University of

From the President and Board Chair

The is an integral part of our idea of Minnesota – a relatively small population of five million in a challenging climate that has built a high quality of life and nurtured an uncompromising aspiration for innovation and leadership.

Since its founding, the University has been a statewide resource that makes a significant impact on the economy, society, and culture of Minnesota. Through its land-grant mission – teaching and learning, research and discovery, and public engagement – it has been dedicated to advancing knowledge and serving as a partner for the public good.

As we begin the 21st century in a fiscally austere environment, our challenge is to ensure the continued excellence, strength, and vitality of the University for our students and for the people of Minnesota. To fulfill our mission in this new century, the University has embraced four over-arching goals:

. Maintain excellence and push the boundaries of knowledge. The University of Minnesota is actively committed to maintaining and strengthening excellence by investing in its outstanding academic programs and building a culture that supports interdisciplinary work.

. Enhance the educational life of students. The University is committed to enhancing the experience of its undergraduate, graduate, and professional-level students by: improving access to the University and affordability, enhancing teaching and learning, promoting better progress and improved graduation rates, and maintaining and improving student satisfaction levels.

. Achieve improved stewardship and accountability. The University is dedicated to good stewardship of its public and private resources and to accountability to citizens and members of its own community.

. Create effective public engagement. The University has made a renewed commitment to its public mission, one that reflects the changing conditions of public higher education, the needs of society, and the most current means of communication and public engagement.

As one of this country’s and the world’s premier research institutions, the University of Minnesota will continue its 153-year legacy as an open door to the power that knowledge provides and a crucible for new ideas, discoveries and connections.

Robert H. Bruininks David R. Metzen President Chair, Board of Regents

University of Minnesota: 2003-04 Accountable to U 5 1: Profile of the University of Minnesota

The University of Minnesota is a statewide The University of Minnesota is one of the resource that makes a significant impact on the state’s most important assets. As a top economy, society and culture of Minnesota. research institution, it serves as a magnet and a For 153 years, it has been dedicated to means of growth for talented people, a place advancing knowledge and serving as a partner where ideas and innovations flourish, and for the public good. where discoveries and services materially advance Minnesota’s economy and quality of With more than 63,000 students enrolled in life. high-quality programs in the Twin , Duluth, Crookston, Morris, and Rochester, the As a land grant institution, the University is University is a key educational asset for the strongly connected to Minnesota’s state and the region. communities, partnering with the public to apply its research for the benefit of the state.

A. 10 Things To Know About the University of Minnesota

1. The University of Minnesota awarded 20,000 jobs in Minnesota’s private more than 11,500 degrees in 2002-03. Ten economy. percent of all degrees awarded were in engineering, and 41 percent of the degrees 3. In economic terms, the University also awarded on the Twin Cities campus were provides significant return on the state’s graduate and first-professional degrees investment. A recent study showed that (e.g., M.S., Ph.D., M.D., D.D.S.). the University leveraged $16 for every University graduates play a unique role in dollar of state investment in 2001. That keeping Minnesota competitive and means Minnesota realized nearly $10 connected in our increasingly knowledge- billion in economic activity from the based economy and global society. state’s $600 million annual investment in the University – an outstanding return. 2. The University of Minnesota is the state’s only major research University. This sets 4. State appropriations provided 30.8 percent Minnesota apart from the many states that of University of Minnesota revenue in FY have at least two major research 2002, making it the most important, and institutions (e.g., and Michigan the most flexible, source of funding. State; and Iowa State). Its research Grants and contracts provided another 24.3 comprises 98.8 percent of sponsored percent of revenues while tuition and fees academic research in Minnesota – more provided 14 percent. Private fundraising is than one-half billion dollars each year. an increasingly important source of This accomplishment creates an estimated funding within the University’s diverse revenue mix, but this source represents less

6 University of Minnesota: 2003-04 Accountable to U than 5 percent of the annual operating Board of Regents, which is elected by the budget. Most private funds are dedicated legislature. Eight members are elected to to the support of specific activities and represent Minnesota’s eight congressional cannot be used for general budget needs. districts and four are elected at large. In 2003, the University completed a six- year fundraising campaign that raised more 8. The statutory mission of the University of than $1.6 billion in private donations and Minnesota is to “offer undergraduate, pledges. graduate, and professional instruction through the doctoral degree, and…be the 5. Total enrollment at the University of primary state-supported academic agency Minnesota’s campuses for fall 2003 was for research and extension services.” 63,769. Sixty-three percent of registered (Minnesota Statutes 135A.052). students were undergraduates. Non-degree seeking students represented over 10 9. The University of Minnesota is a multi- percent of total enrollment. campus university, one with no separate “system” office. This is an economical 6. The Twin Cities campus ranks consistently management structure, since the within the top six public research University’s senior officers double as the universities in the nation, according to a chief operating officers for the Twin Cities University of Florida study. It is also campus. among the nation’s most comprehensive institutions, one of only four campuses 10. The University of Minnesota has four nationally that have agricultural programs established campuses (Twin Cities, Duluth, as well as an academic health center with a Morris, Crookston), a developing major medical school. The University cooperative campus in Rochester, six prides itself on strong programs and agricultural experiment stations, one departments – from theater and dance to forestry center, 18 regional extension chemical engineering and economics – and offices, and extension personnel in its breadth provides unique counties throughout the state. The interdisciplinary strengths, particularly in University’s public service programs (e.g., the life sciences. Extension Service, clinics in medicine, dentistry, and veterinary medicine, 7. The University of Minnesota was founded outreach to K-12 education) touch more in 1851, predating statehood by seven than 1,000,000 people annually. years. It is governed by a 12-member

B. Academic Priorities

“Founded in faith that men are ennobled by understanding Dedicated to the advancement of learning and the search for truth Devoted to the instruction of youth and the welfare of the state.”

These words, composed by Hartley Burr campus. The University remains committed to Alexander and adopted by the Board of these great purposes, which are, appropriately, Regents of the University of Minnesota in carved in stone. The University is an integral 1936, are inscribed over the Northrop part of our idea of Minnesota – a relatively Auditorium entrance on the Twin Cities small population of 5 million in a challenging

University of Minnesota: 2003-04 Accountable to U 7 climate that has built a high quality of life and future is still tied to a strong University of nurtured an uncompromising aspiration for Minnesota, and I see no way for the University innovation and leadership. to continue to succeed without adequate state and private investment.” That idea of Minnesota has always been premised on the importance of education, and Academic Research and Education: the University has benefited at the same time it has served this state. Today, through the Maintaining Excellence, Pushing the education of the more than 63,000 students it Boundaries of Knowledge has enrolled, through the half billion dollars of The University of Minnesota is actively external support for path-breaking research its committed to maintaining and scholars do each year, and through the many strengthening excellence by investing in its and varied ways it connects its work to the outstanding academic programs and needs of the community, the University of building a culture that supports Minnesota is even more relevant to the people interdisciplinary work. of the state, the nation, and the world. The University has many highly ranked According to University President Robert academic programs, and it is critical that we Bruininks, “Our challenge today is to move continue to provide significant support to these ahead, to set high academic aspirations, and to departments in order to maintain the strong ensure the excellence, strength, and vitality of disciplines that form the core of basic the University for our students and for the knowledge. The distinctive contributions of people of Minnesota in a time of fiscal individual disciplines create an intellectual austerity. We must continue our legacy of framework for developing deep expertise in advancing knowledge while serving as a specific arenas. partner for the public good.” Today the University of Minnesota is still advancing At the same time, the University community knowledge and serving as a partner for the recognizes that today, more than ever, pushing public good, just as it has for 153 years, as it the boundaries of knowledge in one field often has through good times and bad. means crossing into other disciplines. Answering the big questions that confront us Building for the future in the context of recent in the 21st century will require interdisciplinary large state budget cuts means investing teams of researchers working together. strategically while at the same time making difficult decisions to balance the University’s In the last decade, the academy has begun to budget. The University has significantly realize the untapped potential of reallocated its internal resources to address interdisciplinary research, and increasingly new opportunities, but in order to continue to funding agencies are encouraging improve – to reach the next level of excellence interdisciplinary proposals. Many scholars at and to generate the dynamic intellectual capital the University of Minnesota are already that helps drive this region’s economy and involved in interdisciplinary research, and new quality of life – the University will need initiatives will provide the infrastructure for significant investment. enhancing these collaborations. “We can learn from other states’ experiences, Investments in interdisciplinary academic but I believe that Minnesota must blaze its programs will be made through the newly own trail,” said President Bruininks in his announced Presidential Initiatives. In 2003 State of the University address. “Our addition, through the University’s strategic

8 University of Minnesota: 2003-04 Accountable to U planning (compact) process, colleges will be collaborations and expand the connections of encouraged to consider investments in the University of Minnesota research to the needs highest level of interdisciplinary collaboration of society. in the President’s Interdisciplinary Academic Initiatives as well as in areas not covered by Table 1-1 shows the conferences planned for these initiatives. 2004 and 2005. For more information about this conference series also see the “Creating The President’s Interdisciplinary Conference Effective Public Engagement” later in this Series will provide opportunities for the section. development of new interdisciplinary

Table 1-1. President’s 21st Century Conference Series, 2004-05.

2004 Conferences

Intellectual Property Rights for the Public Good: From Inquiry to Impact: Youth Development in Out-of- Obligations of U.S. Universities to Developing Countries School Time

Access Versus Congestion: Rethinking the Transportation Environmental Threats to Children's Health: Legal and Future of Our Region Policy Challenges

The Power of Water: Integrating the Social, Economic and Annual Symposium on Small Towns Environmental Dimensions Design of Medical Devices Healthy Foods, Healthy Lives: Setting the Agenda Transforming Health Care in Minnesota Publication, the Public University, and Public Interest: A University-wide Conference on Scholarly Communication in Reclaiming the Arts: Strategies for Commitment the Digital Age

Improving Disability Services Across the Age Spectrum

2005 Conferences

Information, Technology, and Everyday Life Globalization, Modernization, and Violence

Promoting Healthy Communities for Children: the Social Governing the Global Workplace and Physical Environments A Cognitive Neuroscience Perspective on Typical and Promoting Interactionism Within and Among the Atypical Development Disciplines

The President’s Interdisciplinary Academic reap the rewards as they learn in a dynamic Initiatives represent areas of comparative interdisciplinary environment. advantage for the University, have high- quality foundational programs, are central to Three of these initiatives – Children, Youth, our land-grant mission and research enterprise, and Families; Arts and Humanities; and the and reflect the needs and resources of Consortium on Law And Values in Health, Minnesota. They are areas where further Environment, and the Life Sciences – are more investment will yield significant return in established programs where significant intellectual quality and capital, and where we resources have already been allocated. They can leverage considerable outside resources. will be funded through reallocation of existing The University’s students at all levels also resources and private philanthropy.

University of Minnesota: 2003-04 Accountable to U 9 The remaining five (Brain Vitality Across the the pressing issues that face the state when it Lifespan; Biosciences and Biotechnology; comes to children, youth, and families. Healthy Foods, Healthy Lives; Biocatalysis; Environment and Renewable Energy; and President Bruininks launched this initiative in Translational Research in Human Health) 2002 through a statewide summit. It will cannot be fully capitalized without additional create new and enhance existing mechanisms support from the state and partnerships with for leveraging faculty support for cross- the private sector. disciplinary approaches to research, teaching, and public engagement. By bringing together Under the direction of faculty leaders, working researchers and educators from around the documents have been developed for all of the University with practitioners, policy makers, following initiatives. Working groups are and opinion leaders, this initiative seeks to being convened to develop long-term create new ways to enhance outcomes for strategies that will take into account the children at every developmental stage. breadth of connections inherent in each initiative. In so doing, we will be able to reap tangible benefits for not only the children and families Initiative on Arts and Humanities: This themselves, but also the common public good, initiative will build on the University’s including enhanced returns in school strengths in the arts and humanities. About six readiness, parenting skills, children’s mental years ago, the University developed and health, workforce capacity, and economic and supported the Humanities Institute and a new community development. educational partnership with the Guthrie Theatre. At the core of this expanded effort Bioscience and Biotechnology Initiatives will be the creation of the University of The University plays a critical role in the Minnesota Institute for Advanced Study that health of the state as a center of bioscience and will promote and support distinguished, path- biotechnology research and development and breaking research and creative work at the bioscience industry. It is vital that the intersection of the arts, humanities, and social University remain a center for cutting-edge sciences. basic research, an innovative laboratory for The initiative will also seek to transform the applications of basic research, a magnet for the arts and humanities at the University and highest level of talent, and an educator of the beyond by developing a new interdisciplinary next generation of bioscience and arts and humanities curriculum, supporting biotechnology workers. new creative processes and works of art, and In concert with the Governor’s bioscience deepening collaborations with arts initiative and the emerging growth of organizations and educators in the community. partnerships to improve the transfer of Initiative on Children, Youth, and Families: technology, the University will continue to The contributions an individual can make to invest in strengthening Minnesota’s capacity society as an adult can be traced directly to the to lead in bioscience and biotechnology. A first few years of life, and Minnesota has an number of the President's Interdisciplinary important stake in the adults its children will Initiatives focus directly on increasing the become. This initiative represents an University's contributions in areas ranging institutional commitment to deepen and from industrial biology to bioenergy to broaden the University’s capacity to address translational research in human health.

10 University of Minnesota: 2003-04 Accountable to U Initiative on Biocatalysis: As a result of innovations that promote human health; and 3) former President Yudof’s initiative in targeted investments in faculty to maintain molecular and cellular biology, the University leadership in cutting-edge research in areas has a strengthened basic science program in like oncology (cancer), neurosciences (brain these areas. It is critical that the University functions and diseases), cardiovascular (heart) maintain its strength in basic science while at disease, organ transplantation, applications of the same time moving to the next stage. The stem cell development, and clinical research. University is poised to launch a wide range of investments in the application of molecular Initiative on Brain Development and and cellular biology and genetics. Vitality Across the Lifespan: New tools, including state-of-the-art imaging techniques, The University has a long tradition and world- have transformed our ability to study how the class expertise in the science of biocatalysis, normal brain develops and what can go wrong the use of biological catalysts and processes to with it throughout life. Our core academic transform plant material into useful products. fields that support this initiative are highly Biocatalysis enables renewable resources, such recognized and productive. as forests, grasslands, and the wheat and corn raised by farmers, to become the new raw This expanded interdisciplinary initiative will materials to meet production and energy create new synergies and expand our capacity needs. This initiative will use the most to bring together many research strengths, advanced approaches to biology, in areas from basic neuroscience to education, to where we have great strength in faculty and contribute to our understanding of how facilities, to develop exciting new uses for changes in the brain during development, Minnesota’s abundant agricultural products adulthood, and aging influence the way we and natural resources, from plastics and other think and feel. A Center for Developmental industrial products to new drugs. Cognitive Neuroscience, modeled after the Cancer Center, will be proposed under this Initiative on Translational Research in initiative. Human Health: This initiative will strengthen the ability of the University to Initiative on Healthy Foods, Healthy Lives: continue to play a leading role in the rapidly The University is uniquely positioned as a changing world of health sciences. The national leader to focus on food and health working group for this initiative will promotion, being one of only two U.S. collaborate with working groups from the universities to integrate six key components on other bioscience- and health science-based one campus: agriculture, human nutrition, initiatives in an effort to solidify the medicine, public health, exercise science, and University’s commitment and reach. Three veterinary medicine. This initiative will bring key components of this initiative are: 1) the together activities within four priority areas to McGuire Translational Research Facility that address critical health issues over the next 10 will provide scientists with a physical years – bridging quality science to sound environment that promotes collaboration, public policy, and transforming what we know fosters creativity, promotes innovation, and into what we do. shortens the time it takes to develop new The four priority areas are: to use and advance technologies; 2) the Minnesota Partnership for knowledge about integrating agriculture, food Biotechnology and Medical Genomics that science, nutrition, and medicine to promote will bring together Mayo Clinic and University healthy lives; to emphasize prevention of diet- researchers to collaborate on projects creating related chronic diseases and obesity through

University of Minnesota: 2003-04 Accountable to U 11 diet, exercise, and human behavior; to enhance University’s strengths in the life sciences, food safety at all stages, from farm to table; humanities, law, bioethics, and public policy and to inform public policy. to do cutting-edge work on the societal implications of the life sciences. Initiative on Environment and Renewable Energy: Perhaps the most critical global Enhancing the Educational Life of challenge for the 21st century is maintaining a healthy, productive environment that will Students continue to support life in the face of an President Bruininks has articulated four increasing world population, energy shortages, interrelated goals for student life and shrinking freshwater supplies, destruction of student learning: improving access to the natural habitats, and declining genetic University and affordability for students, diversity. Integrating all we know – from enhancing teaching and learning, scientific, economic, social, and spiritual promoting better progress and improved perspectives – is key to understanding and graduation rates, and maintaining and resolving these issues. improving student satisfaction levels. The initiative will begin with three major For the University of Minnesota, there is no projects. The first will build on greater obligation than delivering the best recommendations of the University’s possible education to students at the Commission on Environmental Science and undergraduate, graduate, and professional Policy, appointed by then Provost Robert levels. We owe students our undivided Bruininks, to create an integrated, transparent attention and commitment. The University is approach to the environment at the University deepening its commitment to the development, of Minnesota. The second will focus research support, and learning of students. and technology transfer on renewable energy with funding from Xcel Energy under a Under the leadership of former Presidents mandate from the legislature through the Hasselmo and Yudof, the University of Prairie Island Bill. The third will be aimed at Minnesota made great strides in improving the integrating sustainable practices and energy undergraduate experience. Some of those conservation across the full range of gains have affected the quality of students’ University activities under the leadership of lives outside the classroom, through new the Office of University Services. residence halls and vastly improved services, including online class registration. Other Initiative on Law and Values in Health, improvements have affected student learning Environment, and the Life Sciences: This more directly. During President Yudof’s initiative deepens the University’s tenure, these improvements included the commitment to the Consortium on Law and growth of freshman seminars; the creation of Values in Health, Environment, and the Life the Academy of Distinguished Teachers, and Sciences. The consortium was founded in expanded faculty development and award 2000 to respond to the most challenging legal st programs designed to build excellence in and ethical questions of the 21 century, teaching; the reinstatement of freshman questions posed by biomedicine and the life convocation; and upgrades of classrooms. sciences. These are questions that require a Opportunities to study abroad and to perform new kind of cross-disciplinary work fully research have also been expanded. In marrying legal, ethical, and scientific addition, the University has implemented expertise. The consortium leverages the policies and incentives that are gradually

12 University of Minnesota: 2003-04 Accountable to U improving undergraduate graduation rates. technology enhancements The University will continue and strengthen its . Expanded Learning Communities: New commitment to all students, “trickling up” learning communities in residential halls, improvements in student life from the such as Biology House and Spanish House undergraduate to the professional and graduate on the Twin Cities campus, have better levels. connected students to the University and motivated their academic work. We will Access and Affordability: Students today expand the concept of learning pay an increasingly greater share of the cost of communities outside of residential halls their education, in large part because the and involve a larger proportion of students. University has refused to sacrifice educational quality in the face of a long-term trend of . Strengthening Honors Opportunities: To reduced state investment. To help ensure that continue to be attractive to the best and rising tuition and fees do not become barriers brightest students in Minnesota and to a University education, funding for elsewhere, the University is expanding scholarships was a priority in the last year of honors opportunities. Campaign Minnesota, and it remains a top priority in the post-campaign period through a . Undergraduate Research Opportunities: newly inaugurated matching incentive for The University is expanding opportunities private gifts. for undergraduates for direct involvement in faculty research projects, particularly for Restructuring of tuition (to make credits above students interested in health careers. 13 free) provides an important incentive for timely graduation. A student who takes 15 . Undergraduate Library Initiative: To help credits a term and graduates in four years will students navigate the explosion of online save 20 percent in tuition as compared with a knowledge resources, the University student who takes 12 credits a term and Library is working with vendors and others graduates in five years. to develop integrative tools that will enable students to access all materials in a Teaching and Learning: President Bruininks seamless, one-stop environment. has called on the University community to “dedicate more of our attention to the science Better Progress and Improved Graduation of learning and apply it to our central Rates: The University will build on recent obligation of education.” The enhancement of improvements in undergraduate graduation teaching and learning is clustered in six areas: rates at all of its campuses through enhanced advising and other interventions, including . Learning Outcomes: The Council for increased faculty development and Enhancing Student Learning will articulate recognition. In general, timely graduation the learning outcomes the University (four or five years) serves students better by expects its students to achieve during their providing a more intense, focused academic experience on the Twin Cities campus. experience; it serves the institution by freeing up valuable class openings for other students. . The Learning Environment: The University must ensure that all classrooms The most dramatic change related to retention offer effective learning environments for and graduation rates has been the requirement students at all levels and on all campuses, that students take at least 13 credits each and complete pre-existing plans for semester unless they have permission to take a

University of Minnesota: 2003-04 Accountable to U 13 reduced credit load. Coupled with the The University is committed to making as restructuring of tuition, this policy has had many student services such as financial aid encouraging results in its first two years: and registration as easy and seamless for students as it can. In fall 2003 we introduced . credit loads are higher; e-pay and e-bill, allowing the elimination of . the most recent four-year graduation rate mailed paper bills and the payment of bills on the Twin Cities campus shows an online. A web project to give students more increase from 28.8 percent in FY02 to 31.8 information and more control over their percent in FY03; financial aid packages is underway. . we are on track for improving four-year The University is also developing the online graduation rates, including a 50 percent Grad Planner, which will give students goal on the Twin Cities campus; and detailed information about the sequence of courses necessary for each major and allow . retention rates are also increasing. students to develop individualized graduation plans. The Grad Planner will give advisors The University has also made significant more timely and accurate indications of improvements in course availability for student progress toward graduation. students, guaranteeing that critical first-year courses are available to freshmen. We need to Achieving Improved Stewardship and insure that courses continue to be available when students need them so that students can Accountability stay on track for graduation. The University of Minnesota is dedicated to The University has made major investments in good stewardship of its resources – public advising and seeks to expand those and private – and to accountability to investments to insure that career development citizens of the state and members of our information is closely integrated with advising own community. throughout a student’s time at the University. The University takes a comprehensive, Helping students see the connection between strategic approach to stewardship of its their academic work and career opportunities resources and accountability to Minnesota’s can make an important contribution to citizens and members of the University retention and timely graduation. community. This approach includes Student Satisfaction Levels: Undergraduate comprehensive strategic planning and satisfaction indicators rose during the last reporting; making the case for critical state decade and remain at high rates. Students are funding; private fundraising focused on four most satisfied when they are engaged with the strategic goals; and a broad commitment to learning experience and connected to the efficiency and quality of service. University in meaningful ways. To help As an institution, the University of Minnesota improve student satisfaction and timely engages in strategic planning, including a graduation, the University seeks to engage long-term capital plan and a strategic students more fully in their education. Keys to agreement (compact) process that holds the this involvement are student engagement and administration and units accountable to well- civic leadership. The University is using articulated and measurable goals. These goals electronic portfolios or activities transcripts to reflect the University’s overall priorities and capture student progress toward these the desired directions of colleges, departments, outcomes.

14 University of Minnesota: 2003-04 Accountable to U and administrative units; these agreements are Minnesota have been instrumental in building monitored closely. The University also tracks and renewing – the University’s 2004 capital key indicators of progress and excellence in request to the State of Minnesota is composed this document, the University Plan, largely of projects that will preserve past Performance, and Accountability Report. investments in existing buildings through repair and renovations. The small part of the In order to attract and retain the faculty, capital request dedicated to new construction students, and staff to maintain and bolster is targeted to meet increased student demand academic excellence, the University will for classrooms and other facilities. continue to make the case that state investment in a research university provides In a recent speech, President Bruininks unparalleled economic, social, and cultural expressed his hope that, “One day the returns. For the foreseeable future, state University will be known as much for how funding provides the crucial, unrestricted efficiently it operates and its quality of service operating resources that allow the University as for what we create in our research to take advantage of new opportunities while breakthroughs or high-quality education maintaining continuity in overall academic programs.” He launched a Service and planning. Still, the University will continue to Productivity Initiative in October 2002 with diversify its revenue streams. that objective in mind. The initiative encompasses four broad goals: State funding is leveraged most obviously by the more than half billion dollars in sponsored . creating a system-wide culture of academic funds the University attracts each excellence in service to students, to people year. Although critical to the research and organizations that support us, and to enterprise and the academic reputation of the the general community; University, these sponsored funds are almost always restricted to specific purposes, and . determining opportunities where resources cannot be diverted to meet other needs. can be used to bolster the University’s internal economy in solving problems with Private fundraising is also crucial to the available resources; University’s long-term success. The recently completed Campaign Minnesota raised more . developing approaches for how the than $1.6 billion and reflected a high level of University can regularly monitor the confidence in the University direction and its effectiveness of key service/support areas; management among donors. In the post- and campaign period, President Bruininks has . identifying innovations that transform identified four areas of focus for fundraising: University business practices. . support for students at all levels; Creating Effective Public . resources to support critically important Engagement capital projects; The University of Minnesota has made a . broad, all-University interdisciplinary renewed commitment to its public mission, themes and strategies; and one that reflects the changing conditions of . collegiate and campus-based priorities. public higher education, the needs of In order to take care of what it has – the society, and the most current means of physical infrastructure that the people of communication and public engagement.

University of Minnesota: 2003-04 Accountable to U 15 Throughout its history the University has could thrive in our northern climate.” embraced public values and pursued public purposes. Today, because of dramatic The University’s Extension Service is its best- decreases in state support for the University, known avenue of outreach and community some observers have predicted that the engagement. Recently, the Extension Service University’s commitment to its public mission was reconfigured and reconstructed to make will be sacrificed for other academic priorities. the best use of the resources allotted by the But President Bruininks believes that in these county, state, and federal governments. difficult times, public engagement is more Extension’s primary goal is to bring high- important than ever. As former University quality university research and knowledge to President Lotus Coffman once said: the bear on the challenges facing Minnesota’s University “breathes the spirit of the social economy and society. order … is constantly engaged in an attempt to Through its new regional strategy and its new understand the meaning of the age [and is] agreements with Minnesota counties, which dominated by a philosophy of helpfulness.” now have a significant range of choices among President Bruininks has asked the University the University’s programs, the Extension community to hold onto that helpfulness as the Service seeks to better leverage the specialized institution looks to the future and to strengthen knowledge of its faculty – those in the regional the connection between the University’s centers, Research and Outreach Centers, and research and education missions and the needs on its campuses. Technology will also have an of society. The University is working to create increasing role to play in strengthening the more effective public engagement by connection of the broad range of research strengthening the connection between its resources of Extension to the needs of research and education and society’s needs. Minnesota’s communities. The changes in Extension have required difficult choices, but “You can see these deeply embedded they will ultimately serve Minnesota’s connections in programs like the Bachelor of communities better. Fine Arts degree we offer in conjunction with the Guthrie Theatre,” Bruininks said, “where The University has established a rich undergraduates combine rigorous education in conversation on its public responsibility theatre arts with a solid liberal arts curriculum; through the Council on Public Engagement and in the work of Baby Space, a center where and through implementation of the the University has brought considerable Outstanding Community Service Award. In expertise in child development and family addition, over the past year, the University has support to the table to partner with the needs been working closely with some of of the Little Earth community in the Phillips Minnesota’s largest foundations and state and neighborhood of . local governments to better align resources dedicated to community and economic “And we see it in the progress we’ve made in development. The University has served as commercializing University technology; that’s convener for these discussions and seeks to one of the primary ways that the discoveries in deepen its role as an analytical resource for our labs make their way to the public. That’s local and regional economic ideas. as true today, with new magnetic resonance imaging technology, as it was with the The University is also engaged in public pacemaker, and as it was with the development conversations and initiatives on important of apples, berries, corn, and even flowers that issues facing society, such as the President’s Initiative on Children, Youth and Families.

16 University of Minnesota: 2003-04 Accountable to U Because the health of higher education and the Children’s Mental Health; and is planning a nation will rely on the generation who are second children’s summit this year. children today, the University is convening st and connecting its considerable intellectual The President’s 21 Century Interdisciplinary resources with the work being done with youth Conference Series also provides resources for and families in the community. promising areas where the University’s dynamic base of knowledge can be applied to Last year the University held a Children’s enrich our society. Planned conference topics Summit to bring child advocates and include Design of Medical Devices; academics together; launched a commission on Environmental Threats to Children’s Health: out-of-school time to examine how Legal and Policy Challenges; Annual Minnesota’s children spend and are supervised Symposium on Small Towns; and Intellectual during the many hours they spend outside of Property Rights for the Public Good. school; launched a Center for Excellence in

University of Minnesota: 2003-04 Accountable to U 17 18 University of Minnesota: 2003-04 Accountable to U