Update: Undergraduate Initiatives

8/14/2019 Update: Undergraduate Initiatives

1/24

Update:

Undergraduate

Initiatives

Presentation to

the Educational

Planning and

Policy Committeeof the Board of

Regents

December, 2007


2/24

Attracting the Best Students

Applications for Fall 1996 admission: 13,990

Applications for Fall 2007 admission: 26,073

44% of enteringfreshmen in fall

2007 are from the

top 10% of theirhigh school class


3/24

Assuring Affordable Access

In Fall 2007, 4,000 students on all campuses arereceiving assistance through the Founders Free

Tuition Program.

Partnerships and

scholarships are

crucial to maintainaffordable access


4/24

Supporting the Transition

The Bridge to Academic Excellence is a year-long

program that is helping 73 students in 2007-08.

Welcome Week

will be a required

program for all new

freshmen next fall.


5/24

Strategies for Success:

Academic Advising

Timely and effective

advising is crucial in

retaining and

graduating students.

Special focus: retaining and graduating

students with 90 or more credits who have not

registered in the current semester.


6/24


Support for Learning

Learning support services through SMART

Learning Commons are now in three locations:

Wilson Library (West

Bank)Klaeber Court (East Bank)

Magrath Library (St. Paul)

Coming Spring 2008:

Walter Library


7/24


Career Services

GoldPASS is the U of M's online database tohelp connect students and alumni with

employers, volunteer organizations, and

internships across the country.

New combined career

centers like the Career

Center for Science andEngineering offer enhanced

services.


8/24


9/24

Strategies for Success: Technology

Research universities,

because of their size and

academic mission, are far

more likely than other

institutions to possess thetechnological capabilities

for twenty-first century

teaching in any area.

Boyer Commission Report, 1998

Many other technology-based tools are

helping U of M students learn moreeffectively, plan more efficiently, and

access and manage information in a more

powerful way.


10/24


11/24

GRAD PLANNER LIVE

DEMONSTRATION

Choose. Plan. Succeed.

With Doug Ahlgren,

CFANS undergraduate


12/24

A Distinctive Experience: Research

Undergraduate education in research universities

requires renewed emphasis on a point stronglymade by John Dewey almost a century ago: learning

is based on discovery guided by mentoring rather

than on the transmission of information.Boyer Commission Report, 1998

We want to assure that

all undergraduates have

a mentored scholarly,creative, professional, or

research experience.


13/24

A Distinctive

Experience:

Writing

New Writing Studies

department in CLA

Integrated first-year writing program

Writing Enriched Curriculum Project supported by

a generous grant from the Bush Foundation

From the freshman seminar to the senior capstone

course, communication skills should be integrated

with the subject matter. Boyer Commission Report, 1998


14/24

A Distinctive Experience:

The University Honors ProgramMission:

To provide an enriched and

intellectually exciting Honors

curriculum that will broaden

the horizons of highly

motivated students and willhighlight the connections

between their chosen fields

of study and other

disciplines


15/24

A Distinctive Experience: Globalizing

the Undergraduate Degree

A two-directional process: bring more international

undergraduates to the Twin Cities campus, and

send more of our students abroad

Our Learning Abroad

office connects

students to more

than 200 differentprograms in 80

different countries


16/24

A Distinctive Experience: Freshman

Seminars and Liberal Education

For the 2007-08 academic

year, 40% of the freshman

class is enrolled in

freshman seminars.

Proposed revisions to

the Universitys liberaleducation requirements

will assure that all

students graduate with

analytical skills and

knowledge to help them

succeed


17/24

Assessing Outcomes

We have developed seven Student Learning Outcomesand seven Student Development Outcomes that shape

our curricular and co-curricular programs.

Effective assessment is best

understood as a strategy for

understanding, confirming,

and improving student

learning.Higher Learning Commission, 2005


18/24

Student Learning Outcomes

At the time of receiving abachelors

degree, students:Can identify, define, and solve problems Can locate and critically evaluate information Have mastered a body of knowledge and a

mode of inquiry Understand diverse philosophies and cultures

within and across societies Can communicate effectively Understand the role of creativity, innovation,

discovery, and expression across disciplines

Have acquired skills for effective citizenshipand life-long learning.


19/24

Goalorientatio

n

Self-awareness

Responsibility/

Accountabilit

y

Independence/

Interdependence

Resilience

Appreciationof

differences

Tolerancefor

Ambiguity

Student Development Outcomes


20/24

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%

90.0%

1992 1996 2000 2004 2008

Entering Cohort

Crookston

Campus

First Year

Retention

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%

90.0%

1992 1996 2000 2004 2008Entering Cohort

Duluth

Campus

First Year

Retention

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%

90.0%

1992 1996 2000 2004 2008

Entering Cohort

Morris Campus

First Year

Retention

Retaining Our

Students

UMC, UMD, UMM

90 0%


21/24

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

1992 1996 2000 2004 2008

Entering Cohort

40% - 4yr

55% - 6 yr

50% - 5yr

Crookston Campus

Graduation Rates

and Goals

4 yr

5 yr

6 yr

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

1992 1996 2000 2004 2008

Entering Cohort

60% - 4 yr

80% - 6 yr

75% - 5 yr

Morris CampusGraduation Rates and

Goals4 yr

5 yr

6 yr

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

1992 1996 2000 2004 2008

Entering Cohort

40% - 4 yr

65% - 6 yr

60% - 5 yr

Duluth Campus

Graduation Rates and

Goals4 yr

5 yr

6 yr

Graduation

Rates and

Goals

UMD, UMC, UMM


22/24

Retaining Our Students

70.0%

75.0%

80.0%

85.0%

90.0%

1992 1996 2000 2004 2008

Entering Cohort

Twin Cities

Campus

First Year

Retention


23/24

Timely Graduation

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

1992 1996 2000 2004 2008

Entering Cohort

60 % - 4 yr

75% - 5 yr

80% - 6 yr

4 yr

5 yr

6 yr

Twin Cities Campus

Graduation Rates

and Goals


24/24

Since 1998, more

than 55,000

undergraduates have

received their degrees

from the Twin Cities

Campus, and 75,000from the entire

University of

Minnesota

Documents

Update: Undergraduate Initiatives