TIER Academic Review University of Iowa Background Information

Submitted to:

Board of Regents State of Iowa and Pappas Consulting Group, Inc.

Submitted by:

Office of the Provost The University of Iowa

17 April, 2015

TIER Academic Review: University of Iowa Background Information April 2015 Executive Summary

Collected in and attached to this document are various materials related to University of Iowa planning and progress in the areas of enrollment management and e-learning.

Enrollment Management In carrying out all aspects of its academic mission the University of Iowa is guided by its strategic plan, which sets expectations and guides the university to take advantage of emerging opportunities and to meet developing challenges. The university’s current plan, Renewing The Iowa Promise—approved by the Board of Regents, State of Iowa, in fall 2010—lays out four strategic priority areas (the “four pillars”), the first of which is Student Success, defined as having three dimensions: access, affordability, and quality.

The “animating strategic vision” identified in the plan is of “a distinguished research university of global reach and impact that has, at its core, vibrant programs for student success.”

Under the Student Success pillar, the plan identifies strategic initiatives related to access and enrollment growth, enhancing the undergraduate student experience, and supporting educational quality and timely degree completion in graduate and professional programs. The development of initiatives related to undergraduate student success was informed by lessons learned during the university’s self-study for its 2008 reaccreditation by the Higher Learning Commission, which included a special emphasis on undergraduate education.

During the current planning period (2010-2016) the university has implemented several successful programs—many of them highlighted in the attached report—to support undergraduate student success. These programs have yielded excellent results, and since 2010 the university has realized new records for enrollment, diversity, and retention and graduation rates.

E-Learning Division of Continuing Education The Division of Continuing Education (DCE) provides academic support, course development, technology services, student services, marketing and promotions, and evaluation services in support of University of Iowa colleges and units that offer distance and online degrees, certificates, and/or courses.

Historically, the DCE worked with faculty to develop courses in faculty areas of interest. Available delivery methods included correspondence study, faculty travel to selected sites, and later, the Iowa Communications Network (ICN). The last decade has seen the development of virtual software, course management systems, and widespread connectivity to the Web— technologies that have allowed colleges and departments to plan for and develop full certificate and degree programs, with more intensive and sophisticated assistance from the DCE.

In planning for distance and online education the university’s focus has been on extending high-quality university courses and degree programs to distant learners. These efforts have been based on collegiate direction (e.g., the College of Nursing RN to BSN degree completion program) and on the establishment of partnerships with Iowa’s community colleges to meet the educational needs of geographically committed associate degree program graduates.

The DCE operates as a centralized unit working with the academic colleges and their departments to establish and support distance education programs. This approach leverages existing fiscal and human resources and provides for consistent and high-quality academic experiences for both distant students and, increasingly, on-campus students. ITS Office of Teaching, Learning & Technology The Information Technology Services Office of Teaching, Learning & Technology (ITS-OTLT) is a consolidated support and services department delivering faculty support of excellent teaching, leading to student success. The department is administratively located in Information Technology Services (ITS) with a strong relationship to the Office of the Provost through the CIO and the associate provost for undergraduate education.

Staff in ITS-OTLT collaborate closely with other units across campus for programs, initiatives, grants, and course development. This collaboration includes high levels of engagement for decisions regarding technology choices.

The services provided by the ITS-OTLT are used for all university courses, including on- campus, distance education, and online courses. All services are governed by campus advisory groups that provide direction to ITS-OTLT leadership and staff regarding the needs of campus users.

Enrollment Management

Enrollment Management (Student Success) in the Strategic Plan In fall 2010, the Board of Regents, State of Iowa, approved the University’s strategic plan for 2010 to 2016: Renewing The Iowa Promise. The plan laid out four strategic priority areas (the “four pillars”), or the areas in which the university committed to build on ongoing strengths, seize new opportunities, and advance our core commitments for focused excellence. The first pillar of the plan was and is Student Success, defined as follows: Undergraduate student success The increased success of our undergraduates is an educational imperative. There are three dimensions to this priority: Quality, access, and affordability. Higher quality will be founded on student-centered educational experiences that raise academic expectations and better engage students with each other, with the faculty, and with their studies, resulting in increased retention and timely graduation. We will expand access by increasing enrollment over the next five years, taking into account the impact of state demographics and globalization. Expanded access will increase the diversity and internationalization of the University and will help us serve the needs of the state. We will preserve affordability by containing costs and by the most efficient and innovative use of existing resources. Graduate and professional student success We will continue to recruit the very best graduate and professional students from Iowa and beyond whose achievements and diversity will enrich the intellectual excellence of our programs. The total educational experience at the University will promote their academic and professional success. University funding for graduate programs will be linked to program quality and to student success (including improved and timely degree completion).

The “animating strategic vision” identified in the plan is of “a distinguished research university of global reach and impact that has, at its core, vibrant programs for student success.”

2008 Special Emphasis Self-Study on Undergraduate Education The development of initiatives related to undergraduate student success was informed by lessons learned during the university’s self-study for its 2008 reaccreditation by the Higher Learning Commission, which included a special emphasis on undergraduate education. The university chose to use the reaccreditation process as an opportunity to make a critical,

evidence-based self-examination and identify where we needed to focus our attention in order to take the next steps in enhancing the UI undergraduate experience and promoting student success.

Highlights of Recent Efforts and Progress During the current planning period (2010-2016) the university has implemented several successful programs to support undergraduate student success. These programs have yielded excellent results, and since 2010 the university has realized new records for enrollment, diversity, and retention and graduation rates. The university’s four-year graduation rate has increased from less than 40% 10 years ago to 51%.

Selected efforts in support of undergraduate student success are highlighted below. Committees that Support Undergraduate Student Success and Oversee Enrollment Growth at the University of Iowa Two standing committees are charged with identifying issues and challenges associated with undergraduate enrollment growth: (1) The “AD and D Subcommittee” consists of associate deans and directors from the UI’s undergraduate colleges (Business, Liberal Arts and Sciences [CLAS], Engineering, Education, and Nursing), as well as from offices that support the UI undergraduate experience (Academic Advising Center, Academic Support & Retention, Admissions, Career Services, Division of Continuing Education, Honors Program, Financial Aid, Information Technology Services [ITS], International Programs, Dean of Students, and Registrar). It meets two times each semester. (2) The Executive Management Committee (EMC) consists of administrators from offices on campus that are primarily concerned with undergraduate student enrollment and success – Academic Advising Center, Academic Support & Retention, Admissions, Career Services, Financial Aid, Honors Program, ITS, and Registrar. It meets on a monthly basis. The AD and D Subcommittee and the EMC both report to the Office of the Provost. Issues that arise in connection with enrollment growth (e.g., the availability of class sections for key first- year classes, the need for additional tutoring resources, the need for additional lab and teaching spaces, etc.) are identified, discussed, and resolved by these two committees. The connection of these two committees to the Office of the Provost allows for recommended changes to be implemented quickly and efficiently.

The university’s Student Success Team (SST), a campus-wide standing committee comprising UI staff, faculty, and administrators, deals with student success issues on a more global and long-term basis (as compared to the work of the AD and D Subcommittee and the EMC). The SST holds a retreat each fall at which SST members identify larger issues related to the success of undergraduate students, and then form subcommittees to make recommendations to the Vice President for Student Life and the Associate Provost for Undergraduate Education. The fall

2014 retreat, for example, led to the formation of two subcommittees that are looking at increasing on-campus leadership opportunities for undergraduate students, and creating additional academic-based programming for students in the UI living-learning (residential) communities. Programs that Support Undergraduate Student Success at the University of Iowa Orientation • One-day programs throughout the year for transfer students and two-day programs in June and July for first-year students are designed to provide an overview of the academic and co-curricular experiences available to students. Students meet in small groups led by peers and explore transition issues and resources, as well as meet individually with their academic advisors to register for courses. OnIowa! • The highly successful OnIowa! immersion program consists of four days of programs for students prior to the start of the fall semester. Built around the Iowa Challenge (Excel, Stretch, Engage, Choose, Serve), it includes small group discussions of 25 to -30 students led by an upper-class peer, faculty-led lectures on succeeding academically, social activities in the evening, and Convocation/President’s Block Party on Sunday. Living-Learning Communities • First-year students choose either an academically or interest-based community as part of the housing selection process. • As of fall 2013, all first-year students are involved in a living-learning community. • Approximately 35% of all participants co-enrolled in at least one common course. First-Year Seminars • First-year seminars are one-credit courses offered primarily by tenured faculty, generally capped at 18 students. • They offer a wide range of topics (e.g., Storytelling Across Cultures, Exploring Hidden Hawkeye Places, The Future of Energy, Video Games as Art). • First-year seminars served 1,711 students last year, 114 sections. One hundred forty-one sections are planned for fall of 2015. Four Year Graduation Plan • Nearly all students who enter the university as first-year students are automatically eligible for the university’s Four-Year Graduation Plan. Students who participate commit to a realistic four-year plan of study, while the university pledges to ensure the availability of the courses the student needs in order to graduate in their primary major in four years. Courses in Common • Each fall, Courses in Common (CIC) provides first-year students with the opportunity to take two or three courses together with a group of about 20 other first-year students.

Each CIC "option" is composed of a general education course and/or major courses that students typically take during their first semester. • A key benefit of CIC is the opportunity to quickly establish social and academic connections. College Transition Course/Supplemental Instruction • The College Transition course is taught by staff (generally academic advisors) to support first-year students. • Content includes time management, academic resources, career services, etc. • The course is linked to a general education course (i.e., chemistry, history, psychology) and incorporates peer-led required supplemental instruction for the linked course. Study, Workshops and Tutoring (SWAT) • SWAT offers free supplemental instruction (SI) or tutoring for all students in a specified set of challenging courses (i.e., anatomy, biology, chemistry, psychology, etc.). • Last year SI was offered in 14 courses and tutoring in 6 courses, serving 1,050 students. • SI leaders are recommended by the faculty based on their successful completion of the course in a prior semester. They attend the current course and offer both supplemental instruction and office hours. • The SWAT Program also administers Tutor Iowa (tutor.uiowa.edu), a clearinghouse for all free academic support services—such as the Math Lab and Writing Center—as well as private tutors who are approved by the office to tutor on specific subjects based on prior success in course(s). Pick One! • The Pick One! Program, sponsored by the Center for Student Involvement & Leadership, is designed to promote co-curricular experiences for students. Programs Designed to Identify and/or Assist At-Risk Students at the University of Iowa MAP-Works • MAP-Works is an early-alert system required for all first-year students that utilizes pre- college variables (i.e, ACT Composite, high school GPA) along with student survey data to identify students at risk for attrition. • Ninety-eight percent of all first-year students complete the requirement. • Each student has at least two direct reports who follow up with them regarding their unique needs. • Nineteen offices are involved, including: Residence Education, Academic Advising Center, Financial Aid, Center for Diversity and Enrichment, Military and Veteran Student Services, Dean of Students, Collegiate Office, Student Health and Wellness, and International Programs. • Over 20,000 contacts were logged last year; 280 high-risk referrals were made from one staff member to another.

Intentional Outreach/Interventions • This program is coordinated by the Office of Academic Support & Retention with assistance from the Registrar and Academic Advising Center. • Staff members correspond by mail and/or telephone with first-year students at various critical times (non-attending, D/F midterm grades, non-registered for next semester). Early-Intervention Team • The Early Intervention Team is a cross-functional team co-led by the Office of the Dean of Students and Academic Support & Retention. • Membership includes staff from Residence Education, Academic Advising Center, College of Liberal Arts and Sciences, and University Counseling Center. • The Team meets weekly to discuss individual students with moderate to severe issues (i.e., suicide ideation, health issues, family issues, etc.). • Staff determine which offices are in the best position to assist the student. College Success Seminar • The College Success Seminar is a one-semester hour course designed specifically for first- year students who have been placed on probation. • The goal of the course is to help students develop the skills, habits, and attitudes that are essential for college success. Class topics and activities include self-assessment, problem solving, motivation, note taking, reading strategies, time management, and preparing for and taking tests. Students are introduced to various campus resources. • The course is taught by Academic Advising Center advisors. Collegiate Interventions • Students on academic probation in the College of Engineering have a required meeting with an advisor to create a plan for improvement. The program utilizes MA staff from Higher Education and Student Affairs program to assist with mentoring. • Probationary students in other colleges are invited to participate in a course sponsored by the Academic Advising Center to help students with academic struggles, utilizing the Noel-Levitz College Student Inventory (CSI). Other Student Success Initiatives • The University of Iowa has centralized advising for first-year students. The Academic Advising Center has 38 full-time staff who meet individually with students at least three times during each of students’ first two semesters. Continuing students who are struggling academically, or those searching for a major, continue to be advised in the Academic Advising Center until they declare a major and are ready to move on to a departmental advisor. • The Office of Academic Support & Retention was created in 2010 to coordinate various student success initiatives, as well as provide training and development for faculty and staff regarding issues that affect persistence.

• All new domestic students are required to take a two-credit course entitled Success at Iowa, which provides online educational modules that prepare students for their time at Orientation and on campus. Modules include topics such as Iowa’s online systems, academic resources, alcohol education, harassment prevention, and MAP-Works. • All new international students are required to take a zero-credit course entitled College Expectations. The course provides online educational modules regarding alcohol education, harassment prevention, and MAP-Works. • The university has expanded its financial literacy services for undergraduates, with the goal of empowering students to make informed decisions that promote lifelong financial success. Staff members are available to meet one-on-one with students to assist them with applying for financial aid, budgeting, loan repayment options, and other financial concerns. • The Summer Hawk Tuition Grant allows resident students to take UI summer courses without paying tuition, and allows non-resident students to take UI summer courses at in-state tuition rates. Created in 2013, this grant is available to all entering first-year students for use in any one summer during their undergraduate career. • The university has made major investments in learning spaces, including TILE (Transform, Interact, Learn, Engage) classrooms that are designed to accommodate best practices in active learning pedagogies, as well as learning commons spaces including a 40,000 square foot state-of-the-art learning commons with 24/5 access on the first floor of the Main Library. • The university has been named a “Military Friendly School” in recognition of its work to ensure the success of military service members and veterans, and has been ranked by U.S. News & World Report as among the top 10 “best colleges for veterans.” • The university’s Office of Assessment supports student success efforts by working with academic departments in creating and assessing learning outcomes for their undergraduate majors. Its assessment of student performance in several first-year and general education courses, as well as in programs such as supplemental instruction and SWAT, has resulted in changes in curriculum, teaching strategies, tutor training, and available student resources. The Office of Assessment also supports administrative decision-making through the UI Senior Exit Survey, and surveys conducted in connection with the university’s membership in the 16-member consortium that administers the Student Experience in the Research University (SERU). Recent SERU surveys have been conducted in the areas of student financial aid concerns, the campus climate for diversity, and student perceptions of their experiences with UI faculty. Appendix C is a representative brief on SERU survey results, in this case related to campus engagement with diversity and perspective-taking. Affordability • The University of Iowa continues to offer the second lowest resident undergraduate tuition in the Big Ten, and continues to be listed as a “Best Buy” in quality–to-cost ratio by major higher education publications.

Appendices: . Appendix A: The University of Iowa Strategic Plan for 2010-2016, Renewing The Iowa Promise . Appendix B: Annual Strategic Plan Progress Reports o B-1 Strategic Plan Progress Report, FY 2011 o B-2 Strategic Plan Progress Report, FY 2012 o B-3 Strategic Plan Progress Report, FY 2013 o B-4 Strategic Plan Progress Report, FY 2014 . Appendix C: Sample SERU Brief: “Stretching Our Students: Campus Engagement with Diversity and Perspective-Taking” . Appendix D: Response to Pappas Consulting Group Initial Enrollment Management Data Request

E-Learning

The Division of Continuing Education DCE Mission The University of Iowa is committed to meeting the academic needs of non-traditional, distant, and on-campus students through innovative delivery approaches and schedules. The mission of the Division of Continuing Education (DCE) is to support the colleges in a collaborative effort to effectively meet student needs through online or on-site (distant) instruction.

This mission supports the goals of the strategic plans of the Board of Regents, State of Iowa, the university, and the colleges. Keys to Success • Quality courses and programs • Cooperation with UI colleges, Regent universities, the Committee on Institutional Cooperation (CIC), and community colleges • Creative approaches to content capture and delivery • Faculty and student orientation programs • Fiscal efficiency Objectives Within the next five years the university will: • Review existing courses and services to ensure quality. • Increase the number of courses available to online and distant students by 15%. • Increase the number of degrees awarded to distant learners by 15%. • Increase the number of faculty teaching online and distance education courses by 15%. • Increase enrollment by 15%. • Develop and offer via online delivery 5 new majors/degrees or emphasis areas. • Continue partnerships with all 15 community college districts to make selected degrees and majors available to their graduates who are unable to complete traditional on-site programs. DCE Overview Organization The DCE reports to the executive vice president and provost through the associate provost and dean for continuing education.

The DCE is organized according to major functions including summer session, distance and online education, and technology. The organizational chart for the DCE is provided as Appendix E. Services The DCE provides a variety of services to faculty, students, the colleges, and other institutions.

Services provided to faculty include instructional design, assistance with ICON (Iowa Courses Online), test development, and use of technology in course development and teaching. Course development services are provided by the Instructional Development/Web Services Unit, which is made up of instructional designers, course coordinators, and support staff. Given the increasing participation of on-campus students in online courses, the associate dean in the DCE works closely with the director of the Office of Teaching, Learning, and Technology to be certain that these two units are working collaboratively to offer faculty the support and training they need for the types of courses they offer.

A student services staff assists students with applying for a program, enrolling in courses, and using technology. In addition, students in the Bachelor of Applied Studies (BAS) and Bachelor of Liberal Studies (BLS) programs receive advising services to support timely degree completion.

The DCE assists colleges and departments with course evaluation services and marketing services. Marketing efforts include the development and distribution of brochures and targeted flyers to promote programs to distant learners. DCE staff members participate in community college and business career days. The DCE maintains a web site that directs potential and current students to appropriate information regarding programs, financial aid, and university policies. To the extent possible, these promotional efforts draw upon existing collegiate materials and processes.

Through DCE the university participates in cooperative planning and sharing of courses with ISU and UNI for the BLS/BAS and for Medieval Greek and advanced Latin.

The DCE administers accounts for distant properties in Des Moines (the John and Mary Pappajohn Educational Center, or JMPEC) and at Wahpeton (the Iowa Lakeside Lab Regent Resource Center, or ILLRRC). Through DCE, the university also administers the budgets for the Southwest Iowa Regional Resource Center (SWIRRC) and the Northwest Iowa Regent resource Center (NWIRRC). Market Analysis In developing online/distance education courses and programs the university targets strong academic programs supported by departments whose faculty are interested in online/distance teaching and in serving distant learners. Potential programs must show evidence of sustainability as indicated by faculty commitment, student interest, and professional opportunities.

The associate dean for distance education meets regularly with associate deans of the colleges and with department heads in the College of Liberal Arts and Sciences (CLAS). Programming needs are also identified through regular contact with community college partners.

The BA in Social Work, for example, was initially considered at the request of health services faculty from Des Moines Area Community College (DMACC). The DMACC faculty identified a lack of career mobility for their graduates. Surveys of local employers, including the Iowa Department of Public Health, indicated a need for four-year graduates, and the nearest baccalaureate education opportunities were 70 miles away in Cedar Falls and Storm Lake. Furthermore, neither program provided for community college articulation.

The Bachelor of Applied Studies (BAS) program was developed as a result of a Regent Committee recommendation. The committee identified a lack of opportunity for place-bound technical graduates of the state’s community colleges. The degree program is patterned after the successful Bachelor of Liberal Studies (BLS) program and allows course work from the Tippie Entrepreneurial Certificate to partially meet degree requirements. The certificate is especially appropriate for technical graduates. Market Segmentation A “distant learner” is operationally defined as an individual who is enrolled in at least one distance education course in a given term with no enrollment in any on-campus course. The intent of this definition is to identify those students enrolled in online courses who are truly distant learners. The definition has shortcomings, however, in that it may miss counting students enrolled in “blended” courses (courses that are mostly online but have a campus component, or programs offered to distant learners that require a limited campus component). DCE’s market in fact includes both on-campus and distant learners, and it encompasses delivery methods of online (including Guided Independent Study) and on-site (at distant sites). Undergraduate and Graduate Degree Programs and Certificates The university currently offers selected online upper division degree completion programs and several certificates to place-bound students. With the exception of the Des Moines-based BA with a major in Social Work, undergraduate degrees are offered online. Graduate programs are delivered either online (such as nursing, educational leadership, and strategic communication) or by sending faculty to or employing faculty at a distant site (the MBA for Professional Managers and the Masters in Social Work are examples of this model). The market segments DCE reaches includes working students whose schedules require the flexibility of online learning opportunities.

Academic Credit Programs 2014-2015

Degree or Program Major Delivery Method/Site(s) Certificate MSW Social Work Onsite and via Adobe Connect MBA Business Administration Onsite and via Polycom/ElluminateLive (Cedar Rapids, Council Bluffs, Des Moines, Quad Cities, and Hong Kong) Executive MBA Business Administration Selected sites MSN Nursing Statewide via the Web MA Educational Administration Statewide via Web MA Strategic Communication Statewide via Web and blended delivery in Des Moines MSN/CLN Nursing Statewide via Web and on-site in Des Moines RN to BSN Nursing Statewide via Web BLS Liberal Studies Statewide via Web BA Social Work Onsite and via Adobe Connect BAS Applied Studies Statewide via Web BBA Entrepreneurial Management Statewide via Web BA Enterprise Leadership Statewide via Web BA Political science Statewide via Web BA Sociology (Criminal justice emphasis) Statewide via Web and blended delivery in Des Moines BA Elementary Education (being developed) In cooperation with DMACC Certificate Non-Profit Organization Statewide via Web Certificate Entrepreneurship Statewide via Web Certificate Public Health Statewide via Web TAG Endorsement Talented and Gifted Endorsement – Belin- On-campus and selected ICN sites Blank International Center for Talented and throughout the state. Gifted Development Superintendent Education Statewide and on-site Licensure

Principal licensure Education Statewide and on-site program

Environmental Analysis The DCE has developed a competitive intelligence analysis regarding graduates from the community colleges, by institution and program areas. In addition, information regarding other higher education providers is presented in Appendix G: Competitor Comparison and Appendix H: Awards by Career Cluster and College.

As might be expected, with respect to tuition charges the University of Iowa compares favorably with private colleges and not as well with other nearby public colleges in the western part of the state (e.g., the University of Nebraska and Northwest Missouri State). With regard to community college graduates, UI’s programs in the health science and business areas have at

least partially addressed the potential and needs of the largest institutions and career clusters. These efforts should also help the university recruit traditional AA graduates. Strategy and Implementation Summary Distance and online education draw upon the quality faculty, courses, certificates, and degree programs of the state’s flagship university. The content of online and distance education courses is of the same quality as traditional on-campus courses. (Admittedly, the social environment of a campus cannot be replicated, though much effort is put into forming study groups and other peer interaction opportunities.) Anecdotal evidence suggests the rigor of University of Iowa courses exceeds that of some other distance education providers. The university’s assets include depth of expertise in the selected subject areas, sustainable offerings, flexibility of scheduling, reasonable tuition cost, and experience with distance education delivery.

The university seeks students who in turn seek a quality academic experience and are willing to devote the time necessary to successfully participate in university instruction. Marketing and Communication Information regarding courses and programs is provided to specific groups (e.g., nursing and education professionals) via direct mailings, professional journals, and web sites. Undergraduate degrees are primarily marketed to partner community colleges. The university distance education web site is a convenient portal to information regarding programs, courses, financial aid, and admission procedures. Potential students are referred to collegiate web sites for program information. Presentations regarding available technology are provided to colleges, departments, and university groups as well as to individual faculty members. Web Site Marketing Strategy The DCE web sites (Continuing Education and Online and Distance Education) provide information to prospective and current students, as well as to staff and faculty who support DCE’s services. They are also a resource for creating general awareness about distance programs at the University of Iowa.

In December 2010, DCE marketing conducted a number of focus groups with students, faculty, and staff to assess user needs related to web-based marketing and communication. The following strategies are being implemented as a result:

• Major revision of the DCE web sites (the Continuing Education site describes the DCE; the Online and Distance Education site is student-focused, functional, and optimized for student access). • Development of a shared web space for BAS and BLS students to look for program information and to access an online orientation program. • Continued tracking of information requests from the DCE web site including number of users, top programs, and ways users find the site. The top three marketing strategies

consistently are: Google, the UI homepage, and community college marketing. More recently, Facebook has played a more prominent role. • Collaboration with the Office of Admissions to send follow-up e-mails to prospective students entering the system. • Increased efforts to utilize best search engine optimization practices, including: regular content maintenance to ensure links are working and content is up-to-date; review of web analytics to monitor how individuals enter/use the site; text rich metatags; and development of links on other sites, such as community college web sites. • Use of the URL www.hawkeyedegree.com on all marketing materials to easily direct users to the site. • Continued relationship-building with community colleges to develop individual community college web pages about DCE opportunities, maintenance of University of Iowa information on community college transfer web pages, and electronic messaging and webinars to keep community college advising staff and students informed about UI programs. Financial Considerations Tuition is collected according to the university tuition and fee tables, which vary according to college and student credit hours attempted. All tuition and course fees are approved by the Board of Regents.

Historically, units such as the DCE have been funded by additional tuition income generated from distant education enrollments. This historical approach served the university well when the vast majority of students involved in distance education were distant learners. However, as the variety of course delivery methods expands and on-campus students choose to avail themselves of courses that provide more technologically enhanced learning experiences and/or more flexible scheduling, the overlap between distance education and on-campus education is blurring.

Given this development, the university reached the decision to include distance education courses within the undergraduate cap of 12 semester hours for undergraduates and 9 semester hours for graduate students for purposes of calculating tuition. Algorithms were developed to allocate tuition as appropriate to the General Education Fund and to the Division of Continuing Education. This allows both on-campus and distant students at 12 semester hours to select online courses without paying additional tuition. This has made it somewhat difficult to project earned tuition income, as in some cases the tuition associated with an online course reverts to the General Education Fund. This new process has been in effect for two fiscal years.

ITS Office of Teaching, Learning & Technology Overview The ITS Office of Teaching, Learning & Technology (ITS-OTLT) is a consolidated support and services department delivering faculty support of excellent teaching, leading to student success. The department is administratively located in Information Technology Services (ITS) with a strong relationship to the Provost’s Office through the CIO and the associate provost for undergraduate education.

ITS-OTLT includes the following work units:

• The Center for Teaching: Faculty development, consulting, instructional design, pedagogically-sound technology support, scholarship of teaching and learning. • Learning Spaces Group: Supports general assignment classrooms, computer labs, informal learning spaces and conference rooms across campus. • Enterprise Instructional Technology: Support and leadership for all enterprise-level instructional technologies, especially ICON, the campus elearning ecosystem. Services include learning management system, wiki, plagiarism detection, student response systems (aka clickers), digital media creation and delivery, online collaboration tools, and any other instructional technology tool for supporting student academic success. This group also develops and delivers two online courses – Success at Iowa and Managing Your Money. • Evaluation and Examination Service: Manages placement exams for incoming students, automated test scoring, faculty course evaluations (Appendix B – Research Activity in ITS-OTLT) • Assessment and Research: Evaluates and researches effective teaching and learning strategies and technologies.

Appendix I presents the ITS-OTLT Organizational Chart.

• The Division of Continuing Education • The UI Libraries • The Office of the Provost • The Office of the Registrar • University College • Academic Support & Retention • Orientation • Academic Advising • Financial Aid

• Collegiate instructional technologists and IT directors Support Examples ITS-OTLT maintains metrics, outcome measures, research outcomes and narratives of the support provided to faculty. The services provided by the ITS-OTLT are used for all university courses, including on-campus, distance education, and online courses. All services are governed by campus advisory groups that provide direction to ITS-OTLT leadership and staff regarding the needs of campus users. ICON Iowa Courses Online (ICON) is the University of Iowa e-learning ecosystem. It consists of the learning management system (LMS) platform as well as numerous supporting instructional technology tools. ICON is used by all colleges on campus and has a high adoption rate in courses across campus at all academic levels.

Since the inception of ICON in 2005, we have seen annual usage increases. We expect usage to continue to increase as more faculty understand the value of using online resources and systems for teaching. UI Capture Lecture capture is the ability for faculty to record a live lecture within a classroom, online or to create a recorded lecture prior to class and to deliver that content in an easy-to-use format. Recordings can include audio, video, and course content such as presentation slides as desired by the instructor. The University of Iowa uses the vended software, Panopto, to provide this service.

UI Capture is the university’s local lecture capture service. UI Capture is gaining popularity as a means for students to review material from classes or for use in flipped classroom environments. It is also regularly used to create supplemental materials for students to review outside of class. Plagiarism Detection Service The university provides plagiarism detection through software from Turnitin. Students upload documents to the software, which can provide them with an indication of whether they have appropriately cited material prior to submitting to their instructors. It can also be used by instructors to determine plagiarism concerns in assignments. Wiki ITS-OTLT supports a local wiki within ICON to provide instructors with a richer means of online collaboration and commenting. This service has proven to be very popular with individual instructors and entire programs. Success@Iowa Online Course Success@Iowa is a 2-credit hour, fully online course, which is required by all incoming freshman (~5000 students). This course was formerly an elective 1-credit hour course called Online@Iowa.

The Online@Iowa iteration of the course has been developed and offered through ITS since approximately 1999. Online@Iowa regularly enrolled 2,500 students per year. In 2008, a study of downstream student outcomes was completed to determine if students who took Online@Iowa were more likely to re-enroll at Iowa in their sophomore year. In that study, there was some indication that students who took Online@Iowa had better retention in their second year of college. Unfortunately, that study was not repeated. Regardless, student satisfaction to the course is regularly quite high.

The success of Online@Iowa led to the creation of a new course, “Success at Iowa” which is a blend of the previous on-campus College Expectations course with Online@Iowa. This course will kick off in May and is being jointly developed and delivered by several offices on campus, with production work and delivery being offered by ITS-OTLT. Learning Commons The University Library Commons was completed in the fall of 2013 and was an immediate success with students across campus. The staff in the Learning Commons report to the Director of the Learning Spaces Group in ITS-OTLT. That group publishes monthly and annual reports of event attendance and student usage. The 2013-14 Annual Report is available at http://www.lib.uiowa.edu/commons/files/2014/07/Learning-Commons-2013-14-Academic-Year- Report.pdf. Learning Spaces The Learning Spaces Group within ITS-OTLT is responsible for supporting the technology in over 250 general assignment classrooms on campus of various configurations, as well as 1,200 computers in public Instructional Technology Centers (ITCs – aka computer labs) and e-mail stations across campus. Information on the types of classrooms available can be found at http://classrooms.uiowa.edu.

The Learning Spaces Group was created in 2007. Since that time, they have almost doubled support for spaces on campus and have introduced a high level of standardization that allows a highly satisfactory experience for faculty and students. All general assignment classrooms provide a computer, a projector or other display device as appropriate, easy-to-use switching equipment that provides connections to a personal laptop if desired, and the necessary audio equipment and software that supports UI Capture for lecture capturing.

This group works closely with partners in the Division of Continuing Education and in the colleges to ensure that physical classroom spaces evolve for better support of distance and online education facilitated in any classroom space on campus. While some technologies such as UI Capture are already standard in UI general assignment classrooms, the group is developing plans to extend capabilities for distance education.

The Learning Spaces Group utilizes Assessment staff to regularly ensure faculty and student satisfaction with all learning spaces on campus. The last extensive formal classroom study was done in 2011 and in 2012 a formal study of the campus ITCs was completed. Each of the studies

16 provided data that lead to some immediate improvements, but also provided a basis for strategic improvements into the future. Additionally, all new or remodeled classrooms are assessed to quantify the impact of changes made. Summaries of both of these studies are available upon request.

While the Learning Spaces Group is committed to a high level of standardization to support ease-of-use, they have also been involved in innovative new classroom projects. This group was directly involved in designing and constructing our active learning classrooms which on this campus are known as “Transform, Interact, Learn, Engage” (TILE) classrooms (more information below). They were also involved in delivering the technology training portion of the TILE Faculty Development program. The group also led the design and construction of the Learning Commons outlined above. Learning Analytics Researchers across the nation are proving the ability to use data from a variety of student systems to track student activity in order to provide early interventions for students at risk of low performance in their academic work. This is an area of great interest to the university and we have invested staff resources, including researchers and application developers, to begin working in this area.

One example of work in this area is a pilot project in a large introductory chemistry course. In this project, the researcher worked with the instructor and application developers in ITS to create a student intervention dashboard called “Elements of Success.” The early outcomes of that project are quite positive.

We are also investing staff time in national analytics working groups, and we are investigating the potential for grant funding to push these opportunities even further. Unizin The University of Iowa has recently joined Unizin, a consortium of “universities coming together in a strategic way to exert greater control and influence over the digital learning landscape” (http://unizin.org). As a founding member of Unizin, the University of Iowa holds seats on the founding board, which affords us the opportunity to help shape the effort based on our years of experience supporting a robust, innovative, centralized e-learning ecosystem.

Unizin will focus particularly on two areas of strategic interest to the University of Iowa: content sharing, and analytics for student success.

The Unizin vision for content sharing will provide a highly granular level of control for content within the ecosystem, allowing faculty to share any of their content or course materials, from individual learning objects to entire courses. The ability to easily control access to these materials will provide new opportunities for collaborating and sharing course materials with colleagues on campus, and potentially across the country.

As previously indicated, analytics is an area of strategic focus for the ITS-OTLT staff. Unizin’s focus on this area makes it an attractive opportunity for us. More information on Unizin activities can be found at http://teach.its.uiowa.edu/initiatives/unizin. Faculty Development The Center for Teaching joined the ITS-OTLT during the summer of 2014. This merger provided the opportunity to blend the ITS faculty development staff with those in the Center for Teaching, which has offered new resources to each of those groups – more staffing resources and support for Center for Teaching efforts, better pedagogical strategy for the ITS staff.

Since merging, the group has created several new opportunities for faculty and substantially improved existing initiatives. New or expanded initiatives include four Faculty Learning Communities, an online Extraordinary Teaching Project, an expanded TA Orientation and Training Program, the recent Game-Based Learning initiative, and increased course development and consulting support. Some of these efforts are highlighted below.

Existing programs enhanced by the merger include the TILE Faculty Development Program, the annual 4CAST faculty event (http://4CAST.uiowa.edu), the Student Instructional Technology Assistants (SITA) Program, the Xicotepec Project/Course, and the Large Lecture Transformation Project. Graduate Student/Post-Doc Professional Development For several years there has been demand on campus for increased/improved graduate student and teaching assistant development. In 2013, a staff member dedicated to these efforts was hired in the Center for Teaching.

Outcomes within the past year include:

General Workshops – 13 workshops held on various topics; total attendance 517 graduate teaching assistants

New TA Orientation – An annual event that provides basic orientation to teaching, best practices for leading discussions and labs, and troubleshooting for common teaching problems for new teaching assistants. This year 14 departments participated and 13 experienced TAs helped develop workshop sessions and led small group discussions.

Effective Teaching Institute – An annual event in January that helps new and experienced TAs develop teaching skills and confidence. Topics focus on presentation skills, facilitating group work, and active learning in small and large classes.

Departmental Workshops – 27 events on various topics offered by 15 departments, UI Libraries, Academic Tutoring, Passport Program, Dow Dentistry, student organization, and Graduate Student Senate

TILE TILE is a student-centered, active learning approach to teaching that encourages course design and implementation around team-based, inquiry-guided, peer-learning pedagogies.

Since the UI TILE Project began five years ago, the University of Iowa has become a national leader in the design, development, delivery, and assessment of these courses; pedagogical training of faculty members; design and delivery of active learning classrooms and technologies; and evidence-based, scholarly research into the impacts of this pedagogy on student learning and faculty development.

TILE learning spaces are equipped with circular tables, laptops, flat screen monitors, multiple projectors, and whiteboards to encourage and support collaborative and engaged active learning. The faculty workstation is in the middle, creating a free-flowing learning environment to encourage students and instructors to create an intellectually challenging but supportive learning community.

Overview of TILE statistics (fall 2010-current) • 17,130 students have enrolled in TILE courses • 696 courses and sections designed and taught • 296 faculty and instructional staff members and TAs in 90 different departments or units and 11 colleges have gone through required pedagogical training • 55 individual departments/units with at least one course taught in a TILE classroom • During spring 2015, 123 courses and sections are being taught in TILE classrooms TILE Faculty Development Programming TILE-related professional development has occurred in several formats: three-day Faculty Institutes (four were held, since discontinued); multi-hour TILE Essentials (offered four times/year); and individualized faculty and TA workshops (as needed). In order to request a TILE room, instructors are required to have participated in one of these training events.

OTLT also offers additional faculty development support:

• TILE Accelerators focus on specific areas of applied practice, such as enhanced technology training, student assessment, and course transformation. They also provide one-on-one consulting opportunities with Center for Teaching professional and SITA (Student Instructional Technology Assistants) staff. Offered monthly.

• Tech Refreshers, which provide individuals or small groups of instructors the opportunity to “test drive” the software, hardware, and space in TILE rooms before the start of the semester. A Center for Teaching staff member provides support as instructors “walk through” a class period to ensure they understand the technology, feel comfortable in the space, and can smoothly transition between team-based activities, brief lecture periods, whole-class discussion, and use of whiteboards.

• Lanschool Trainings (214 BHC software): Lanschool is a new switching software in the first TILE-Flex Room. OTLT staff provides training as-needed. New QuickStart guides and online resources (including videos) were created to help support instructors in this room, which offers unique pedagogical opportunities and challenges.

• TILE e-Newsletter (Nov 2013 – Dec 2014): This monthly publication was targeted to TILE instructors and TILE-interested registrants. It was a prelude to the current OTLT e- Newsletter and demonstrated how e-Newsletters could perform well as a tool to disseminate information and engage faculty with our existing resources. Large Lecture Transformation The original proposal for this project aimed to transform “one or more large courses (>150 students) from a traditional lecture hall format to a hybrid delivery supported by technology.” Through this effort we hoped to identify sustainable models for alternative large course delivery that increase student engagement and satisfaction, thereby leading to greater student success.

Faculty members teaching three large lecture courses participated in the project, and the transformed courses were delivered in spring and fall 2014. We adopted an evidence-based instructional model for each course to increase student-centered learning. The key elements of the course structure and instructional technology were implemented differently to serve the goals of specific courses.

• Introduction to Environmental Science (> 150 students), College of Liberal Arts & Sciences • Media History and Culture (> 200 students) in the College of Liberal Art & Sciences • Electrical Circuits (> 150 students), College of Engineering

The courses were assessed quantitatively and qualitatively. Compared with students in a control group of traditional lecture courses, students in the transformed courses: • achieved higher test scores • were more engaged with course material • were more satisfied with the course than the students in the control group • reported they were better prepared and attended class more frequently.

The lead staff member presented results of her research at two international meetings and three ITS events. She also presented three faculty/staff workshops on the web-based Calibrated Peer Review tool (see below).

While the transformed courses provided students better learning experiences, the transformed courses were also able to make more effective use of university resources.

• Environmental Science: 150 minutes entirely in a large auditorium (760 seating capacity) per week changed to one 50-minute class in a large auditorium (760 seating capacity) and two 50-minute classes in a smaller, 72-seat TILE classroom per week • Media Culture and History: combined 10 discussion sections in 10 classrooms to create five discussion sections in 5 TILE classrooms; this reduced the number of classrooms in use by half.

The project resulted in the introduction of new course design models and teaching technologies across campus:

• The transformed Electrical Circuits course became a model to develop an online course of Electrical Circuits in College of Engineering that will be offering in summer 2015. • The transformed Electrical Circuits also underwent a third iteration as a TILE course. • Calibrated Peer Review (CPR)—a web-based tool for peer assessment of writing—was introduced in a number of courses and departments. The instructor of Intro to Environmental Science course piloted CPR to improve students’ writing and critical thinking skills without adding more workload to instructional staff. Three courses from three different colleges (College of Liberal Arts & Sciences, College of Engineering, and College of Pharmacy) adopted CPR in spring 2015, and about 10 more instructors expressed interest in adopting this tool. ITS-OTLT also recently collaborated with the Division of Continuing Education to expand this service to online instructors.

This project has provided opportunity for several presentations and publications. Faculty Learning Communities Faculty Learning Communities (FLC) are organized around a specific area of interest, are led/championed by a faculty member, and should deliver a specific outcome or deliverable. They are supported by staff in the Center for Teaching and with a small budget to support materials and activities.

We have launched or planned and are supporting four FLCs this year: • Big Ideas Courses: 14 faculty from 13 departments; outcome goal: Proposal to Office of the Provost regarding institutional initiative for Big Ideas Courses • Active Learning Pedagogies: 8 faculty from 8 departments and 5 colleges; outcome goal: audio clips of active learning strategies posted on OTLT web site • Online/Blended Teaching & Learning: 12 faculty from 9 departments and 3 colleges; outcome goals: articulate and disseminate a definition for online teaching and blended learning at Iowa, create and post a best practices document, survey DEOs about their plans for and thoughts about online teaching, establish policy recommendations, create quality control guidelines for assessing online/blended courses • STEM in TILE: in development

Annual Campus Academic Strategies and Technologies (4CAST) The annual 4CAST day (http://4cast.uiowa.edu) draws together faculty members to examine how learning technologies can be leveraged to engage students, make connections between instructors and support staff, and identify educational potential in new technology. The event includes a keynote address, interactive discussions and 20-minute guest presentations by local experts on a variety teaching, learning & technology topics. Big Idea Courses

Big Idea (BI) Courses are general education courses centered on themes rather than individual disciplines. These courses are team-taught across an array of disciplines, departments, and even colleges. The current set of courses are taught as active-learning, team-based, peer-learning courses in a TILE classrooms.

The impact of these interdisciplinary, team-taught, active-learning courses include: • students work closely with several experts in a variety of fields; • faculty identify and overcome disciplinary “bottlenecks”—aspects of a discipline that are particularly difficult for novices; • students develop an intrinsic interest in new fields and seek out additional courses in disciplines they first encountered in a Big Ideas course; • faculty members share teaching strategies and assessments through peer mentoring.

Current BI Courses:

• Origins of Life in the University is a two-semester sequence taught by faculty members in Physics & Astronomy, Biology, Earth and Environmental Sciences, and Anthropology. An Honors Rhetoric course was developed in tandem with this course and has served as the model for a comparable Honors Rhetoric section for People and the Environment (see below); future courses also will have Honors Rhetoric sections available. • People and the Environment: Technology, Culture and Social Justice is a one-semester course taught by faculty in Anthropology, Gender, Women’s and Sexuality Studies, Geography, Urban & Regional Planning, and Mechanical Engineering. The course emerged from an interdisciplinary faculty group researching the intersections of engineering and cultural questions.

With support from OTLT and members of the Big Ideas Faculty Learning Community, three BI courses are in development, to begin fall 2015:

• Energy and Society – Part 1: The History and Science of Oil (Earth and Environmental Studies and History) • Policy Matters: Perspectives on Contemporary Problems (History and Sociology and Earth and Environmental Sciences)

• Creativity for a Lifetime (Art, Art Education, Rhetoric, Nursing, Public Health, and Social Work)

We are anticipating at least one more BI course to be taught in spring 2016: • Energy and Society--Part II: Beyond Petroleum (Sociology, Political Science, and Civil & Environmental Engineering)

Members of the BI FLC plan to develop and offer the following Big Ideas General Education courses in the near future: • The Global Midwest (lead faculty in Dance) • Measuring Society: Big Data I and II (lead faculty in Political Science) • Why We Sing (lead faculty in Music) • Comparative Ethnicity (lead faculty in American Studies) • Sex, Gender and Society (lead faculty in Biology) The Extraordinary Teaching Project

Through short video clips and supplemental materials the Extraordinary Teaching Project showcases the rich array of pedagogies and teaching philosophies University of Iowa instructors incorporate into their teaching. The project highlights specific, effective teaching strategies and inspires innovative teaching, including authentic learning, lecturing, grading, flipping, and group work.

• 15 close-captioned videos and web pages featuring 16 UI instructors (10 new video clips and associate supporting resources have been created in 2015) • print-friendly, time-stamped video transcripts • QuickStart Guides with best practices, technology recommendations, suggested readings, and links to relevant UI services and resources • Represents a broad cross section of disciplines: o 13 departments in College of Liberal Arts and Sciences o 2 departments in College of Engineering o 1 Center in the Tippie College of Business ExTP clips have been used to showcase UI teaching and demonstrate best pedagogical practices at a variety of workshops, trainings, and faculty and staff meetings.

Xicotepec Project and Course The Xicotepec project (http://xicoproject.org) is a joint effort between the University of Iowa and the Rotary International District 6000. This effort was provided early support in 2005 for developing service-learning instruction from the Center for Teaching and continues annually to this day.

• Two faculty members in the 2005 Center for Teaching Service-Learning Faculty Institute designed a course that dovetailed with a three-year-old Rotary International partnership between Iowa and Xicotepec, Puebla, Mexico.

• Since 2007, 194 students have participated in the semester-long course, which requires a Spring Break service trip to Mexico to partner with local residents of Xicotepec to conduct an array of community-based projects. • At the end of each semester, students give public presentations about their work to faculty and Rotarians from central and eastern Iowa. • 12 faculty members from 7 colleges have team-taught the course. E-text Exploration and Projects We have been exploring the potential for expanding support and access to electronic texts (e- texts) in several different formats. Our explorations included the following examples.

Staff completed three full semesters of the Internet 2 E-Text Pilot, which provided free e- textbooks to hundreds of students. ITS-OTLT staff collaborated with faculty in the College of Education to extensively research this experience. • Fall 2012 = 800 students in one pilot using CourseLoad and McGraw Hill • Spring 2013 = Two separate pilots completed o CourseLoad = 400 students o CourseSmart (a little different model) = 100 students who received free textbooks in ALL sections of their courses where books were available • Fall 2013 = Courseload only for 400 students

In fall 2014 a formal research assessment was completed of 200 students in a large introductory Biology course. The ITS-OTLT Assessment Director, Sam Van Horne, summarized that he and his research colleagues found that “students have varying attitudes toward using e-books, and we believe that it is important to address obstacles to using e-textbooks (such as how to read effectively online and use the e-text as a learning tool) and not assume that all college students will choose e-textbooks for learning.”

In a project titled the “Digital Course Content Project,” staff members in ITS-OTLT and the University of Iowa Libraries collaborated with faculty members to determine if the use of licensed, faculty-created or open- educational digital course content could: • reduce student material cost by transferring a substantial portion of the course content from traditional materials (e.g. textbook, course packs, etc.) to digital sources (e.g. journal articles, eBooks, video, etc.) licensed by the University of Iowa, open educational resources or faculty created material • expand the use of primary source material in course content through the above • explore and develop support processes, collaborative structures and workflows for ongoing and expanded use of University licensed digital content, open educational resources or faculty created material in UI courses • explore and develop strategies for long-term use and establish repository for digital course content created during project.

Spring 2015 Participation • 5 courses, 3 college

• 597 students enrolled Example Strategies Utilized • 1-1 replacement with free textbooks • Replaced paid textbook with mixed resources • Added new learning modules with free digital materials • Created Student Study Support Guide Game-Based Learning Initiative As a follow-up to the successful May 2014 Game-Based Learning Faculty Institute, we invited Rensselaer Polytechnic Institute faculty member Lee Sheldon to weave together campus conversations about gaming in higher education. The two-day event series included a campus- wide keynote presentation, three master classes on in-depth topics, and multiple meet–ups with targeted audiences across campus.

Attendance and public and invitation-only events was almost 300. The GBL initiative webpage received more than 250 hits the week following the events. Faculty and Instructor Communications and Outreach

The ITS-OTLT e-Newsletter was launched in February 2015 to: • Increase awareness of the new Office of Teaching, Learning & Technology and enhance partnerships with faculty, TAs, other instructors, and UI academic administrators • Communicate with the UI campus and others the impact of teaching on student academic success at Iowa • Provide a forum for advocating for excellence in teaching and learning at Iowa • Inform readers (mostly faculty and administrators) about teaching/learning topics, events, resources, technologies, and assessment. It also links them to broader issues in American higher education

Handbook for Teaching Excellence: During the spring 2015 semester, the Center for Teaching staff updated the former “TA Handbook” into a new and broader “Handbook for Teaching Excellence.” The text was updated and revised and staff redesigned the cover, layout, and photographs. This included adding sidebars for graduate student teaching assistants. The printed resource is now available for all instructors on campus.

Appendices: . Appendix E: Division of Continuing Education Organizational Chart . Appendix F: University of Iowa 2013-14 Distance Education Governance Report . Appendix G: Competitor Comparison . Appendix H: Awards by Career Cluster and College . Appendix I: ITS-OTLT Organizational Chart

APPENDIX A RENEWING THE IOWA PROMISE: “GREAT OPPORTUNITIES—BOLD EXPECTATIONS” The Strategic Plan for The University of Iowa, 2010-2016

OVERVIEW

Mission:

EDUCATION RESEARCH AND CREATIVE WORK OUTREACH HEALTH CARE

Expectations:

KNOWLEDGE NEW BETTER STUDENT AND FRONTIERS IN FUTURES FOR SUCCESS PRACTICE THE ARTS IOWANS

Opportunities: NEW FACILITIES AND COMPREHENSIVE CAMPAIGN Foundational Commitments: INCLUSION AND INTERNATIONALIZATION  SUSTAINABILITY  COLLABORATION, ENTERPRISE,INNOVATION

IDENTITY, MISSION, VALUES

Identity: The University of Iowa is a comprehensive research university with particular distinction in the arts, humanities, and sciences; a world-class academic health center; and a wide array of exceptional professional programs. While serving as the state’s most comprehensive institution of higher education, the University also enjoys a national and international reputation for excellence and competes at that level for the best faculty and the most talented graduate and professional students. Mission: In pursuing its missions of teaching, research, and service, the University seeks to advance scholarly and creative endeavor through leading-edge research and artistic production; to use this research and creativity to enhance undergraduate, graduate, and professional education, health care, and other services provided to the people of Iowa, the nation, and the world; and to educate students for success and personal fulfillment in a diverse world. Core Values: In planning, setting priorities, and carrying out every aspect of its mission, The University of Iowa is guided by seven interdependent values: Excellence | Learning | Community | Diversity | Integrity | Respect | Responsibility

1 VISION 2010-2016: A DISTINGUISHED RESEARCH UNIVERSITY FOCUSED ON STUDENT SUCCESS

The Iowa Promise, the University’s strategic plan for 2005-2010, provided a framework to advance excellence across the University. As we look to the next planning period, we renew The Iowa Promise and reaffirm our commitment to excellence. At the same time, we recognize that—taking into account recent and expected changes in our broader environment— we cannot pursue all of the initiatives we would like to pursue. This plan therefore builds on The Iowa Promise but emphasizes focused excellence in identifying new strategies for moving toward our chosen future. We will accelerate the University’s advancement in strategically targeted areas that take advantage of emerging opportunities and in which we set for ourselves high expectations, while maintaining and contributing to the high quality in our core missions and our most central programs. At the end of six years, continued distinction in teaching, research, and service—bolstered by transformational progress in the areas of strategic focus—will propel the University’s ascendancy as one of the leading public research universities in the country. The animating strategic vision for 2010-2016 is of a distinguished research university of global reach and impact that has, at its core, vibrant programs for student success. All academic and administrative units of the University share in the responsibility and opportunity to realize this vision.

GREAT OPPORTUNITIES: PLANNING CONTEXT

The University of Iowa continues to recover from the Great Flood of summer 2008, and—like the rest of the state and the nation—is gradually emerging from the Great Recession of 2008-10. The ongoing recovery from the physical and financial devastation wrought by these two crises will take time and effort. However, the cycle of destruction and renewal creates both opportunities and expectations as we forge a bold future.

Over the next several years the University will invest on an almost unprecedented scale in major new facilities— about $890M. As Winston Churchill said, we shape buildings and then buildings shape us. The new construction will shape how we carry out education, research, service, and clinical care well into the 21st century. The rebuilding of our arts facilities in the wake of the flood presents a singular opportunity to strengthen the synergies between our outstanding arts programs, to enhance learning and to inspire creative work. The building of new facilities for biomedical discovery, public health, dentistry, and psychology—as well as the cyber-infrastructure to support cutting-edge research—creates opportunities for new ways of advancing knowledge and applying it (through outreach, engagement, and clinical service) to enhance the quality of life of Iowans and others. The design of new residence hall, learning commons, and interactive- learning classroom spaces gives us opportunities to envision improvements in teaching and learning to enhance student success. The relocation of the Obermann Center for Advanced Studies to the heart of the campus expands opportunities for interdisciplinary collaboration between the humanities and other scholarly fields.

The University suffered significant de-appropriations, as did most other public institutions, during the national and global economic crisis. We had to make extensive and painful reductions, resulting in a leaner University. The continuing trend of declining appropriations as a proportion of the General Education Fund portends a “new normal” of constrained public resources that may be long-term and structural. The massive and growing federal deficits, that will have an impact on state budgets, do not presage a quick return to the short-term and cyclical “old normal” economy. Going forward, we must use limited state resources to make targeted investments for focused excellence.

Our faculty and staff are talented and entrepreneurial. They are already leading our efforts to expand and diversify our revenue streams. They are also more effective and efficient than ever in their stewardship of resources. In addition, we have many loyal friends and supporters whose generosity contributes to the margin of excellence. We are embarking

2 on a multi-year comprehensive fundraising campaign, building on the success of the last $1B campaign, that will allow us to preserve excellence in core areas and pursue new and innovations in research, education, and public engagement.

Opportunities like these engender high expectations for what we can accomplish. In turn, the expectations we set for ourselves lead us to create new opportunities for excellence, such as new investments to support our highest goals.

BOLD EXPECTATIONS: success (including improved and timely degree STRATEGIC PRIORITIES, 2010-2016 completion). Knowledge and practice The strategic priorities—the four complementary, mutually supporting areas in which we will invest for The University has a long and successful tradition of accelerated advancement—are: interdisciplinary and cross-college scholarship. We will • Student success, build on that success and mobilize the University’s • Knowledge and practice, scholarly capacities to address major societal challenges of • New frontiers in the arts, and our time—areas of national or global need and • Better futures for Iowans. significance that require the collaborative efforts of These are areas in which we will build on ongoing multiple disciplines. strengths, seize new opportunities, and advance our core New frontiers in the arts commitments for focused excellence. In the wake of the destruction caused by the flood of Student success 2008, the University has a singular opportunity to re- Undergraduate student success imagine arts education, presentation, and performance for the 21st century. In addition to rebuilding our arts The increased success of our undergraduates is an facilities—an effort that will extend throughout the 2010- educational imperative. There are three dimensions to 2016 planning period—we will bring together the full this priority: Quality, access, and affordability. range of our arts programs in innovative ways that will Higher quality will be founded on student-centered generate educational opportunities and stimulate creative educational experiences that raise academic expectations work among students, faculty, staff, and visiting artists and better engage students with each other, with the and scholars. faculty, and with their studies, resulting in increased retention and timely graduation. Better futures for Iowans We will expand access by increasing enrollment over Public research universities evolve by addressing the the next five years, taking into account the impact of state needs of each generation in each state. We will expand demographics and globalization. Expanded access will our public engagement to contribute to economic and increase the diversity and internationalization of the cultural vitality and to the health and quality of life of the University and will help us serve the needs of the state. people of Iowa. We will help place-bound Iowans achieve their educational aspirations. We will align University We will preserve affordability by containing costs resources with important state needs. and by the most efficient and innovative use of existing resources. FOUNDATIONAL COMMITMENTS Graduate and professional student success We will continue to recruit the very best graduate and Inclusion and internationalization professional students from Iowa and beyond whose Across the strategic focus areas and in all that we do, achievements and diversity will enrich the intellectual the University will continue to advance the core values excellence of our programs. The total educational and priorities of inclusion and internationalization. experience at the University will promote their academic Domestic and global diversity are essential to excellence and professional success. University funding for graduate across all parts of our mission. programs will be linked to program quality and to student

3 Sustainability STRATEGIC INITIATIVES The University has committed to make The following initiatives form the roadmap for realizing sustainability a central priority of all aspects of the the vision of Renewing The Iowa Promise 2010-2016: “A enterprise, from the academic mission to daily Distinguished Research University Focused on Student operations. Our goal is to lead change and to be a Success.” Each initiative is followed by a representative meaningful resource to all Iowans in the promotion of (not comprehensive) list of action items. sustainability. We will build on successes to date that include highly ranked sustainability-related academic Access and enrollment growth focus areas, the establishment of an Office of Sustainability, an undergraduate certificate in Determine the desired size and mix of students for the sustainability and a sustainability-focused living- University and increase undergraduate enrollment over five learning community, an interdisciplinary “cluster hire” years to reach that goal. . focused on water sustainability (the Water Ensure access for every qualified Iowa resident and Sustainability Initiative), new buildings designed to increase enrollment of resident and non-resident LEED standards, significant cost savings through undergraduates, underrepresented domestic students, energy audits, leadership in the development of veterans, and international students; . renewable energy systems, and many others. Plan for expanded student housing, classrooms, and staffing to accommodate the targeted enrollment Collaboration, enterprise, innovation growth; Given the fiscal context, it is more important than ever . Consider innovations to maximize use of facilities by that we operate in the most collaborative, enterprising, students on a year-round basis. and innovative ways possible. We have to collaborate and share resources to be more efficient while maintaining Undergraduate student success quality. We have to be more entrepreneurial and Create the best student-centered experiences in a Big 10 public maximize and diversify revenue streams. And we have to university. implement innovative and better ways to carry out our . Enhance the first-year undergraduate experience and various missions to contain costs and enhance quality. expand “living-learning communities” in residence The goal of this strategic plan is not to do more with halls so that every first-year student can participate; less; it is to move forward by doing things differently. We . Convert residence halls into “residential colleges,” each will concentrate new and reallocated resources on the led by a faculty director; areas of strategic focus where we can and will achieve . Recruit and reward tenured professors who make substantial enhancements in excellence over the next five significant contributions to student success, and recruit years, while protecting central programs and continuing new tenure-track faculty positions dedicated to student to carry out all of our missions with commitment to the success; highest quality. . Provide more opportunities for upper-level students to THE PLANNING PROCESS participate in undergraduate research, study abroad, internships, service learning, capstone courses, and Six task forces composed of some 80 faculty and staff other enriching learning activities; developed, over an 8-month period, recommendations for . Create “learning commons” spaces in the Main Library, strategic priorities and initiatives. The task forces in new academic buildings, in new residence halls, and informed the development of this strategic plan, as did the in selected other locations; campus feedback received during and after they finished . Build high-tech interactive classrooms; their work. (See http://provost.uiowa.edu/work/strategic- initiatives/ for the full task force reports.) . Create a safer and healthier living and learning environment by working to reduce underage and high- risk drinking and their negative academic and social consequences (for example, by providing new and

4 additional outlets for physical and recreational . Explore opportunities to bring together the full range of activities). UI arts programs to generate new educational opportunities; stimulate creative work among faculty, Graduate and professional student success staff, students; attract visiting artists and scholars; and Enhance student success and focused excellence in graduate and provide exceptional cultural events for community professional programs. audiences; . Support curricular innovations that promote . Consider innovations to enhance interdisciplinary educational quality and timely degree completion; strength in teaching, scholarship, and artistic . Align graduate program enrollments, program presentation and performance in the digital arts. resources, and market demand for graduates; . Link University funding of graduate programs to Internationalization and diversity program quality, centrality, and student success; Enhance educational excellence by expanding domestic and . Strengthen graduate education through realignments international diversity and by bringing the world to Iowa and that promote new intellectual synergies and ensure a taking Iowa to the world. critical mass necessary for program quality and . Strengthen recruitment and retention of talented program sustainability; underrepresented domestic minority students and . Enhance career advising and improve placement in international students and scholars; academic and non-academic jobs; . Infuse international and multicultural perspectives in . Augment inter-professional education in the health our institutional missions; sciences. . Expand the proportion of students who study abroad; . Expand the University’s global reach through active Scholarly inquiry and creative work partnerships with institutions abroad. Put knowledge into practice to address “grand challenges” of the 21st century, building on our existing and emerging Sustainability strengths. Integrate sustainability into all aspects of the university . Retain and attract outstanding faculty and staff who enterprise – academics, operations, and outreach provide the leadership and capacities for advancing . Provide students with educational opportunities to knowledge and applying it to improve society and the increase their knowledge of and problem-solving skills human condition; in environmental, social, and economic sustainability; . Promote a culture in which every academic unit . Support the workforce development needs of green undertakes scholarship and/or creative work at the industries in Iowa; highest level in its field, by setting goals and . Support and grow interdisciplinary research in formulating a plan for achieving a specified level of sustainability-focused areas; excellence by 2016; . Achieve aggressive improvements in energy . Create 100 tenure track faculty “cluster” positions to conservation, renewable energy reliance, waste address the major societal issues of our time (e.g., reduction, and CO2 reduction. environmental sustainability, aging, etc.; these are new faculty hired by departments who collaborate with Public outreach and civic engagement colleagues in other departments and colleges on Create better futures for Iowans by extending the reach of the problems that require cross-disciplinary expertise); University’s missions throughout the state. . Implement policies and practices that promote . Expand non-traditional paths for earning baccalaureate successful interdisciplinary research, scholarship, and graduate degrees for place-bound adults in Iowa, creative work, and engagement. by establishing partnerships with community colleges throughout the state to provide on-site and online Arts synergies degree completion programs; Build on the University’s tradition of leadership in the arts by . Expand and enhance transfer and articulation creating connections among arts programs. agreements with community colleges, such as “2+2”/dual enrollment programs;

5 . Expand our public leadership and public contributions transportation services. Units supporting purchasing, to economic and cultural vitality, and to the health and accounts payable, and similar services will continue with quality of life of the people of Iowa, by forging electronic innovation for faculty and staff, making UI partnerships with local communities. exemplary among the Regents universities and among its peer institutions. Risk Management functions will Efficiency and effectiveness provide the technical leadership in seeking FEMA and Maximize available resources by being more collaborative, insurance proceeds to make possible the overall $750 enterprising, and innovative; align budget allocations and million in flood recovery. reallocations with strategic priorities. Clinical enterprise and translational research . Practice budget discipline and realize cost savings UI Health Care—comprising the UI Roy J. and Lucille A. through ongoing administrative and academic Carver College of Medicine, UI Hospitals and Clinics, and streamlining; UI Physicians—collaborates closely with other University . Review curricular, procedural, and policy requirements colleges to achieve shared goals. As Iowa’s only that impede progress to degree, and consider comprehensive academic medical center, UI Health Care innovations that would help students complete their sets high standards for excellence in the provision of degrees faster; quaternary level patient care, in the education of medical . Offer alternative educational delivery models that and allied health professionals, and in the advancement of maintain quality and lower costs; significant leading edge biomedical research—including . Incentivize units to increase enrollment, retention, and groundbreaking clinical and translational science. A focus extramural and clinical revenues; on assuring access to health care services in local . Reallocate a set percentage each year from all units to communities, extensive outreach, and community benefit support University strategic priorities (i.e., grow by programs supplement these efforts, all aimed at substitution as well as addition of resources); enhancing the health and well-being of the people of Iowa and beyond. . Reorganize programs and activities for increased excellence and synergies; Development . Continually evaluate programs to guide investment in The UI’s strategic plan for 2010-2016 and the next those that are or have the potential to be of the highest University-wide comprehensive campaign being planned quality, and/or are most central to the University’s by the UI Foundation together present an opportunity to missions; align the University’s aspirations with the passions and . Ensure that all building and space planning takes into interests of donors. Private gift support will play a critical account the need to accommodate enrollment growth. role in the University achieving new levels of distinction and excellence in the education of its students, SUPPORT FOR THE STRATEGIC PRIORITIES: development of its faculty, discovery of knowledge that UNIVERSITY FUNCTIONS will improve lives, creation of outstanding learning environments, and service to a wide variety of Every faculty and staff member on campus shares in the constituents in Iowa and far beyond. The UI Foundation opportunity and the responsibility for implementing not only provides essential resources in donor prospecting Renewing the Iowa Promise 2010-2016. The University’s and acquisition, fundraising, stewardship, and eleven colleges play a central role in carrying out the management of gift funds, but also is a key partner in University’s academic mission, but our success in overall University advancement, along with the Alumni realizing the vision of focused excellence also depends on Association and others on campus who are involved in the work performed by people in non-academic as well as outreach and telling the UI’s compelling story. academic units across campus. Facilities Business Services Major capital projects in 2010-15 – totaling $890 million – Productivity opportunities will be provided through will transform teaching, research, clinical practice, and constantly improving CAMBUS as well as other student housing well into the 21st century, and will

6 emphasize environmental/energy sustainability. This will Information technology be accomplished while lowering unit energy consumption Rapidly changing technology trends will undoubtedly and providing effective stewardship for the existing continue at an accelerated rate. When strategically inventory of UI buildings. implemented, technology increasingly adds value, Financial Management innovation, and opportunity for The University of Iowa. Technology has also proven invaluable by significantly The University is integrated financially and will continue improving personal productivity and learning. to be so that individual enterprises (e.g., UIHC, Student Housing, Telecommunications) can have all the IT will enhance student success through expansion, advantages of larger scale while innovating within their adoption, and support of e-learning systems, and will also individual units. Budgeting, accounting, investment, and enhance the cyber-infrastructure needed to meet the debt financing will be coordinated to the advantage of evolving needs of research, scholarly work, and the University units and to support decentralized decision- creative arts. A major effort during this planning period making and accountability. As University enterprises, will be to collaboratively leverage the IT skills and financial accountability will be in place to serve the resources of the campus community to accelerate progress Regents, grantors, donors, students, and others to whom towards all areas of the strategic plan. we are responsible. Intercollegiate athletics Human resources Intercollegiate Athletics plays a vital role at The Human Resources will attract and support a healthy and University of Iowa. It has often been described as the engaged workforce to maximize productivity, reduce “front porch” of the campus and, as such, provides an costs, and achieve excellence. A comprehensive health entrance for current and future students, friends and fans, management program will focus on individual citizens of Iowa, and people around the world. Whether improvement and campus culture. A 12 month on- they are playing host to thousands of young people in boarding program for new staff and faculty will enable summer sports camps or appearing on television to the higher productivity sooner and stronger retention later. delight of millions of viewers across the country, the HR will implement the Professional & Scientific Hawkeyes foster an esprit de corps that inspires students classification and compensation redesign, and create a and potential contributors alike. fully integrated talent management system to ensure the development and retention of our most productive The Intercollegiate Athletics Department is committed to employees. LEAN process improvement leadership will all aspects of the University Strategic Plan. In particular, be available to implement additional administrative Hawkeye Athletics will continue to partner with the efficiencies. campus in its efforts relative to student recruitment and Information resources retention, public outreach and engagement, diversity, and The university library of the past was designed, for the campaign fundraising initiatives. most part, to collect and process print collections. Today’s Legal & risk management library must be an extension of the classroom, fostering The Office of the General Counsel (OGC) will continue to collaborative and interactive learning. The library will provide and/or coordinate responsible legal services on support student success by developing a campus issues facing all sectors of the University, and will assist “learning commons” where new and emerging the colleges and departments in developing policies, technologies are accessible in an inviting, user-focused, practices and procedures that reduce the risk of legal service-rich environment where students can learn from problems. The OGC will assist in training of faculty and working together, and where the key support services for staff in areas of legal risk. Working through the complex learning are accessible. At the same time, the University legal and regulatory issues relating to the rebuilding the Libraries will also be a full collaborative partner in the arts campus will remain a high priority. research and creative endeavors of the University.

7 The Office of Risk Management, Insurance and Loss Prevention will continue to minimize the risk of human, operational, financial and reputational loss to the University through the identification and analysis of risk, implementation of loss control programs and contractual transfer or other risk reduction and financing techniques, in particular maintaining constant vigilance in pursuing available resources to recover losses of resources. Coordinating the processes with FEMA for authorization to repair and replace the damaged building on the arts campus continues as a top priority. Strategic communications The goal of strategic communications is to inform and inspire our varied internal and external constituents. Current and planned efforts to better reach and engage our audiences using traditional and emerging communication tools should help the University more effectively convey the strategic scope of student success, research strength, and creative excellence that collectively serve Iowa and the world. Such efforts also should help refine the University’s focused excellence in these areas and overall brand through consistency and absorption of message. Student life and housing The Division of Student Services supports the strategic plan by serving as committed partners in expanding participation in Living-Learning Communities, creating educationally purposeful experiences that promote student success, and continuing innovation in addressing crucial health needs such as alcohol safety.

Academic affairs-student affairs partnerships maximize our ability to enhance student success. Connecting classroom learning with student involvement, leadership, service, and multicultural experiences, while promoting coordinated assessment of learning outcomes, creates a seamless environment that transforms the student experience.

8 APPENDIX B-1

RENEWING THE IOWA PROMISE: “GREAT OPPORTUNITIES—BOLD EXPECTATIONS” The Strategic Plan for The University of Iowa, 2010-2016 ______ANNUAL REPORT ON PROGRESS, FALL 2011

STRATEGIC PRIORITIES, 2010-2016 (THE “FOUR PILLARS”)

PILLAR #1: STUDENT SUCCESS (continued) Access and Enrollment Growth • UI Academic and Professional Record – creating central • Record size, diversity, preparation of incoming classes database of faculty activities • Recruiting activities in focused markets; created Sponsored funding for Research recruiting materials in Spanish & 6 other languages • Steady despite downturn in federal funding Affordability • Second-highest annual total ever ($456.6M) • Lowest resident undergrad tuition in Big Ten (ex. Nebr.) ILLAR EW RONTIERS IN THE RTS Improved Retention P #3: N F A • Established an Office of Retention Rebuilding the Arts Campus • Launched On Iowa! immersion program • Working together to move forward on building, • Early intervention helping to improve retention renovation, mitigation • New supplemental instruction program for students in • Aligning campaign priorities with arts campus needs critical “gateway courses” Initiated Unified Arts Vision • Record retention & graduation rates • Sponsored unified Arts@Iowa campus website Increased Students’ Academic Engagement • Coordinating with Liberal Arts & Sciences • 4 new living-learning communities MFA in Book Arts • 122 first-year seminars (# tripled since 2008-09) • An example of creating synergies by bringing diverse • TILE (Transform. Interact. Learn. Engage.) programs together classrooms/learning commons spaces • Fully subscribed in its first year • Increased funding to Iowa Center for Research by Hired UI Museum of Art Director Undergraduates • Renewed relationship with academic units Outcomes Assessment • Restarted faculty art show at Figge • Hired director of assessment • First annual assessment report PILLAR #4: BETTER FUTURES FOR IOWANS Alcohol Safety • Established Alcohol Harm Reduction Plan Degree completion programs • Created Harm Reduction Committee, appointed • FY 2011 added Southwestern, Iowa Western, and North coordinator of campus initiatives Iowa Area community colleges (CCs) Grad/Prof Student Success • This summer added Northwest Iowa, Southeastern, and • High quality programs: >75% in top 30 publics Northeast Iowa CCs (total = 13) • 13 degree programs closed; additional programs Expanded Distance Education Programs realigned for efficiency and synergies • New online Bachelor of Business Administration (BBA) • 11 new programs (subtracks, certificates, 1 degree) • 47% of enrollments in for-credit continuing education at • Career advising incorporated in development programs Regent universities are in UI programs Provost’s Committee on Engagement PILLAR #2: KNOWLEDGE AND PRACTICE • Articulate a UI vision and priorities that is supportive of academics Invested in Faculty Cluster Hires • Consider whether to pursue Carnegie community • 5 active clusters, ~50 lines allocated engagement classification • Smaller investment in “runners-up” Faculty Clusters Enhanced Processes for Monitoring and Rewarding • All clusters directly benefit Iowans Faculty Digital Studio for the Public Humanities • Developed review procedures with deans & Faculty • Inaugural director appointed Senate (post-tenure) RENEWING THE IOWA PROMISE: “GREAT OPPORTUNITIES—BOLD EXPECTATIONS” The Strategic Plan for The University of Iowa, 2010-2016 ______ANNUAL REPORT ON PROGRESS, FALL 2011

FOUNDATIONAL COMMITMENTS

COMMITMENT #1: INCLUSION AND (continued) INTERNATIONALIZATION Sustainability in Economic Development, Research, and Outreach Student and Faculty Diversity • Iowa Initiative for Sustainable Communities – students • Record diversity of incoming class (14.2%) and faculty collaborating with Iowa communities • Positive trends in faculty diversity • Iowa Flood Center funding to support research to help International Students Iowa communities • Record percentage of international students in • Collaborating with other Regent universities on a major incoming class (10.6%) outreach-focused grant proposal • State-wide, contribute $250M to Iowa’s economy New General Education Requirements COMMITMENT #3: COLLABORATION, • International and Global Issues ENTERPRISE, INNOVATION • Values, Society, and Diversity Study Abroad Program Restructuring to Promote Efficiency • Positive impact on retention and success • Created the Division of World Languages, Literatures, • 2009-10: 912 undergraduates, 453 and Cultures graduate/professional students (a record) • Merged two departments into new Department of • 2010-11: 907 undergraduate, 441 grad/prof Health & Human Physiology Instructional Productivity COMMITMENT #2: SUSTAINABILITY • FTE down, student credit hours (SCH) up • SCH/FTE up 10.5% since 2005 2020 Vision Institutional Cost Savings and Efficiencies • 7 ambitious goals for sustainability • Sustainability efforts lead to efficiencies (e.g., energy • Sustainability Partnership Program agreement with EPA conservation) Building Smarter and Greener • Paperless “e-transactions” growing toward one million • LEED certification for new construction and major per year renovations • Lowest ratio of executive/administrative staff to total Energy Conservation staff in the Big Ten • Energy Control Center “dashboards” – live displays of Inter-Institutional Cost Savings and Efficiencies energy usage for all buildings • Conducted a review of software licenses at Regent Materials and Recycling universities for potential savings • As of August 2010, recycling available in all residence • Investigated joint contracting opportunities halls • Reviewed leave programs for more effective and Renewable Energy consistent application of policies • Biomass Fuel Project • Investigated potential cost-savings in worker’s • Sustainable Energy Discovery District compensation program Sustainability in the Curriculum/Learning Opportunities • Working with UNI to implement UI-developed applicant • Sustainability certificate – high demand, new courses tracking system • Held workshop to help instructors integrate sustainability into the classroom • Countless opportunities for students to participate in sustainability-related research, projects, and volunteer efforts APPENDIX B-2 RENEWING THE IOWA PROMISE: “GREAT OPPORTUNITIES—BOLD EXPECTATIONS” The Strategic Plan for The University of Iowa, 2010-2016 ______ANNUAL PROGRESS AND STATUS REPORT, FALL 2012

STRATEGIC PRIORITIES, 2010-2016 (THE “FOUR PILLARS”)

PILLAR #1: STUDENT SUCCESS PILLAR #2: KNOWLEDGE AND PRACTICE Access and Enrollment Growth Invested in Faculty Cluster Hires • Highest total enrollment ever (31,498) • 5 active clusters, ~50 lines allocated, 30 hired • Most diverse incoming class (16.2% minority) Enhanced Processes for Monitoring/Rewarding Faculty • Highest total percentage international students (11.4%) • Implementing new post‐tenure review policy • Enhanced efforts to reach out to Iowans: Iowa Scholars • Implementing UI Academic and Professional Record (central Award, recruiting plan, admissions improvements database of faculty activities) rd • Military‐friendly school (3 year); ICOVE grant • Redesigned survey for biennial Faculty Activity Report Affordability Sponsored funding for Research • Second lowest resident undergrad tuition in Big Ten • Steady despite downturn in federal funding • Third‐highest annual total ever ($438.1M) Improved Retention • Early intervention helping to improve retention PILLAR #3: NEW FRONTIERS IN THE ARTS • On Iowa! immersion program (2nd year) • Expanding no cost tutoring for students in critical “gateway Rebuilding the Arts Campus courses” • Working together to move forward on building, renovation, • Expanded supplemental instruction for at‐risk students mitigation • Full implementation of ALEKs to ensure appropriate • Aligning campaign priorities with arts campus needs placement of students in math coursework Academics • 1‐year retention and 4‐ and 6‐year graduation rates remain • Strengthened partnership between School of Art & Art close to record levels set in last year History and UI Museum of Art Increased Students’ Academic Engagement Outreach • Enhanced academic components to living‐learning • Arts@Iowa campus website communities • Mural exhibition at Des Moines Art Center • TILE (Transform. Interact. Learn. Engage.) classrooms/learning commons spaces PILLAR #4: BETTER FUTURES FOR IOWANS Increased funding over past three years to Iowa Center for • Educating Iowa Research by Undergraduates (ICRU) • Degree completion programs with 13/15 Iowa community Experiential learning experiences abroad • colleges Outcomes Assessment • New online BBA, BA in social work in Des Moines • Joined New Leadership Alliance for Student Learning and • Partnership with Herbert Hoover Presidential Library – Accountability; partnering with CIC summer institute for teachers, grades 5‐12 Career Development • 46% of enrollments in for‐credit continuing education at • ePortfolio electronic résumé program Regent universities are in UI programs Statewide Partners Student Success Initiative Funding • STEM engagement – Iowa Governor’s STEM Advisory Council, • Competitive proposal process, $1M allocated to support Kirkwood Community College partnership student success initiatives • Iowa Obesity Network (UI, ISU, UNI) Grad/Prof Student Success • Iowa Initiative for Sustainable Communities • High quality programs: >85% in top 30 publics Engaged Scholarship • 4 degree programs closed; additional programs realigned for • Faculty clusters ‐ serving Iowans efficiency and synergies • Digital Studio for the Public Humanities • New programs: MFA Spanish Creative Writing, 5 new joint Carnegie Community Engagement Classification bachelor’s/graduate degree programs • Individual identified to lead preparation of application, due • Enhanced career advising/development programs 2014

1 RENEWING THE IOWA PROMISE: “GREAT OPPORTUNITIES—BOLD EXPECTATIONS” The Strategic Plan for The University of Iowa, 2010-2016 ______ANNUAL PROGRESS AND STATUS REPORT, FALL 2012

FOUNDATIONAL COMMITMENTS

(continued) COMMITMENT #1: INCLUSION AND INTERNATIONALIZATION COMMITMENT #3: COLLABORATION, Student and Faculty Diversity ENTERPRISE, INNOVATION • Record diversity of incoming class (16.2%) Program Restructuring to Promote Efficiency • Positive trends in faculty diversity • International Programs reorganized to promote efficiency • Women: 33.0 of TT faculty, 38.5% of total and coordination across IP units • Minorities: 19.4% of TT faculty, 19.3% of total Instructional Productivity International Students • FTE down, student credit hours (SCH) up • UI international students and their dependents contribute • SCH/FTE up 10.8% since 2005 $83M to Iowa’s economy • State‐wide, international students contribute more than Institutional Cost Savings and Efficiencies $280M to Iowa’s economy • Sustainability efforts lead to efficiencies (e.g., energy conservation) Study Abroad • Paperless “e‐transactions” growing toward one million per • Positive impact on retention and success year • 2009‐10: 912 undergraduates, 453 graduate/professional • Lowest ratio of executive/administrative staff to total staff in students (a record) the Big Ten • 2010‐11: 907 undergraduate, 441 grad/prof Inter‐Institutional Cost Savings and Efficiencies COMMITMENT #2: SUSTAINABILITY • Financial aid systems changes for Iowa undergraduate students: proposal developed Operations • Diversified investment pools for operating and intermediate • Energy conservation efforts include latest generation investments: 3‐year reassessment occupancy sensors, heat recovery systems in laboratories, • Workers compensation decentralization to Regents HVAC upgrades • Joint project to advance course materials rentals and use of • Proteus optimization program monitoring costs e‐textbooks through university book stores • Sort‐free recycling program launched • Additional business software projects for UNI developed Education and Research through UI/UNI collaboration • Sustainability certificate – 145 students enrolled, 41 • Joint participation in STAR program sustainability of graduated with certificate; 26 majors represented measurement • Water Sustainability faculty cluster • Alternative construction delivery • Biomass planning effort • UI and ISU electronic system for student bus services Outreach • Iowa Initiative for Sustainable Communities

2 APPENDIX B-3

STRATEGIC PLAN FOR THE UNIVERSITY OF IOWA, 2010-2016 ANNUAL PROGRESS REPORT, 2013

STRATEGIC PRIORITY #1: STUDENT SUCCESS • Large investments in learning spaces Access and Enrollment Growth o TILE (Transform. Interact. Learn. Engage.) • Fall 2012 classrooms/learning commons spaces o Highest total enrollment ever (31,498) o Expansion of TILE to rhetoric and STEM fields o Most diverse incoming class (16.2% minority) • First new residence hall since 1960s under o Record total international student enrollment construction to help meet enrollment growth; (11.4%) focus on LLCs th • Military-friendly school (4 year) • Awarded first six John and Elsie Mae Ferentz • Recruitment/Admission of Iowans Fellowships for Undergraduate Research o Applicants can now self-report high school Student Success Initiative Funding transcript information • Competitive proposal process, $1M allocated to o Review of Iowans a priority with goal to respond support student success initiatives in FY13 to application in 48 hours Grad/Prof Student Success o 2012-13 first year undergraduate resident • High quality programs: >82% in top 30 publics; 5 enrollment up 2.3% over 2011-12 programs ranked in top 10 overall • Recruitment of international students – new hire in • For 76 doctoral programs over 10 years (entering Admissions to focus on recruitment in Asia 2001-2005, completed 2007-2011) • Current projections indicate further growth in total o Composite median time to degree decreased to incoming class and incoming Iowa residents 5.3 years Affordability o Composite degree completion improved to 57% • Second lowest resident undergrad tuition in Big (1/3 of programs > 67%, 1/4 of programs <50%) Ten o Doctoral initial placement: 20% tenure track • Undergraduate resident tuition freeze academic; 50% non-tenure track academic; 19% • Continued listing as “Best Buy” in quality-to-cost nonacademic; 11% unknown ratio by major higher education publications • Continued review of programs – 9 program actions • Initiated Summer Hawk Tuition Grant – full tuition taken scholarship for one summer session • Expanded distance degree programs Improved Retention • Two new 3+2 programs approved to enroll • 1-year retention and 4- and 6-year graduation rates students beginning fall 2013: remain close to record levels o B.A. in Psychology to M.P.H. in Community • Implemented Student Experience in the Research Behavioral Health University (SERU) survey to gather data on student o B.A. in Biology to MPH in Epidemiology performance and satisfaction • Expanded financial literacy and outreach services STRATEGIC PRIORITY #2: KNOWLEDGE AND for undergraduates PRACTICE • Enhanced support for transfer students Invested in Faculty Cluster Hires • Increased Students’ Academic Engagement 5 active clusters, 40 hired with new and matching • funds Living-learning communities (LLCs) th o Enhanced academic components • Newest (6 ) cluster announced: Public Digital Arts o Every first-year student will live in an LLC starting Enhanced Processes for Monitoring/Rewarding 2013 Faculty • Implementing new post-tenure review policy • Implementing UI Academic and Professional • Iowa Obesity Network (UI, ISU, UNI) Record (central database of faculty activities) • Iowa Initiative for Sustainable Communities • Redesigned and conducted initial survey for expanding to Muscatine and Cedar Rapids biennial Faculty Activity Report Engaged Scholarship Sponsored funding for Research • Faculty clusters - serving Iowans • Steady despite downturn in federal funding • Digital Studio for the Public Humanities • Third-highest annual total ever ($438.1M) in FY12 • Public Digital Arts Cluster STRATEGIC PRIORITY #3: NEW FRONTIERS IN Carnegie Community Engagement Classification • THE ARTS Individual identified to lead preparation of application, due 2014 Rebuilding the Arts Campus • Working together to move forward on building, K-12 Engagement renovation, flood protection • Every county in Iowa that has a high school is • Meeting schedule for building, renovation, and registered as part of the Iowa Online Advanced mitigation of facilities; construction started on Placement Academy (IOAPA); 650 Iowa high school Hancher, School of Music, School of Art & Art students registered for an online AP class this year History Entrepreneurship • Aligning campaign priorities with arts campus • Created position of associate vice president for needs economic development to elevate status of Academics and Outreach entrepreneurship at UI • Strengthened partnership between School of Art & • Targeted FY13 investment in John Pappajohn Art History, Hancher, UI Museum of Art, and other Entrepreneurial Center for enhanced campus and academic departments through common website statewide activities in entrepreneurship and (www.arts.uiowa.edu) and visioning committee entrepreneurial education • Mural exhibition at Des Moines Art Center and • Board of Regents approved $2M for FY14 targeted conservation partnership with Getty Museum – investment in entrepreneurship currently the most significant art restoration Office of Outreach and Engagement project in USA • Created position of associate provost for outreach • Launched Iowa Literaria, an online magazine and engagement to promote collaboration with promoting creative writing in Spanish partners statewide Better Futures for Iowans Initiative Funding STRATEGIC PRIORITY #4: BETTER FUTURES FOR • Competitive proposal process, $1M allocated to IOWANS support better futures initiatives in FY13 Educating Iowa • Five projects to receive additional funding FY14 • Degree completion programs with 15/15 Iowa Service Examples community colleges • College of Engineering: Iowa Flood Information • Partnership with Herbert Hoover Presidential System has improved floodplain maps in 88 of Library – summer institute for teachers, gr. 5-12 Iowa’s 99 counties • 43.5% of enrollments in for-credit continuing • College of Law: students offered 17 pro bono education at Regent universities are in UI programs projects in Iowa • Iowa Western Community College (IWCC) • College of Nursing: led statewide Future of Nursing partnerships with the Regent Universities; will be a Action Coalition, coordinated multiple task forces model for similar partnership with WITCC and NCC working on implementation of recommendations Statewide Partners in the IOM report The Future of Nursing: Leading • STEM engagement – Iowa Governor’s STEM Change, Advancing Health Advisory Council, Kirkwood Community College partnership • College of Public Health: Partnered with Seeds of integration of sustainability into the educational Hope to implement a service learning course in mission Centerville, Iowa FOUNDATIONAL COMMITMENT #3: FOUNDATIONAL COMMITMENT #1: INCLUSION COLLABORATION, ENTERPRISE, INNOVATION AND INTERNATIONALIZATION Institutional Cost Savings and Efficiencies Student and Faculty Diversity • Sustainability efforts lead to efficiencies (e.g., • Record diversity of incoming class (16.2%) energy conservation) • Positive trends in faculty diversity • Paperless “e-transactions” growing to one million o Women: 33.3% of TT faculty, 39.1% of total per year o Minorities: 19.8% of TT faculty, 19.9% of total • Data Center consolidation accomplished by UIHC International Students and General University IT organizations • New course requirement for all incoming • Lowest ratio of executive/administrative staff to undergraduate international students beginning total staff in the Big Ten fall 2013 Inter-Institutional Cost Savings and Efficiencies • UI international students and their dependents • Workers compensation decentralization to Regents contribute $101M to Iowa’s economy • Joint project to advance course materials rentals Study Abroad and use of e-textbooks through university book • Positive impact on retention and success stores • 2011-12: 932 undergraduate (highest total ever), • Direct UNI assistance includes investment 295 graduate/professional management and software development such as developing and installing ProTrav and Jobs@UNI FOUNDATIONAL COMMITMENT #2: • UI acting as administrative agent for student SUSTAINABILITY athlete health insurance plans for ISU and UNI Operations Facilities Innovation • Energy use remains level from 2010 to 2013 • Privately financed and operated apartment despite campus growth housing to replace Hawkeye Court Apartments) • Renewable energy at 9%; new biomass efforts • Uses of construction managers as UI “agents” to • LEED Platinum buildings (two new) increase Iowa contractor opportunities • Waste diversion rate at 30% • • UIHC diverting food waste to composting, Developing private sector operated “Job Order enhanced recycling opportunities Contracting” for the smallest and most numerous • Launched Zipcar program with City of Iowa City capital improvement projects • Two design-build projects under way with Board of Education and Research • Wind Energy certificate Regents approval • National recognition for students’ work in Academic Efficiencies Dubuque • 1-year retention and 4- and 6-year graduation rates • Iowa Watershed Project remain close to record levels Outreach • Time to degree for doctoral programs decreased to • Iowa Initiative for Sustainable Communities 5.3 years • Living with Floods – College of Education 3-day Program Restructuring to Promote Efficiency institute to help teachers in flood-affected areas • International Programs reorganized to promote incorporate environmental learning efficiency and coordination across IP units Recognition • MFA program in translation and FLARE program • 2013 APPA Sustainability Award to Facilities moved to the Division of World Languages, Management (5th award in 6 years) – recognizes Literatures and Cultures APPENDIX B-4 STRATEGIC PLAN FOR THE UNIVERSITY OF IOWA, 2010-2016 ANNUAL PROGRESS REPORT, 2014

STRATEGIC PRIORITY #1: STUDENT SUCCESS • First new residence hall since 1968 under Access and Enrollment Growth construction to help meet enrollment growth; • Fall 2014 incoming class focus on LLCs - additional new hall being planned o Largest ever (4,666) • Expanded entrepreneurship program to include o Most diverse (19% minority) more majors th • Military-friendly school (5 year) • Substantially revised the Bachelor of Liberal • Ranked #6 among Best Colleges for Veterans by Studies to meet the needs of place-bound working U.S. News & World Report adults Affordability Grad/Prof Student Success • Second lowest resident undergrad tuition in Big • High quality programs: >76% in top 30 publics; 5 Ten programs ranked in top 10 overall • Undergraduate resident tuition freeze • For 76 doctoral programs over 10 years (entering • Continued listing as “Best Buy” in quality-to-cost 2001-2005, completed 2007-2011) ratio by major higher education publications o Composite median time to degree decreased to • Extended Summer Hawk Tuition Grant – full tuition 5.3 years scholarship for one summer session for Iowa o Composite degree completion improved to 57% residents (1/3 of programs > 67%, 1/4 of programs <50%) Improved Retention and Graduation o Doctoral initial placement: 20% tenure track • Four-year graduation rate up to 51.1% academic; 50% non-tenure track academic; 19% • Implemented Student Experience in the Research nonacademic; 11% unknown University (SERU) survey to gather data on student • Post-comprehensive fellowship recipients achieved performance and satisfaction 90% degree completion (2008-2011) • Expanded financial literacy services for • Continued review of programs – 12 program undergraduates actions taken • Expanded free tutoring service to additional • Created 3 new graduate certificates: online gateway courses teaching, digital public humanities, business • Placed nearly all students on the four-year analytics graduation plan • Created 2 new dual degree programs: BA- Increased Students’ Academic Engagement MAT/Mathematics, BA-MPH with Grinnell • Living-learning communities (LLCs) • Partnered with 9 colleges and universities in Iowa o Every first-year student in an LLC starting 2013 for new early matriculation 3+3 program in Law • Large investments in learning spaces • First year of Graduate Success Initiative involved o Opened 40,000 sq. ft. state-of-the-art learning more than 1,000 students commons with 24/5 access • “Careers Outside the Academy” conference – • New undergraduate programs linking students to jobs in Iowa o Three new majors in CLAS: sport and recreation STRATEGIC PRIORITY #2: KNOWLEDGE AND management, enterprise leadership, biomedical PRACTICE sciences Invested in Faculty Cluster Hires New tracks: anthropology for health professions o • 44 cluster faculty hired with new and matching (anthropology), engaged social innovation funds (interdepartmental studies) • Newest (7th) cluster announced: Informatics Enhanced Processes for Monitoring/Rewarding • Degree completion programs with 15/15 Iowa Faculty community colleges • Implementing UI Academic and Professional • 43.3% of enrollments in for-credit continuing Record (central database of faculty activities) education at Regent universities are in UI programs Sponsored funding for Research • New certificates and degrees serving Iowans: • $515.8M in FY14 – up $9.5M over previous year online teaching certificate, executive MHA despite increased competition for funding • College of Nursing developed statewide online • Increased external funding from new sponsors nurse residence program in collaboration with (157 new sponsors in FY14) Future of Nursing Iowa Action Coalition • Industry/corporate funding up 13.2% over FY13 • Teacher-Librarian program – MA degree for working teachers interested in becoming school STRATEGIC PRIORITY #3: NEW FRONTIERS IN librarians THE ARTS Statewide Partners Rebuilding the Arts Campus • STEM engagement – Iowa Governor’s STEM • Working together to move forward on building, Advisory Council, Kirkwood Community College renovation, flood protection partnership • Meeting schedule for building, renovation, and • Iowa Obesity Network (UI, ISU, UNI) mitigation of facilities; construction continuing on • Iowa Initiative for Sustainable Communities Hancher, School of Music, School of Art & Art expanding to Sioux City, Decorah, Iowa City, Storm History (2016 completion) Lake, and Maquoketa • Planning and partner selection process initiated to • College of Public Health Business Leadership enable replacement of the Museum of Art Network fostering relationships with business and • Aligning campaign priorities with arts campus community leaders across the state needs • College of Nursing continues to lead the statewide Academics and Outreach Future of Nursing Action Coalition, established Task • CLAS Frank N. Magid Center for Undergraduate Force on Advanced Practice Writing partnership with Iowa Youth Writing • College of Engineering partnered with more than Project – writing, tutoring, creative learning, and 150 Iowa-based companies on employee publishing opportunities for Iowa youth recruitment, research, faculty consulting, etc. • International Writing Program: first two MOOCs, • University Libraries, in collaboration with the State “Every Atom: Walt Whitman’s Song of Myself” Library of Iowa, participated in a White House (1,700+ registrants) and “How Writers Write: Talks initiative to educate more than 300 public on Craft and Commitment”; open-application librarians across the state about the Affordable courses; outreach courses developed in Care Act’s Health Insurance Marketplace collaboration with international institutions Entrepreneurship • “Book Wings” theatre project with international • Launched Venture School, an advanced partners entrepreneurial training program based on the • College of Public Health partnered with Hancher Lean Launchpad and Business Model Canvas; two and Working Group Theater on Out of Bounds (a pilot cohorts with 15 entrepreneurial teams play about bullying) with workshop performance in completed initial program in FY 2014; expanding to February, 2014; developed companion curriculum several locations across Iowa in FY 2015 including tool kit for junior high school teachers Des Moines, Cedar Falls, Council Bluffs and the STRATEGIC PRIORITY #4: BETTER FUTURES FOR Quad Cities IOWANS • Created the Iowa Innovation Associates student Educating Iowa internship program designed to connect UI students with Iowa-based startup and early stage companies; 45 interns placed during the first year • Expanded the Entrepreneurial Management • College of Law class of 2014 logged more than Institute program that provides faculty/student 12,000 hours of pro bono legal and community business consulting services to Iowa organizations; service 55 projects completed last year • Dentistry, Medicine, Pharmacy mobile clinics • Launched the STEMInnovator Institute for Iowa • Center for the Book traveling exhibit, “History of secondary educators to incorporate the Book” entrepreneurship and innovation into K-12 STEM • Tippie College of Business students logged almost curriculum; 36 educators from 20 Iowa school 4500 hours of tax return support for low-income districts participated in the first year program residents of Johnson County, and built their 7th Engaged Scholarship annual Habitat for Humanity House • Faculty clusters - serving Iowans FOUNDATIONAL COMMITMENT #1: INCLUSION • Digital Studio for the Public Humanities AND INTERNATIONALIZATION • Public Digital Arts Cluster Student and Faculty Diversity • DeLTA Center/Obermann Center school readiness • Record diversity of incoming class (17.1%) initiative “Get Ready, Iowa: Partnering to Enhance • Positive trends in faculty diversity the School Readiness of Iowa’s Children” o Women: 32.8% of TT faculty, 39.0% of total Carnegie Community Engagement Classification o Minorities: 20.6% of TT faculty, 20.3% of total • Application submitted April 2014 International Students K-12 Engagement • Record number of international students (4,049) • 126 Iowa high schools registered with the Iowa • New course requirement for all incoming Online Advanced Placement Academy (IOAPA); 639 undergraduate international students started fall online AP courses completed by Iowa high school 2013 students (and almost 2,000 students registered for • Hired new Global External Relations Coordinator AP Exam Review) and created position of International Support and • STEM-Entrepreneurship training for K-12 teachers Retention Coordinator • Leadership training for Iowa K-12 principals and • College of Engineering hired new Director of Global superintendents Experiences Office of Outreach and Engagement • UI international students and their dependents • Outreach and Engagement web site contribute $101M to Iowa’s economy (http://discover.uiowa.edu) started and under Study Abroad continued development • Positive impact on retention and success • Engagement with Iowa regional Resource • 2012-13: 888 undergraduate, 360 Conservation & Development (RC&D) councils graduate/professional • Hawkeye Lunch & Learn events in Des Moines and Student Success and Mentoring Iowa City; expanding to other parts of the state • UI awarded $1.2M Sloan Foundation grant to through Rotary/service organization talks establish one of five University Centers of • First theme semester, spring 2015: “Food for Exemplary Mentoring in the nation (enhancing Thought” diversity of graduate students in STEM disciplines) • Discussions with colleges started re: outreach and • Graduate diversity scholarship recipients achieved engagement in the promotion & tenure process 70% degree completion (2001-2005) • Medical student community involvement program • CIC Summer Research Opportunities Program Outreach and Service Examples (SROP) providing underrepresented undergraduate • Iowa Flood Center serving Iowa communities; at students with in-depth research experiences halfway point of six-year project to develop • Created Friends Without Borders friendship updated floodplain maps for 85 Iowa counties matching program for new international and current domestic undergraduate students, to begin • At or under budget for all major flood recovery fall 2014 construction projects Outreach • Activated MAUI student information system and • Engaging international alumni, students, and received innovation award from University parents through social media Business Magazine • May 2014 commencement streamed online and • Streamlined applicant processing reduced translated into Chinese for the benefit of admissions decision time from two weeks to 48 international students’ families and friends hours for 15,000 applicants • Implemented paperless course drop/add process FOUNDATIONAL COMMITMENT #2: • Engaged Accenture to review and provide input SUSTAINABILITY into shared services model for business, IT, and HR Operations functions on campus • Energy use remains level from 2010 to 2014 • 3rd consecutive year of declining UI fringe benefit despite campus growth costs • Renewable energy at 12% (EPA Top 30 list of on- • Eduroam wireless service enabled efficiencies for th site green power users for 5 year) faculty and staff while traveling, and relieved IT • Waste diversion rate at 38% staff of supporting campus visitors • Second year of competition in RecycleMania: 2nd place among Big Ten schools Inter-Institutional Cost Savings and Efficiencies • Received LEED Platinum certification for new data • Business and HR systems installations for UNI – center, the first building on campus and first continued conversion of UI systems with UNI brand educational institution data center to be LEED • Hosting UNI computing services in UI data center Platinum certified • UI-led effort to joint negotiate Mathematica • Received LEED Platinum certification for new license College of Public Health building • UI serving as administrative agent for student Education and Research athlete health insurance plans for ISU and UNI • Two sustainability-related living-learning • Assessing Worker’s Compensation decentralized to communities offered in FY14 Regents for savings Planning, Administration, and Engagement • UI and UNI collaborated on joint contract for • Iowa Initiative for Sustainable Communities selected green cleaning supplies; UI annual savings focused on Cedar Rapids, Muscatine, Washington more than $100,000 • AASHE STARS Gold rating, among top 18% Facilities Innovation FOUNDATIONAL COMMITMENT #3: • Privately financed and operated apartment housing have replaced Hawkeye Court Apartments COLLABORATION, ENTERPRISE, INNOVATION and sere opened on August 1, 2014; 100% filled, Institutional Cost Savings and Efficiencies savings of $31M in foregone construction and • Short payback project investments and UI Energy financing costs Control Center – accumulated savings of over $1M • First public entity in Iowa to use design-build annually and growing construction delivery approach (Hawkeye Tennis • Biomass Fuel project, in collaboration with Dr. Center Addition and the Oakdale Biomedical Heaton of ISU’s Biomass Crop Production & Research Support Facility) Physiology lab, launched in pilot phase • Unique partnership with Microsoft to pilot a fault • Completed expansion of electronic workflow to detection and diagnostic methodology that approach one million transactions per year represents the future of how higher education • Mainframe computers retired - $800,000 savings building operations will benefit from use of Big Data analytics APPENDIX C

SERU Brief 2014 (3) Stretching Our Students

UI is committed to preparing students to be engaged participants and leaders in a culturally diverse world. We offer many opportunities to support student achievement of this outcome, but students vary widely in how extensively they participate in these kinds of experiences. We examined student responses to the campus-wide SERU survey in order to learn more about student engagement and learning related to diversity. Our goal was to identify: Student Experience in the Research University (SERU) • To what extent do students report changes in their understanding of diversity between their arrival on In 2013, UI joined a consortium of 16 campus and the time that they took the survey? research universities that administer the • Where in their undergraduate experience do SERU Survey. SERU provides an extensive students report gaining a deeper understanding of overview of student experience, overall others’ perspectives? satisfaction, academic and community engagement, evaluation of the major, • What are implications of these findings for teaching, and campus climate for diversity. learning, and student success on our campus? All undergraduates received email Two important patterns stand out in the survey responses: invitations to take the SERU survey online Students see UI as a place where they are growing in their during spring semester. Students logged in awareness and understanding of diversity. SERU asks with their student ID to take the survey, so students to rate their understanding of specific areas of responses could be linked to each diversity at the time they entered UI and at the time they took student’s academic and demographic the survey. Comparing self-assessments of these two points in characteristics. We received responses time, we see self-reported learning gains in all areas of from a total of 29.8% of UI undergraduates diversity explored by SERU, including racial and ethnic identity, during 2013, and 24.3% during 2014. gender and sexual identity, and social or economic difference. Students also reported gains in ability to appreciate global This SERU Brief presents a snapshot of diversity and work with people from other cultures. SERU findings about the undergraduate experience at UI and suggests implications Self-reported gains are not necessarily an accurate reflection for faculty who work with these students. of learning that has occurred, but this consistent pattern suggests that students see UI as a place where they are For more information about SERU, see growing in their understanding of these kinds of issues. http://www.uiowa.edu/assessment/seru Greatest awareness gains happen in the classroom. The setting in which students report most often gaining a deeper understanding of others’ perspectives is in academic classes. Student organizations and residence halls were also often identified as places for learning others’ perspectives – but fewer students report having these experiences, and they tend to give them relatively lower ratings as settings for this type of learning. Other settings such as places of employment, internships, community service, and cultural events received relatively lower ratings as places to gain deeper understanding of others’ perspective.

Implications: Stretching Farther

These findings suggest that opportunities for engaging with diversity and perspective-taking occur throughout the undergraduate experience. UI faculty and staff across all divisions are partners in stretching our students through:

(1) Experiences in the Classroom SERU tells us that students spend more time attending class than in any other activity, and a wide variety of class activities can both demonstrate and reinforce the importance of understanding perspectives other than their own:

SERU Brief 2014(3) http://www.uiowa.edu/assessment/seru • In their courses, students are learning the subject matter and also seeing an example of the perspective that a scholar brings to analyzing a problem, framing a question, or formulating an argument. • Academic classes create opportunities to have students work together with other students that they would rarely have occasions to interact with outside of class. • As students observe that others vary in the knowledge and skills they bring to the course, students can see that their own experiences and perceptions are not necessarily representative of everyone else’s. • While students work together to solve a problem, they are learning both about finding the solution and about working with classmates who bring different backgrounds and abilities to the problem. These opportunities regularly occur in many classes, and instructors can take advantage of these experiences to explicitly teach about other perspectives and facilitate student ability to engage with difference. Contact the Center for Teaching to explore strategies for taking more advantage of these opportunities: [email protected]

(2) Learning Outside the Classroom In SERU responses, all settings outside of class – including student organizations, residence life, employment, internships, community service, and cultural events – were identified by some students as places where they often or very often gained a deeper understanding of others’ perspectives. Like academic classes, each of these settings has multiple goals of its own in addition to helping students gain an understanding of other perspectives, but each can also be an opportunity to mentor students in learning different ways that others understand, value, and contribute to the experiences they all share: • Out-of-class engagement often challenges students to integrate and apply their learning in a different context, or see it through the eyes of others who don’t share the same academic interests or experiences. • While students work on the task at hand, they are also learning what they can contribute to achieving a larger group’s goals, and how to lead (or follow) others who bring something different to the group. • Through mentoring such as Iowa GROW or UI STEP, students begin to see out-of-class experiences from the perspective of how they contribute to successfully achieving their educational goals. • Mentors and facilitators in all settings can directly discuss diverse perspectives, draw them to students’ attention, and create times for them to reflect on what they are learning about engaging with difference. Visit the Multiculturalism & Diversity Initiative of the VP for Student Life to learn more about supporting students as they engage with diverse perspectives outside of class: http://vp.studentlife.uiowa.edu/initiatives/diversity/

(3) Coursework and Class Materials Materials in many courses present opportunities to challenge students to see how their understanding changes when they see more than one point of view: • Interdisciplinary courses examine a topic from distinct perspectives of faculty team-teaching the course. Examples at UI include Astronomy, Biology, and Geoscience faculty team-teaching “Origins of Life in the Universe,” and Anthropology and Engineering faculty team-teaching “People and the Environment.” • Addressing widely held misconceptions in the field or contested findings in research can present opportunities to gain insight into issues by examining perspectives of others who see them differently. • Courses that explore power and privilege ask students to examine their own perspectives in light of the social conditions that shaped them, and to recognize that others don’t always share their perspectives. • In community engagement projects, students can learn to see community members as partners and experts in their knowledge of the community, rather than only as recipients of volunteer service. Through these kinds of opportunities, faculty and staff help students see and value the perspectives that others bring to issues they are studying. Cases such as these show students that they learn more by asking not only, “Why is this important?”, but also “Who is this important to?” and “Why do they see it this way?”

To learn about SERU, visit the Office of Assessment To consult on questions about teaching, contact web site: http://www.uiowa.edu/assessment/seru the Center for Teaching: [email protected] APPENDIX D

Appendix D

Pappas Consulting Group Initial Data Request Enrollment Management April 2015

Data Requested: • Number of Applications (FTIC and Transfer) Received (past 3 years) • Number of Admitted FTIC and Transfer Students (past 3 years) • Enrolled Full‐Time Students (past 3 years) • Number of Applications, admits, enrollees by Iowa high school (past 3 years) • Number of Applications, admits, enrollees by Iowa community college (past 3 years) • Number of Applications, admits, enrollees by state other than Iowa (past 3 years) • Average Amount of Financial Aid Received by Full‐Time Undergraduate Students (past 3 years) • First‐Time Undergraduate Student Percentile SAT/ACT Scores (past 3 years) • Yield Rate (past 3 years) • Institutional Aid and Scholarship Award Amounts for Enrolled New Students (past 3 years) • Number of Merit Scholarship Offers, Acceptances and Yields (past 3 years) • Percentage of Full‐Time Undergraduate Students Receiving Financial Aid (past 3 years) • Tables of Organization for All Enrollment Management Related Offices (i.e., Admissions, Financial Aid, Registrar, Student Services, etc.) at the University level and at the School/College level. • First to Second Year Retention Rate (past 3 years) • Four, Five, and Six Year Graduation Rates (past 3 years) • Job placement Rates

Number of Applications (FTIC and Transfer) Received (past 3 years) Number of Admitted FTIC and Transfer Students (past 3 years) Enrolled Full‐Time Students (past 3 years)

All Students Fall Apps/Admits/Enrolled 2014 2013 2012 First-Year Transfer First-Year Transfer First-Year Transfer # of Applications Received 24097 3519 21644 3306 19430 3330 # of Admitted Students 19506 2176 17363 1986 15240 1979 # Enrolled Full-Time 4346 983 4270 937 4293 1034

Appendix D | 1 Number of Applications, admits, enrollees by Iowa high school (past 3 years)

First Year Fall Apps/Admits/Enrolled by Iowa High School Applicants Admits Enrolled 20123 20133 20143 20123 20133 20143 20123 20133 20143 Abraham Lincoln High School, Council Bluffs 22 28 24 20 21 20 10 7 4 Abraham Lincoln High School, Des Moines 37 52 59 26 38 45 21 19 23 Adair-Casey Junior-Senior High School, Adair 1 1 Adel Desoto Minburn High School, Adel 13 19 14 11 17 13 7 14 7 AGWSR High School, Ackley 1 2 1 2 2 A-H-S-T High School, Avoca 2 5 4 2 5 4 3 3 Akron-Westfield High School, Akron 2 3 2 2 2 1 1 Albia High School, Albia 3 5 10 1 5 9 4 4 Alburnett Junior-Senior High School, Alburnett 10 8 11 10 7 10 6 5 8 Algona High School, Algona 8 5 5 8 4 3 6 3 Alpha Omega Academy, Rock Rapids 1 Alta-Aurelia High School, Alta 4 2 1 4 2 1 4 1 Ames High School, Ames 84 59 74 73 49 67 32 20 21 Anamosa High School, Anamosa 18 21 4 14 19 4 7 9 4 Ankeny Centennial High School, Ankeny 63 57 34 Ankeny High School, Ankeny 97 62 64 92 58 60 59 32 32 Aplington Parkersburg High School, Parkersburg 7 3 7 3 3 Ar-We-Va High School, Westside 1 1 1 1 1 1 Assumption High School, Davenport 39 31 41 38 26 36 21 13 25 Atlantic High School, Atlantic 5 4 11 5 3 9 2 2 5 Audubon High School, Audubon 6 6 6 6 6 6 3 3 4 Aurelia High School, Aurelia 1 Ballard High School, Huxley 15 11 6 13 11 6 7 6 2 Baxter Community School, Baxter 1 4 5 1 3 4 1 2 3 BCLUW High School, Conrad 4 2 3 4 2 3 1

Appendix D | 2

Beckman High School, Dyersville 14 14 21 14 12 18 3 7 11 Bedford Community High School, Bedford 1 1 3 1 1 1 1 1 Belle Plaine Junior-Senior High School, Belle Plaine 5 3 4 5 2 3 2 1 2 Bellevue High School, Bellevue 8 5 4 6 4 1 4 2 Belmond Klemme High School, Belmond 1 3 1 3 2 Benton Community High School, Van Horne 20 13 20 19 13 19 15 4 14 Bettendorf High School, Bettendorf 89 68 88 77 62 76 43 46 43 Bishop Garrigan High School, Algona 6 7 3 6 6 3 3 3 1 Bishop Heelan Catholic High School, Sioux City 21 30 23 17 24 20 9 11 10 Bondurant Farrar Community High School, Bondurant 4 4 18 3 3 17 2 11 Boone High School, Boone 6 10 7 4 9 5 1 6 2 Boyden Hull High School, Hull 1 1 4 1 1 3 2 Boyer Valley Community School, Dunlap 1 1 1 Brooklyn Guernsey Malcom High School, Brooklyn 1 1 1 1 1 1 Burlington Alternative High School, Burlington 1 Burlington Community High School, Burlington 33 26 33 31 24 30 21 11 15 Calamus-Wheatland High School, Wheatland 5 5 5 5 4 4 3 2 1 CAM High School, Anita 1 1 Camanche High School, Camanche 2 3 6 2 3 6 2 3 4 Cardinal High School, Eldon 4 3 4 2 2 1 Carlisle High School, Carlisle 11 5 17 9 5 15 5 3 8 Carroll High School, Carroll 9 12 7 8 11 6 7 7 4 Cascade High School, Cascade 7 22 6 7 21 6 3 16 4 Cedar Falls High School, Cedar Falls 58 88 76 55 72 71 28 34 34 Cedar Valley Christian School, Cedar Rapids 1 1 1 Center Point Urbana High School, Center Point 4 10 10 4 9 9 3 4 7 Centerville High School, Centerville 5 5 7 5 5 7 1 3 2 Central City High School, Central City 2 1 5 2 1 4 2 1 1 Central Community High School, Elkader 4 5 2 2 5 1 3 1 Central Decatur Junior-Senior High School, Leon 2 2 2 2 1 1

Appendix D | 3

Central High School, Davenport 65 52 64 56 49 54 35 29 34 Central High School, De Witt 28 19 22 22 16 18 16 11 10 Central Lee High School, Donnellson 2 13 12 2 11 12 1 7 8 Central Lyon Community School, Rock Rapids 6 3 4 6 3 3 5 2 1 Central Springs High School, Manly 1 7 4 1 6 4 6 2 Chariton High School, Chariton 8 5 3 7 5 3 3 3 2 Charles City High School, Charles City 6 15 16 6 14 15 4 9 11 Charter Oak Ute High School, Charter Oak 1 1 City High School, Iowa City 117 151 130 102 136 110 59 77 65 Clarinda High School, Clarinda 2 6 12 2 6 11 1 3 5 Clarion Goldfield Cmty High School, Clarion 2 2 5 2 2 5 1 1 2 Clarke Community High School, Osceola 6 1 6 6 1 4 3 2 Clarksville High School, Clarksville 1 1 1 Clay Central Everly High School, Everly 1 2 2 1 Clayton Ridge High School, Guttenberg 3 2 5 2 2 4 1 3 Clear Creek Amana High School, Tiffin 19 24 22 17 20 16 10 17 10 Clear Lake High School, Clear Lake 19 19 13 19 17 13 11 11 7 Clinton High School, Clinton 30 23 36 27 19 33 18 14 16 Colfax Mingo High School, Colfax 7 4 3 7 2 3 4 1 1 Collins Maxwell Community School, Maxwell 3 1 3 1 2 1 Colo Nesco High School, Colo 1 1 2 1 1 2 1 1 Columbus Community High School, Columbus Junction 14 10 10 10 10 5 7 6 2 Columbus High School, Waterloo 19 14 15 17 13 14 13 6 8 Cono Christian School, Walker 2 2 1 Coon Rapids Bayard High School, Coon Rapids 1 1 Corning High School, Corning 4 4 2 Corwith Wesley & Luverne Schs, Corwith 4 1 4 1 1 Creston High School, Creston 11 14 8 7 10 7 4 2 4 Crestwood High School, Cresco 10 15 17 7 15 16 5 8 9 Dallas Center-Grimes High School, Grimes 15 14 11 13 13 10 12 9 4

Appendix D | 4

Danville Community High School, Danville 8 4 3 6 2 3 5 2 3 Davis County High School, Bloomfield 6 5 5 6 5 2 6 3 2 Decorah High School, Decorah 12 16 22 11 14 21 7 5 11 Denison High School, Denison 3 3 3 3 3 2 1 1 Denver Senior High School, Denver 6 7 5 5 7 4 1 5 1 Des Moines Central Campus High School, Des Moines 1 1 1 1 1 1 Des Moines Christian School, Des Moines 8 2 6 2 1 2 Des Moines Christian School, Urbandale 4 3 1 Dike-New Hartford High School, Dike 5 1 4 4 1 3 2 2 Don Bosco High School, Gilbertville 5 5 2 5 5 2 2 4 Dowling High School, West Des Moines 82 101 113 74 92 102 36 34 38 Dubuque Senior High School, Dubuque 37 62 45 31 55 40 15 32 21 Dunkerton Junior-Senior High School, Dunkerton 1 7 2 1 7 2 1 4 1 Durant High School, Durant 10 13 12 10 12 12 7 9 9 Eagle Grove High School, Eagle Grove 1 4 1 4 1 4 Earlham Junior-Senior High School, Earlham 2 2 2 2 1 2 East Buchanan Community High School, Winthrop 2 3 2 2 3 2 1 1 1 East High School, Des Moines 33 36 70 24 27 56 13 14 26 East High School, Sioux City 26 24 29 22 20 26 12 14 9 East High School, Waterloo 28 29 34 18 18 20 6 7 5 East Marshall High School, Le Grand 4 5 8 4 4 8 3 2 5 East Mills High School, Hastings 3 2 East Mills High School, Malvern 1 2 1 2 1 East Sac County High School, Lake View 5 5 7 5 5 7 5 4 2 East Union Community School, Afton 2 1 2 1 Easton Valley High School, Preston 1 4 1 4 1 4 Eddyville-Blakesburg-Fremont High School, Eddyville 4 7 4 4 6 4 3 1 2 Edgewood-Colesburg High School, Edgewood 1 1 2 1 1 2 1 Elizabeth Tate High School, Iowa City 1 Emmetsburg Senior High School, Emmetsburg 4 5 6 4 5 6 2 1 2

Appendix D | 5

English Valleys High School, North English 6 2 6 6 2 6 5 2 5 Essex Junior-Senior High School, Essex 1 1 1 1 1 Estherville Lincoln Central High School, Estherville 2 4 1 2 4 1 1 1 1 Exira-EHK High School, Elk Horn 2 8 2 8 2 7 Expo High School, Waterloo 1 1 1 Fairfield Community High School, Fairfield 18 17 19 16 14 17 11 8 8 Forest City High School, Forest City 4 8 8 4 8 6 1 5 5 Forest Ridge Youth Services, Estherville 1 Fort Dodge High School, Fort Dodge 14 12 14 11 11 11 8 7 5 Fort Madison High School, Fort Madison 15 16 10 12 12 9 8 4 9 Fremont Mills Junior-Senior High School, Tabor 2 2 2 2 1 1 G M G High School, Garwin 3 1 1 3 1 2 Garner-Hayfield/Ventura High School, Garner 1 3 4 1 3 4 1 Gehlen Catholic High School, Le Mars 12 5 6 10 4 6 7 2 3 George Little Rock High School, George 1 1 1 George Washington High School, Cedar Rapids 73 76 90 64 72 85 33 28 35 Gilbert High School, Gilbert 8 16 8 8 14 8 6 5 5 Gladbrook Reinbeck High School, Reinbeck 6 1 3 6 1 3 3 1 Glenwood High School, Glenwood 6 12 13 4 10 9 3 4 6 Glidden Ralston Community School, Glidden 5 1 3 5 1 2 2 Grace Baptist School, Marion 1 Graettinger Terril High School, Graettinger 2 4 1 1 2 1 1 1 Grandview Park Baptist School, Des Moines 3 2 1 Greene County High School, Jefferson 8 5 8 5 7 1 Grinnell Community Senior High School, Grinnell 13 17 9 12 14 9 6 4 1 Griswold High School, Griswold 1 5 6 1 5 5 1 3 3 Grundy Center High School, Grundy Center 14 3 6 14 3 6 6 1 2 Guthrie Center High School, Guthrie Center 2 3 2 2 1 2 H L V Junior-Senior High School, Victor 1 4 4 1 4 3 1 2 3 Hampton Dumont High School, Hampton 2 3 4 2 3 3 1 2 2

Appendix D | 6

Harlan Community High School, Harlan 2 15 19 1 14 18 7 12 Harmony High School, Farmington 2 1 2 1 2 1 Harris Lake Park High School, Lake Park 1 1 1 1 Hartley Melvin Sanborn Senior High School, Hartley 5 7 5 4 7 5 1 3 Hempstead High School, Dubuque 82 43 54 72 33 47 42 22 28 Highland High School, Riverside 5 1 3 4 2 3 2 Hinton High School, Hinton 8 2 5 8 2 4 2 2 Holy Trinity Junior-Senior High School, Fort Madison 5 7 6 5 7 6 3 3 3 Home School, Iowa City 1 1 1 1 1 1 Hoover High School, Des Moines 25 24 25 19 21 18 10 9 7 Hudson High School, Hudson 8 8 9 7 6 9 4 3 3 Humboldt High School, Humboldt 7 6 8 7 5 8 4 2 4 IKM-Manning High School, Manning 6 2 2 5 2 2 3 2 1 Independence Christian Academy, Independence 1 Independence Senior High School, Independence 19 10 14 18 9 12 8 8 8 Indianola High School, Indianola 25 31 36 22 27 35 12 14 19 Interstate 35 Community High School, Truro 12 4 7 12 4 6 3 2 3 Iowa Christian Academy, West Des Moines 1 1 1 Iowa Falls-Alden High School, Iowa Falls 5 5 6 5 4 5 3 3 4 Iowa Mennonite School, Kalona 1 2 5 1 5 1 Iowa Valley High School, Marengo 4 5 5 4 2 5 1 3 Janesville Consolidated School, Janesville 3 3 2 3 2 1 Jefferson Scranton Senior High School, Jefferson 9 7 2 Jesup Community School, Jesup 10 7 4 8 6 4 6 1 3 John F Kennedy Senior High School, Cedar Rapids 86 100 116 72 85 99 40 43 49 Johnston High School, Johnston 86 76 79 78 70 73 49 27 27 Kanesville High School, Council Bluffs 1 Kee High School, Lansing 2 3 6 2 3 6 1 4 Keokuk High School, Keokuk 14 24 24 12 20 19 4 11 6 Keota Jr/sr High School, Keota 3 1 2 2 1 2 1

Appendix D | 7

Kingsley Pierson Community School, Kingsley 1 3 2 1 3 2 1 1 1 Kirkwood Adult High School, Cedar Rapids 1 1 1 Knoxville Senior High School, Knoxville 9 15 5 9 13 4 4 7 3 Kuemper Catholic High School, Carroll 9 8 10 8 8 10 1 4 6 Lake Mills Community School, Lake Mills 3 3 7 3 3 6 1 1 Lamoni Community School, Lamoni 2 2 Laurens Marathon High School, Laurens 2 1 2 1 Lawton-Bronson Jr/sr High School, Lawton 4 2 6 3 2 6 1 2 1 Le Mars High School, Le Mars 11 17 11 9 14 8 6 9 7 Lenox High School, Lenox 2 1 1 2 1 1 1 Lewis Central High School, Council Bluffs 19 21 30 16 21 28 4 10 14 Linn-Mar High School, Marion 88 119 102 81 109 87 41 62 45 Lisbon High School, Lisbon 7 1 10 6 1 10 4 7 Logan Magnolia High School, Logan 4 1 4 1 2 Lone Tree High School, Lone Tree 1 7 1 7 3 Louisa Muscatine High School, Letts 9 6 9 9 5 6 4 4 2 Lynnville-Sully High School, Sully 2 3 2 2 1 2 M F L Mar Mac High School, Monona 8 3 8 3 6 1 Madrid High School, Madrid 1 3 1 2 1 Maharishi School Age Enlightenmnt, Fairfield 4 4 3 Maharishi School of the Age of Enlightenment, Fairfield 6 18 5 14 1 9 Manson Northwest Webster High School, Manson 1 3 1 2 2 Maquoketa High School, Maquoketa 15 3 10 15 2 7 7 1 2 Maquoketa Valley High School, Delhi 9 4 4 9 4 3 6 2 2 Marcus Meriden Cleghorn High School, Marcus 3 1 1 3 1 1 1 1 Marion High School, Marion 13 18 20 10 16 17 5 10 9 Marion Home School Assistance Program, Marion 2 2 1 Marquette High School, Bellevue 1 10 3 1 9 2 5 1 Marshalltown Senior High School, Marshalltown 17 20 28 17 16 24 7 10 12 Martensdale Saint Marys Cmty School, Martensdale 1 2 1 1 1

Appendix D | 8

Martensdale State Marys Cmty School, Martensdale 1 1 Mason City High School, Mason City 27 32 27 25 30 25 14 12 14 Mediapolis Community High School, Mediapolis 16 15 5 12 12 4 6 9 4 Melcher Dallas High School, Melcher 3 3 2 Meskwaki Settlement School, Tama 1 1 1 MFL MarMac High School, Monona 1 1 Midland High School, Wyoming 1 1 Mid-Prairie High School, Wellman 9 12 12 7 11 12 5 6 3 Midwest Academy, Keokuk 2 1 Missouri Valley High School, Missouri Valley 4 4 5 4 4 4 4 1 Moc Floyd Valley High School, Orange City 5 10 10 3 8 9 1 3 2 Montezuma High School, Montezuma 2 2 2 2 2 1 Monticello High School, Monticello 7 9 4 6 9 3 2 8 1 Moravia High School, Moravia 1 1 Mormon Trail High School, Garden Grove 2 1 1 Morning Star Academy, Bettendorf 1 1 Mount Ayr Community High School, Mount Ayr 1 2 5 1 1 4 1 Mount Pleasant Community High School, Mount Pleasant 15 18 16 11 15 12 6 10 6 Mount Vernon High School, Mount Vernon 22 16 19 19 12 19 12 7 12 Murray High School, Murray 1 1 1 Muscatine High School, Muscatine 43 49 47 39 38 43 27 25 25 Nashua Plainfield High School, Nashua 2 1 2 1 1 1 1 1 1 Nevada High School, Nevada 6 7 7 6 7 7 2 1 2 New Hampton High School, New Hampton 9 11 11 7 11 9 2 6 7 New London Junior-Senior High School, New London 1 3 1 1 3 1 1 Newell-Fonda High School, Newell 1 1 Newman Catholic High School, Mason City 11 6 8 11 4 7 6 3 4 Newton High School, Newton 20 18 21 17 16 17 10 10 7 Nishnabotna High School, Farragut 1 2 1 2 1 Nodaway Valley High School, Greenfield 8 1 7 1 2 1

Appendix D | 9

North Butler High School, Greene 1 1 1 North Cedar High School, Stanwood 3 3 4 3 3 4 3 2 North Fayette High School, West Union 7 5 4 North Fayette Valley High School, West Union 11 13 5 12 4 7 North High School, Davenport 22 30 32 19 25 24 8 13 14 North High School, Des Moines 11 15 24 10 12 19 8 9 12 North High School, Sioux City 50 43 30 39 40 26 20 25 18 North Iowa High School, Buffalo Center 1 3 3 1 3 3 1 1 1 North Mahaska Junior-Senior High School, New Sharon 6 1 4 6 1 4 4 2 North Polk Junior-Senior High School, Alleman 8 3 10 6 3 8 3 2 3 North Scott High School, Eldridge 26 45 20 22 42 18 15 26 8 North Sentral Kossuth Community School, Swea City 2 2 1 North Tama High School, Traer 4 2 2 2 2 2 1 2 North Union High School, Armstrong 1 7 7 5 Northeast Community High School, Goose Lake 1 15 9 1 13 8 10 4 Northeast Hamilton High School, Blairsburg 1 1 1 1 1 1 1 1 Northern University High School, Cedar Falls 8 7 3 North-Linn High School, Troy Mills 4 14 2 4 12 2 3 3 2 Northwood Kensett Junior-Senior High School, Northwood 3 5 5 3 5 5 4 3 Norwalk High School, Norwalk 22 18 19 18 17 16 12 9 6 Notre Dame High School, Burlington 4 4 7 3 3 7 3 1 2 OA-BCIG High School, Ida Grove 6 3 6 3 5 3 Oelwein High School, Oelwein 7 7 2 6 6 2 5 3 2 Ogden High School, Ogden 1 3 1 2 1 1 Okoboji Community School, Milford 7 8 5 5 7 5 2 2 3 Orient Macksburg Community High School, Orient 1 2 1 2 1 Osage Community High School, Osage 13 1 10 11 1 9 7 1 7 Oskaloosa Community Senior High School, Oskaloosa 12 25 12 8 23 10 4 12 5 Ottumwa High School, Ottumwa 11 28 25 10 25 21 3 16 9

Appendix D | 10

Panorama Community High School, Panora 4 4 4 3 4 3 2 2 1 Paton-Churdan High School, Churdan 1 2 1 1 1 1 Pcm High School, Monroe 7 5 4 7 4 4 4 1 2 Pekin Packwood High School, Packwood 2 3 2 2 1 1 Pella Christian High School, Pella 2 1 4 2 1 1 1 1 Pella Community High School, Pella 13 14 18 12 11 16 3 1 9 Perry High School, Perry 2 4 17 2 3 14 1 6 Pleasant Valley High School, Bettendorf 81 97 116 69 77 96 42 46 57 Pleasantville High School, Pleasantville 7 2 2 5 1 1 4 1 1 Pocahontas Area Community High School, Pocahontas 3 1 2 1 1 2 1 1 Postville High School, Postville 5 1 6 4 5 4 2 Prairie Edge Alternative High School, Cedar Rapids 1 Prairie High School, Cedar Rapids 55 56 64 52 50 56 30 19 34 Preston High School, Preston 2 2 2 Prince of Peace Catholic Academy, Clinton 3 1 6 3 1 6 3 1 Red Oak Community High School, Red Oak 3 5 4 3 4 4 2 4 1 Regina High School, Iowa City 33 28 21 30 26 17 9 13 8 Remsen Union High School, Remsen 1 2 1 1 Riceville High School, Riceville 1 3 1 3 1 Ridge View High School, Holstein 2 2 5 2 2 4 2 1 2 Rivermont Collegiate, Bettendorf 4 7 3 4 7 3 1 1 Riverside High School, Oakland 1 5 1 3 1 Rock Valley High School, Rock Valley 2 4 6 1 3 6 1 1 Rockwell City-Lytton High School, Rockwell City 1 1 1 Roland-Story High School, Story City 7 4 4 5 4 4 2 1 3 Roosevelt High School, Des Moines 91 72 103 73 64 89 31 26 29 Rudd Rockford Marble Rock High School, Rockford 7 7 2 Ruthven-Ayrshire Community School, Ruthven 1 1 1 1 Saint Albert High School, Council Bluffs 7 11 19 5 9 17 2 4 5 Saint Ansgar High School, Saint Ansgar 4 5 3 4 3 2 3 3 1

Appendix D | 11

Saint Edmond High School, Fort Dodge 8 12 10 8 12 9 4 5 3 Saint Marys High School, Remsen 7 2 7 2 6 1 Saint Marys School, Storm Lake 1 3 3 Saydel Senior High School, Des Moines 5 3 5 4 3 5 3 1 3 Scattergood Friends School, West Branch 2 1 7 1 1 4 1 1 Sergeant Bluff Luton High School, Sergeant Bluff 5 7 6 5 6 4 5 2 2 Seymour High School, Seymour 1 1 1 Sheldon Senior High School, Sheldon 4 6 4 4 5 4 3 3 2 Shenandoah High School, Shenandoah 2 2 2 2 2 Sibley-Ocheyedan High School, Sibley 5 4 3 Sidney High School, Sidney 3 3 Sigourney Junior-Senior High School, Sigourney 7 5 4 4 5 4 1 3 1 Sioux Center Community High School, Sioux Center 10 3 7 8 3 7 2 2 Sioux Central Community School, Sioux Rapids 4 4 4 4 3 2 Solon High School, Solon 30 32 26 26 30 24 13 16 11 South Central Calhoun High School, Lake City 2 3 2 3 1 1 South Hamilton High School, Jewell 4 3 2 4 3 2 3 3 2 South Hardin High School, Eldora 4 5 5 4 5 3 4 1 2 South O'brien High School, Paullina 3 2 2 3 2 2 2 1 1 South Page Junior-Senior High School, College Springs 1 1 South Tama County High School, Tama 12 7 8 11 5 7 5 3 4 South Winneshiek High School, Calmar 6 3 5 6 3 5 5 3 Southeast Polk High School, Pleasant Hill 40 47 67 35 42 55 22 23 27 Southeast Valley High School, Gowrie 2 2 Southeast Warren Junior-Senior High School, Liberty Center 1 6 6 3 Southeast Webster-Grand High School, Burnside 2 1 1 2 1 1 2 Southern Cal High School, Lake City 4 4 1 Southwest Valley High School, Corning 1 5 5 2 Spalding Catholic School, Granville 4 4 4

Appendix D | 12

Spencer High School, Spencer 23 11 22 21 10 20 12 5 13 Spirit Lake High School, Spirit Lake 16 9 11 14 8 10 8 4 5 Springville Secondary School, Springville 1 4 2 1 4 2 2 1 Stanton High School, Stanton 1 1 Starmont Senior High School, Arlington 5 2 1 4 1 1 4 1 Storm Lake Senior High School, Storm Lake 6 7 20 3 6 15 2 4 7 Sumner-Fredericksburg High School, Sumner 4 2 3 4 2 3 2 Thomas Jefferson High School, Cedar Rapids 43 52 45 34 45 39 20 26 22 Thomas Jefferson High School, Council Bluffs 3 11 15 3 9 6 5 Tipton Community High School, Tipton 8 9 12 7 8 9 3 5 8 Treynor Community High School, Treynor 2 4 7 2 4 5 2 3 3 Tri Center High School, Neola 3 4 3 2 3 2 1 3 1 Tri County Community High School, Thornburg 2 2 1 Tripoli Junior-Senior High School, Tripoli 1 1 1 1 1 1 Turkey Valley Community School, Jackson Junction 1 4 2 4 2 4 1 Twin Cedars High School, Bussey 1 4 1 3 1 1 Underwood High School, Underwood 5 10 5 9 2 4 Union High School, La Porte City 12 4 6 11 4 6 3 3 3 Unity Christian High School, Orange City 1 2 3 1 2 3 1 1 1 Urbandale High School, Urbandale 38 45 44 32 38 41 16 24 19 Valley High School, Elgin 1 7 1 7 1 3 Valley High School, West Des Moines 186 164 164 162 150 147 89 69 74 Valley Lutheran High School, Cedar Falls 2 2 1 Van Buren Community High School, Keosauqua 2 2 5 1 1 5 2 Van Meter Junior-Senior High School, Van Meter 3 7 10 3 4 8 2 2 4 Ventura Community High School, Ventura 1 1 1 Villisca Jr/sr High School, Villisca 1 1 Vinton-Shellsburg High School, Vinton 14 8 12 12 6 11 10 4 7 Waco High School, Wayland 4 6 2 3 6 1 3 1 Wahlert Catholic High School, Dubuque 33 36 54 30 34 44 15 14 22

Appendix D | 13

Walnut Creek Campus, West Des Moines 3 2 2 2 1 1 Walnut Ridge Baptist Academy, Waterloo 1 1 Wapello High School, Wapello 1 4 5 1 4 4 1 4 3 Wapsie Valley High School, Fairbank 2 1 2 1 Washington High School, Cherokee 7 2 7 5 1 7 4 1 5 Washington High School, Washington 21 10 14 18 10 13 12 7 8 Waukee High School, Waukee 79 98 118 71 91 108 42 57 59 Waukon High School, Waukon 9 6 7 8 6 6 4 1 2 Waverly-Shell Rock High School, Waverly 17 20 13 16 19 12 11 10 3 Wayne Community High School, Corydon 2 2 2 1 2 2 1 1 Webster City Community School, Webster City 10 9 11 9 9 10 4 6 5 West Bend Mallard High School, West Bend 4 1 6 4 1 6 3 1 West Branch High School, West Branch 17 20 17 12 19 16 9 10 11 West Burlington High School, West Burlington 2 6 3 2 5 3 1 1 1 West Central Junior-Senior High School, Maynard 3 2 2 3 2 2 2 1 1 West Central Valley High School, Stuart 5 4 6 4 3 6 4 2 3 West Delaware High School, Manchester 5 10 15 4 9 13 3 5 7 West Fork High School, Sheffield 1 4 3 3 3 2 1 West Hancock High School, Britt 1 2 1 1 1 West Harrison Junior-Senior High School, Mondamin 2 2 2 2 2 1 West High School, Davenport 45 41 63 37 36 54 25 21 35 West High School, Iowa City 184 211 233 157 184 198 80 100 106 West High School, Sioux City 23 23 37 15 19 27 9 12 13 West High School, Waterloo 50 43 48 38 31 41 22 16 10 West Liberty High School, West Liberty 31 22 14 27 20 10 21 11 3 West Lyon High School, Inwood 4 1 3 3 1 3 1 West Marshall Community School, State Center 2 4 2 3 2 2 West Monona High School, Onawa 3 4 3 3 3 3 1 2 3 West Sioux High School, Hawarden 1 1 2 1 1 Western Christian High School, Hull 1 1 1 1

Appendix D | 14

Western Dubuque High School, Epworth 27 42 26 20 41 23 14 30 16 Westwood High School, Sloan 4 5 1 3 5 1 2 1 Whiting High School, Whiting 1 2 1 2 1 1 Williamsburg Jr/Sr High School, Williamsburg 12 25 14 8 21 11 5 14 7 Wilton Junior-Senior High School, Wilton 4 5 2 4 5 2 2 2 1 Winfield-Mount Union Junior-Senior High School, Winfield 2 8 6 2 7 6 1 3 4 Winterset High School, Winterset 15 8 10 12 6 9 6 5 4 Woodbine High School, Woodbine 2 2 3 2 1 3 2 1 Woodbury Central, Moville 3 6 1 3 6 1 3 Woodward-Granger High School, Woodward 1 6 1 1 5 1 1 4 Xavier High School, Cedar Rapids 42 56 67 36 51 61 18 23 26 (blank) Grand Total 4301 4485 4859 3719 3944 4226 2071 2092 2141

Appendix D | 15

Number of Applications, admits, enrollees by Iowa community college (past 3 years)

New Fall Transfers from Iowa Community Colleges Applications Admits Enrolled 20123 20133 20143 20123 20133 20143 20123 20133 20143 Carlson College of Massage Therapy, Anamosa 1 Covenant Medical Center Rad Technical, Waterloo 3 1 2 1 1 1 Des Moines Area Community College-Ankeny, Ankeny 154 169 150 98 94 94 73 66 71 Des Moines Area Community College-Boone, Boone 12 19 17 8 9 10 5 8 7 Des Moines Area Community College-Carroll, Carroll 2 2 1 2 1 2 Des Moines Area Community College-Newton, Newton 4 3 3 3 3 2 Des Moines Area Community College-Urban, Des Moines 56 39 56 30 26 27 21 18 20 Des Moines Area Community College-West Campus, West Des Moines 16 13 6 10 7 5 8 4 5 Eastern Iowa Community College-Clinton, Clinton 21 18 20 16 10 14 15 7 10 Eastern Iowa Community College-Muscatine, Muscatine 54 58 38 44 36 28 38 29 22 Eastern Iowa Community College-Scott, Bettendorf 86 107 127 54 64 94 41 48 67 Hawkeye Community College, Waterloo 39 39 51 27 25 36 15 17 25 Indian Hills Community College-Centerville, Centerville 2 9 4 1 9 4 1 6 1 Indian Hills Community College-Ottumwa, Ottumwa 46 58 62 35 39 47 25 28 35 Iowa Central Community College-Eagle Grove, Eagle Grove 1 1 1 Iowa Central Community College-Fort Dodge, Fort Dodge 51 68 62 34 53 42 25 28 35 Iowa Central Community College-Storm Lake, Storm Lake 2 2 1 2 1 1 2 Iowa Central Community College-Webster City, Webster City 2 2 1 1 1 1 Iowa Health-Des Moines School of Radiologic Technology, Des Moines 2 2 2 2 Iowa Lakes Community College-Emmetsburg, Emmetsburg 17 12 17 13 9 9 13 6 5 Iowa Lakes Community College-Estherville, Estherville 22 12 20 15 9 16 12 7 8 Iowa Valley Community College-Ellsworth, Iowa Falls 11 12 15 6 6 12 4 6 6 Iowa Valley Community College-Marshalltown, Marshalltown 22 27 31 16 20 18 13 13 8 Iowa Western Community College-Clarinda, Clarinda 2 2 2 Iowa Western Community College-Council Bluffs, Council Bluffs 23 37 27 11 28 15 8 18 7

Appendix D | 16

Kirkwood Community College, Cedar Rapids 522 685 689 357 477 489 263 360 382 Kirkwood Community College-Iowa City Campus, Iowa City 297 51 32 197 30 6 174 23 2 Mercy/st Lukes School of Rad Technology, Cedar Rapids 4 1 2 1 2 North Iowa Area Community College, Mason City 56 47 48 39 32 33 35 19 25 Northeast Iowa Community College-Calmar, Calmar 14 15 13 13 9 9 8 7 6 Northeast Iowa Community College-Dubuque, Dubuque 5 3 2 Northeast Iowa Community College-Peosta, Peosta 20 16 29 12 13 21 8 10 17 Northwest Iowa Community College, Sheldon 9 9 4 7 7 3 6 7 2 Palmer Junior College, Davenport 1 1 1 Saint Luke's College, Sioux City 1 1 1 Southeastern Community College-Keokuk, Keokuk 7 5 24 6 4 17 4 2 12 Southeastern Community College-West Burlington, West Burlington 47 54 56 34 37 44 24 30 31 Southwestern Community College, Creston 15 6 28 6 4 20 3 3 14 Vatterott College, Des Moines 3 1 1 Western Iowa Tech Community College-Sioux City, Sioux City 42 39 41 23 21 30 15 12 27 Grand Total 1677 1641 1681 1124 1088 1153 868 790 857

Appendix D | 17

Number of Applications, admits, enrollees by state other than Iowa (past 3 years)

Fall First Year Counts by High School State Other than Iowa Applicants Admits Enrolled 20123 20133 20143 20123 20133 20143 20123 20133 20143 Alabama 4 8 7 4 4 2 Alaska 6 2 5 4 2 4 1 American Samoa 1 Arizona 39 50 57 28 38 45 6 4 8 Arkansas 14 14 14 10 11 8 2 2 1 Armed Forces Africa/ Canada/ Europe/ Middle East 2 9 2 6 1 Armed Forces Pacific 2 2 3 2 1 1 1 California 224 332 495 165 259 395 38 47 56 Colorado 87 117 123 80 105 104 9 20 21 Connecticut 35 30 51 21 18 36 4 5 Delaware 6 3 5 5 2 2 District Of Columbia 11 12 17 9 7 11 2 3 Florida 81 117 161 49 83 120 9 18 26 Georgia 32 46 48 24 29 36 5 3 7 Guam 1 4 1 3 Hawaii 10 7 16 10 5 15 3 1 Idaho 8 10 9 8 9 7 3 Illinois 8423 9503 10339 6892 7999 8506 1498 1372 1380 Indiana 70 86 141 46 68 100 11 10 13 Kansas 52 68 91 43 61 82 5 12 14 Kentucky 10 17 13 8 12 9 3 1 Louisiana 7 4 13 3 4 8 2 Maine 28 26 28 10 11 21 2 3 Maryland 39 42 67 29 34 48 1 8 3 Massachusetts 41 86 71 27 59 53 3 8 7 Michigan 105 117 163 78 97 123 14 13 12 Minnesota 978 999 1193 823 865 1049 110 118 137 Mississippi 2 1 6 2 3 1 Missouri 194 197 235 158 168 193 29 24 34 Montana 6 4 3 6 2 3 1 Nebraska 130 134 181 115 116 160 23 17 12 Nevada 16 15 15 12 13 14 5 1 2 New Hampshire 13 20 15 11 13 11 2 New Jersey 53 58 78 41 42 47 5 5 12 New Mexico 5 13 15 4 10 15 1 1 3 New York 83 81 114 59 60 83 15 9 8

Appendix D | 18

North Carolina 19 32 35 14 25 31 1 5 4 North Dakota 6 11 6 6 9 5 1 2 2 Northern Mariana Islands 1 3 1 1 Ohio 60 66 89 54 51 69 19 13 14 Oklahoma 14 14 16 10 12 14 2 2 1 Oregon 17 17 31 8 13 22 4 4 Pennsylvania 76 87 121 57 68 84 15 16 16 Puerto Rico 5 14 10 3 5 10 2 1 2 Rhode Island 4 2 13 2 1 11 2 South Carolina 12 13 19 8 6 14 1 2 1 South Dakota 50 45 52 37 42 45 9 8 7 Tennessee 27 33 22 18 21 16 5 4 2 Texas 161 181 274 124 152 197 27 40 32 Utah 12 13 12 8 9 9 2 1 2 Vermont 9 16 12 7 10 6 2 2 Virgin Islands 1 2 1 1 2 1 1 Virginia 49 66 63 36 49 44 3 11 12 Washington 29 36 42 21 23 25 2 1 5 West Virginia 5 6 5 4 4 5 1 Wisconsin 557 583 717 482 512 644 97 81 96 Wyoming 4 5 2 4 5 2 1 1 Grand Total 11934 13465 15350 9688 11226 12580 1986 1894 1987

Average Amount of Financial Aid Received by Full‐Time Undergraduate Students (past 3 years)

Average Amount of Financial Aid Received by Full-Time UG Students 2013-14 2012-13 2011-12 Students Average Students Average Students Average 14,984 $12,762 15,145 $12,357 14,424 ** $15,228

** Note that 2011-12 was the last year that Veterans Benefits were considered part of the aid package and the change in International Scholars Award was made

First‐Time Undergraduate Student Percentile SAT/ACT Scores (past 3 years)

SAT/ACT Middle 50% 2014 2013 2012 25th% 75th% 25th% 75th% 25th% 75th% ACT 23 28 23 28 22 28 SAT 1060 1260 1080 1260 1080 1270

Appendix D | 19

Yield Rate (past 3 years) 2014 2013 2012 First-Year Transfer First-Year Transfer First-Year Transfer Fall Yield Rates 24% 54% 26% 57% 29% 59%

Institutional Aid and Scholarship Award Amounts for Enrolled New Students (past 3 years)

Institutional Aid and Scholarship Award Amounts for First Year Students (assumed Institutional Grants and Scholarships) 2013-14 2012-13 2011-12 Students Dollars Students Dollars Students Dollars 2,469 $20,608,636 2,393 $20,162,129 2,164 $17,366,958

Percentage of Full‐Time Undergraduate Students Receiving Financial Aid (past 3 years)

Percent of Full-Time UG Students Receiving Aid 2013-14 2012-13 2011-12 Students Percentage Students Percentage Students Percentage 14,984/19,300 78% 15,145/19,639 77% 14,424/19,354 75%

Tables of Organization for All Enrollment Management Related Offices (i.e., Admissions, Financial Aid, Registrar, Student Services, etc.) at the University level and at the School/College level.

See Appendices D-1 through D-5

First to Second Year Retention Rate (past 3 years)

1st to 2nd Year Retention Rate 2012-2014 86%

Four, Five, and Six Year Graduation Rates (past 3 years)

Graduation Rates 2014 2013 2012 Four Year 48% 48% 48% Five Year 67% 67% 68% Six Year 70% 70% 70%

Job placement Rates

See next page, Pomerantz Career Center report on fall 2013 to summer 2014 Graduation Survey

Appendix D | 20

University Wide Summary – Fall 2013-Summer 2014 This information comes from the Graduation Survey that is sent to students that recently graduated from the University of Iowa by the Pomerantz Career Center. Students are requested to fill the survey out online. If students have not filled it out online after six to seven months, they are contacted by phone to have the survey filled out on their plans following graduation. If you have any questions with regards to the data, please, contact Jamie Cavey at [email protected]. This information is specific to the College of Liberal Arts & Sciences, College of Business, College of Engineering, College of Nursing, and College of Education for the Fall 2013, Spring 2014, and Summer 2014 Graduates.

E Unknown Relation

College Number of Respondents Placed or Not Seeking Permanent or Full - Time Employment Perm/FTE Related to Studies (subgroup of P/FTE) Perm/FTE Not Related to Studies (subgroup of P/FTE) Perm/FT (subgroup of P/FTE) Temp or Part - Time Employment Continuing Education Not Seeking Still Seeking Business 625/868 91.5% 74.7% 59.5% 5.4% 9.8% 1.0% 14.2% 1.6% 8.5% Education 164/208 92.7% 80.5% 72.0% 4.9% 3.7% 6.1% 4.3% 1.8% 7.3% Engineering 256/335 96.9% 75.0% 68.4% 5.9% 0.8% 1.2% 20.3% 0.4% 3.1% Lib Arts & 2050/3223 95.4% 62.7% 39.8% 16.8% 6.1% 7.3% 23.4% 2.0% 4.6% Sci Nursing 142/209 97.9% 91.6% 88.0% 2.8% 0.7% 2.1% 2.8% 1.4% 2.1% ALL 3237/4843 94.7% 68.1% 49.6% 12.5% 6.0% 5.3% 19.5% 1.8% 5.3% 3067/3237 2206/3237 1605/3237 406/3237 195/3237 172/3237 631/3237 58/3237 170/3237

Percents may not add up to 100% due to rounding Appendix D | 21

University Wide Summary – Fall 2013-Summer 2014

Permanent/Full-Time Employment by Geographic Location

College Iowa Illinois Other Midwest East West Southwest South International Unknown Business 168/467 166/467 74/467 14/467 19/467 4/467 9/467 7/467 6/467 36.0% 35.6% 15.8% 3.0% 4.1% 0.9% 1.9% 1.5% 1.3%

Education 86/132 21/132 11/132 1/132 3/132 2/132 1/132 5/132 2/132 65.2% 15.9% 8.3% 0.8% 2.3% 1.5% 0.8% 3.8% 1.5%

Engineering 87/192 48/192 29/192 6/192 8/192 - 8/192 1/192 5/192 45.3% 25.0% 15.1% 3.1% 4.2% 4.2% 0.5% 2.6%

Lib Arts & Sci 687/1285 284/1285 128/1285 45/1285 62/1285 7/1285 30/1285 23/1285 19/1285 53.5% 22.1% 10.0% 3.5% 4.8% 0.5% 2.3% 1.8% 1.5%

Nursing 91/130 16/130 17/130 1/130 5/130 - - - - 70% 12.3% 13.1% 0.8% 3.8%

ALL 1119/2206 535/2206 259/2206 67/2206 97/2206 13/2206 48/2206 36/2206 32/2206 50.7% 24.3% 11.7% 3.0% 4.4% 0.6% 2.2% 1.6% 1.5%

Percents may not add up to 100% due to rounding Appendix D | 22

University Wide Summary – Fall 2013-Summer 2014 Salary Summary by College This includes only those (1) that were reported as related to their course of study, (2) were reported as Permanent/Full Time Employment AND (3) reported salaries of at least $20,000 and no more than $140,000.

College Responses High Salary Low Salary Average Salary Median Salary Business 223 $110,000 $21,632 $45,674 $45,000

Education 73 $52,057 $20,000 $38,440 $38,000

Engineering 81 $105,000 $23,000 $55,391 $58,000

Lib Arts & Sci 335 $123,000 $20,000 $37,011 $35,000

Nursing 92 $68,640 $25,000 $50,092 $51,000

ALL 804 $123,000 $20,000 $42,892 $42,194

Percents may not add up to 100% due to rounding Appendix D | 23

University Wide Summary – Fall 2013-Summer 2014 Average Salary Summary by Industry This includes only those (1) that were reported as related to their course of study, (2) were reported as Permanent/Full Time Employment AND (3) reported salaries of at least $20,000 and no more than $140,000.

n &

Tech

oleslae Trade mpanies & College Accommodatio Food Service Administrative & Support Service Agriculture, Forestry, Fishing, & Hunting Arts, Entertainment, Recreation & Construction Educational Services Finance & Insurance Government Health Care & Social Assistance Information Management of Co Manufacturing Mining, Quarrying, Oil, & Gas Extraction Services (Except Other Public Admin) Professional, Technical & Scientific, Real Estate & Rental and Leasing Retail Trade Transportation & Warehousing Unknown Utilities Wh

Busin. ------33,027 $ $32,500 $61,500 $35,000 $70,720 $45,560 $47,027 $46,338 $40,333 $46,063 $42,089 $51,333 $35,000 $36,905 $60,333 $45,556 $41,167 $45,723 $50,000

Educat. ------$38,000 $39,500

Engine. ------$58,667 $38,100 $32,000 $63,333 $44,103 $56,517 $55,000 $57,175 $62,500 $55,142 $55,000 $62,100 $54,840

CLAS 3 --- $34,749 $34,801 $27,040 $36,297 $85,500 $32,233 $48,277 $40,027 $33,990 $41,97 $39,899 $44,133 $56,667 $29,612 $33,387 $33,000 $33,782 $39,888 $36,513 $32,180

Nursi. ------$45,500 $48,880 $50,224

Percents may not add up to 100% due to rounding Appendix D | 24

APPENDIX D-1 Office of Admissions Organizational Chart

Emil Rinderspacher Director

Karen Knight Jane Warner Director, Information Systems Senior Associate Director, High School & College Relations

Carol Evans Kristy Kellbach Xiaodong David Coughlin Katie Voss VACANT Manager, Coordinator Chu Rod Martin Information, Reports Director, Recruitment Information Information Application Senior & Operations and Communications Systems Systems Developer Application Developer Specialist

Becky Hanson Debra Miller Jeffrey Waechter Cyrus Nichols John Laverty Tom Paulsen Sheila Schechinger Chris Traetow Associate Director, Int’l Senior Associate Senior Associate Assistant Director, Senior Associate Associate Director, Senior Assistant Assistant Director, Outreach & Director, Undergraduate Director, Operations Diversity Outreach Director, Outreach Outreach & Director, Outreach Outreach & Recruitment Evaluation & Research & Recruitment & Recruitment Recruitment & Recruitment Recruitment

Ying Xu DeAnn Claypool Cindy Roberts Assistant Director, Margaret Hahn Coordinator, Sue Luloff Scott Fiddelke Dave Malott Annabelle Vinson Marissa Assistant China Recruitment John Hall Scholarship Programs Clerk IV Lisa Pfannebecker Assistant Illinois Regional Simplot Director, and Asian Kelly Machholz Administrative Director, Representative Des Moines Communications Initiatives Andy Moore Services Coordinator Transfer Regional Kerry Yoder and Marketing Relations & Undergraduate Michael Melinder Representative Assistant Director Sue Hall Evaluators Illinois Regional Grad/Professional Clerk IV Adam Parker Kyle Hughes Representative Evaluation Michelle Danielson Scott Carlson Senior International Communications Assistant Director, Judy Saluri California Admissions Specialist Outreach & Recruitment Assistant Director, Regional Counselor Transfer Nina Petran Representative Terry Ward Evaluation Christina Colletta Brianne Schwarz Graduate Evaluators Communications Coordinator, VACANT Laura Goddard Specialist Recruitment Programs VACANT Jake Scharff Sabrina Tapps-Fee VACANT Assistant Director, Senior Admissions Tammy Goss Ruth Geary Kelsey Anderson Transfer Karen Kagan Katie Schaub Counselors Coordinator, Coordinator, Sauvik Goswami Evaluation Communications Coordinator, Visit Application & Application & Allanda Hageman Coordinator Reservations Inquiry Services Inquiry Services Matt Heinze Sally Erickson Admissions Immigration Tina Merta Counselors Joshua Voss Specialist VACANT Juli Mottinger Secretary II John Alderman Sheila Streeby Administrative Betsy McNeil Ann Kunkel Tara Coady-Sierra Clerk IV Services Freshman Assistant Director, Anne Weir Coordinator Evaluator Updated March 2015 Freshman Evaluation Clerk IV APPENDIX D-2 The University of Iowa Office of Student Financial Aid Organizational Chart

Assistant Provost and Financial Aid Director of Student Advisory Committee Financial Aid Mark Warner

Senior Associate Director Senior Associate Director Senior Associate Director MAUI/Fiscal,/IT Student Employment/ Office Operations/Awarding Beth Cole Athletics/Retention Cathy Wilcox Cindy Seyfer

Assistant Director Information Federal Direct Assistant Technology Loans/ Director Assistant Support Pell Grant/Private External Director Eric Loans/SAP Programs Scholarships Higgins-Freesent Sara Harrington Robert Upmeyer Linda Pierce

Financial Administrative Student Literacy Specialist Financial Aid Employment Specialists Office Operations/ Counselors Assistant Kelsey Ryder Web Site/ Alejandra Almazan, Kelly Carrell, Mary Edwards, Cory Manning, Josh Frahm Shelly Brimeyer Consumer Carmen Nugent,Tom Osweiler, Amy Parker, Information Josh Patterson, Brad Stiles Kathy Kral

Clerk III Clerk III Clerk III Clerk III Clerk III Award Records/ Clerk IV Clerk IV Clerk IV Award Mail/ Phone Clerk IV Scholarships/ Revisions/ Mail Private Loans/ Direct Loans/ Student Revisions/ Tammy SAP Phone Receptionist Alice Olsen Study Abroad Pell Grant Employment Receptionist Coverdale- Julie Hostager Rita Gerot Rachel Moss Bob Helle Linda Beeler Diane Schlick Greg Johnson Bauer

Student Student Student Part-time Part-time Part-time Employee Employee Employees

shared/staff/office/info/ July 2014 Office of the Registrar Organizational Chart APPENDIX D-3 Reporting to Associate Provost Assistant Provost and University Registrar Lawrence J. Lockwood

Degree Audit, Graduation Analysis, Athletic Academic Transcripts, Registrar Service Classroom Scheduling, Imaging, Tuition & Fees, Technology Lead Commencements, Tuition Appeals, Eligibility, Tuition & Center, Verifications, HR Registration Support Veteran Student Benefits Lead Database Academic Records, Publications Fees, Budget Senior Associate Registrar Senior Associate Registrar Senior Business Analyst Administrator Senior Associate Registrar Associate Registrar Sarah Harris Renee Houser David Johnson Guangming Du Julie Fell Gail Meade

Classroom Scheduling Veteran Student Degree Audit, Graduation Analysis, & Registrar Service Center Benefits Assistant Registrar Application Development Registrar Services Business Analyst Commencement Char Maher Senior Application Associate Registrar Coordinator Dennis Arps Developers Curt Graff Registrar Services Cherrie Baird Registrar Services Specialists Canan Tapia Degree Audit Coordinator Michelle Davenport Martin Happ Business Analyst Clerk IV Sandy Gilpin Allen Roberts Constantine Bristow 50% Sally O’Rear Ed Romano Mary Kay Hora Rose Amelon 60% Registrar Services Coordinators Dee Ann Vincent 80% Tom Pace Merrie Yates Registrar Services Specialist Classroom Scheduling Mary Grimm 65% and Registration Support Institutional Reporting Assistant Registrar PSEO Transcripts & Verifications Registrar Services Coordinators Graduation Analysis and Commencement Registrar Services Specialists Kathryn Stoltenberg Registrar Services Coordinator Jessica Alberhasky OPEN Sally Arnold Elissa Bradfield Caroline Jens Registrar Services Specialists Teresa Watson SIS Design & Support Mark Grover Business Analyst Joan O’Kones Image Processing Joyce Crawford 75% Clerk IV Cherie Howes Deb Calkins Residency Registrar Services Coordinators Data Reporting & Desk Top Diane Graber Registration Support Marcia McNamara Business Analyst Support IT Support Analyst Residency 50% Diploma Production 50% Jolene Cole Joyce Crawford 25% Course Database, Approval & Catalog Associate Registrars Jan Brunstein Chris Carlson Clerk III (RIF) Clerk IV (RIF) Communication, Documentation & Receptionist for Classroom Scheduling Training office & Imaging Registrar Services Coordinator Karin Frei Kathy Davis Josh Hutchison 4/17/2015 APPENDIX D-4

Executive VP & Provost Barry Butler

Associate Provost Undergraduate Education Lon Moeller

Assistant Provost, Enrollment Management and Director Senior Accountant Academic Advising Center Lois Burkett Lisa Ingram

Senior Administrative Team

Administrative Services Senior Associate Director Senior Associate Director Senior Associate Director Associate Director Coordinator Operations, Outreach, & Strategic Staffing, Technology, Advisor Development & Advisor Training, International Student Retention Programs Orientation Advising, & Assessment Retention Programs Initiatives, & Sustainability Certificate Kathy Lafaurie Brian Corkery Paula Kerezsi Maureen Schafer Frank Yoder

Work Study Students

Clerk III Sandy Morse

Administrative Services Administrative Services Academic Advisor Senior Academic Advisor Coordinator Coordinator Kari Yankey {vacant} Daphna Ben-Chaim, Linda Bendorf, Tembi Haruhi Abbas, Emily Brunner, Susan Bergin-Batten, Courtenay Bouvier, Elizabeth Chambers, Julie Claus, Paul Cox, Michael Caldwell, Diane Crosby, Peter Gerhard, Mary Davis, Brian Deutschendorf, Mario Duarte, Gilmore, Carrie Miller, Nathan Morton, Julie Robyn Falline, Jill Harmande, Chuck Hauck, Nelson, Christine Norquest, Katherine Resler, Kate Karacay, John Little, Jayne Machak, LeDon Sweeney, {vacant} Steven Patterson, Stephanie Sailer, Stephanie Sargeant, Cheryl Schultz, Wanda Schwartz, Chris Smith, Jennifer Stacy-Adams, Jill Trumm, Judy Vopava, Joel Wilcox

Updated 9/14 University College APPENDIX D-5 Organizational Chart

Lon Moeller Dean, University College

Andrew Beckett Assistant Dean, University College

Angie Lamb Mirra Anson Kate Sojka Tina Arthur Lisa Von Muenster Univ Coll Admin & Director, Director, Director, Administrative Course Mgmt/HR Unit Retention & Early Academic Support & Orientation Services Services Coordinator Rep Intervention New Student Programs

Danielle Martinez Grant Carlson Stephanie Preschel Assistant Director, Assistant Director, Cara Wiebel Brianne Schwarz Assistant Director, Academic Support & On Iowa! Leaders & New Academic Support Assistant Director, Assistant Director, Linda Fountain Retention Student Initiatives Orientation Services Orientation Services Clerk IV Ben Walizer Assistant Director, Academic Support & Taylor Retention Carson Megan Dial Hawkeye Receptionists Katie Radtke Ryan Young Ullrich Phillips Graduate Guides (Student Workers) Graduate Graduate Graduate Graduate Assistant Assistant Assistant Assistant Assistant Shannon Marlow Graduate Assistant BLUE: University College Administrative Staff RED: Academic Support & Retention Program & Support Staff GREEN: Orientation Services Program & Support Staff Division of Continuing Education APPENDIX E Chet Rzonca, Associate Provost, Dean, Director of ILLRRC

John & Mary Evaluation Iowa Summer Center for Conferences Labor Center Data Management Finance & Budget On‐Campus Programs Iowa Lakeside Pappajohn Services Writing Festival Jo Dickens Jen Sherer Jane Li Deanna Green Marlys Boote Laboratory & Regents Education Center Jim Maxey Amy Margolis Director Director Sr App Dev Business Manager Director Resource Center Consultant Director

Kelly Flinn Sarah Clark Devi Chinthala Joshua Cook Student Services Iowa Young Richard Gardner PR Spec Sec II App Developer Financial Analyst Matt Fairchild Writers’ Studio Facility Manager Facility Mgr Stephen Lovely Katie Johnson Robin Clark‐Bennett Yingdi Xu Tom Rice Director PR Coord Labor Educator App Programmer Lyn Hafner Academic Director Clerk IV Dianna Isder Kate Woods Matt Glasson Food Srvcs Coord II Janet Harding Accountant Labor Educator Distance Education & Outreach, HR Clerk IV Stephen Hendrix Paul Iversen Anne Zalenski, Assoc. Dean Dir of Acad & Res Labor Educator Matt Irving Admin Srv Coord Michael Lannoo Assoc Dir of Acad & Res Marketing Academic Advising Course Development Melanie Ostmo Human Resources Jane Shuttleworth Maureen McCormick Dawn Freerks Ron Kral Academic Support Prgm Mgmt Assoc Julie Cunningham Education Coord Director Advising Manager Director Jody Stumpf Clerk IV *Tara Lamb Mary Greer Scott Drake Jay Christensen‐Szalanski Ed Advisor Web Master Inst Srv Assistant Director of Faculty Development Nancy Romine Anne Schimke Jerry Gilmere Pam Emerson Ed Advisor Sr IT Sup Conslt Inst Srv Assistant Admin Serv Spec/HR Unit Rep Jennifer Timmons Hunter Gott Mark Hamilton Laura Sinn Ed Advisor IT Sup Conslt Inst Serv Assistant Admin Serv Spec Steve Holland Angela Ward Lynda Stratton Inst Support Ed Advisor Sec II Monica Koch Exam Services Inst Serv Specialist Megan Ward Isandra Martinez‐Marrero Admin Serv Coord Inst Serv Specialist Amy Oberfoell Karen Escher Inst Serv Specialist Sec III Dave Rubright Carla Lyons Inst Serv Specialist Sec II Fritz Thompson Inst Serv Specialist * Advisors typically report to Dawn Freerks. Tara Joanna Thompson‐Yezek Inst Serv Specialist Lamb reports to Anne Zalenski to manage a COI. Kate Wissing R‐040615 Inst Serv Assistant APPENDIX F TEMPLATE FOR 2013-14 ANNUAL DISTANCE EDUCATION REPORT Reporting Period: Summer 2013 – Spring 2014

Please complete this form and the attached Excel spreadsheet and return by e-mail to Diana Gonzalez at [email protected].

University: Due date: November 3, 2014 Board of Regents Meeting: February 4-5, 2015

1. The following items can be prepared collaboratively between the three universities. Issues specific to one university can be addressed elsewhere.

 Describe how distance education efforts respond to the BOR Strategic Plan for Distance Education.  Describe any significant developments in any of these initiatives.  Describe collaborative efforts among the Regent universities.

 Describe major trends related to distance education affecting the Regent universities.  Describe any significant developments in any of these major trends.

The Board of Regents’ Strategic Plan emphasizes the importance of providing efficient, quality learning experiences to Iowans and, when appropriate, to national and international audiences. These efforts include delivering programs to undergraduate, graduate, professional students and practicing professionals. As a follow up to activities in the development stage in last year’s report, we are selecting three significant activities to highlight. These include: 1) the College of Dentistry which developed online programing to serve practicing professionals; 2) the College of Law, which also provided training for practicing professionals; and 3) the Tippie College and John Pappajohn Entrepreneurial Center who have entered into partnerships with selected community colleges. The College of Dentistry developed an online continuing dental education seminar emphasizing the importance of oral care for the elderly. This seminar, available to Iowa dental professionals, was also extended on a pilot basis to other countries (Portugal and Switzerland). This online effort adds to the robust on-campus dental continuing education program. The College of Law implemented an interactive Continuing Legal Education seminar simultaneously offered online and on-site at the John and Mary Pappajohn Education Center. This innovative approach also served as a pilot to reach employed professionals who cannot leave their employment site to attend CLE programs. The program addressed the new Iowa Uniform Power of Attorney Act. The program was sponsored by the College of Law, The National Health Law and Policy Resources Center and co-sponsored by the Iowa Academy of Trust and Estate Counsel. The Tippie College of Business and the John Pappajohn Entrepreneurial Center have partnered with Iowa Western Community College (Council Bluffs) and the Western Iowa Technical Community College (Sioux City) to provide entrepreneurial consulting services and educational programs. The partnerships will allow for coordinated use of shared resources to provide consulting services to established and potential local businesses. Iowa is dependent on small to medium sized firms to provide quality employment opportunities. As in the case of consulting

dg/h/aa/DE/13-14.doc 1 4/15/2015@5:15:26 PM services, instructional faculty will also be shared. The shared arrangement will allow community college students to take advanced entrepreneurial courses and community college graduates to complete certificate and/or degree requirements for the Bachelor of Liberal Studies, Bachelor of Applied Studies and the Bachelor of Business Administration in Entrepreneurial Management. The partnerships will allow for a higher degree of programmatic and fiscal efficiency by eliminating unnecessary duplication of coursework in meeting degree requirements and seamless progression for students completing community college and university degree programs. The three degrees will allow community college graduates to complete their degree requirements without leaving their local area, family and employment responsibilities. The University is aggressively pursuing the conversion of its Guided Independent Study coursework to single term online classes. This will allow faculty to better plan for both on and off campus teaching and allow students, in consultation with their advisors, to more efficiently plan degree completion requirements as well as improve compliance and eligibility for financial aid. The conversion will also allow for more efficient use of resources for on and off campus instruction and allow for a cohort approach to instructional activities including student small group assignments using virtual technology. As is typical of past reports the above selected activities are representative but by no means exclusive of the continually growing and improving instruction to place-bound undergraduate, graduate, professional students and employed professionals.

2. 2013-14 Bachelor of Liberal Studies Program Enrollments:

 ____96_Number of students enrolled in coursework (only include students who took a class during the 2013-14 academic year)  ____18_Number of students graduated  ____24_Number of students newly admitted  _____0_For the University of Iowa, number of students in Liberal Studies Interest program

3. 2013-14 Bachelor of Applied Studies Program Enrollments (University of Iowa):

 ___274_Number of students enrolled in coursework (only include students who took a class during the 2013-14 academic year)  ____47_Number of students graduated  ____78_Number of students newly admitted

dg/h/aa/DE/13-14.doc 2 4/15/2015@5:15:26 PM 4. Academic Credit Programs* (including ICN delivery), 2013-2014

Check (√) this column if this 0B Degree or 1B Program Major*** Delivery Method/Site(s) program Certificate** requires an on-campus component. DNP Nursing Statewide via Web and on-site X MBA Business Administration On-site and via Polycom Elluminate Live (Cedar Rapids, Des Moines, Quad Cities, and Hong Kong) MSN/CNL Nursing Statewide via Web, on-site in Des Moines (Mercy Hospital) MSW Social Work On-site and via Adobe Connect MA Strategic Communications On-site and via Adobe Connect MA Educational Administration Statewide via Adobe Connect and on-site RN to BSN Nursing Statewide via Web BLS Liberal Studies Statewide via Web BAS Applied Studies Statewide via Web BA Social Work On-site and via Adobe Connect BBA Management and Entrepreneurial Statewide via Elluminate Live Studies Certificate Non-Profit Organization Statewide via Web Certificate Entrepreneurship Statewide via Web Certificate Public Health Statewide via Web TAG Talented and Gifted Endorsement – On-campus and selected ICN sites Endorsement Belin-Blank International Center for through the state Talented and Gifted Development Superintendent College of Education Statewide via Web and on-site Endorsement

*Note: Program requirements may include designated hours for residential (on-campus) registration. **e.g., certificate; B.A.; B.S.; M.B.A.; Ph.D.; etc. ***e.g., Business Administration; Computer Science; Dietetics; etc.

dg/h/aa/DE/13-14.doc 3 4/15/2015@5:15:26 PM 5. 2013-2014 Credit Course Registrations* (duplicated headcount enrollment) by Subject Area (2-digit CIP Subject Code)

CIP Subject Matter Under- Graduate Number Code graduate of Credit Hours 01. Agriculture, Agriculture Operations, & Related Sciences 03. Natural Resources & Conservation 04. Architecture & Related Services 4 40 113 05. Area, Ethnic, Cultural, & Gender Studies 226 6 696 09. Communication, Journalism, & Related Programs 367 116 1,459 11. Computer & Information Sciences & Support Services 5 11 48 13. Education 2,433 767 8,915 14. Engineering 70 8 234 15. Engineering Technologies/Technicians 16. Foreign Languages, Literatures, & Linguistics 1,207 52 3,623 19. Family & Consumer Sciences/Human Sciences 21. Technology Education/Industrial Arts 22. Legal Professions & Studies 0 2 6 23. English Language & Literature/Letters. 534 11 1,650 24. Liberal Arts & Sciences, General Studies, & Humanities 70 2 110 25. Library Science 61 40 179 26. Biological & Biomedical Sciences 466 210 2,088 27. Mathematics & Statistics 437 14 1,591 30. Multi/Interdisciplinary Studies 183 10 573 31. Parks, Recreation, Leisure & Fitness Studies 1,119 34 3,468 32. Basic Skills and Developmental/Remedial Education 99 0 250 34. Health-Related Knowledge & Skills 36. Leisure And Recreational Activities 37. Personal Awareness & Self-Improvement 30 0 71 38. Philosophy & Religious Studies 451 3 1,266 39. Theology & Religious Vocations 40. Physical Sciences 7 3 30 41. Science Technologies/Technicians 42. Psychology 894 16 2,839 43. Security & Protective Services 44. Public Administration & Social Service Professions 444 988 4,077 45. Social Sciences 2,732 15 8,858 46 - 49 Trades & Industry 50. Visual & Performing Arts 41 58 181 51. Health Professions & Related Clinical Sciences 1,337 1,481 8,248 52. Business, Management, Marketing, & Related Services 5,046 4,553 26,203 54. History 254 1 765

2B Total Registrations 18,517 8,441 77,541

* Registrations include students enrolled through Distance Education, including in courses in the following formats: off-campus classes, guided independent study, ICN (includes ICN/blended and ICN/e-learning), web-based, DVD and other digital media. REGISTRATIONS DO NOT INCLUDE SATURDAY AND EVENING CLASSES ON CAMPUS.

dg/h/aa/DE/13-14.doc 4 4/15/2015@5:15:26 PM 6. 2013-2014 Non-Credit Course Registrations (Enrollments in Non-Credit Courses) by Subject Area (2-digit CIP Subject Code)

CIP Code Subject Matter Enrollments in Non-Credit Courses 01. Agriculture, Agriculture Operations, & Related Sciences 159 03. Natural Resources & Conservation 252 04. Architecture & Related Services 45 05. Area, Ethnic, Cultural, & Gender Studies 87 09. Communication, Journalism, & Related Programs 102 10. Communications Technologies/Technicians & Services 11. Computer & Information Sciences & Support Services 119 12. Personal & Culinary Services 13. Education 1,288 14. Engineering 786 15. Engineering Technologies/Technicians 45 16. Foreign Languages, Literatures, & Linguistics 46 19. Family & Consumer Sciences/Human Sciences 21. Technology Education/Industrial Arts 1,221 22. Legal Professions & Studies 701 23. English Language & Literature/Letters. 165 24. Liberal Arts & Sciences, General Studies, & Humanities 25. Library Science 16,135 26. Biological & Biomedical Sciences 1,106 27. Mathematics & Statistics 500 30. Multi/Interdisciplinary Studies 2,747 31. Parks, Recreation, Leisure & Fitness Studies 756 34. Health-Related Knowledge & Skills 41,746 35. Interpersonal & Social Skills 36. Leisure & Recreational Activities 163 37. Personal Awareness & Self-Improvement 2,042 38. Philosophy & Religious Studies 42 39. Theology & Religious Vocations 59 40. Physical Sciences 50 41. Science Technologies/Technicians 227 42. Psychology 1,815 43. Security & Protective Services 20 44. Public Administration & Social Service Professions 2,658 45. Social Sciences 46 - 49 Trades & Industry 1,465 50. Visual & Performing Arts 149 51. Health Professions & Related Clinical Sciences 28,284 52. Business, Management, Marketing, & Related Services 4,129 54. History 51

3B Total Registrations 109,160

dg/h/aa/DE/13-14.doc 5 4/15/2015@5:15:26 PM 7. 2013-2014 ICN Credit Course Registrations/Enrollments Please provide 2013-14 figures in the table below for your institution.

SUI ISU UNI TOTAL C E C E C E C E 1999-00 53 2,126 78 1,109 72 1,268 203 4,503 2000-01 56 2,228 85 877 101 1,484 242 4,589 2001-02 48 1,988 67 722 106 1,631 221 4,341 2002-03 28 1,795 32 411 121 1,686 181 3,892 2003-04 29 963 23 276 131 1,768 183 3,007 2004-05 26 766 19 195 118 1,606 163 2,567 2005-06 13 126 13 115 128 1,719 154 1,960 2006-07 8 76 6 50 133 1,936 147 2,062 2007-08 5 93 4 52 130 2,070 139 2,215 2008-09 1 28 4 60 130 2,009 135 2,097 2009-10 0 0 0 0 127 1,967 127 1,967 2010-11 0 0 0 0 113 1,856 113 1,856 2011-12 0 0 0 0 83 1,123 83 1,123 2012-13 0 0 0 0 68 898 68 898 2013-14 0 0 C = number of courses; E = number of enrollments

8. Enrollments in Credit Courses by Iowa County and City Please provide the number of credit courses and number of enrollments in credit courses by Iowa county and city. See the attached Excel spreadsheet, “2014 BOR Enrollment Report Form.xls” to provide these numbers. Note that although the spreadsheet lists many Iowa cities, not all of them are listed. If a city in which a course is delivered is not listed, please add it to the list along with its county.

See Appendix F-1 BOR Enrollment by County 2013-14.xlsx

9. Summary of Credit Courses & Programs

______157_ Number of programs

_529/1,192_ Number of individual courses/sections

1 ____26,958_ Total student enrollments0F

1 Registrations include students enrolled through Distance Education, including in courses in the following formats: off-campus classes, guided independent study, ICN (includes ICN/blended and ICN/e-learning), web- based, DVD and other digital media. REGISTRATIONS DO NOT INCLUDE SATURDAY AND EVENING CLASSES ON CAMPUS. dg/h/aa/DE/13-14.doc 6 4/15/2015@5:15:26 PM 10. 2013-14 Distance Education Enrollments by Delivery Mode and Credit Category. Please complete the table below.

2013-14 Distance Education Enrollments by Delivery Mode and Credit Category Under- Graduate Non-Credit graduate Credit Credit Off-campus enrollments (Sum of a through e) a. ICN (includes ICN/blended and ICN/e-learning) 0 0 0 b. Web-based 1. Semester-based courses 10,688 2,690 0 2. Guided Independent Study 5,902 225 19,292 c. On-site (face-to-face) 1,927 5,526 43,197 d. Mailed media (video/audio/tape, etc.) 0 0 868 e. Other off-campus 0 0 45,803 GRAND TOTAL 18,517 8,441 109,160

11. 2013-14 Distance Education Courses and Faculty using Web-Based Technology. Please complete the table below.

SUI ISU UNI Number of web-based programs 13 Number of web-based certificate programs 3 Number of faculty using web-based technology in their course work 300 Number of faculty trained to use web-based technology 300

12. Please describe your institution’s web development efforts. These efforts could include major grants, as well as blending credit and non-credit opportunities.

In the past year, the University of Iowa Division of Continuing Education (DCE) web application development team has completed the following major enterprise-scale web projects across multiple functional areas.

• Online Exam Process Web Application: This is an entirely online process that allows the Exam Services staff and proctors to: 1) prepare automated printed exam packets which are personalized with essential student data and unique barcodes; 2) process on-campus exams; and 3) track the thousands of off-campus exams which are administered by the DCE each year. Staff formerly spent hours every day pulling pre-printed exams, preparing exam packets for students, and manually tracking the whereabouts of each exam. This application significantly reduced the Exam Services staff’s workloads and improved accuracy of exam processes by reducing manual work and the resulting human errors.

dg/h/aa/DE/13-14.doc 7 4/15/2015@5:15:26 PM • Test Room Online Management Web Application: The DCE’s Exam Services staff can view real-time exam schedules, manage testing center reservations, and control the testing center security cameras through this website. • Online Drill Designer Instruction Software: This innovative web learning software is an online computer-assisted drill and practice instruction tool to provide interactive web platform between the embedded Drill Designer API developed by the University of Iowa ITS and ICON (Iowa Courses Online) Course Management System. This online learning software provides an engaging learning experience through extensive integration of text, graphics, and animation. The drill provides progressive levels of difficulty during practice to keep students interested and motivated. Students can use this online tool on computers or tablets and work at their own pace by selecting the range of topics and the practice schedule. The drill provides students with immediate and appropriate explanatory feedback on incorrect answers. • Iowa Lakeside Laboratories and Regents Resources Center (ILLRRC) Centralized Event Management and Hotel Room Reservation Web Application: This complex enterprise-scale web application helps staff plan and organize meetings, courses, and camps. The application also allows staff to manage all motel, cabinet, and cottage room reservations efficiently and accurately. • DCE Online Credit Card Payment Application: We developed a centralized online credit card payment web application to simplify the Division of Continuing Education’s payment workflow for miscellaneous items.

The web application development team is currently working on the following major projects.

• Migrate all web applications and reports to new servers at ITS: This migration process will improve security and website stability of online data transactions. • Migrate Athena (the DCE’s online course, enrollment, exam, and reports management systems) to MAUI, the UI’s central data structure, to significantly improve quality for faculty, staff, and students who use the system by taking advantage of enterprise data capabilities of the UI’s central systems. • Develop an on-campus exam group online scheduling web application to help the DCE exam services staff manage on-campus exams for large enrollment classes (more than 70 enrolled students). • Develop a new course MFK management web application to help accounting staff in the DCE plan course budgets. • Improve SOLAAR (The Online Conferences, Registration and CEU Management System): Enhance the online registration website, accessibility, and user experience. Develop online CEU certificates processes and group conference registration features. • Develop the ILLRRC online facility management and reservation web functions.

dg/h/aa/DE/13-14.doc 8 4/15/2015@5:15:26 PM 13. Please describe the evaluation processes used by your institution for web-based instructional activities, including student outcomes assessment. How have the results of your evaluation been used for program improvement?

We have administered an electronic course evaluation to students who have completed distance education courses since the fall of 2008. Each student is contacted up to three times to enhance the response rate to the evaluation questionnaire. A copy of the evaluation is embedded (student course evaluation.pdf). Typical response rates for both Guided Independent Study and semester-based online courses range between 55%-70%. A copy of a typical summary report based on student responses is embedded below as well (course evaluation summary report.pdf).

See Appendix F-2 and F-3 student course course evaluation evaluation.pdf summary report.pdf

The summary report, provided to the relevant faculty member, provides the average and median response to each multiple choice question along with average and median values based on a much larger reference group. The course instructor is encouraged to compare the summary information for her/her course to the larger reference norm summary data. In addition to averages for the multiple choice questions, students are encourage to provide narrative responses to what they liked and disliked about the course, and to offer suggestions for improvements. College and/or department administrators may review the summary data for courses that are under their supervision and the summary data for a particular course can be used to help identify strengths or weaknesses in a course. Some department/college executives value trend data for courses offered by instructors under their supervision, and in some cases the data have been used as part of a staff member’s annual evaluation. Because the average and median for the multiple choice items are usually at least 5.00 or higher (5=moderately agree with the statement), Division of Continuing Education staff also try to identify courses that are particularly strong (most items have average scores of 5.50 or higher) or weak (a significant number of items of the survey have average scores less than 4.75). Staff offer to work with faculty to strengthen any areas of particular concern. Generally, the average scores for individual items of the student survey are above 5.00, which means that across courses and across years the students who enroll in Guided Independent Study or semester-based courses are at least moderately to highly agreeable to the items of the survey. Table 1, embedded below, shows students’ average agreement ratings for the 21 multiple-choice items on the survey. These responses were provided by students from fall 2008 - fall 2013.

See Appendix F-4 Evaluations - Table 1.pdf

During the last academic year, we initiated a study comparing student success for students who have taken a particular course in a web-based environment to students who have taken the

dg/h/aa/DE/13-14.doc 9 4/15/2015@5:15:26 PM same course on-campus with similar content and teaching objectives. In the study, the students who had taken the online format did as well in the course as those who had taken the course in a regular classroom format. The instructor was the same for both types of delivery, and a very similar syllabus was used for both courses. We hope to do additional studies of this type during the current academic year.

14. If you want to describe a unique aspect of your institution’s distance education program or specific key issues that might affect the program or any other similar component, please feel free to include a brief narrative (no more than one page) with your report. I will use any information submitted under a separate section.

The Tippie College of Business offers “Introduction to Law” with a semester-long experiential learning project in which native English speaking students and native Chinese speaking students work together to help fifteen Iowa small businesses determine the feasibility of marketing their products to China. There are two interesting aspects of this course. Bilingual Course Offering and Cross-Cultural Team Work • One section of the course is offered in English to 280 students and one section is offered in Chinese to 125 students. • Students from both language sections are grouped together on cross-cultural teams. Students then complete assignments designed to increase their familiarity with each other, and to take advantage of their complimentary areas of expertise: a knowledge about Iowa Small businesses (English section); a knowledge about the Chinese consumer (Chinese section). Interdepartmental Collaboration. • Two Tippie College of Business Professors designed the project as one way for students to apply the critical thinking skills of the legal approach to problem solving to help Iowa small businesses. • Faculty and staff from the Chinese Language Program in the Division of World Languages created Mandarin subtitles for the lectures, and provided Mandarin-speaking TAs to help with the Chinese section. • The John Pappajohn Entrepreneurial Center and the Institute for International Business provided guidance for the student as they worked with the businesses and completed their reports. The Entrepreneurial Center also arranged for a panel of experts to evaluate the top three student teams and provide $250 scholarships to each member of the team with the best report. We anticipate that this course will have the following benefits. • Students become better critical thinkers while using a legal approach to problem solving. • Students become better acquainted with peers from other cultures, and more proficient working on multi-cultural teams. • Students gain an appreciation of how people from other cultures can provide valuable insights when conducting business in an increasingly international environment. dg/h/aa/DE/13-14.doc 10 4/15/2015@5:15:26 PM • Students and Iowa small business owners become more familiar with each other. • Iowa small businesses gain information that help them assess the benefits of marketing their products to China.

In collaboration with University College, the DCE revised the BLS program to provide a more career oriented focus for our students. In addition, we held a targeted campaign over the summer to attract a new population of working adults who might be able to enter the BLS program under new admissions standards. Donna Macek is exactly the type of student we feel the University can serve better with the revised BLS. She was recently profiled in Iowa Now and we are reproducing her story here:

Donna Macek – BLS student by Maureen McCormick

UI Student Carries Flag during Pregame Ceremonies at Kinnick

Along with a group of 100 military personnel, UI student Donna Macek proudly carried the United States flag onto the football field at Kinnick stadium during the pregame ceremonies on Saturday, November 1. Macek served 10 years active duty in the United States Air Force before joining the Iowa National Guard 18 years ago. While on active duty, she worked in Logistics and Funds Management. During that time Macek also completed her Associate of Applied Sciences (AAS) degree in Accounting from Western Iowa Technical Community College (WIT) in Sioux City, Iowa in 1998. Macek is currently a first semester student in the Bachelor of Liberal Studies (BLS) degree program at the University of Iowa. The BLS degree program is an online completion degree tailored to students with community college degrees and transfer credits from other accredited institutions including the University of Iowa. Based in Le Mars, Iowa, Macek now works full time for the Iowa Air National Guard as a budget analyst. Completing the BLS degree is the end goal according to Macek, “Full time technicians in the state of Iowa are being offered tuition assistance. I didn’t want to miss out on this great opportunity. I love school and I love learning.” Macek’s plan is to continue in her role as budget analyst at the Guard but is hopeful that the additional degree will help her with promotions in the future. Learning online was a new experience for Macek as it is for many students completing their degrees online. Specialized advisors on campus help to bridge the gap from home to campus. “Our goal is to give our Hawkeyes who are not physically on campus the same quality of advising, assistance, and service as our on campus students receive. It’s inspiring to work with a group of such dedicated and talented students,” says Tara Lamb, an advisor with the BAS and BLS advising team in the Division of Continuing Education. One benefit of the online degree programs is that students work at their own pace given their other life demands. Online course delivery allows students like Macek the opportunity to continue their education while meeting the demands of a busy family life. Students can complete online instructor-paced or self-paced courses.

dg/h/aa/DE/13-14.doc 11 4/15/2015@5:15:26 PM “I’m currently taking two courses, and my instructors are amazing to work with. I’ve had some crazy work schedules recently during fiscal year end, and both instructors were so helpful. They were also understanding with the fact I haven’t been in school for many, many years. So far, I’m loving it,” says Macek.

She adds, “It doesn’t matter how old a person is. If you want an education, attempt to achieve that goal. I went back to school for my first AA degree when I was working full time, had two small children and a husband. If you want it bad enough, you can do it. Now the kids are grown and I’m going back to school again. Never give up.”

15. Unduplicated headcount enrollment.

Student Enrollment – Student Enrollment – Total Enrollment Year Taking only Distance Education Taking Combination of On Campus Unduplicated Count Courses and DE Courses Count Total Unduplicated Total Credit Total Unduplicated Total Total Unduplicated Hours Credit Hours 2011 (SU10- 12,502 4,488 37,287 7,373 4,167 21,309 19,875 8,655 SP11) 2012 (SU11- 13,064 4,398 38,860 8,054 4,929 23,256 21,118 9,327 SP12) 2013 (SU12- 13,580 4,521 40,080 9,867 6,056 28,524 23,477 10,577 SP13) 2014 (SU13- 14,972 4,488 43,890 11,986 7,801 33,651 26,958 12,289 SP14)

dg/h/aa/DE/13-14.doc 12 4/15/2015@5:15:26 PM APPENDIX F-1 8. Enrollments in Credit Courses by Iowa County and City (2013-2014) County City Number of Courses Number of Enrollments Other Non-IA 427 5,196

Adair Greenfield 6 6 Adair Orient 2 2

Adams Nodaway 1 1

Allamakee Lansing 3 3 Allamakee New Albin 5 7 Allamakee Postville 6 6 Allamakee Waukon 2 2

Appanoose Centerville 14 14 Appanoose Moulton 2 2

Audubon Audubon 9 9 Audubon Kimballton 6 6

Benton Atkins 4 4 Benton Belle Plaine 7 8 Benton Blairstown 2 2 Benton Luzerne 1 1 Benton Newhall 1 1 Benton Norway 5 5 Benton Shellsburg 7 7 Benton Urbana 1 1 Benton Van Horne 4 4 Benton Vinton 10 10 Benton Walford 6 6

Black Hawk Cedar Falls 64 92 Black Hawk Dunkerton 4 4 Black Hawk Elk Run Heights 8 8 Black Hawk Evansdale 5 5 Black Hawk Gilbertville 1 1 Black Hawk Hudson 6 6 Black Hawk La Porte City 1 1 Black Hawk Washburn 4 4 Black Hawk Waterloo 63 83

Boone Boone 21 22 Boone Madrid 8 9 Boone Ogden 6 7

Bremer Readlyn 2 2 Bremer Sumner 4 4 Bremer Tripoli 1 1 Bremer Waverly 7 8

Buchanan Aurora 5 5 Buchanan Independence 17 17 Buchanan Jesup 1 1

Buena Vista Albert City 1 1 Buena Vista Alta 6 6 County City Number of Courses Number of Enrollments Buena Vista Lakeside 3 3 Buena Vista Sioux Rapids 5 5 Buena Vista Storm Lake 11 11

Butler Aplington 1 1 Butler Clarksville 1 1 Butler Parkersburg 1 1 Butler Shell Rock 9 16

Calhoun Lake City 1 1 Calhoun Lohrville 2 3 Calhoun Manson 1 1 Calhoun Rockwell City 1 1

Carroll Carroll 12 15 Carroll Coon Rapids 1 1 Carroll Manning 3 3

Cass Atlantic 9 9 Cass Griswold 4 4 Cass Massena 6 6

Cedar Clarence 4 5 Cedar Durant 22 23 Cedar Lowden 2 2 Cedar Stanwood 1 1 Cedar Tipton 17 20 Cedar West Branch 47 61

Cerro Gordo Clear Lake 19 22 Cerro Gordo Mason City 57 74 Cerro Gordo Plymouth 5 6 Cerro Gordo Thornton 1 1 Cerro Gordo Ventura 1 1

Cherokee Aurelia 1 1 Cherokee Cherokee 10 10 Cherokee Marcus 9 9 Cherokee Washta 3 3

Chickasaw Nashua 7 7 Chickasaw New Hampton 6 6

Clarke Osceola 13 14 Clarke Woodburn 2 2

Clay Dickens 2 2 Clay Greenville 1 1 Clay Royal 6 6 Clay Spencer 14 14 Clay Webb 5 5

Clayton Elkader 7 7 Clayton Elkport 1 1 Clayton Guttenberg 8 8 Clayton Luana 2 2 Clayton Marquette 1 1 County City Number of Courses Number of Enrollments Clayton Mc Gregor 5 5 Clayton Monona 14 14

Clinton Camanche 7 7 Clinton Clinton 39 44 Clinton De Witt 14 14 Clinton Delmar 1 1 Clinton Low Moor 7 7 Clinton Wheatland 2 2

Crawford Denison 9 9

Dallas Adel 13 13 Dallas Dallas Center 2 2 Dallas Dexter 1 1 Dallas Granger 5 5 Dallas Perry 13 13 Dallas Redfield 6 6 Dallas Waukee 49 57

Davis Bloomfield 4 4 Davis Drakesville 5 5

Decatur Davis City 1 1 Decatur Grand River 1 1 Decatur Leon 6 6

Delaware Dundee 4 4 Delaware Earlville 1 2 Delaware Hopkinton 9 9 Delaware Manchester 6 6 Delaware Masonville 2 2

Des Moines Burlington 65 87 Des Moines Danville 2 2 Des Moines Mediapolis 5 5 Des Moines Middletown 2 2 Des Moines West Burlington 11 11

Dickinson Arnolds Park 1 1 Dickinson Lake Park 4 4 Dickinson Milford 15 76 Dickinson spirit lake 37 45

Dubuque Asbury 10 10 Dubuque Cascade 12 12 Dubuque Dubuque 103 145 Dubuque Dyersville 22 23 Dubuque Farley 6 6 Dubuque Holy Cross 1 1 Dubuque New Vienna 1 1 Dubuque Peosta 19 19 Dubuque Sherrill 1 1

Emmet Armstrong 13 13 Emmet Estherville 19 19 County City Number of Courses Number of Enrollments Emmet Ringsted 1 1

Fayette Arlington 4 4 Fayette Elgin 1 1 Fayette Fayette 1 1 Fayette Hawkeye 2 2 Fayette Oelwein 4 4 Fayette Wadena 7 8 Fayette West Union 5 5

Floyd Charles City 1 1 Floyd Rockford 6 7

Franklin Hampton 10 10 Franklin Sheffield 1 1

Fremont Hamburg 3 3

Greene Churdan 1 1 Greene Jefferson 9 9 Greene Scranton 2 2

Grundy Conrad 4 4 Grundy Dike 1 1 Grundy Grundy Center 2 2 Grundy Reinbeck 2 2

Guthrie Guthrie Center 3 3 Guthrie Panora 1 1 Guthrie Stuart 1 1

Hamilton Blairsburg 3 3 Hamilton Jewell 6 6 Hamilton Stanhope 2 2 Hamilton Stratford 2 2 Hamilton Webster City 11 11

Hancock Garner 18 19 Hancock Kanawha 1 1

Hardin Eldora 1 1 Hardin Iowa Falls 7 7

Harrison Logan 7 7

Henry Mount Pleasant 22 31 Henry Mt Pleasant 17 19 Henry New London 14 17 Henry Olds 1 1 Henry Salem 3 3 Henry Wayland 5 5 Henry Winfield 2 3

Howard Cresco 18 18 Howard Lime Springs 4 6 Howard Protivin 1 1 County City Number of Courses Number of Enrollments Humboldt Hardy 1 1 Humboldt Humboldt 6 6

Ida Battle Creek 4 4 Ida Ida Grove 6 7

Iowa Amana 5 6 Iowa Conroy 6 6 Iowa Homestead 1 1 Iowa Ladora 1 1 Iowa Marengo 10 10 Iowa Middle Amana 2 2 Iowa North English 4 4 Iowa Parnell 6 6 Iowa South Amana 3 3 Iowa Victor 3 3 Iowa Williamsburg 28 28

Jackson Bellevue 3 3 Jackson La Motte 10 10 Jackson Maquoketa 8 8 Jackson Sabula 1 1 Jackson Saint Donatus 2 2

Jasper Colfax 6 6 Jasper Mingo 2 2 Jasper Monroe 3 3 Jasper Newton 18 18 Jasper Prairie City 1 1 Jasper Sully 5 5

Jefferson Batavia 4 4 Jefferson Fairfield 20 20 Jefferson Libertyville 12 12

Johnson Coralville 253 697 Johnson Hills 10 10 Johnson Iowa 1 1 Johnson Iowa City 467 9,006 Johnson Lone Tree 18 19 Johnson North Liberty 253 648 Johnson Oxford 12 13 Johnson Solon 47 54 Johnson Swisher 32 36 Johnson Tiffin 55 62

Jones Anamosa 19 20 Jones Monticello 9 9 Jones Oxford Junction 3 3 Jones Wyoming 4 4

Keokuk Harper 2 2 Keokuk Hedrick 6 6 Keokuk Keota 5 5 Keokuk Keswick 1 1 Keokuk Richland 1 1 Keokuk Sigourney 11 12 County City Number of Courses Number of Enrollments Keokuk Webster 4 4 Keokuk What Cheer 1 1

Kossuth Algona 19 20 Kossuth Burt 3 3 Kossuth Lakota 2 2 Kossuth Ledyard 3 3 Kossuth Titonka 1 1

Lee Denmark 1 1 Lee Donnellson 10 11 Lee Fort Madison 18 21 Lee Keokuk 20 20 Lee Montrose 2 2 Lee West Point 3 3

Linn Alburnett 3 3 Linn Cedar Rapids 323 2,472 Linn Center Point 14 16 Linn Central City 9 9 Linn Coggon 1 1 Linn Ely 6 6 Linn Fairfax 8 8 Linn Hiawatha 12 14 Linn Lisbon 20 21 Linn Marion 113 151 Linn Mount Vernon 24 24 Linn Palo 8 8 Linn Robins 18 18 Linn Springville 3 3 Linn Toddville 8 8 Linn Troy Mills 1 1 Linn Walker 2 3

Louisa Columbus City 1 1 Louisa Columbus Jct 1 1 Louisa Columbus Junction 18 18 Louisa Grandview 9 9 Louisa Letts 5 5 Louisa Wapello 4 4

Lucas Chariton 7 8

Lyon George 3 3 Lyon Larchwood 2 2

Madison Earlham 5 5 Madison Patterson 1 1 Madison Saint Charles 2 2 Madison Truro 1 1 Madison Winterset 11 11

Mahaska Oskaloosa 4 4

Marion Bussey 1 1 Marion Knoxville 14 17 Marion Pella 23 23 County City Number of Courses Number of Enrollments Marion Pleasantville 6 8

Marshall Albion 4 4 Marshall Gilman 5 5 Marshall Laurel 8 8 Marshall Liscomb 2 2 Marshall Marshalltown 51 55 Marshall Melbourne 6 6

Mills Glenwood 6 6 Mills Malvern 1 1

Mitchell Mc Intire 1 1 Mitchell Osage 8 8 Mitchell Saint Ansgar 13 15

Monona Mapleton 1 1 Monona Onawa 6 6

Monroe Albia 9 9

Montgomery Red Oak 1 1

Muscatine Atalissa 4 4 Muscatine Conesville 1 1 Muscatine Muscatine 110 152 Muscatine Nichols 1 1 Muscatine Stockton 2 2 Muscatine West Liberty 29 33 Muscatine Wilton 9 9

O'brien Paullina 3 3 O'brien Sanborn 2 2 O'brien Sheldon 3 3

Osceola Ocheyedan 9 9 Osceola Sibley 5 5

Page Clarinda 10 10 Page College Springs 3 3 Page Shenandoah 2 2

Palo Alto Emmetsburg 17 18 Palo Alto Mallard 2 2

Plymouth Akron 6 6 Plymouth Hinton 4 4 Plymouth Kingsley 3 3 Plymouth Le Mars 23 25 Plymouth Merrill 3 3 Plymouth Remsen 8 8

Pocahontas Havelock 2 2 Pocahontas Laurens 3 3 Pocahontas Palmer 5 5 Pocahontas Pocahontas 10 10 County City Number of Courses Number of Enrollments

Polk Altoona 38 42 Polk Ankeny 123 168 Polk Bondurant 9 9 Polk Clive 50 58 Polk Des Moines 299 2,462 Polk Grimes 26 31 Polk Johnston 70 81 Polk Mitchellville 10 10 Polk Pleasant Hill 25 32 Polk Polk City 10 11 Polk Runnells 2 2 Polk Urbandale 91 133 Polk W Des Moines 2 2 Polk Wdm 7 7 Polk West Des Moines 147 243 Polk Windsor Heights 26 27

Pottawattamie Avoca 1 1 Pottawattamie Council Bluffs 37 52 Pottawattamie Neola 1 1 Pottawattamie Treynor 2 2

Poweshiek Brooklyn 2 2 Poweshiek Grinnell 19 27 Poweshiek Montezuma 1 1

Ringgold Diagonal 1 1 Ringgold Mount Ayr 1 1

Sac Odebolt 1 1 Sac Sac City 3 3 Sac Schaller 4 4 Sac Wall Lake 6 6

Scott Bettendorf 160 326 Scott Blue Grass 17 19 Scott Davenport 179 991 Scott Donahue 1 1 Scott Eldridge 18 19 Scott Le Claire 2 2 Scott Leclaire 11 11 Scott Long Grove 13 13 Scott Pleasant Valley 2 2 Scott Riverdale 1 1 Scott Walcott 3 3

Shelby Earling 1 1 Shelby Harlan 2 2 Shelby Portsmouth 1 1

Sioux Alton 3 3 Sioux Granville 1 1 Sioux Ireton 2 2 Sioux Orange City 6 6 County City Number of Courses Number of Enrollments Sioux Sioux Center 3 3

Story Ames 74 152 Story Cambridge 1 1 Story Huxley 18 19 Story Nevada 1 1 Story Roland 3 3 Story Zearing 2 2

Tama Clutier 1 1 Tama Dysart 1 1 Tama Garwin 4 4 Tama Tama 5 5 Tama Traer 2 2

Union Afton 7 7 Union Creston 4 4 Union Lorimor 1 1

Van Buren Bonaparte 2 2 Van Buren Farmington 1 1 Van Buren Keosauqua 6 6 Van Buren Milton 5 5 Van Buren Stockport 1 1

Wapello Agency 8 8 Wapello Eldon 1 1 Wapello Ottumwa 32 35

Warren Carlisle 14 15 Warren Cumming 2 2 Warren Indianola 37 43 Warren Lacona 7 7 Warren Norwalk 14 14 Warren Saint Marys 1 1

Washington Ainsworth 3 3 Washington Brighton 1 1 Washington Crawfordsville 1 1 Washington Kalona 45 53 Washington Riverside 30 31 Washington Washington 42 44 Washington Wellman 24 26

Wayne Humeston 1 2

Webster Burnside 3 3 Webster Fort Dodge 45 51 Webster Gowrie 3 4 Webster Moorland 1 1

Winnebago Forest City 6 6 Winnebago Lake Mills 9 9

Winneshiek Calmar 6 6 Winneshiek Decorah 13 14 Winneshiek Fort Atkinson 3 3 County City Number of Courses Number of Enrollments Winneshiek Ossian 20 23 Winneshiek Ridgeway 6 6

Woodbury Bronson 8 8 Woodbury Correctionville 14 14 Woodbury Lawton 3 3 Woodbury Salix 1 1 Woodbury Sergeant Bluff 31 31 Woodbury Sioux City 84 235 Woodbury Sloan 4 4

Worth Fertile 6 6 Worth Grafton 1 1 Worth Northwood 10 10

Wright Belmond 5 5 Wright Eagle Grove 1 1 Wright Goldfield 4 4 Totals 6,601 26,958

The way enrollment by county is reported is that for Extension and ICN courses “county” and “city” are determined by the location of the SITE. For Web, GIS, Video Conference, and Arranged sections, "county" and "city" are determined by the location of the student’s residing ADDRESS for the semester of enrollment. This question includes TYPE = “O” (CCP Distance Ed) and TYPE = “M” (MBA) enrollments. Welcome To Evaluation Form Page 1 of 2

APPENDIX F-2

University of Iowa Student Course Evaluation Questionnaire Division of Continuing Education

Form Code: -99999

This questionnaire is designed to learn your reactions and suggestions for a distance learning course (or part of a blended course) in which you are currently enrolled through the Division of Continuing Education at the University of Iowa. Your reactions and suggestions will be kept confidential, and will be used to improve the course content and delivery of the course. The instructor will be given summary data across students, but your responses will not be shared with anyone outside the Division of Continuing Education. Please take a few minutes to complete the questionnaire. Return the completed questionnaire to me electronically by clicking on the "SUBMIT" button. If you have questions, please contact Monica Koch at [email protected] or (319)335-2578. Thanks for your help!

Anne Zalenski, Ph.D. Associate Dean Division of Continuing Education University of Iowa 000:000:EXW [COURSE TITLE] [INSTRUCTOR NAME]

Strongly Moderately Slightly Slightly Moderately Strongly Not Agree Agree Agree Disagree Disagree Disagree Applicable 1. I learned a lot in this course.

2. The course was well organized.

3. Course requirements were clear.

4. The syllabus for the course provided a good guide to course requirements. 5. The assigned readings were important for understanding the course objectives. 6. The written assignments contributed to my learning. 7. The computer (on-line) resources were valuable. 8. The media usage was very helpful for learning the objectives of the course. 9. The feedback I received on assignments improved my understanding of the material. 10. The exams were fair.

11. Adequate time was allowed for the exams. 12. Supplementary materials provided for the course were valuable. 13. Grading criteria were clearly defined.

14. Important concepts were clarified by good examples. Welcome To Evaluation Form Page 2 of 2

15. Help was available if I had questions.

16. The instructor was interested in my progress. 17. My questions about the material in the course were answered promptly by the instructor. 18. Overall, this was a valuable course.

19. I would recommend this course taught by this instructor to other students. 20. Overall, the instructor is an effective teacher. 21. I think I learned as much in this course as I would have if I had taken it on campus. 22. I recommend a different type of delivery for this course. See my comments below.

23. In the space below, list the things about the course that you disliked.

24. In the space below, list the things about the course that you especially liked.

Submit Page 1 of 3

Course: COURSE NUMBER AND NAME REMOVED APPENDIX F-3 Session: Spring 2013 Instructor: FACULTY NAME REMOVED Listed below is the average (mean) and median (middle) for the 21 questions. The responses to the questions were 6=strongly agree, to 1=strongly disagree.

Survey Questions: This Course *All Courses The responses to the questions were 6=strongly N Mean Median N Mean Median agree, to 1-strongly disagree. N=Number of responses. 1. I learned a lot in this course. 28 5.46 5.68 47726 5.09 5.37 2. The course was well organized. 28 5.79 5.89 47653 5.11 5.52 3. Course requirements were clear. 28 5.89 5.96 47576 5.18 5.58 4. The syllabus for the course provided a good guide to 28 5.86 5.94 47279 5.26 5.63 course requirements. 5. The assigned readings were important for understanding 28 5.29 5.63 45977 5.15 5.52 the course objectives. 6. The written assignments contributed to my learning. 28 5.79 5.92 45346 5.11 5.48 7. The computer (on-line) resources were valuable. 28 5.68 5.86 45447 5.17 5.52 8. The media usage was very helpful for learning the 27 5.70 5.83 43822 5.06 5.40 objectives of the course. 9. The feedback I received on assignments improved my 28 5.57 5.76 45490 4.80 5.28 understanding of the material. 10. The exams were fair. 28 5.64 5.86 35759 5.04 5.47 11. Adequate time was allowed for the exams. 28 5.82 5.96 35743 5.38 5.72 12. Supplementary materials provided for the course were 28 5.61 5.8 44464 5.09 5.42 valuable. 13. Grading criteria were clearly defined. 28 5.79 5.92 47255 5.11 5.57 14. Important concepts were clarified by good examples. 28 5.68 5.8 46910 5.03 5.53 15. Help was available if I had questions. 28 5.71 5.92 46693 5.23 5.65 16. The instructor was interested in my progress. 28 5.75 5.92 46566 5.03 5.54 17. My questions about the material in the course were 28 5.82 5.96 44627 5.20 5.63 answered promptly by the instructor. 18. Overall, this was a valuable course. 28 5.61 5.8 47406 5.10 5.54 19. I would recommend this course taught by this instructor to 28 5.89 5.96 47051 5.04 5.58 other students. 20. Overall, the instructor is an effective teacher. 28 5.89 5.96 46660 5.11 5.56 21. I think I learned as much in this course as I would have if I 28 5.68 5.86 46097 4.92 5.54 had taken it on campus.

* All Courses = all DCE Distance Education courses offered starting from Fall 2008. Page 2 of 3 Course: COURSE NUMBER AND NAME REMOVED

22. I recommend a different type of delivery for this course. See my comments below. • No. • N/A • I really like the delivery for this course...the online lectures paired with the powerpoint notes made it very easy to learn and follow. It was just like being in a classroom. • No. • NA 23. In the space below, list the things about the course that you disliked. • Sometimes I wished that I had had to turn in assignments weekly to keep me from procrastinating. • N/A • It confused me when the instructor used greek letters in equations or in describing problems. Refraining from using the greek letters would have made it a little easier for me. It also would have been really helpful to have review powerpoints for each exam. • I did not dislike anything. • I think the book is a little outdated • I learn better when I'm held more accountable with more deadlines. • Homework assignments seemed to take me a really long time I had a hard time showing all my work, or leaving things out that I didn't think I needed • THe number of lectures we had to listen to on our own time • Was not particularly easy to get a hold of professor if I had questions on the material. • NA 24. In the space below, list the things about the course that you especially liked. • I liked that the professor was flexible and wanted the students to be successful in the class • AWESOME INSTRUCTOR!!! So helpful and very friendly. I really enjoyed his teaching style and how quick he was to return assignments and answer questions. Great class • The instructor was great and really seemed to care that I learned the material! Very helpful! • FACULTY NAME REMOVED was great. I had to take this class as a requirement for grad school. I am horrible at math and was very scared to take statistics FACULTY NAME REMOVED really cared about how I did and wanted me to do well. • I was particularly impressed with FACULTY NAME REMOVED’s interest on whether or not I was learning the material or going through the motions. He was very accommodating with regards to answering questions and deadlines. • FACULTY NAME REMOVED is a wonderful teacher. He speedily responds to emails, is readily available for office hours, is compassionate and understanding if you are confused about a particular topic, truly cares whether or not you understand the material, and was all around, a really great guy. I think he and his teaching style and helpfulness truly made the course, and I am very appreciative to him for that. • I loved the powerpoint presentations. They helped me SO MUCH. Never get rid of them. Having a visual presentation for this subject in particular is so so so helpful while learning the material. • The instructor was great! He would email me many times asking about my progress and if I needed help. His emails helped motivate me to finish the course in one semester! • The instructor was very helpful when I struggled with assignments and was more than willing to offer help understanding the material. The textbook was relatively easy to understand. Page 3 of 3 Course: COURSE NUMBER AND NAME REMOVED

Session: Spring 2013 Instructor: FACULTY NAME REMOVED Listed below is the average (mean) and median (middle) for the 21 questions. The responses to the questions were 6=strongly agree, to 1=strongly disagree. • I thought FACULTY NAME REMOVED was an excellent instructor. I really liked that he provided a suggested schedule to help students keep a steady and appropriate pace throughout the semester. I followed this schedule very closely and it really helped me to manage my time well. The homework assignments and the exams were all fair and appropriate. • I especially liked the amount of help I received from FACULTY NAME REMOVED outside of class. He seemed to genuinely care about my progress and helped me learn the material very well. I cannot thank him enough. • FACULTY NAME REMOVED, he was very very helpful. • How quickly the information and assignments were given back • Teacher was wonderful, quick at getting back to me and answering questions or giving homework and test feedback. • I liked how some of the examples were homework problems - I was able to get a start on the homework assignments simply by listening and participating in lecture, which provided detailed notes on pertinent example problems which I could then follow along for other homework problems.

I also liked the 2 hour time frame of open note exams.

The suggested practice problems also improved my grades - it was probably the best study aid. • FACULTY NAME REMOVED is an amazing teacher. As someone who has taken online courses in the past, he showed the most interest in his students. He told us to call him, email him, or schedule an appointment if we needed help with anything, which was nice considering it is an online course. • Very straight forward • Well organized, easy and efficient to take this class online. Professor was articulate and clear. • I really like the instructor. He was extremely knowledgeable and was genially concerned about whether I learned the material. I really liked how this class was offered. I have a very hectic schedule and the fact that this class was offered online eased my stress. I also liked how the powerpoints and presentations were recorded and put online. This course was by far the best online course I have taken. • I really enjoyed this course. I thought the recorded lectures were very helpful in finishing the homework and the assignments helped me learn the material. I thought the exams were very fair; even with open note, open book I thought they were still somewhat challenging and doing the homework helped me figure the problems out. I would DEFINITELY recommend this course and this instructor to anyone! APPENDIX F-4

Table 1: All Online Courses Offered through Division of Continuing Education

Fall 2008 – Fall 2013

Listed below is the average (mean) and median (middle) for the 21 questions. The responses to the questions were 6 = strongly agree to 1 = strongly disagree.

Survey Questions: Guided Semester Based Total Independent Study The responses to the questions were 6 = strongly N Mean N Mean N Mean agree, to 1 = strongly disagree. N = Number of responses 1. I learned a lot in this course. 20,940 5.08 60,985 5.11 81,925 5.10 2. The course was well organized. 20,909 5.29 60,912 5.09 81,821 5.14 3. Course requirements were clear. 20,872 5.30 60,775 5.16 81,647 5.20 4. The syllabus for the course provided a good 20,803 5.41 60,319 5.25 81,122 5.29 guide to course requirements. 5. The assigned readings were important for 20,699 5.21 58,283 5.13 78,982 5.16 understanding the course objectives. 6. The written assignments contributed to my 19,781 5.10 57,885 5.13 77,666 5.12 learning. 7. The computer (on-line) resources were valuable. 19,772 5.11 58,904 5.22 78,676 5.19 8. The media usage was very helpful for learning 18,517 4.98 57,483 5.13 76,000 5.09 the objectives of the course. 9. The feedback I received on assignments 19,905 4.88 58,266 4.83 78,171 4.84 improved my understanding of the material. 10. The exams were fair. 19,596 5.02 42,431 5.08 62,027 5.06 11. Adequate time was allowed for the exams. 19,559 5.44 42,459 5.37 62,018 5.41 12. Supplementary materials provided for the course 19,405 5.08 57,630 5.14 77,035 5.12 were valuable. 13. Grading criteria were clearly defined. 20,766 5.16 60,309 5.14 81,075 5.15 14. Important concepts were clarified by good 20,487 5.03 60,065 5.08 80,552 5.07 examples. 15. Help was available if I had questions. 20,018 5.19 60,115 5.28 80,133 5.26 16. The instructor was interested in my progress. 20,160 4.90 59,779 5.10 79,939 5.05 17. My questions about the material in the course 18,843 5.14 57,986 5.24 76,829 5.22 were answered promptly by the instructor. 18. Overall, this was a valuable course. 20,809 5.08 60,601 5.14 81,410 5.12 19. I would recommend this course taught by the 20,605 5.01 60,241 5.09 80,846 5.07 instructor to other students. 20. Overall, the instructor is an effective teacher. 20,253 5.09 60,006 5.16 80,259 5.14 21. I think I learned as much in this course as I 20,416 4.85 59,032 5.02 79,448 4.97 would have if I had taken it on campus. Appendix G: Competitor Comparison (2010) APPENDIX G

Bellevue TUITION AND FEES DELIVERY METHOD PROGRAMS SATELITE CAMPUS LOCATIONS 4-year, Private not-for-profit Fulltime On-Campus: $7530 On-Site #1) Business, management, Locations 5790 UG enrollment (0 UG transfer-in) 2011 DE Rate: $350/SH Online marketing, and related support IA: Council Bluffs (IWCC), Sioux City 42% PT / 58% FT $90 materials fee/course services (1150) (WITT) 49% F/ 51% M Business Administration (BS) NE: Bellevue SD: Sioux Falls ETHNICITY AGE RESIDENCY RETENTION RATES GRADUATION RATES (20% counted)

Buena Vista TUITION AND FEES DELIVERY METHOD PROGRAMS SATELITE CAMPUS LOCATIONS 4-year, Private not-for-profit Fulltime On-campus: On-Site #1) Business, management, Locations 2376 UG enrollment (386 UG transfer-in) $25,496 (Storm Lake) Online marketing, and related support IA: Council Bluffs (IWCC), Denison (WITT), 12% PT / 88% FT 2011 DE Rate: services (219) Le Mars (WITT), Creston (SWCC) 64% F / 36% M $376/SH Business Administration

ETHNICITY AGE RESIDENCY RETENTION RATES GRADUATION RATE (39% counted)

Kaplan TUITION AND FEES DELIVERY METHOD PROGRAMS SATELITE CAMPUS LOCATIONS 4-year, Private -for-profit Fulltime On-Campus: On-Site #1) Business, management, Locations 45,153 UG enrollment (7,347 UG transfer-in) $12,396 (Council Bluffs) Online marketing, and related support IA: Cedar Falls, Cedar Rapids, Council 92% PT / 8% FT 2011 DE Rate: services (670) Bluffs, Davenport, Des Moines, Mason City 77% F / 23% M $371/SH Business Administration (BS) NE: Omaha $100 Tech Fee/term ETHNICITY AGE RESIDENCY RETENTION RATES GRADUATION RATES (1% counted)

Appendix G | 1 Upper Iowa TUITION AND FEES DELIVERY METHOD PROGRAMS SATELITE CAMPUS LOCATIONS 4-year, Private not-for-profit Fulltime On-campus: On-Site #1) Business, management, Locations 4, 941 UG enrollment (841 UG transfer-in) $21,808 (Fayette) Online marketing, and related support IA: Ankeny, Cedar Rapids, Des Moines, 55% PT / 45% FT 2011 DE Rate: Independent Study services (415) Fayette, Quad Cities, Waterloo 59% F / 41% M $283-333/SH Business Administration

ETHNICITY AGE RESIDENCY RETENTION RATES GRADUATION RATES (18% counted)

Univ of Phoenix TUITION AND FEES DELIVERY METHOD PROGRAMS SATELITE CAMPUS LOCATIONS 4-year, Private for-profit $13,340 On-Site #1) Business, management, Locations 241,832 UG enrollment (28,786 UG transfer-in) 2011 DE Rate: Online marketing, and related support IA: Cedar Rapids, Des Moines 0% PT / 100% FT $365-550/SH services (9423) NE: Omaha, Papillion 69% F / 31% M $90 materials fee/course Business Admin (BS)

ETHNICITY AGE RESIDENCY RETENTION RATES GRADUATION RATES(?% counted)

University of Iowa TUITION AND FEES DELIVERY METHOD PROGRAMS SATELITE CAMPUS LOCATIONS 4-year, Public Fulltime On-Campus: On-Site #1) Business, management, 20,823 UG enrollment (1,048 UG transfer-in) $7,594 Online marketing, and related support 10% PT / 90% FT 2011 DE Rate: services (763) 52% F / 48% M $341/SH Business Administration (BBA) $148-222 Tech Fee/term

ETHNICITY AGE RESIDENCY RETENTION RATES GRADUATION RATES (73% counted)

Appendix G | 2 Ashford University TUITION AND FEES DELIVERY METHOD PROGRAMS SATELITE CAMPUS LOCATIONS 4-year, Private for-profit Fulltime On-Campus: On-Site #1) Business, management, 42,977 UG enrollment (13,380 UG transfer-in) $16,270 (Clinton) Online marketing, and related support 0% PT / 100% FT 2011 DE Rate: services (2183) 72% F / 28% M $390/SH Business Administration $1290 Tech Fee

ETHNICITY AGE RESIDENCY RETENTION RATES GRADUATION RATES

University of Nebraska – Omaha TUITION AND FEES DELIVERY METHOD PROGRAMS SATELITE CAMPUS LOCATIONS 4-year, Public Fulltime On-Campus: On-Site #3) Business, management, 11,554 UG enrollment (1,297 UG transfer-in) $6,626 marketing, and related support 22% PT / 78% FT 2011 DE Rate: services (113) 51% F / 49% M $207-425/SH Business Administration

ETHNICITY AGE RESIDENCY RETENTION RATES GRADUATION RATES

Northwest Missouri State University TUITION AND FEES DELIVERY METHOD PROGRAMS SATELITE CAMPUS LOCATIONS 4-year, Public Fulltime On-Campus: On-Site #2) Business, management, 6,051 UG enrollment (309 transfer-in enrollment) $5638 Online marketing, and related support 10% PT / 90% FT 2011 DE Rates: services (181) 55% F / 45% M $248-443/SH Business Management $35 Online Fee/SH

ETHNICITY AGE RESIDENCY RETENTION RATES GRADUATION RATES

[US Dept of Edu, 2009], [supplemental information provided by individual university/college websites]

Appendix G | 3 APPENDIX H Appendix H: Awards by Career Cluster and College

Iowa Department of Education. Community Colleges and Workforce Preparation. 2010. The Annual Condition of Iowa’s Community Colleges 2010. Des Moines, IA.

Appendix H | 1 APPENDIX I APPENDIX I – ITS OTLT Organization Chart Office of Teaching, Learning, & Technology November, 2014

Information Technology Services Steve Fleagle CIO Office of the Provost Lon Moeller Associate Provost

Office of Teaching, Learning, & Technology Maggie Jesse Senior Director

Administrative Support Innovation Strategy Assessment Director Jan Knebel (shared) Les Finken Sam Van Horne Sue Fangman (shared)

Center for Teaching Enterprise Instructional Technology Learning Spaces Technology Jean Florman, Director Annette Beck, Director Chris Clark, Director

Graduate Student Professional Development Learning Commons Coordinator Lisa Kelly, Associate Director Service Management Brittney Thomas Sue Almen-Whittaker, Team Lead Kirk Batterson – Digital Media Service SITA Program Evaluation & Examination Service Laptop Rental\ITC & Admin Support Mgmt. Steve Silva, Associate Director Aaron Elam, Project Manager Marianne Holton Kris Hult – Digital Media Service Mgmt. SITA Staff – (~10) Patty Dunlap, Test Programs Coordinator Student Receptionists (8) Service Management Student (1) Terry Dunlap, Test Scoring Supervisor Faculty Development & Support Dennis Ungs, ACE Manager Learning Spaces Support ICON/Wiki Service and Admin. Team Jae-Eun (Jane) Russell, Instructional Designer Jan Knebel, Receptionist/Secretary Tino Kaltsas, Team Lead Megan Mathews, Program Coordinator Dave Long, LMS Admin and Support Lead Les Neu Anna Flaming, Special Consulting Scott Sulzer Bryan Cooling Student Support for Instructional Design (1) Vicky Maloy Kaitlin Jones Ian Mason Cory Haight Eric Neuhaus Online Course Administration Ben Rothman Suzette Blanchard (online course dev.) LST Support Students (11) Justine Retz, Data Analyst (50%) Student Support (online course dev.) (1)