Post on 31-May-2018
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Update:
Undergraduate
Initiatives
Presentation to
the Educational
Planning and
Policy Committeeof the Board of
Regents
December, 2007
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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
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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
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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.
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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.
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Strategies for Success:
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
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Strategies for Success:
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.
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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.
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GRAD PLANNER LIVE
DEMONSTRATION
Choose. Plan. Succeed.
With Doug Ahlgren,
CFANS undergraduate
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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.
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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
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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
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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
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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
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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
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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.
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Goalorientatio
n
Self-awareness
Responsibility/
Accountabilit
y
Independence/
Interdependence
Resilience
Appreciationof
differences
Tolerancefor
Ambiguity
Student Development Outcomes
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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%
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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
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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
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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
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Since 1998, more
than 55,000
undergraduates have
received their degrees
from the Twin Cities
Campus, and 75,000from the entire
University of
Minnesota