of student success, University-Industry Research & Development Lab will:

Engage graduate and undergraduate students in the collaborative FIU-industry projects leading to technology transfer to industry needs.

Provide micro credentialing and workshops, in collaboration with industry, that prepare students for workforce opportunities with industry.

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Provide student internships and hands-on experiences in an interdisciplinary setting.

In terms of Preeminent Programs, University-Industry Research & Development Lab will:

Focus collaboration for solutions to industry programs through its preeminent and emerging preeminent programs of transportation, child mental and behavioral health, water and environmental challenges, wind engineering, health disparities, brain/neuroscience, and tropical biodiversity.

Utilize the expertise of FIU’s STEM Transformation Institute to drive training innovation in the preparation of students for workforce collaboration with industry.

Engage students with FIU’s premier programs, its top faculty, research facilities and cutting-edge science to expand their knowledge base broaden their perspectives and expose/train them to the rigors of excellence.

In terms of StartUP FIU, University-Industry Research & Development Lab represents an expansion of StartUP FIU by:

Focusing on utilizing FIU technology and innovation to solve existing industry challenges.

Licensing of FIU inventions and technologies to industry to commercially scale societal impact.

Providing continuity of engagement with companies that are created as part of StartUP FIU.

Expanding StartUP FIU’s student engagement and training into micro credentials and workshops that better prepare students to enter the workforce.

II. Return on Investment - Describe the outcome(s) anticipated, dashboard indicator(s) to be improved, or return on investment. Be specific. For example, if this issue focuses on improving retention rates, indicate the current retention rate and the expected increase in the retention rate. Similarly, if it focuses on expanding access to academic programs or student services, indicate the current and expected outcomes.

The University-Industry Research & Development Lab initiative will directly impact key performance areas for FIU, including innovation and patent production, research funding (including the diversification of external research funding), technology transfer (including increased licensing revenue), and student engagement in R&D experiences with FIU faculty and industry. Specifically, we expect that FIU-TE will contribute to:

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A 20% increase in annual invention disclosures from the current rate of 70 to 84.

A 30% increase in annual patent applications from the current 65 to 85.

A four-fold increase in annual licensing income from current FIU rates of ~$35,000 to $140,000 annually.

The annual engagement of 50 graduate and undergraduate students in collaborative projects between FIU faculty and industry partners.

The engagement of 5,000 FIU students in courses, micro credentialing and workshops directly related for workforce preparation geared to the needs of University-Industry Research & Development Lab industry partners.

III. Facilities (If this issue requires an expansion or construction of a facility, please complete the following table.):

Facility Project Title Fiscal Year

Amount Requested

Priority Number

1.

University-Industry Collaborative Solutions Laboratory

2017/18 $3,500,000

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University:

Issue Title:

RECURRING

NON-

RECURRING TOTAL

Positions

Faculty 0.00 0.00

Other (A&P/USPS) 0.00 0.00

------------- ------------- -------------

Total 0.00 0.00 0.00

========== ========== ==========

Salary Rate (for all positions noted above)

Faculty $0 $0

Other (A&P/USPS) $0 $0

------------- ------------- -------------

Total $0 $0 $0

========== ========== ==========

Salaries and Benefits $0 $0 $0

Other Personal Services $0 $0 $0

Expenses $0 $0

Operating Capital Outlay $0 $3,500,000 $3,500,000

Electronic Data Processing $0 $0 $0Special Category (Industry Matching Projects) $1,500,000 $1,500,000

Technical Equipment $0 $400,000 $400,000

$0 $0 $0

$0 $0 $0

------------- ------------- -------------

Total All Categories $0 $5,400,000 $5,400,000

========== ========== ==========

University-Industry

Research & Development

Lab


2017-2018 Legislative Budget Request

Education and General

Position and Fiscal Summary

Operating Budget Form II

(to be completed for each issue)

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3.2 Tenure as a Condition of Employment Nominations

Agenda Item 3 AP2



Subject: Tenure as a Condition of Employment Nomination


Recommend to the Florida International University Board of Trustees the approval of one (1) candidate for Tenure as a Condition of Employment (TACOE).


Pursuant to the Florida Board of Governors Regulation 1.001(5)(a), each board of trustees shall provide for the establishment of the personnel program for all the employees of the university, including but not limited to tenure. The TACOE nominee holds tenure at her previous institution and has been selected to receive TACOE based on the caliber of her work.


Tenure as a Condition of Employment Nomination Tenure as a Condition of Employment Nominee Bio

Facilitator/Presenter: Kenneth G. Furton

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Name College Department Proposed Rank

Christina Palacios Robert Stempel College of Public Health and Social Work Dietetics and Nutrition Associate Professor


Tenure (as a Condition of Employment) Nomination

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Christina Palacios, Ph.D. Department of Dietetics and Nutrition

Robert Stempel College of Public Health and Social Work

Dr. Cristina Palacios obtained her bachelors degree in Nutrition and Dietetics from

Universidad Central de Venezuela, a masters degree and a Ph.D. degree in Nutrition

from Purdue University. In 2007, she joined the Nutrition Program at the Graduate

School of Public Health at the University of Puerto Rico. Since 2010, she has also served

as a Consultant for the Nutrition Department at the World Health Organization as a

leading expert on Vitamin D.

In terms of her research, she has conducted several NIH-funded randomized clinical

trials in adolescents and adults to determine the effects of dietary supplements and

functional foods on bone and body composition. Since 2007, she has received $12.3

million in research funding as primary investigator or co-investigator from agencies

including NIH, RCMI, and the Robert Wood Johnson Foundation. She has developed and

validated food frequency questionnaires in infants, children and adults to evaluate

dietary patterns and estimate nutrient intakes. Currently, her research is focused in

studying the role of diet and physical activity on obesity and weight gain in infants,

children, adolescents, and pregnant women and designing and testing effective and

novel lifestyle interventions for obesity prevention and reduction by incorporating short

mobile messages, mobile Apps, and mindfulness practices. Dr. Palacios also is studying

the associations between vitamin D status and intake with obesity, diabetes, metabolic

syndrome and the effects of vitamin D supplementation during pregnancy on maternal

and infant health outcomes. Since 2003, she has published over 60 peer-reviewed journal

articles, 19 as first author in addition to four book chapters.

In terms of teaching, Dr. Palacios is actively involved in mentoring students and engaging

them in her research. At the University of Puerto Rico she has served as the thesis

committee chair for 44 master level students. She has also developed ten different courses

at the graduate level.

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3.3 Textbook and Instructional Materials Affordability Annual Report

Agenda Item 3 AP3



Subject: Textbook and Instructional Materials Affordability Annual Report


Recommend to The Florida International University Board of Trustees approval of the Textbook and Instructional Materials Affordability Report.


Effective July 1, 2016, Florida House Bill 7019, Education Access and Affordability, requires the Board of Governors and the State Board of Education to annually identify strategies to promote college affordability. Under this bill, all State University System institutions are required to submit a Textbook and Instructional Materials Affordability Report that determines the wide cost variance for required and recommended course materials for General Education courses. In addition, the report must include an overview of institutional initiatives and policies designed to reduce the costs of course materials and promote college affordability. Pursuant to Florida Board of Governors Regulation 8.003, Textbook and Instructional Materials Affordability, each university board of trustees shall provide a report, by September 30 of each year, to the Chancellor of the State University System, in a format determined by the Chancellor.


Textbook and Instructional Materials Affordability Annual Report

Facilitator/Presenter: Elizabeth M. Bejar

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New Template 04/14/17

State University System of Florida Textbook and Instructional Materials Affordability

Annual Report Statutory Due Date: September 30

Florida International University Fall 2016, Spring 2017 _______________________________________ ____________________________________ University Submitting Report Semester(s) Reported*

Date Approved by the University Board of Trustees

Signature of Chair, Board of Trustees

Date

Signature of President Date Signature of Vice President for Academic Affairs

Date

*Report Fall and Spring data separately to allow for Fall to Fall semester comparison and Spring to Spring semester comparison.

Definitions:

Wide cost variance is defined as a cost per course section of $200 or more over the median average cost of textbooks and instructional materials for the same course.

High enrollment is defined as the top 10% of courses ordered by headcount enrollment.

1) Required and Recommended Textbooks and Instructional Materials for General Education Courses a) Report on the course sections identified as wide cost variance and include the number of course sections within a course (n). An explanation may be provided for sections with wide cost variance (e.g. honors course, economics text for two courses). Methodology: Identify the median average cost for textbooks and instructional materials for all course sections of a course. Exclude sections with Open Educational Resources (OER) or no required materials from wide cost variance analysis. Course sections with a cost of $200 or more over the median cost are considered wide cost variance.

Required (Req) Textbooks and Instructional Materials

Recommended (Rec) Textbooks and Instructional Materials

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2

Fall 2016 Prefix and

Course Number

Course Title Section Total Number of

Sections within Course

Req or

Rec

Average Cost

Dollar Variance

ECO 2013 Principles of Macroeconomics

U3M, U4M, U5M

6 Req $389.00 (retail)

$225.45

ECO 2023 Principles of Microeconomics

U3M 5 Req $389.00 (retail)

$213.85

GEA 2000 World Regional Geography

U01 4 Rec $369.90 (retail)

$206.55

Explanation: From consultations with the department chairs and instructors, we can report that:

For ECO 2013 and ECO 2023, the instructor of these sections requires the same textbook for both courses, Principles of Macroeconomics and Principles of Microeconomics, which is clearly stated on the courses’ syllabi. The majority of students take both courses, in which case the actual maximum cost to a student is $194.50 per course and thus there is in fact no wide cost variance. For GEA 2000, the full retail price of $369.90 reported for this course includes the required textbook priced between $82.20-$182.65 plus the recommended textbook priced between $74.90-$187.25 through the Barnes & Noble FIU book stores. While both required and recommended course materials must be considered for the variance analysis according to HB 7019, the wide cost variance for this course only computes due to the additionally recommended textbook that other instructors for this same course do not suggest as a valuable learning resource to their students. Thus, the wide cost variance may not apply for this course depending on the students’ personal preference of acquiring the recommended text or not.

Spring 2017 Prefix and

Course Number

Course Title Section Total Number

of Sections within Course

Req or

Rec

Average Cost

Dollar Variance

ECO 2013 Principles of Macroeconomics

U3M, U4M

8 Req $428.00 (retail)

$299.45

ECO 2023 Principles of Microeconomics

U3M, U4M

10 Req $428.00 (retail)

$253.35

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Explanation: For ECO 2013 and ECO 2023, the instructor continues to use the same textbook required for both, Principles of Macroeconomics and Principles of Microeconomics. He also allows the use of older editions, which are often cheaper. This is clearly stated on the courses’ syllabi. The majority of students take both courses, in which case the actual maximum textbook cost to a student is $214.00 per course and thus there is in fact no wide cost variance. b) Describe the textbook and instructional materials selection process for general education courses with a wide cost variance among different sections of the same course. Individual instructors for courses ECO 2013 and ECO 2023 select course materials from what is considered standard textbooks on the subject. The instructor whose textbook is generally more expensive than the textbooks chosen by other faculty of the same courses finds that the same textbook optimally covers the material for both courses. Individual instructors for course GEA 2000 select course materials based on what they deem pedagogically best for their syllabi. The instructor of section U01 recommended an additional textbook which is optional to students. c) Report the course title(s) and number of section(s) that do not require or recommend the purchase of a textbook(s) and/or instructional material(s).

Fall 2016 Spring 2017

Course Titles not Requiring or Recommending Purchase of

Texts/Instructional Materials

Number of

Sections

Course Titles not Requiring or Recommending Purchase of

Texts/Instructional Materials

Number of

Sections

Number of courses 846 1,745

Number of courses 756 1,488

as reported by course instructors in FacultyEnlight. Please refer to Appendix A for a detailed list with all course titles. Appendix A is available online.1

d) What measures, if any, are being taken by the university to reduce wide cost variance among different sections of the same general education course?

1 https://academic.fiu.edu/docs/BOG%20Textbook%20and%20Instructional%20Materials%20Report_8.21.17_pending%20BOT%20approval.pdf

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Department chairs have received the wide cost variance analysis for general education courses for which they have oversight. Chairs have consulted with faculty to identify best practices for the selection of course materials and the reduction of the cost variance where possible. e) Describe the textbook and instructional materials selection process for general education high enrollment courses. Methodology: Order courses (course prefix/number) by headcount enrollment, excluding honors courses. The top 10% of courses are determined as high enrollment. Provide the number of courses (n) reported on. The selection process for textbook and instructional materials for high enrollment courses (n=202) is completed either by the individual instructor (133 courses) or collectively by all instructors teaching the course (69 courses). Faculty are very conscientious when selecting the materials for their courses, always ensuring that the educational quality of the course materials serves the students’ needs for optimal learning outcomes while looking for the most affordable options.

Selection Process Total number of courses

UCC/Non-UCC Total instances of enrollment

Individual instructor text selection

133 (66%) 28/105 44,235

Collective instructors text selection

69 (34%) 26/43 31,060

Totals 202 54/148 75,295

As an example, the Director of Statistics and Certificate Program in Actuarial Studies, Dr. Hassan Zahedi, describes the process for collectively selected course materials for a multi-section high enrollment statistics course as follows: “For selecting a new textbook or changing an existing text to a new textbook the designated course coordinator, in consultation with the Director of the Statistics Program, collects a list of potentially suitable text books in the market for the course. The course coordinator then requests review copies of those potential textbooks from the respective publishers for circulation among all faculty who will be teaching at least one section of those course for their review and input. The criteria used by faculty to rank the assessed textbooks include:

• Affordability of the textbook for students • Reputability of the author(s) and the publisher • Clarity of the contents • Clarity and comprehensiveness of the homework problems • Clarity of the examples in the textbook which are based on the real data sets • Integration and use of modern statistical packages within the text book

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• Supplementary materials for the book (such as power point presentation, interactive tutorial programs, students' learning resources and their affordability, instructor resources and web-based auxiliary instructional tools)

• Flexibility of obtaining the textbook in an alternative format (hard copy, paperback, electronic)

Based on the inputs from all the involved faculty, the coordinator will rank the competing textbooks and recommend the top ranked textbook for adoption.” 2) Specific Initiatives of the University Designed to Reduce the Costs of Textbooks and Instructional Materials for General Education Courses a) Describe specific initiatives of the institution designed to reduce the costs of textbooks and instructional materials. New, Used, Rental and Digital Options Barnes & Noble FIU book stores continue to offer cost savings such as new, used, rental and digital textbooks with new titles continuously added. Students have the opportunity to save as much as 80% by purchasing textbooks in the various formats offered. Barnes & Noble @ FIU Price Match Program Initiated by the FIU Office of Business Services, in Spring 2016 Barnes & Noble launched the price matching program. Barnes & Noble is matching the prices for textbooks advertised or offered by a local competitor, BN.com, or Amazon. The program does not include price matching items from textbook marketplaces such as Amazon Prime (membership deals) or Amazon Warehouse Deals and does not include offerings from peer to peer marketplaces, aggregator sites, digital books, publisher direct pricing or bulk purchases/course fee pricing. Financial Aid Book Advances Students unable to afford required and recommended course materials may apply for a book advance through the Office of Financial Aid, which continually monitors student financial need including cost of textbooks. In Fall 2016, 4,726 students took advantage of the book advance program amounting to $2,543,364 in aid. In Spring 2017, there were 3,836 students who received $1,977,756 in book advances. This aid ensures that students can purchase their course materials prior to the start of the semester and are prepared for class on the first day.

Course Reserves The Course Reserves program provides on a semester-by-semester basis to a limited number of required and recommended across instructional materials assigned to students enrolled in a course. Materials may be in print, electronic, and multimedia formats in compliance with the Copyright Law of the United States. Whenever possible

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materials will be scanned as electronic documents and made available to students 24/7. This allows students to use either library materials, or professor provided materials, free of charge. In most cases, these texts and works may not be taken outside of the library which allows for more students to have access to required and recommended course materials. The Library Circulation Desk reports that there are a total of 6,103 Course Reserves books, articles and files (Green Library: 4,043; Hubert Library: 1,817; Engineering Center: 243). During academic year 2016-17, a total of 5,669 course reserve loans (Green Library: 3,092; Hubert Library: 2,491; Engineering Center: 86) to students were recorded. Affordability Counts Initiative Launched in June 2016, Affordability Counts is FIU Online’s initiative to lower the cost of course materials to $60 or less for 3 credit courses. Faculty are introduced to new Open Educational Resources or low-cost course materials and are encouraged to adopt such materials. Over 100 faculty are participating in this program with over 150 courses designated as “affordable courses”. Students can select the courses with the affordable designation as they register. Under the leadership of Interim Assistant Vice President Joseph Riquelme, who serves on the Florida Virtual Campus Council on Distance Learning and Student Services, this initiative is being piloted by FIU and will be shared with FLVC members state-wide. OpenStax Institutional Partner Program FIU is one of the 11 universities and colleges across the nation selected to be part of the 2017-18 OpenStax Institutional Partnership Program. OpenStax is a nonprofit organization based at Rice University with a mission to improve student access to education through open access textbooks and educational resources. As an institutional partner, FIU will receive consulting services to assess and improve our open educational resources efforts, technical support for adoption of OpenStax content, webinars, and more. FIU’s application to the program was authored by FIU Online, in consultation with the FIU Textbook Affordability Committee and the FIU Libraries. The previous year’s OpenStax’s partner schools are expected to save students $8.2 million dollars. Textbook Affordability Communications Initiative In addition to the institution’s efforts to find innovative ways to reduce textbook and instructional materials costs for students, multiple messages are dispatched to the student body to create awareness of affordability options. These include reminders to look for low-cost options, shop around early for the best price, or to take advantage of the Price Match program at the Barnes & Noble FIU book stores. Such messages are distributed via e-mail, social media and electronic message boards.

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b) With implementation of the initiatives, has there been any reduction in cost of textbooks and instructional materials to the students? If there has been a reduction in cost, what is the average cost savings? Describe the average cost savings comparing fall semester to fall semester and spring semester to spring semester. Barnes & Noble FIU Book Stores Discount Options For Fall 2016 and Spring 2017 the Barnes & Noble FIU book stores offered 79.7% and 75.1% respectively of all textbooks as rental option with discounts of up to 80%. The utilization rates for Fall and Spring for rental was 49.3% and 53.8% respectively of all book transactions. The digital availability was at 37.5% and 37.1% respectively, with discounts of up to 60% and utilization rates of 11.7% and 12.9%. Used textbook purchases represented 13.6% and 12.7% and used textbook rentals represented 16.9% and 16% of all textbook transactions. By taking advantage of used, new rental, used rental, or digital discount options, students saved $1,738,954 (18.7%) in Fall 2016 and $1,626,745 (18.6%) in Spring 2017. Barnes & Noble FIU Book Stores Price Match The Barnes & Noble FIU book stores continue to offer the Price Match program which has garnered great results. For the past year, savings of $20,747 in Fall 2016 and $17,846 in Spring 2017 were passed on to students, bringing the program total to $59,856 matched since inception in Spring 2016. c) With implementation of the initiatives, describe any reduction in cost variance among different sections of the same general education course. Describe the reduction in cost variance comparing fall semester to fall semester and spring semester to spring semester. Since the legislative reporting requirement for textbook cost variances began with the Fall 2016 semester, comparisons between fall to fall and spring to spring semesters will be provided as of the 2018 report. 3) University Policies for the Posting of Textbooks and Instructional Materials

a) Describe policies implemented to ensure the posting of textbook and instructional materials for at least 95% of all courses and course sections 45 days before the first day of class. For course sections that require or recommend textbooks and/or instructional materials based on student individual needs (e.g. audition/performance, directed independent study, research topic) that may miss the posting date, please reference these as exceptions in 3(d).

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FIU’s Regulation 1103 on Textbook Affordability requires all instructors to post required and recommended textbooks and course materials 45 days in advance of semester start. The Office of the Provost has established a communication timeline to remind course instructors, chairs and deans each semester of the respective adoption deadline. The first notification is sent out 75 days prior to the start of the next semester. Repeat minders follow 60 and 55 days out. As of 50 days prior to the start of the next semester, the respective department chairs are required to submit any pending adoptions on behalf of their faculty. Faculty utilize Barnes & Noble’s FacultyEnlight platform for textbook and course materials adoptions, which feeds this information into FIU’s course registration system for all courses and course sections. In addition, the Office of Business Services maintains a searchable website for FIU Course Materials on which students can find required or recommended course materials by campus, term, department, course and section. The website also details pricing options for all items (i.e. rent new, rent used, buy new, buy used, rent digital, buy digital) acquired through Barnes & Noble FIU book stores. b) Are the policies effective in meeting the reporting requirement? If not, what measures will be taken by the university to increase faculty and staff compliance for meeting the reporting requirement? The policies sufficiently guide the institutional policies and common practices for textbook and course materials adoptions and selections processes. c) Report the number of course sections and the total percentage of course sections that were able to meet the textbook and instructional materials posting deadline for the academic year. Note: A course section is in compliance if all textbooks and instructional materials in the course section have been entered by the deadline. A total of 5,631 (79.3%) course sections met the posting deadline of July 8 for the Fall 2016 semester. In Spring 2017 a total of 7,409 (95.3%) course sections met the posting deadline of November 23. d) Report the number of course sections and the total percentage of course sections that were not able to meet the textbook and instructional materials posting deadline for the academic year. Provide an explanation as to why the course sections were not able to meet the posting deadline. Note: A course section is not considered in compliance if all textbooks and instructional materials in the course section were not entered by the deadline.

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A total of 1,468 (20.7%) course sections did not meet the posting deadline of July 8 for the Fall 2016 semester. In Spring 2017 a total of 367 (4.7%) course sections did not meet the posting deadline of November 23. With the new legislative requirements taking effect July 1, 2016, the Textbook Affordability Task Force revised institutional practices for textbook submissions (see details under 3a) for the 2016-2017 academic year immediately after the law was enacted. While these measures did not affect the Fall 2016 adoption cycle, their effectiveness, however, is indicated by significantly increased timely adoption rates and full compliance in Spring (and also Summer) 2017. An adoption is generally not made by the posting deadline because a course instructor has not been assigned at that time. This may be due to circumstances such as unforeseen changes among instructional faculty, or the likelihood that sections may be merged should there be less student demand than expected. e) Report the number of courses that received an exception to the reporting deadline. Provide a description of the exception(s). FIU decided not to institute the practice of submitting exception requests because our implemented policies and practices aim at full compliance with the adoption deadline so that exceptions are not needed. The preliminary trend analysis since the legislative requirement took effect in July 2016 indicates that this is an achievable goal.

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4.1 Academic Affairs Regular Reports

Florida International University Board of Trustees Academic Policy and Student Affairs Committee

APSA Academic Affairs Report P. 1

ACADEMIC AFFAIRS REGULAR REPORTS Unit Reports

I. FIUBeyondPossible2020 II. Student Success III. Engagement IV. Enrollment Management and Services V. Information Technology VI. Research and Economic Development / University Graduate School VII. Student Affairs

I. FIUBEYONDPOSSIBLE2020 1. FIU ComPASS

FIU Communication Protocol for Accountability and Strategic Support (ComPASS) is a series of meetings that aim to monitor the University’s immediate instructional, curricular, and operational needs and their impact on FIU’s mission and position relative to the State’s Performance Funding Model. ComPASS serves to bridge increasing accountability demands with opportunities for improvement at the University and individual unit level. Conversations are focused on how to maximize resources and focus the University's collective effort on strategies that will provide the greatest return on investments and help ensure strategic plan goals are met by 2020. Thus far, the University has held five successful sessions involving the President, Provost, Vice Presidents, Deans, Chairs, and college staff. Each session has focused on a different area of strategic planning and a subset of the 20 key performance indicator goals.

The first ComPASS, held in April 2016, addressed completion and employment including second year retention, 6-year graduation, excess hours, internships and employment statistics. The second, held in August 2016, focused on research and revenue and included discussions on research expenditures, gifts, doctoral degrees, patents and startups. Our final session of the year was held in November 2016 and addressed the topic of strategic enrollment across the University to include strategic bachelor and graduate degree attainment, enrollment, and delivery model across the University. A combined total of 316 collegiate and 91 administrative tasks have been generated at these sessions. These tasks are geared to assist the University toward reaching our FIUBeyondPossible2020 Strategic Plan goals. Additionally, as a follow up to the 2016 FIU ComPASS cycle, a quarterly newsletter highlighting the progress of the strategic tasks shared at each session was initiated.

The 2017 ComPASS cycle began on April 25, 2017. These sessions serve as a process to verify the progress and/or completion of strategies detailed at the previous year’s

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session. Additionally, these sessions serve to analyze each college’s data trends relative to the performance metrics. Thus far, the 2017 ComPASS cycle has seen the successful completion of two additional ComPASS sessions. The first session was devoted to the continued discussion of completion and employment and focused heavily on excess hours and 4-Year first-time-in-college (FTIC) graduation rates. The second session, held on July 13th, was devoted to strategic enrollment and focused on retention rates and modes of course delivery. Each college was asked to share progress on the strategic tasks generated during the 2016 cycle and to develop methods for refining these practices to best meet our FIUBeyondPossible2020 goals. The third, and final session of the 2017 ComPASS cycle is scheduled for October 18, 2017 and will focus on the areas of research and revenue generation.

2. Strategic Implementation Project Plans

The 33 strategic implementation projects that were awarded a total of $6M are fulfilling their initiatives. The bulk of these projects fall under the categories of student success, strategic enrollment growth, and research innovation and entrepreneurship. Most funded projects are at or near completion/institutionalization. Examples of the projects include:

Strategic enrollment planning

Student course scheduling

Central coordination of scholarships

Connect4Success: expansion of student engagement, scholarships, and advising

Expansion of Multicultural Programs and Services

Expansion of Center for Advancement of Teaching

Expansion of the use of learning assistants

Increase in the quantity and quality of hybrid courses

Gateway course redesign

Expansion of advising services

Expansion of Office to Advance Women, Equity, and Diversity

Professional development for department chairs

StartUP FIU

Social Innovation/Changemaker campus

Incentives for faculty innovation/patents

Research advocacy

The following demonstrate some of the advancements made with select projects: The Connect4Success (C4S) Scholarships Project increased enrollment intensity of transfer students, from part-time enrollment (9 credits) to full-time enrollment (12 credits) for Fall 2016 and Spring 2017 terms. Under this project, 40 students received

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scholarships for achieving timely degree completion and they are all on target. Expansion of Multicultural Programs and Services (MPAS), provided scholarships to 20 underrepresented, low-income, first generation students. These students have displayed higher retention rates than their cohort peers. MPAS also developed a team of coordinators in order to evaluate applications and also plan and counsel students in academic, social, and personal areas. The Connect4Success (C4S) Expand Advising Project has recruited five Bridge Advisors who have been placed at partner state colleges Miami Dade, Broward, and Palm Beach.

The Improve and Increase Hybrid Courses Project has identified 190 courses for conversion to hybrid and 20 of these courses have been implemented for 2016-17. The project has also completed faculty hybrid professional development plans, developed Hybrid Model Standards, Business Processes, and Operating Plans. Under this project a full automated dashboard has been developed and an expert design team has been appointed to facilitate and provide guidelines for faculty. The Instruction Technology LMS and iClickers project required space for faculty training and has hired three trainers to provide faculty with trainings and help them with newly acquired technologies. Under the Research Innovation and Entrepreneurship project, StartUp FIU was launched and has welcomed a new cohort class of 21 teams, more than 10 well-attended campus talks, and the grand opening where Lt. Governor Carlos Lopez-Cantera was keynote. In addition to furthering research and student success goals, funding by the State of Florida has yielded the creation of nine new companies, 50 new jobs, 44 new internships and nearly $600,000 of additional revenue through the first three quarters of business. 3. Launch of an Internal Communications Campaign

The Provost’s Office, in partnership with the Division of External Relations, has launched an internal communications campaign for faculty and staff to increase awareness of and inspire action towards fulfilling FIUBeyondPossible2020’s promises to our students and community. The first in the series of student centered messages have been developed and are on display on messaging boards around the MMC and BBC campuses.

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II. STUDENT SUCCESS REPORT

1. College Life Coaching and Strategies for Success Course Pilot Preliminary Spring 2017 data for the Student Success Initiatives is positive. FTIC students who were on warning/probation or who would have been on warning/probation prior to application of the NC grade were asked to enroll in SLS1510: Strategies for Success, schedule bi-weekly coaching sessions, or have a one-time meeting with a coach to discuss their plan. The average GPA of students who completed one of these three interventions was 2.17 compared to the average GPA of 1.35 for students who did not participate in any of the interventions. Furthermore, regression analyses indicates that students who participated in one of these three interventions were more likely to have higher spring GPAs than those who did not, after controlling for other variables in the model. Pre and post assessment data for SLS1510 participants is also promising, as students demonstrated statistically significant increases in each of the eight outcomes identified, including: using positive coping strategies and critical thinking skills, utilizing effective personal study habits, engaging in the FIU Campus community, and feeling motivated to achieve goals, among others. Data will continue to be monitored for the coaching and SLS1510 course. 2. Retention Update

As of 08/25/2017, 86.77% of 2016 full time FTIC students have re-enrolled for Fall 2017 with above a 2.0 GPA; 2.21% have re-enrolled with below a 2.0 GPA. E-mail and call campaigns have occurred throughout the semester for non-enrolled FTIC students. Three call campaigns have been completed thus far. Targeted emails and phone calls for students on the cancellation list due to non-payment are scheduled. For comparison, last year as of 8/25/2016, 81.41% of 2015 full time FTIC students were re-enrolled for Fall 2016 with above a 2.0 GPA; 7.27% were re-enrolled with below a 2.0 GPA. Due to more targeted and earlier outreach, we are currently ahead of last year’s retention figure for this point in time. We expect to continue this positive trend as we near the fall semester.

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3. AAC&U Institute on High Impact Practices and Student Success A team from FIU attended the AAC&U Institute on High Impact Practices (HIPs) and Student Success in July. Findings from the Institute guided several recommendations that the team will present to FIU leadership. Key findings included the development of several student engagement outcomes to measure the impact of high impact practices, the development of a rubric to assess these practices, and an operational plan to identify and recognize these practices on campus. Developing effective curricular and co-curricular HIPs can help to increase engagement, retention, which can lead to increased graduation rates.

III. ENGAGEMENT REPORT

1. Public-Private Partnerships: Royal Caribbean Cruises, Ltd.

On May 25, 2017, FIU President Mark B. Rosenberg and Royal Caribbean Cruises, Ltd. (RCL) Chairman and CEO Richard D. Fain signed an amendment to the original Memorandum of Understanding (signed December 10, 2013). The amendment made necessary improvements regarding the academic tie to the mission for the collaborative agreement, including improved paid internship opportunities for students; sponsored research opportunities for faculty via a Request for Proposals process; and more intentional experiential learning opportunities leveraging the RCL World Stage facility at the Biscayne Bay Campus. The College of Communication, Architecture + the Arts, the Chaplin School of Hospitality and Tourism Management, the College of Business, FIU Research, and Career and Talent Development all served as advisors to the amendment. The partnership with RCL is a unique public-private partnership that bridges academia with industry and is a model which the Office of Engagement continues to strive for with other private sector partners.

2. Collaborations: Life Sciences South Florida’s Lifees

Life science industry leaders participated in the second annual Life Sciences South Florida Lifees Awards and Panel, held at the eMerge Americas Conference on June 12, 2017. The event is an annual gathering organized by Life Sciences South Florida, whose members include leaders of the top educational, economic development, and research institutions in the region, seeks to establish an industry cluster in South Florida focused on life sciences, biotechnology, pharmaceuticals, diagnostics and information technology. FIU’s Office of Engagement operates the collaborative. The panel brought together important voices in the emerging South Florida life sciences

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cluster: Daniel Cane, CEO and Co-founder of Modernizing Medicine; Matthew Kim, Founder and CEO of Vigilant Biosciences, Inc; Natasha Anderson, CEO of Larkin Behavioral Health Services, Larkin Community Hospital; Jennifer McCafferty-Fernandez, Director of Miami Children’s Research Institute & Office of Sponsored Programs; and Natalia Martinez-Kalinina, General Manager of Cambridge Innovation Center Miami. The panelists highlighted the challenges companies in life sciences are facing when establishing new companies in South Florida. Panelists later joined more than 100 members of the life sciences community to celebrate the Lifees Awards at a ceremony honoring life science companies who have shown visionary leadership through their partnerships with students, faculty, researchers and scientists. 3. Student Success: ACCESS, Together for Children, and Summer Internships In April of 2017, FlU and Miami-Dade County Public Schools (MDCPS) confirmed new partnership goals for the nationally recognized Achieving Community Collaboration in Education and Student Success (ACCESS) initiative. The new goals were created over a series of months between FIU and MDCPS leadership teams and include the following priorities:

1. Strategic expansion of dual enrollment 2. Establishment of a Teacher Pipeline Project 3. Creating aligned career pathways via MDCPS Career Academies and Internships 4. Development of a 9th – 14th grade school via MAST at FIU 5. Enhancing student potential through deliberate collaboration on student services

and college readiness

In addition to the collaboration via ACCESS, FIU has been working tirelessly with MDCPS and other anchor institutions to establish Together for Children, a community-wide youth gun violence coalition. FIU has led as the convener of Miami’s higher education institutions and established a Research Committee with involvement of faculty from FIU, Barry University, St. Thomas University, Florida Memorial University, Miami Dade College and the University of Miami. Faculty members have been invited to apply for grants related to the work of Together for Children and the FIU School of Social Work was recently awarded a $355,000 grant through the Children’s Trust.

The University’s partnership with MDCPS also includes the Education Effect, operated by the Office of Student Access and Success. With the facilitation of the Talent Development Network, 45 students from schools served by the Education Effect were given the opportunity to take on paid internships both on campus and in partner organizations. Twenty students were placed in internships at startups and

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small businesses based out of the Cambridge Innovation Center. These students were part of the Education Effect Career Pathways Program, an intensive career readiness and paid internship program focused on middle skills to help students succeed beyond high school graduation and become contributing members of society. Funded by JP Morgan Chase, the program places Miami Northwestern Senior High School students in internships with strategic partners that have a mutually beneficial objective to positively influence students, develop students’ skills and provide an experience to give students a competitive edge through access and opportunity. In addition, the Talent Development Network joined with MDCPS’ Summer Youth Internship Program, and more than 30 high school students were placed in internships across campus. The objectives of the internship programs are to: 1) introduce students to new and innovative career fields; and 2) work with students to create an interest in FIU.

4. Innovation: Innovate Miami Disruption Summit

The Office helped to lead and organize the first ever “Innovate Miami: A Catalyst for Disruption Summit,” as part of the Greater Miami Chamber of Commerce (GMCC) Disruption Workgroup. The Disruption Workgroup was created as part of the vision of President Rosenberg, in his former role as Chair of the GMCC, to create collisions between established businesses and the innovators that call Miami home. The event was keynoted by Ime Archibong, the Vice President for Partnerships at Facebook, who shared his thoughts on advances in technology including the impact of global connectivity, the Oculus project, artificial intelligence, and Facebook at Work. In addition to the 100 participants in attendance, students from Miami Edison Senior High School were present and able to have a private session with Mr. Archibong.

IV. ENROLLMENT MANAGEMENT AND SERVICES REPORT

1. University Enrollment Summer 2017 Early Fall/Summer 2017 Point in Time Comparisons (as of 08/25/2017)

Count Type Summer 2017

Summer 2016

Difference % Change

Headcount 37,014 34,927 2,087 6.0% Student Credit Hours 251,989 237,744 13,245 5.6% Full-time Equivalencies (FTE) 7,593 7,211 382 5.0%

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As of August 25, 2017, we enrolled 37, 014 students in courses for the summer 2017 term. This represents a 6% or 2,157 student increase as compared to summer 2016 enrollment of 34,857.

Fundable FTE’s have increased by 6% or by 401, from 7,203 in summer 2016 to 7,604 in summer 2017. Student credit hour production increased by 13,841 or 6%, from 237,938 in summer 2016 to 251,779 in summer 2017.

For the Early Fall 2017 term, we enrolled 1,436 new FTIC and 1,284 new transfer students. FTIC who enrolled in the Early Fall term have an average GPA of 3.68 and average SAT score of 1,118; their average ACT score is 23. 268 of these students are first generation; 769 are Pell eligible; and 275 received Florida Bright Futures.

Fall 2017 Fall 2017 Point in Time Comparisons (as of 08/25/2017)

Count Type Fall 2017 Fall 2016 Difference % Change

Headcount 52,371 51,663 708 1.3% Student Credit Hours 562,433 555, 382 7,051 1.3% Full-time Equivalencies (FTE) 17,366 17,162 205 1.0%

As of August 25, 2017, 52,371 students enrolled in courses for the fall 2017 term. This represents a 1.3% increase as compared to fall 2016 enrollment of 51,663. Full time Equivalencies (FTE’s) increased from 17,162 in 2016 to 17,366 in 2017. For the fall 2017 term, our student credit hour production increased by 1.3% over August of 2016; as of 08/25/2017, our student credit hour production for fall 2017 was 562,433. As of 08/25/2017, we enrolled 2,916 FTIC students for the fall 2017 term; our goal for the term was 2,900. When we consider all fall admit term pathways for FTIC, the class has an average GPA of 4.07 and an average SAT of 1196. When we focus on fall, full-time FTIC only, the average GPA is 4.09 and the average SAT 1211 (average ACT is 25.74); for the comparable FTIC class in fall 2016, the average GPA was 3.95 with an average SAT of 1201 (average ACT is 25.02). 2. Office of Graduate and International Admissions and Recruitment Services

(GIARS)

As of June 26, 2017 total applications and admits for doctoral programs have remained stable point-in-time for Fall 2017. It is anticipated that the incoming doctoral student numbers will remain the same as last year. Master’s programs are

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finalizing their admissions. Point-in-time applications and admits have lagged slightly from the previous year, down about 5% due largely to decreases in business applications which have later deadlines. It is anticipated that the overall enrollment in Masters students will remain stable.

3. Financial Aid

Disbursement As of August 25, 2017 The Financial Aid Office has disbursed $478 million to 41,377 students. For the same time period last year $467 million was disbursed to 40,404 students. This represents a 2.4% increase in students receiving some form of assistance.

Fall 2017 Awarding

Awarding of incoming Fall 2017 Undergraduates continues. Our current numbers, as of August 25, 2017:

Awarding Group # Students

Early Fall Freshman 1,052

Fall Freshman 4,340

Fall Transfers 4,531

Total 9,923

We will continue to award new incoming Fall 2017 students on a weekly basis leading up to the beginning of Fall semester.

Communications Plan

For the 2017-18 academic year, the Financial Aid Office developed a plan to communicate the most important and pertinent information to our students. Being the first year for early FAFSA and prior-prior year, we felt it was necessary to begin communicating information about the application process and financial aid deadlines early in the application cycle. In a joint effort between the Financial Aid Office and the Admissions Office, we deployed an email, post card, and call campaign to notify students of the October 1st FAFSA opening, as well as the FAFSA prior-prior tax year requirement. After the initial FAFSA campaign, we developed a communication strategy to notify students of additional requirements and deadlines throughout the spring and summer months. A communications calendar was created amongst all of the departments within Enrollment Management Services to

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ensure that the most pertinent information is reaching students at the right time. Additionally, the calendar allows our departments to coordinate communications so students are not receiving multiple messages about different topics on the same day. 4. Office of Scholarships Premier Scholarships

This Fall we welcomed 165 students with either full tuition or 75% tuition scholarships. Our 17-18 Premier Scholar Cohort has an average 4.43 GPA, 1413 SAT and 31 ACT. It is also includes the largest cohort of National Merit and National Hispanic Scholars FIU has ever had. With 5 National Merit Finalists and 20 National Hispanic Scholars. Students will participate in an orientation and programming throughout the term to ensure a successful transition to FIU.

The application for 18-19 has opened and we are actively recruiting students to apply for these awards.

Leveraging Scholarship Dollars

The Office of Scholarships is working to leverage unspent scholarship dollars in support of university enrollment goals and BOG metrics. We have identified accounts with unspent funds, totaling 2.4 million, and are working with units to spend funding strategically and as quickly as possible.

5. Office of the Registrar

The Office of the Registrar updated our transcript services from Parchment to Credential Solutions on June 28th, 2017. With the implementation of this new transcript services partner, our students are now able to request and send electronic transcripts with attachments. Electronic transcripts will deliver within 24 to 48 hours and paper requests within 5 to 7 business days. Credentials Solutions will provide our students, alumni, and staff with a full suite of services–transcript order fulfillment (all modes and formats) and outbound communications concerning their order status. All customer service calls are now managed by Credential Solutions’ call center. Since the inauguration of our new system, 3,368 transcripts have been ordered. The Credential Solutions call center has received 308 calls from FIU students and alumni. Our division has streamlined the entire process to ensure that student transcripts reach their destinations more efficiently. When comparing Salesforce cases regarding FIU transcripts, the number of cases have decreased from 189 cases to 92

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cases within the last year. That represents a 49% decrease in the total number of calls that FIU students have made to our OneStop office to address routine transcript questions.

2016

FIU Transcript Salesforce Cases count

2017 FIU Transcript Salesforce Cases count

6/20/16-6/24 166 6/19-6/23 145

6/27-7/01 260 6/26-30th 132

7/04-7/08 170 7/3-7/07 70

7/11-7/15 189 7/10-7/14 92

6. OneStop As part of our efforts to meet the needs of our students proactively, the OneStop collaborated with multiple departments to engage in communication efforts designed to address student needs before students phoned our call center or visited our services counters. As a measure of our increase in proactive services, we are attempting to decrease the number of phone calls received by the One Stop. During the months of May and June, we began achieving goals associated with call volume. Specifically:

1. During May 2017, we experienced a 25% decrease in phone calls when compared to the same period of 2016.

2. During June 2017, we experienced a 29% decrease in phone call volume when compared to the same period of 2016.

As part of our effort to improve student satisfaction with the services that we provide, we initiated a new student survey process through we attempt to obtain student impressions of quality after we close each SalesForce case. Since June 5, 2017, we received 506 student responses. According to the initial results, 79% of our respondents were either satisfied or very satisfied with the services that we provide. We will map these response data to specific case information to establish methods for achieving 80% satisfied to very satisfied rate within the next academic cycle.

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V. INFORMATION TECHNOLOGY REPORT

1. Technology Fee for the 2017/2018 Academic Year

The Technology Fee Council reviewed one-hundred and twenty-seven proposals (127) from academic and administrative units. The final recommendations were submitted to the Vice President and CIO Robert Grillo and Executive Vice President and Provost Dr. Kenneth Furton for approval. Based on recommendations made by the Technology Fee Council, a total of sixty-two (62) proposals were approved. Some of these proposals include the continued expansion and improvements of the University’s classroom technologies across all our campuses. Also approved were updates to technology equipment in our labs and libraries and enhancements to our wireless infrastructure. This includes the addition of Wi-Fi to the 8th Street Pedestrian Bridge, currently under construction. Another initiative approved by the committee was the Augmented Holographic technology to be used as a teaching tool in STEM classrooms and labs. 2. AskIT Update

The Division of Information Technology recently kicked-off the second phase of AskIT. This phase will focus on building a comprehensive database of information technology infrastructure and resources on our campuses. Our end users will be able to view system status dashboards which will highlight status and maintenance schedules of our systems. Initially launched in March 2017, AskIT is an online self-help portal for information technology services at FIU. A one-stop destination for knowledge, alerts, and requests, AskIT allows users to report issues for centrally-managed IT services on campus. AskIT is fully cloud-based and allows for the creation of workflows to automate IT service requests and disseminate changes and alerts more effectively. Since its launch in March 2017, over 12,000 incidents and 9,500 service requests have been managed through AskIT. Additionally, there are currently over 210 knowledge-based articles published on AskIT for self-help resources.

3. PantherSoft Campus Solutions 9.2 Upgrade

The Division of IT is in the testing phase of the Campus Solutions 9.2 upgrade. The 9.2 upgrade will allow FIU to be on the latest, supported version of the Oracle PeopleSoft application. The added features and functionalities include updated configurations for Admissions, Student Records, Financial Aid, Academic Advisement and Student Financials, guided "step-by-step" forms for students, faculty and staff, a new approval workflow engine integrated to notifications, and

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embedded analytics. Additionally, the new release will include work centers, similar to "portals", that will allow the university to develop job or activity specific work centers for department staff, such as the Registrar's Office, as well as activity specific work centers for advisors and students. The team is working with Enrollment Services, Office of the Controller, Academic Affairs, Academic Advising and Student Affairs on this upgrade and anticipates a go-live date of Fall 2018.

4. Collaborative Online International Learning (COIL)

The Division of Information Technology, in partnership with the Office of Global Learning, is in the final stages of launching FIU-COIL. FIU-COIL utilizes technology and the Internet to connect FIU students and professors with peers across national borders. FIU-COIL courses enable intercultural teams to develop meaningful collaborative projects that increase their knowledge and help them better understand and empathize with other people’s perspectives from around the globe. Students who engage in FIU-COIL build intercultural communication, virtual teamwork, and critical thinking skills, key competencies for effective global citizenship and employment. FIU-COIL also motivates participants to travel, allowing them to engage in-person with the people, places, problems, and opportunities they learn about with their partners abroad. During academic year 2016-2017, four FIU faculty and their international partners successfully taught COIL courses. Currently, there are three additional FIU faculty and their international partners designing COIL courses to be launched during academic year 2017-2018. Additionally, a hybrid professional development course for FIU faculty and their international partners to design COIL courses is currently being developed. FIU-COIL is building a network of international university partners who share our vision and with whom our faculty and students can collaborate.

VI. RESEARCH AND ECONOMIC DEVELOPMENT / UNIVERSITY GRADUATE SCHOOL

1. External Grant Awards’ Performance The total value of awards received during fiscal year 2016-2017 was $127M, a 9% increase from last fiscal year during which we received $116M. Federal funding during the fiscal year increased by 23%, state and local government funding decreased by 27%, and funding from private/other sources decreased by 17%. The total value of proposals submitted during fiscal year 2016-2017 was 12% lower than last fiscal year ($486M versus $555M); the number of proposals submitted was 3% less than last year—992 versus 1,024.

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The performance of the major colleges was as follows. The College of Arts Sciences and Education (CASE) increased by 4% $45.7M to $47.5M. The College of Engineering and Computing (CEC) decreased by 2.4% from $20M to $19.5M. Within the Academic Health Center, the Herbert Wertheim College of Medicine increased by 94%, from $5.8M to $11.3M; the Robert Stempel College of Public Health and Social Work increased by 68%, from $6.2M to $10.4M; and the Nicole Wertheim College of Nursing and Health Sciences increased by 37%, from $3.4M to $4.6M. Three colleges had decreases in research awards, SIPA (26%), Business (33%) and CARTA (51%).

Among major research Centers, the Extreme Events Institute increased by 16% ($5M to $6M). The Center for Children and Families (CCF), increased by 7% ($10.5M to $11.4M); the Institute on Water and the Environment (InWe) increased by 23% ($12.4M to $15.3M). The Biomolecular Science Institute (BSI) increased by 66% ($1.9M to $3.1M). The Institute of Neuroimmune Pharmacology (INIP) increased by 174% ($2.2M to $6.2M). Finally, the STEM Transformation Institute (STI) increased by 61% ($1.7M to $2.8M).

2. Key Awards for FY 2016-17

Dr. Shuliang Jiao from the Department of Biomedical Engineering received a 4-year, $2M grant from the National Eye Institute. This innovative research seeks to develop new technologies for identifying and understanding loss of vision such as that caused by hereditary retinal degeneration or age-related macular degeneration. Drs. Nazira El-Hage (Department of Immunology) and Matthew DeGennaro received nearly $2.2M in grants from the Florida Department of Health related to Zika research.

The National Science Foundation (NSF) awarded FIU over $2M for a fiveyear CyberCorps® Scholarship for Service (SFS) program designed to increase and strengthen the federal information assurance professional workforce who protect our nation’s critical information infrastructure. The US Department of Transportation (DOT) named FIU a “Beyond Traffic Innovation Center” (BTIC). FIU’s designation as a BTIC is DOT’s recognition that FIU is a forward-thinking and influential institution capable of driving solutions to the challenges identified in Beyond Traffic through research, curriculum, and outreach, among others. The Accelerated Bridge Construction (ABC) University Transportation Center (UTC) received a $7.5M renewal award, recognizing the success of FIU’s ABC UTC. A combined match from the state and private sector will bring the award to more than $10 M. DOT received 212 national applications and only 32 (15%) were selected for funding and designation as a Tier 1 University Transportation Center. In

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addition to research, the UTC will support graduate students with stipend and full tuition. FIU’s Bridge Engineering Program, part of the Department of Civil and Environmental Engineering, is one of five newly designated preeminent programs at FIU. Dr. Alexander Agoulnik from the Herbert Wertheim College of Medicine received a $2M grant from the National Institutes of Health (NIH) to further his research on treatments for cirrhosis and hepatic failure resulting in end stage liver disease.

3. University Graduate School (UGS)

During the 2016-2017 academic year, we awarded 2,946 masters degrees (5% decrease compared to the previous year) and 533 doctoral degrees (10% increase compared to the previous year). Out of the 533, 197 were research doctorates (27% increase compared to previous year) and 333 were professional doctorates (1% increase compared to previous year). As of July 10, we have received 2,487 applications for doctoral programs, a 3.71% increase when compared to last year. Both domestic and international applications for doctoral programs increased. Thus far, we have admitted 498 doctoral students, a 3.4% decrease compared to last year. Ninety-seven doctoral students have enrolled, a 5.83% decrease compared to last year. The number of admitted domestic students who have enrolled increased slightly, but the number of admitted international students who have enrolled reflected a 40% decrease. We have received 8,309 applications for masters degrees, a 6.45% decrease compared to last year; 3,288 were admitted, a 6.38% decrease compared to last year; and 758 have enrolled, a 2.07% decrease compared to last year. In addition, during this past academic year UGS successfully moved the student annual evaluation and mentoring plan to an online platform for all colleges with research doctoral programs. The form submission rate was above 90%. In April UGS attended the 2017 Conference of Florida Graduate Schools that was held in Tampa and brought eight graduate students to represent FIU at the Graduate Student Research Symposium. Three doctoral students received awards for best presentation: Rigaud Joseph, Social Welfare, won first prize in the Behavioral and Social Sciences category, for his study “Factors Associated with Homeownership among Low-Income Households in America;” Pranjal Nautiyal, Material Science Engineering, won first place in the Engineering category for his study “Oxidative Unzipping and Transformation of High Aspect Ratio Boron Nitride Nanotubes into White Grapheme Oxide Platelets;” and Jessica Bartley, Physics, won second place in the Education category for her study “Uncovering the Neural Substrates of Physics Problem Solving: Brain Mechanisms and Behavior Correlates.”

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4. Innovation, Partnerships and Economic Development

Technology Management and Commercialization: During fiscal year 2016-2017, FIU researchers disclosed 70 inventions and filed 67 patent applications, representing a 35% and 68% increase, respectively, when compared with results from two fiscal years ago. Moreover, four licenses/options were executed and one startup was created. StartUP FIU has provided a supportive environment with resources to explore commercialization for anyone with an idea or invention. During fiscal year 2016-17, StartUP FIU hosted over 20 talks punctuated by a Google executive that drew over 12,000 people on Facebook live stream; received 500 applications for the first three cohorts of the Empower Accelerator; had over 50 investors attend the first two pitch days of the Empower Accelerator; worked with four faculty research teams in Cohort 2 of the Empower Accelerator; redesigned the freshman first year experience course at CASE for 2,000 students this past fall, and worked with four other colleges to introduce innovation into curriculum and staff development programs. Additionally, StartUP FIU Food, an incubator initiative with Chaplin School of Hospitality and Tourism Management and funded by Citi Foundation, accepted its first cohort of local food entrepreneurs, and we signed the lease for the West Kendall incubator for which programming is now under development. The most noteworthy accomplishment is in economic development. StartUP FIU has been responsible for creation of nine new companies, 50 new jobs and 44 student internships. The External Partnerships and Economic Development office in DC engaged with community partners at the local and federal level to expand research opportunities for FIU faculty and students. The office coordinated visits to FIU for representatives from USDA, National Institute for Minority Health Disparities, NIH Clinical Center, Applied Research Associates, DHI, the Australian Embassy and Broward Health. The meetings have contributed to draft Memoranda of Understanding to create opportunities for faculty and students with the Office of the Director at NIH, the Department of Health and Human Services and Broward Health. The meetings also contributed to a signed teaming agreement with the NIH Clinical Center to allow FIU nursing students to train alongside NIH researchers in NIH’s clinical center. The office also helped Kytaro, an FIU startup, enter a national startup competition in Washington D.C. Kytaro was one of 40 startup companies selected from over 200 applicants from across the nation. It helped put FIU startups on a national stage and in front of representatives from various fortune 500 companies.

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5. FIUnique

The University integrated FIU Embrace, Projects Panther Life and Panther PLUS under one umbrella (FIUnique), which reports to ORED. Coordination and realignment of these programs will facilitate bringing multi-disciplinary teams of researchers together to successfully compete for grant funding in emerging areas that support the mission and focus of the programs. Moreover, the collective work of all programs and colleges will foster the development of innovative programing, and will better position FIU to compete for external grant funding and for philanthropic fundraising. A strategic plan was completed, and an approach for philanthropic fundraising is being implemented. Additionally, medical and legal services have been expanded to include providing a broader array of services to an increased number of individuals. FIUnique is developing additional public-private partnerships aimed at supporting training and translational research opportunities as well as expanded services. The number of research pilot projects have increased, and we anticipate that these projects will provide the foundational data needed to apply for federally funded grants.

VII. STUDENT AFFAIRS REPORT

1. Student Employment Experience The National Association of Colleges and Employers (NACE), through research conducted with industry employers, developed eight competencies associated with career readiness for the new college graduate. The Division of Student Affairs has adapted these competencies as our division student learning outcomes, because we believe through involvement in our programs and services, students become more competent in these eight areas, and thus more prepared for a successful transition into the workplace. The “Panther Prepared” program is being launched this Fall to educate students about the student learning outcomes and competencies. As a component of the “Panther Prepared” program, the division has partnered with the FIU Career and Talent Development Department to establish a division-wide student employee program. This is an effort to be intentional and help students to recognize and articulate the skills they have gained to potential employers. It is our hope that this positively helps to make students more career-ready. Through this program, divisional student employees will learn about the competencies, complete a self-assessment, participate in guided conversations with their supervisor, and attend career coaching sessions.

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2. Alternative Break Trip to South Africa

As part of the Center for Leadership and Service (CLS) efforts to create active global citizens through the Alternative Breaks (AB) Program, seven BBC students and a staff member embarked to South Africa from June 5 to 16 to work with at-risk youth. The South Africa trip was one of 45 trips Alternative Breaks supported by CLS and the Division of Student Affairs. Alternative Breaks partnered with International Children’s Outreach, which is run by an FIU alumna, who also accompanied the participants on the trip. This team worked at a community center called Dimphonyana Tsa Lapeng, which translates to “little gifts of home" located in a township between Johannesburg and Pretoria. The community center provides a school for young children where the parents pay little or even nothing for their children to attend. They also provide worship services, a dispensary for food parcels sent monthly by the government, and affordable homemade bread. FIU students served by helping to feed and play with the small children, and engaging in conversations with the older children. The AB group also helped unload a truck full of food parcels and helped with sorting and selling donated items. The group learned the 13-step process of gardening, and created a plot that will help feed the community for several years. Additionally, they helped make the bread that was sold and soup for the community on the food parcels day. As a cultural experience, the group supported an alumnus of the center who now owns his own food stand, got a private tour of the Nelson Mandala Foundation, visited the Apartheid Museum, chatted with YALI members, went on a Safari, and enjoyed a day in Paris on a layover. 3. Student Affairs Sponsors Training for Faculty

As part of its overall efforts to create a culture of care for students at FIU, the Dean of Students Office provided four training opportunities during the Spring 2017 semester for faculty and staff to learn how to identify, support, and respond to students of concern and victims of sexual assault. Partners of the National Center for Higher Education Risk Management (NCHERM) facilitated the training sessions. Two sessions specifically focused on helping faculty learn research-based suggestions and techniques to better assess, intervene, and manage difficult and dangerous behavior in the classroom. One training session helped faculty and staff learn about Title IX, FIU Regulation 105, and their role as responsible employees to report incidents of sexual violence or any other misconduct by students to the Title IX coordinator. The fourth training session helped faculty and staff understand the Behavioral Intervention Team’s (BIT) role in providing a coordinated process for identifying and responding to students who may be at risk of harming themselves

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or others, or who may reasonably pose a threat to the safety and well-being of the campus community. Faculty and staff learned how to identify dangerous and disruptive behaviors in the student population and how to make a referral to BIT.

florida b international university board of … · 9/7/2017 · thursday, september 7, 2017 9:30...

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