Year Seven Self-Evaluation Report

Prepared for the Northwest Commission on Colleges and Universities

August 25, 2015 (Year One revised) (Year Three revised)

Table of Contents Year One Report

1. Introduction 1 2. Institutional Overview 1 3. Basic Institutional Data Form 3 4. Preface 14 5. Chapter One – Mission, Core Theme, and Expectations 19 6. Executive Summary of Eligibility Requirements 2 and 3 19 7. Standard 1.A – Mission Statement 19 8. Standard 1.B – Core Themes 23 9. Core Theme 1: Community Engagement and Civic Leadership 23 10. Core Theme 2: Student Success 24 11. Core Theme 3: Innovative Research and Scholarship 25 12. Core Theme 4: Educational Opportunity 26 13. Conclusion 34

Year Three Report

14. Chapter Two – Resources and Capacity 35 15. Executive Summary of Eligibility Requirements 4 through 21 35 16. Standard 2.A – Governance 39 17. Standard 2.B – Human Resources 59 18. Standard 2.C – Education Resources 62 19. Standard 2.D – Student Support Services 80 20. Standard 2.E – Library and Information Resources 95 21. Standard 2.F – Financial Resources 101 22. Standard 2.G – Physical and Technological Infrastructure 109 23. Conclusion 114

Year Seven Report

24. Chapter Three – Planning and Implementation 115 25. Executive Summary of Eligibility Requirements 22 and 23 115 26. Standard 3.A – Institutional Planning 115 27. Standard 3.B – Core Theme Planning 118 28. Chapter Four – Effectiveness and Improvement 122 29. Standard 4.A – Assessment 122 30. Standard 4.B – Improvement 122 31. Chapter Five – Mission Fulfillment, Adaptation, and Sustainability 146 32. Executive Summary of Eligibility Requirement 24 146

33. Standard 5.A – Mission Fulfillment 147 34. Standard 5.B Adaptation and Sustainability 149 35. Appendix 1. Accreditation Monitoring Thresholds 155 2. Resources 162 3. Exhibits a. Exhibit 1 - 2014 Annual Fiscal Data b. Exhibit 2 - 2013Annual Fiscal Data c. Exhibit 3 - 2012 Annual Fiscal Data d. Exhibit 4 - International sites 36. Contributors Year One 263 37. Contributors Year Three 265 38. Contributors Year Seven 267

Introduction

As a complex organization facing new challenges and opportunities, Portland State University continues to reflect on basic questions surrounding its curriculum, pedagogy, management and community engagement. Portland State University’s evolving role as a leading urban-serving university has prompted adjustments to its policies, procedures and practices. Changes in the external environment, demands on resources, and limitations in space and facilities require the institution to be innovative in its plans and activities. Through reorganization, leadership, its own board of trustees, new funding strategies, agreements with local, regional and international partners, and innovations that have improved services for students, faculty, staff and the community, Portland State University has been successful in using creative and flexible planning to further its mission and goals. The four Core Themes described in this report, integrated with President Wim Wiewel’s five guiding themes for institutional strategic planning, provide a framework for accountability and continuous improvement in the emerging new strategic plan for the University.

Institutional Overview

Portland State University is a dynamic public urban university, widely regarded as a leader on the national higher education landscape. Beginning in the early 1990s the University defined and embraced its identity as an innovative and engaged institution. Its location in the heart of downtown Portland, Oregon, supports partnerships between the university and the city that create community-based learning experiences for students and teaching and research opportunities for faculty. Placed on a sky bridge over a major downtown thoroughfare, the University’s motto, “Let Knowledge Serve the City,” reflects the importance Portland State University places on its relationship with the city and the region. Portland State University’s approach to learning, engagement and research serves as a model for other higher education institutions. The innovative general education curriculum, University Studies, is nationally acclaimed for its integration of community engagement and interdisciplinary teaching and learning across the four years of the program. Partnerships with other higher education institutions in the region, such as Oregon Health & Sciences University, and with public and private organizations, such as the Portland Development Commission and Portland General Electric, create opportunities for faculty and students to engage in cutting-edge research in a variety of areas, including health and sustainability-related fields, business, urban planning, engineering and social work. Connections with the city’s arts community enables students to learn from professional artists in a thriving urban environment, while the joint emphasis of Portland State University and the City of Portland on sustainable urban futures provides a laboratory for applied research on transportation and energy alternatives, as well as the development of social structures to support green environments. As Oregon’s public urban university, Portland State University provides educational opportunities to students who are demographically, financially and academically diverse. This has prompted the University to be innovative in its approach to both undergraduate and graduate education, defining “access” to include a wide range of courses and programs and flexibility in course scheduling and formats. The focus on improving undergraduate student retention and completion has resulted in collaborative efforts by academic and student affairs professionals to ensure that advising, student services and co-curricular activities support a diverse student body in achieving success. Central to Portland State University’s mission are strong graduate professional programs and an array of programs in the liberal and performing arts that meet the needs of the region and beyond. The University offers a variety of educational and research opportunities through more than 70 masters and 20 doctoral programs, and Portland State University serves more graduate students than any other institution in Oregon. The growing research enterprise creates opportunities for faculty and graduate students to create new knowledge and to work with community partners in applying knowledge to real-world problems. Historic growth in enrollment, in research productivity, in graduate programs, and in the numbers of full and part-time faculty, as well as substantial expansion of the physical boundaries of the campus, has created both challenges and opportunities. Pressure on classroom space and the need to add faculty have prompted initiatives to improve curricular efficiency and effectiveness. Increasing demands for online student services, including admissions, registration and financial aid, have required additional investments in hardware, software and personnel to support them. These pressures have led to the adoption of better planning and management strategies that can help position the university for the future. Table 1 shows the magnitude of growth in enrollment, research, programs and space over the past 10 years.

Table 1. Growth at Portland State University from 2000-2001 to 2014-2015

2000-2001 2014-2015 Total Enrollment 20,026 29,452 Research Expenditures $26.4m $57.7m Graduate Programs 51 98 Full-Time Faculty 590 987 Part-Time Faculty 332 748 Square footage 3.91m 5.44m

Over the same time period, the state of Oregon disinvested in higher education, reducing the amount of state appropriations to the public universities of Oregon. This trend is changing in a positive direction in 2015 with increased investments in higher education by the Legislature; however, it is a corrective measure to bring the universities up to historic funding and continues to be a major challenge facing the University. In 2010-2011, the Financial Futures Task Force recommended adoption of a new budget allocation model to address core institutional needs. As a consequence, Portland State University has moved to performance based budgeting which encourages program innovation and revenue generation that allows the University to control its resources in the most effective manner to support the mission and goals of the institution. The increasing dependence on tuition revenues to make up for limited state dollars, especially during the current economic downturn, has prompted a greater emphasis on enrollment management and student success initiatives. In addition, the focus on institutional advancement and development activities has increased, adding a new emphasis on fund raising to the mix of revenue sources for the campus.

NORTHWEST COMMISSION ON COLLEGES AND UNIVERSITIES

BASIC INSTITUTIONAL DATA FORM

Information and data provided in the institutional self-evaluation are usually for the academic and fiscal year preceding the year of the evaluation committee visit. The purpose of this form is to provide Commissioners and evaluators with current data for the year of the visit. After the self-evaluation report has been finalized, complete this form to ensure the information is current for the time of the evaluation committee visit. Please provide a completed copy of this form with each copy of the self-evaluation report sent to the Commission office and to each evaluator.

To enable consistency of reporting, please refer to the glossary in the 2003 Accreditation Handbook for definitions of terms. Institution: Portland State University Address: PO Box 751 City, State, ZIP: Portland, OR 97207 Degree Levels Offered: Doctorate Masters Baccalaureate Associate Other If part of a multi-institution system, name of system: Type of Institution: Comprehensive Specialized Health-centered Religious-based Native/Tribal Other (specify) Institutional control: Public City County State Federal Tribal Private/Independent ( Non-profit For Profit) Institutional calendar: Quarter Semester Trimester 4-1-4 Continuous Term Other (specify)

Specialized/Programmatic accreditation: List program or school, degree level(s) and date of last accreditation by an agency recognized by the United States Department of Education. (Add additional pages if necessary.)

Program or School Degree Level(s) Recognized Agency Date

College of Liberal Arts and Sciences Masters American Speech-Language Hearing Association 2011 College of the Arts Masters National Architectural Accrediting Board 2015 Bachelors College of the Arts Masters National Association of Schools of Music 2009 Bachelors College of the Arts Masters National Association of Schools of Theatre 2010 College of Urban and Public Affairs Masters Council on Education for Public Health 2014 College of Urban and Public Affairs Masters Planning Accreditation Board 2015 College of Urban and Public Masters National Association of Schools of Public Affairs Affairs and Administration 2013

3 College of Urban and Public Commission on Accreditation of Healthcare Affairs Masters Management Education 2012 Graduate School of National Council for Accreditation of Teacher Education Masters Education 2015 Graduate School of Council for the Accreditation of Counseling and Education Masters Related Educational Programs 2008 Graduate School of Education Masters Council on Rehabilitation Education 2008 Maseeh College of Engineering and Computer Accreditation Board of Engineering and Science Bachelors Technology/Engineering Accreditation Commission 2012 Maseeh College of Engineering and Computer Accreditation Board of Engineers and Science Bachelors Technology/Computing Accreditation Commission 2012 School of Business American Assembly of Collegiate Schools of Administration Masters Business 2015 Bachelors 2015 (B) School of Social Work Masters Council on Social Work Education 2009 (M)

Revised February 2011

4 Full-Time Equivalent (FTE) Enrollment (Formula used to compute FTE: FTE = 15 hours undergraduate, 12 hours for masters, & 9 hours for doctorate students Official Fall 2014 (most recent year) FTE Student Enrollments Current Year One Year Prior Two Years Prior Classification Dates: 2014 Dates: 2013 Dates: 2012 Undergraduate 15,158.20 15,309.20 15,270.86 Graduate 3,488.87 3,381.55 3,466.80 Professional Unclassified 1,722.97 1,702.78 1,630.26 Total all levels 20,370.04 20,393.53 20,367.92

Full-Time Unduplicated Headcount Enrollment. (Count students enrolled in credit courses only.) Official Fall 2014 (most recent year) Student Headcount Enrollments Current Year One Year Prior Two Years Prior Classification Dates: 2014 Dates: 2013 Dates: 2012 Undergraduate 14,531 14,620 14,431 Graduate 2,780 2,655 2,674 Professional Unclassified Total all levels 17,311 17,275 17,105

Numbers of Full-Time and Part-Time Instructional and Research Faculty & Staff and Numbers of Full-Time (only) Instructional and Research Faculty & Staff by Highest Degree Earned. Include only professional personnel who are primarily assigned to instruction or research. Fall 2014 Total Number Number of Full Time (only) Faculty and Staff by Highest Degree Earned Doc Full Part Less than Rank Associate Bachelor Masters Specialist tor Time Time Associate ate Professor 250 24 2 2 242 Associate Professor 213 18 5 204 Assistant Professor 255 131 7 22 206 Instructor 169 447 1 17 104 32 Lecturer and Teaching Assistant 1 80 1 Research Staff and Research Assistant 99 48 35 32 6

Undesignated Rank 0 0

Mean Salaries and Mean Years of Service of Full-Time Instructional and Research Faculty and Staff. Include only full-time personnel with professional status who are primarily assigned to instruction or research.

Rank Mean Salary Mean Years of Service Professor 105,304 19 Associate Professor 79,117 13

Assistant Professor 64,695 6 Instructor 48,857 11 Lecturer and Teaching Assistant Research Staff and Research Assistant 50,902 9 Undesignated Rank

Financial Information. Complete each item in the report using zero where there is nothing to report. Enter figures to the nearest dollar. Auxiliary and service enterprises of the institution (housing, food service, book stores, athletics, etc.) should be included. The institution’s audit materials should be an excellent reference for completing the report.

Fiscal year of the Portland State University 2014-2012 (See Exhibits 1,2, & 3) institution: Reporting of income: Accrual Basis Accrual Basis Reporting of expenses: Accrual Basis Accrual Basis

BALANCE SHEET DATA

Last Completed One Year Prior to Two Years Prior to ASSETS FY Last Completed FY Last Completed FY Dates: 2014 Dates: 2013 Dates: 2012 CURRENT FUNDS Unrestricted Cash Investments Accounts receivable gross Less allowance for bad debts Inventories Prepaid expenses and deferred charges Other (identify) Due from Total Unrestricted Restricted Cash Investments Other (identify) Due from Total Restricted TOTAL CURRENT FUNDS ENDOWMENT AND SIMILAR FUNDS Cash Investments Other (identify) Due from TOTAL ENDOWMENT AND SIMILAR FUNDS PLANT FUND Unexpended Cash Investments Other (identify) Total unexpended Investment in Plant Land Land improvements Buildings Equipment Library resources

Other (identify) Total investments in plant Due from Other plant funds (identify) TOTAL PLANT FUNDS OTHER ASSETS (IDENTIFY) TOTAL OTHER ASSETS TOTAL ASSETS BALANCE SHEET DATA (continued)

Last Completed One Year Prior to Two Years Prior to LIABILITIES FY Last Completed FY Last Completed FY Dates: Dates: Dates: CURRENT FUNDS Unrestricted Accounts payable Accrued liabilities Students’ deposits Deferred credits Other liabilities (identify) Due to Fund balance Total Unrestricted Restricted Accounts payable Other (identify) Due to Fund balance Total Restricted TOTAL CURRENT FUNDS ENDOWMENT AND SIMILAR FUNDS Restricted Quasi-endowed Due to Fund balance TOTAL ENDOWMENT AND SIMILAR FUNDS PLANT FUND Unexpended Accounts payable Notes payable Bonds payable Other liabilities (identify) Due to Fund balance Total unexpended Investment in Plant Notes payable Bonds payable Mortgage payable Other liabilities (identify)

Due to Other plant fund liabilities (identify) TOTAL INVESTMENTS IN PLANT FUND OTHER LIABILITIES (IDENTIFY) TOTAL OTHER LIABILITIES TOTAL LIABILITIES FUND BALANCE

CURRENT FUNDS, REVENUES, EXPENDITURES, AND OTHER CHANGES

Last Completed One Year Prior to Two Years Prior to REVENUES FY Last Completed FY Last Completed FY Dates: Dates: Dates: Tuition and fees Federal appropriations State appropriations Local appropriations Grants and contracts Endowment income Auxiliary enterprises Other (identify)

EXPENDITURE & MANDATORY TRANSFERS Educational and General Instruction Research Public services Academic support Student services Institutional support Operation and maintenance of plant Scholarships and fellowships Other (identify) Mandatory transfers for: Principal and interest Renewal and replacements Loan fund matching grants Other (identify) Total Educational and General

Auxiliary Enterprises Expenditures Mandatory transfers for: Principal and interest Renewals and replacements Total Auxiliary Enterprises TOTAL EXPENDITURE & MANDATORY TRANSFERS OTHER TRANSFERS AND ADDITIONS/DELETIONS (identify) EXCESS [deficiency of revenues over expenditures and mandatory transfers (net change in fund balances)]

INSTITUTIONAL INDEBTEDNESS

One Year Prior to Two Years Prior to Last Completed FY TOTAL DEBT TO OUTSIDE PARTIES Last Completed FY Last Completed FY Dates: Dates: Dates:

For Capital Outlay For Operations

Domestic Off-Campus Degree Programs and Academic Credit Sites: Report information for off-campus sites within the United States where degree programs and academic coursework is offered. (Add additional pages if necessary.)

Degree Programs – list the names of degree programs that can be completed at the site. Academic Credit Courses – report the total number of academic credit courses offered at the site. Student Headcount – report the total number (unduplicated headcount) of students currently enrolled in programs at the site. Faculty Headcount – report the total number (unduplicated headcount) of faculty (full-time and part-time) teaching at the site.

PROGRAMS AND ACADEMIC CREDIT OFFERED AT OFF-CAMPUS SITES WITHIN THE UNITED STATES

Location of Site Academic Student Faculty Name Degree Programs Credit Headcount Headcount City, State, ZIP Courses MCECS Westside Program Masters 32 125 32 241 SW Edgeway Dr. Beaverton, OR 97006

MSW Distance Option Masters 9 27 7 63311 Jamison St. Bend, OR 97701

MSW Distance Option Southern Oregon University Masters 9 24 6 1250 Siskiyou Blvd Ashland, OR 97520

MSW Distance Option University of Oregon Baker Downtown Ctr Masters 9 30 5 975 High St Eugene, OR 97401

MSW Distance Option PSU Salem Center Masters 14 52 8 626 High St. NE Salem, OR 97301

Programs and Academic Courses Offered at Sites Outside the United States. Report information for sites outside the United States where degree programs and academic credit courses are offered, including study abroad programs and educational operations on military bases. (Add additional pages if necessary.)

Degree Programs – list the names of degree programs that can be completed at the site.

Academic Credit Courses – report the total number of academic credit courses offered at the site. Student Headcount – report the total number (unduplicated headcount) of students currently enrolled in programs at the site. Faculty Headcount – report the total number (unduplicated headcount) of faculty (full-time and part-time) teaching at the site.

PROGRAMS AND ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

Location of Site Academic Student Faculty Name Degree Programs Credit Headcount Headcount City, State, ZIP Courses See exhibit 4

Preface Brief update on institutional changes since the institution’s last report The most recent report submitted to NWCCU was the Fall 2013 Ad Hoc Report. Since the last external site visit in fall 2012, the University has experienced a number of significant changes in the internal and external climate.

New Board of Trustees As reported in the Substantive Change Report: Change of Control Approval Request, Portland State University transitioned out of the Oregon University System and a Portland State University Board of Trustees was created. On August 14, 2013, then-Oregon Governor John Kitzhaber signed into law Senate Bill 270, legislation establishing independent governing boards for Portland State University, Oregon State University and the University of Oregon. Although this change in control and governance is significant to the University, it does not cause any change to the University’s mission, core themes or programs. The Board of Trustees assumed its official role July 2014 and has established meeting dates and times, bylaws, policies, and committees to conduct its work.

New Vice Presidents Kevin Reynolds, former Vice Provost for Academic Fiscal Strategies and Planning, has replaced Monica Rimai as Vice President for Finance and Administration. John Fraire, most recently from Washington State University is the Vice President for Enrollment Management and Student Affairs, and Carmen Suarez from the University of Idaho has been named as the new Chief Diversity Officer.

New Vice Provosts A new vice provost position was established to oversee the newly established Office of Academic Innovation and assume the work portfolio of the Vice Provost for Academic Programs and Instruction. Sukhwant Jhaj became the Vice Provost for Academic Innovation and Student Success in 2013. With the closure of the School of Extended Studies, that vice provost position was eliminated. Shelly Chabon was named as the new Vice Provost for Academic Personnel and Leadership Development replacing Carol Mack in November 2014. With Kevin Reynold’s appointment as Vice President for Finance and Administration, Provost Andrews named Scott Marshall as his replacement in the Office of Academic Affairs in 2015 with the title of Vice Provost for Academic and Fiscal Planning. Dean Margaret Everett has also assumed the duties and title of Vice Provost for International Affairs in addition to here Dean of Graduate Studies role.

New Deans Since the 2013 NWCCU site evaluation, Robert Bucker has been appointed Dean of the College of the Arts, Karen Marrongelle the Dean of the College of Liberal Arts and Sciences, Stephen Percy the Dean of the College of Urban and Public Affairs and Daniel Connolly the Dean of the School of Business Administration, Laura Nissen the Dean of the School of Social Work and Elena Andresen, the interim Dean of the OHSU/PSU School of Public Health.

OHSU/PSU Joint School of Public Health At the June 1, 2015 Portland State Faculty Senate meeting the faculty voted to establish a Joint School of Public Heath with Oregon Health & Science University. For 21 years, Portland State University, Oregon Health & Sciences University, and Oregon State University were partners in a successful, collaborative, Masters of Public Health (MPH) program. By July 2014, this 3-institution

14 collaboration evolved, with OSU establishing an independent, CEPH-accredited College of Public Health & Human Sciences, and PSU and OHSU continuing their partnership through the OMPH program. PSU and OHSU, the two remaining partners of the collaborative Oregon MPH program, have all of the pieces required for an attractive, viable School of Public Health. With much of the state’s health infrastructure is clustered in the Portland metropolitan area, this joint OHSU-PSU School would fill this void, and an accredited school would deepen collaboration between the two universities, and open access to research funding that is only available to an accredited school. This joint program will also offer students in the region access to an accredited school with a rich combination of options and tracks, from undergraduate through doctoral degrees. As of June 17th 2015, CEPH approved the accreditation of the bachelor degree in health studies at PSU, and accepted the application of the OHSU-PSU School of Public Health. Final accreditation is expected within two years following a self-study and site visit.

Elimination of the School of Extended Studies In the summer of 2013, the responsibility for summer session courses transferred from the School of Extended Studies to the respective schools and colleges. Additionally the instructional designers in the School of Extended Studies were merged with those within the Office of Academic Innovation, the Independent Studies program was terminated, and the Professional Development Center was migrated into the School of Business Administration and renamed the Center for Executive and Professional Education. These changes improved institutional efficiencies and established greater control of summer courses at the departmental level and effectively eliminated the need for a School of Extended Studies.

Campus Public Safety Changes The Portland State University Board of Trustees at its December 11, 2014 meeting approved a resolution to enhance campus safety and authorize a sworn police force on campus to augment PSU’s current unarmed security staff. The board voted 11 to 2 to approve the plan, specifying that PSU will not deploy police officers until after an implementation committee made up of administration, faculty, staff and students spend the next six months setting guidelines for the new safety plan, including hiring practices, specialized officer training regarding the PSU campus culture, diversity and more.

The university also will form an ongoing Public Safety Oversight Committee, which will monitor the new public safety department and address complaints about its policies and the actions of its officers. One of the reasons PSU considered hiring its own police officers was that it would know the campus culture better than Portland Police, which would help it in dealing with emergencies.

The decision by the Board to authorize sworn police officers was the culmination of an 18-month process that started in spring 2013 when President Wiewel established the President’s Task Force on Campus Safety. The task force, made up of a broad representation of the PSU community, spent six months studying safety on campus, then recommended having access to armed officers. It cited PSU’s rapid growth to 29,000 students, its permeable border with the city and the lack of resources the Portland Police Bureau has in dealing with dangerous incidents on campus.

The proposal has been the subject of debate in numerous large and small meetings throughout the fall of 2014, including an all-campus forum in October, three public meetings of the board’s Special Committee on Campus Safety and outreach meetings to faculty and student groups. An online feedback form with information on the issue was made available for faculty, staff, students and 15 community members to comment on the process

University Honors College The University Honors Program was founded in 1969 as the University Scholars Program. Its original name was changed in the 1980s. The goal of the Program was originally to provide expedited pathways through the University for high achieving students in the metropolitan region. Over time the program developed a series of courses to meet students’ general education requirements since these high achieving majors were exempted from other degree requirements.

One symbol of a university’s academic rigor and reputation is the presence of a strong and mission- driven Honors College. Many universities across the country have discovered that development of an Honors College serves the needs of its high-achieving students while also improving public perception about the university’s academic merits and building a strong donor base.

In the fall of 2012 a new Honors core curriculum was introduced after having been reviewed by multiple faculty bodies. A number of courses, collectively known as “Urban Honors”, focus on introducing students to research methods in multiple disciplines through the lens of the city. “Urban Honors” embraces the traditional research focus of Honors and extends our public partnership. “Urban Honors” aligns with PSU’s traditional position as an anchor institution in Portland and also allows us to establish a niche market to attract high achieving students from across the country.

At its April 7, 2014 meeting, the Portland State Faculty Senate voted in favor of renaming the University Honors Program as the University Honors College.

Office of Academic Innovation In June 2013, the Portland State University Faculty Senate approved the creation of the Office of Academic Innovation following consultation with faculty and staff across the institution. The new office merged the institutional resources from the Center for Academic Excellence and the instructional designers from the School of Extended Studies to provide leadership and support for campus activities that explore and promote excellence in teaching and learning, innovative curricular technology use, and community based learning. This new office supports campus initiatives that respond to changing curricular and educational delivery models, supporting student success efforts at the institution, and emphasizes the value and importance of teaching, learning, and assessment to the campus. rethink PSU Led by Portland State University’s Provost Sona Andrews and Vice Provost for Academic Innovation and Student Success Sukhwant Jhaj, the University initiated reTHINK PSU. The goals of reTHINK, a presidential initiative at Portland State University, is a campus-wide effort to deliver an education that serves more students with better outcomes, while containing costs through curricular innovation, community engagement and effective use of technology. The Provost's Challenge formed the initial launching project for reTHINK PSU. The Provost’s Challenge allocated $3 million in 2013 to fund and support twenty-four innovative faculty-staff activities to accelerate online learning and the use of innovative technology in educational delivery and to improve student success and graduation. The Provost’s Challenge was fully implemented by June 2015.

Provost's Challenge funding was awarded through the following three challenges:

 Acceleration Challenge  Reframing Challenge  Inspiration Challenge

The Challenge capitalized on the talent, creativity energy, and enthusiasm of Portland State University faculty and staff. Through the use of a crowdsourcing model, the challenge solicited and selected a wide array of projects that represent a diversity of high-quality ideas, community engagement, and silobusting. The work of reTHINK PSU continues with a new set of initiatives for 2015.

Collaborative Life Sciences Buildings By sharing the $295 million state-of-the art building, Portland State University, Oregon Health & Science University, and Oregon State University will grow their health and science programs and establish space where undergraduate and graduate students learn and work together in a collaborative environment.

“For PSU, this building offers desperately needed lab, research and classroom space for our health and science majors, which are among the fastest growing fields of study at PSU,” said PSU President Wim Wiewel, Ph.D.

Located within OHSU’s new Schnitzer Campus at Portland’s South Waterfront, the building is accessible to students, faculty and the community by Portland Streetcar and a new MAX light rail line that will connect South Waterfront, downtown Portland, and southeast Portland. The building’s sustainable features include green roofs, storm water collection for non-potable water uses throughout the building, and energy-efficient lighting and climate control. The building achieved LEED Platinum certification, the U.S. Green Building Council’s highest certification level for new construction.

Membership in the National Council for State Authorization Reciprocity Agreements In April 2015, Portland State was authorized by of the National Council for State Authorization Reciprocity Agreements (NC-SARA). As a result, Portland State will provide broader access to students and have established comparable national standards for interstate offering of postsecondary distance education courses and programs. Portland State’s participation in NC-SARA makes it easier for students to take online courses offered by Portland State in other NC-SARA member states.

Response to topics previously requested by the Commission (i.e., Addenda) At the conclusion of the fall 2012 site visit, the evaluation team that reviewed the report made three recommendations and four commendations.

Recommendation 1: While the University has identified core themes, objectives, and indicators of achievement, the evaluation committee found that levels of mission fulfillment have not been defined for all indicators. In other instances, the level of mission fulfillment has been defined, but the threshold level of mission fulfillment does not appear to lead to meaningful improvement. The committee recommends that indicators of achievement need to be better aligned with clearly defined and meaningful levels of mission fulfillment (l.A.l, l.B.2).

Recommendation 2: While the review of tenure-track faculty is conducted through a well-defined

17 process, the review of faculty who have attained tenure is uneven. The committee recommends that policies and practices regarding post-tenure review be strengthened to make certain that all faculty are evaluated in a regular, systematic, substantive, and collegial manner at least once within every five-year period of service (2.B.6).

Recommendation 3: The committee found that, while under development, PSU does not have a fully-functioning program review cycle that includes all academic programs. It is recommended that the University act to implement an effective system for the review of academic programs to make certain that the expected program learning outcomes for all programs are communicated, that undergraduate programs demonstrate a coherent design with appropriate breadth, depth, and sequencing and that graduate programs demonstrate greater depth of study and increased demands (2.C.2; 2.C.4, 2.C.12).

The evaluation team concluded that both Recommendations 1 and 2 were “substantially in compliance with Commission criteria for accreditation” but Recommendation 3 did not meet the Commission’s standards for accreditation. In its letter of February 8, 2013, the Commission requested PSU prepare an ad hoc report to address the concerns expressed in Recommendations 1 and 3. Recommendation 2 will be addressed in the Fall 2015 Year Seven Mission Fulfillment and Sustainability Self-Evaluation Report.

Portland State University submitted its Ad Hoc Report to NWCCU to address recommendations 1 and 3 in March 2014.

Response to Recommendation 2:

The Portland State Faculty Senate voted to approve the adoption of new Procedures for Post- Tenure Review (report D-1) as a component of the PSU Procedures and Policies for the Evaluation of Promotion, Tenure, and Merit Increases at the June 1, 2015 meeting with a Memorandum of Understanding between the American Association of University Professors and the University Administration. Included in the guidelines area detailed timelines, departmental authority and responsibility, and assessment of the post-tenure review process.

The Provost recognized the work of the Faculty Senate on producing the procedures for post-tenure review and concurred with the changes and additions to the procedures.

Chapter One: Mission, Core Themes, and Expectations

Executive Summary of Eligibility Requirements 2 and 3 Eligibility Requirement 2- Authority: In 1946, the Oregon State Board of Higher Education approved the Vanport Extension Center which became Portland State College in 1955. Portland State became a university on February 14, 1969 when then Governor Tom McCall signed the bill establishing the university.

Eligibility Requirement 3- Mission and Core Themes: Portland State University’s mission was reviewed and adopted by the Oregon University System Board in 1991 and amended and approved in 1999. Portland State University Board of Trustees Academic and Student Affairs Committee reaffirmed the mission and core themes at its June 4, 2014 meeting and they were approved at the June 26, 2014 meeting of the full Board. The institution’s mission statement was approved by to the Oregon Higher Education Coordinating Commission on June 11, 2015. The Mission Statement appears on the University’s website and in the University’s catalog, the Bulletin (Standard 1.A.1).

Standard 1.A Mission Statement

“The mission of Portland State University is to enhance the intellectual, social, cultural and economic qualities of urban life by providing access throughout the life span to a quality liberal education for undergraduates and an appropriate array of professional and graduate programs especially relevant to metropolitan areas. The University conducts research and community service that support a high quality educational environment and reflect issues important to the region. It actively promotes the development of a network of educational institutions to serve the community.”

Portland State University embraces its role as the public university located in the state’s largest metropolitan area, providing educational opportunities to meet the needs of a diverse population and by conducting globally-significant, locally-relevant research that creates new knowledge and contributes to the economic, social and cultural development of the region and beyond. Four Core Themes align with the University’s mission. They are:

 Community Engagement and Civic Leadership: This theme reflects Portland State University’s practice of engaging the community in its educational and research activities and its role as a civic leader, working with local and regional communities to “enhance the intellectual, social, cultural and economic qualities of urban life” and provide “community service that … reflect(s) issues important to the region.”

 Student Success: Portland State University “values intellectual inquiry in its undergraduate and graduate programs” and maintains “a welcoming and stimulating environment that is conducive to success for students…”

 Innovative Research and Scholarship: Portland State University “conducts research…that support(s) a high quality educational environment and reflects issues important to the region.

 Educational Opportunity: The University provides “access throughout the lifespan to a quality liberal education for undergraduates and an appropriate array of professional and

graduate programs” and “promotes the development of a network of educational institutions to serve the community.” The Core Themes are echoed in President Wiewel’s “Blueprint for the Future.” The Blueprint guides an annual strategic planning process focused on goals and outcomes that form an action plan for the year. The process is organized by five guiding themes aligned with the University’s mission:

 Provide Civic Leadership Through Partnerships: Lead as a civic partner, deepen our engagement as a critical community asset, demonstrate leadership in regional innovation, and serve as an anchor institution in the Metro area.  Improve Student Success: Ensure a student experience that results in higher satisfaction, retention, and graduation rates.  Achieve Global Excellence: Distinguish the institution nationally and internationally through the accomplishments of its faculty, reputation of its programs, and preparation of its students for the global economy.  Enhance Educational Opportunity: Ease the transition and create more effective pathways for students to move from K-12 to higher education.  Expand Resources and Improve Effectiveness: Expand resources in each of the funding streams (state, private, business partnerships, research, and tuition), manage resources effectively, and match investments to strategic priorities.

Interpretation of mission fulfillment Standard 1.A.2: The institution defines mission fulfillment in the context of its purpose, values, and characteristics. Within that definition, it articulates institutional achievements, outcomes, or expectations that represent an acceptable threshold or extent of mission fulfillment.

Portland State University has presented objectives and indicators for each of four core themes, which serve as the foundation for the current University’s strategic plan and the planning effort underway for the new strategic plan: Community Engagement and Civic Leadership, Student Success, Innovative Research and Scholarship, and Educational Opportunity. The four Core Themes provide a means for organizing “achievements, outcomes and expectations” in fulfillment of the University’s mission as an engaged, urban-serving institution (Diagram 1, pg. 13). In order to monitor progress toward mission fulfillment and to ensure accountability and improvement, specific objectives and indicators have been articulated under each theme to “…represent an acceptable threshold or extent of mission fulfillment.” The Year Three Self-Evaluation Report refined this work presented in the Year One Self-Evaluation Report, and included data for measurable indicators and a rubric that could be used to assess progress toward mission fulfillment.

Portland State University has a set of indicators and a method for evaluating threshold levels for mission fulfillment that are aligned with the core themes, as well as accountability demands at the statewide and university level (appendix 1). The method for evaluating thresholds of mission fulfillment follows that described in the Year One Report. For each indicator that is measured by three or more years of data, a rolling three-year average performance will be computed. Performance on the measure will be expected to remain within a 5% range from the average to meet the threshold for mission fulfillment. Performance measures more than 5% below the target will be flagged for review. This 5% interval was selected to allow for variations in the data that may result from internal initiatives or external influences yet still allow for meaningful improvement. (Standard 4.A.1)

Institutional experts were consulted for input on mission fulfillment threshold levels. The process was iterative, with the ALO presenting revisions to the ad hoc committee, the Provost, and the President’s Executive Committee for review and approval. In President Wiewel’s strategic plan, Opportunity and Competitiveness for the Region, a number of units were identified as leads for oversight of each of the areas examined in the plan. To determine mission fulfillment, the responsible units were also asked to review indicators identified by the ad hoc committee and to provide data and set performance levels. Each Core Theme, objective, and indicator has now been linked directly to metrics with expected levels of performance for an “acceptable threshold.”

Some indicators were taken directly from accountability reports prepared by statewide or system- level governance bodies, such as the Oregon Education Investment Board (OEIB). Under the leadership of the former governor, the OEIB developed Achievement Compacts for Oregon’s seven public universities that set metrics which inform and guide progress toward meeting state-wide goals for Completion, Quality, and Connections for Oregonians. The Oregon Legislature passed a bill in 2015 to sunset the OEIB. June 30, 2015 was the last submission of PSU’s Achievement Compact. Many of the measures in the Achievement Compact are included in the new outcomes based funding model, the university evaluation framework, and the legislative key performance measures (KPM) adopted by the HECC. PSU is validating these threshold levels by comparing them with national accountability standards such as the Voluntary System of Accountability (VSA) and the Student Achievement Measure (SAM).

An annual cycle of review, appropriate actions, and feedback will ensure accountability and meaningful improvement. Thus, each year in early May, the ALO will send a reminder to the individuals or units responsible for monitoring thresholds for each of the indicators to update their data for the current year and indicate whether or not an indicator is meeting or failing to meet threshold levels. Also in May, the ALO will convene a small committee to conduct an objective evaluation of the data reported in the matrix. This group will be chaired by the Director of Institutional Research and Planning and include a faculty member appointed by the Faculty Senate Presiding Officer, an appointee from Research and Strategic Partnerships, and an Associate Dean. If a majority of the indicators for each theme meets threshold levels, the committee will find that the University’s mission is being fulfilled for that theme. A downward trend or failure to meet the threshold for any indicator, however, will signal a need to address performance. This review and evaluation should be completed by the end of June.

Following its review, the committee will report the findings to the ALO, who in turn will prepare a final report for the Provost. After reviewing the report, the Provost will share it with the Academic Leadership Team (Deans) and the President’s Executive Committee, which will make the final determination of mission fulfillment or the need for appropriate actions. The Provost and ALO will take any concerns to the appropriate groups, and those responsible units will prepare action plans to address the concerns. Upon completion, President Wiewel will share a summary of the report with the PSU Board of Trustees, which was established by Senate Bill 270 and assumed authority July 1, 2014. This annual compilation and review will provide the campus and the Board of Trustees with detailed information on the status of the mission fulfillment indicators. This information can then be used to inform the University’s annual strategic planning process.

Annual reports will be shared with the campus and external community through the Office of Academic Affair’s accreditation web site. The document monitoring threshold levels will be maintained by the ALO and revised, as needed, to address changes in PSU’s priorities. This final set of objectives, indicators and methods for determining mission fulfillment was agreed upon in March 2014, along with a process for annual updating, review, and reporting.

The assessment of Core Themes will be aligned with President Wiewel’s strategic planning process, which monitors and reports on achievement of annual goals and expectations for the campus. At mid-year and again at the end of the academic year, the President provides the campus with an update on planning activities, both electronically on the Portland State University website and through public meetings open to the campus community. Efforts are underway to link Portland State University’s electronic institutional portfolio with improvements in the University’s data management system so that information on performance and achievement of goals and outcomes may be provided publicly through the institution’s website.

Diagram 1. Mission and Core Themes

Standard 1.B Core Themes

Core Theme 1: Community Engagement and Civic Leadership PSU’s identity is defined generally by its urban location and specifically by its location in Portland. Community engagement is central to PSU’s approach to teaching, learning, and research. Located in the core of Oregon’s largest metropolitan area, PSU takes advantage of a wide variety of opportunities for community engagement by integrating these opportunities into both the undergraduate and graduate curriculum.

PSU is actively engaged with the community through a wide array of civic partnerships and economic relationships and provides a strong leadership role in addressing issues important to the city and the region. Members of the campus community actively participate in civic life, serving in organizations and on boards, task forces or commissions focused on improving the quality of life in the region and on developing strategies to promote sustainable urban futures.

Objectives One of the major ways that community engagement occurs at PSU is through its community-based learning (CBL) courses and chiefly, the Senior Capstone. The Senior Capstone is an interdisciplinary experience utilizing a student’s educational and life experience in a group project agreed upon by the faculty member and community partner. This culminating general education requirement demonstrates the strong connection between the institution and the community in which it resides. Establishing strategic partnerships and collaborations is a fundamental way that PSU advances its civic leadership goals. PSU is also a key economic driver in the Portland Metropolitan area and through its mission strives to enhance the cultural awareness of the city by hosting and producing public events. PSU’s capstone program was highlighted in “Stewardship in an Era of Constraint” an AASCU piece authored by Stephen Pelletier.

Indicators The Senior Capstone was selected as an indicator because of the interdisciplinary nature of the program. All undergraduates are required to complete a Senior Capstone, which is assessed through an exit survey that asks students about the perceived impact on the community of their work in the course, and the value of community engagement, generally (Indicators 1.1.3 and 1.1.4). PSU provides enough Capstones to allow students to successfully complete their educational experience and fulfill the Capstone requirement (Indicators 1.1.1 and 1.1.2).

Impact on the community is a vital component of Civic Leadership. PSU measures impact both economically (Indicator 1.2.1) and also by the number of service hours provided by the University to the community (Indicator 1.2.2). Additionally, the impact of partnerships is an important measure of the University’s community engagement and leadership. Enriching partnerships that take multiple years to develop and establish are rewarding both to PSU and the community. The Office of Strategic Partnerships works to leverage a spirit of collaboration by identifying and cultivating public and private partnerships that simultaneously address pressing metropolitan problems while enhancing PSU’s reputation (Indicator 1.2.3). PSU’s mission statement also obligates it to enhance the cultural quality of urban life. The institution achieves this by sponsoring, hosting, and offering a number of cultural events and public presentations to the community (Indicator 1.2.4).

Mission Fulfillment Thresholds Development of the acceptable mission fulfillment levels for the Core Theme of Community Engagement and Civic Leadership involved multiple people across the university in consultation with the Provost and the ALO. Setting appropriate Objective 1.1 threshold levels involved meetings between the ALO, the Vice Provost for Academic Innovation and Student Success, the Capstone Program Director, and the Director of Assessment and Upper Division Clusters. These levels were determined by examining Capstone program data and University Studies programmatic assessment materials. The finalized threshold levels take into account these changing Capstone trends with the 5% tolerance. The threshold levels for Objective 1.2 were set by representatives from the Office of Research and Strategic Partnerships and the President’s Office, including the Vice President for Research, Associate Vice President for Strategic Partnerships, and the Senior Policy Analyst. An improved multiplier and an improved methodology implemented in 2010-11 for Objective 1.2 will enable these numbers to be more accurate and provide a clearer indication of PSU’s economic and community service impact on the Portland region. These threshold levels demonstrate both the economic and social impact PSU has in the urban area. These threshold levels were selected to assist PSU in monitoring its diverse educational, social, and economic impacts on the community and the urban region.

Core Theme 2: Student Success As an urban-serving institution, PSU serves a diverse population of learners, including large numbers of first-generation college students, transfer and part-time students, older or returning students, students of color and low-income students, as well as graduate students and those seeking career advancement. This diversity challenges traditional measures of undergraduate student success and calls for innovative strategies to ensure that access and opportunities result in the achievement of educational goals. PSU’s growing commitment to student success includes two important dimensions: offering and assessing high quality academic programs and increasing student retention throughout the academic experience, with degree completion as the goal.

Objectives To ensure student success both academically and post-graduation, PSU offers a rigorous portfolio of high quality programs at both the graduate and undergraduate levels. In evaluating its portfolio of programs, PSU utilizes both external and internal evaluations. External review of programs, through programmatic accreditation (Indicator 2.1.1) places those programs within a national framework of specialized standards and review. PSU has also recently revised and implemented its internal review mechanism through the Academic Program Review process (Indicator 2.1.2). This review includes an in-depth assessment of student learning and an external reviewer to evaluate the program. Complimentary to offering quality programs, is monitoring student academic progress through retention and graduation rates.

Indicators Retention indicators (Indicator 2.2.1 and 2.2.3) and graduation rate indicators (Indicator 2.2.2 and 2.2.4) were selected as measures of successful student progress. Indicators 2.2.5, 2.2.6, and 2.2.7 were based on student success measures included in the Voluntary System of Accountability (VSA) and the Student Achievement Measure (SAM). Both are indicators of student success for the University, representing PSU’s participation in national efforts to identify appropriate measures of student success and to ensure degree completion for its students.

Mission Fulfillment Thresholds The determination of mission fulfillment thresholds for program review involved multiple people across the University in consultation with the Provost, the ALO (who tracks programmatic accreditation), and the Curriculum Coordinator (who tracks Academic Program Review). The threshold levels of continual review - within a seven year timeframe - were selected to ensure that program quality is maintained over time. It is anticipated that both the Academic Program Reviews and specialized accreditation reviews will reveal areas for improvement while also noting areas of excellence. PSU is committed to an ongoing review of its array of programs to ensure the institution is meeting its commitment to the community and the needs of its students. It will address areas of concern within the timeframe proscribed by review. Retention and graduation threshold levels were reviewed by the Associate Vice President for Enrollment Management and the Director of Institutional Research and Planning, and have been communicated to the campus community through enrollment management reports. The HECC has also set institutional targets for PSU for those threshold levels noted. Since Portland State recently joined the VSA and the SAM, threshold levels have not been determined due to a lack of available data points for Indicators 2.2.5, 2.2.6, and 2.2.7.

Core Theme 3: Innovative Research and Scholarship Research and scholarship at PSU involve faculty and students working in close collaboration with community partners or in multidisciplinary teams to address “locally relevant” questions and issues. One important aspect of the growing research agenda, and of many of the institution’s graduate programs, is active engagement with the urban environment. A wide range of topics, such as transportation, urban planning, social work, nano-materials and fabrication, health and life sciences and K-12 pathways, reflects both PSU’s urban character and the social, cultural and economic development needs of the region and the state. A major thrust of research and scholarship activities is sustainability, which takes a multidisciplinary approach including the sciences, social sciences, humanities, the arts and an array of professional programs. Faculty experts on solar cells, pollution, climate change, healthy living, biotechnology, and public policy making are enhancing PSU’s reputation as a research institution focused on developing sustainable practices.

Partnerships with other higher education institutions in the state, such as those with the Oregon Health & Sciences University (OHSU) help develop programs that meet regional needs and foster interactions between industry and Oregon’s research universities. These relationships also provide opportunities for faculty and students to conduct collaborative, multidisciplinary research and to bring this work to bear in the curriculum.

Objectives PSU’s research agenda has improved with the establishment of the Office of Research and Strategic Partnerships in 2010 and demonstrated the institution’s commitment to research and scholarship. There is an expectation to use faculty expertise to improve the economic and cultural developments of the region through research and improve the community partnerships in the industrial, government and non-government sectors. This expectation of the research mission establishes the framework for the objectives in Core Theme 3, which are tied to interdisciplinary research and how PSU’s research addresses community needs (Objective 3.1), and student participation in research at the undergraduate and graduate levels (Objective 3.2). As with the Senior Capstone, PSU values interdisciplinary teams of faculty and students working on research projects relevant to the metropolitan area.

Indicators The measures for Objective 3.1: Increase interdisciplinary funded research activity, focus on the number of awards received, faculty with external funding, and the number of interdisciplinary awards (Indicators 3.1.2, 3.1.3, and 3.1.4). They were established by the Office of Research and Strategic Partnerships in consultation with the Provost and the ALO. Additionally, total research expenditures (Indicator 3.1.1) also demonstrate the development in sponsored research activities at the University. Objective 3.2 tracks student participation in research at the undergraduate and graduate levels. Undergraduate research activities are detailed in the Ronald E. McNair program (Indicator 3.2.3) while graduate research is measured by the number of graduate research assistantships on sponsored projects (Indicator 3.2.1) and doctoral degrees awarded (Indicator 3.2.2). The Dean of Graduate Studies provided input on the threshold levels for the number of doctoral degrees awarded. Research projects that are funded by industry demonstrate the institution’s connection to the community and how the University assists external partners in their research activities. Strategic Partnerships reports research expenditures for sponsored research annually and is developing methods for identifying sustainability research.

Mission Fulfillment Thresholds The mission fulfillment threshold levels for Core Theme 3: Innovative Research and Scholarship were determined by the Associate Vice President for Research in consultation with the Provost and the ALO. These levels attest to the investment in research activities that have become a priority at the institution. Recently, the effect of the recession has challenged the trend of continual growth for these indicators and has caused PSU to curtail some of its more ambitious levels for growth. The mission fulfillment threshold, however, demonstrates the institution’s commitment to supporting research activities. The Office of Academic Affairs and the Associate Director of the Ronald E. McNair Scholars Program provided threshold levels for Indicator 3.2.3 and the Dean of Graduate Studies offered suggestions for Indicator 3.2.2. This indictor anticipates modest growth in the number of doctoral degrees awarded by the institution through the next accreditation cycle.

Core Theme 4: Educational Opportunity The University’s commitment to opportunity entails providing students with a range of choices in their educational careers, as well as flexibility in academic scheduling and mode of delivery. The variety of educational programs for undergraduate and graduate students ranges from degrees in the traditional humanities, social science and science disciplines to an array of professional programs particularly suited to the needs of the metropolitan region. The richness of academic programs in the schools and colleges demonstrates PSU’s commitment to serving the needs of the metro region. A key piece of PSU’s urban-serving mission is to provide educational opportunities to metropolitan, regional and international communities.

As the most diverse university in Oregon, PSU creates a welcoming climate for students from all backgrounds. Multiple constituencies look to the University to provide opportunity and leadership: first-generation and returning students, the Latino/a community, veterans, people with disabilities, career professionals seeking advancement, and many others. This includes a commitment to diversity and the provision of opportunities to all populations in the urban area and as such this Core Theme has two distinct components – “Providing Access to Programs” and “Opportunities for Diverse Populations.”

Objectives The objectives for Educational Opportunity overlap with some of those described under “other Core Themes.” Access for students to academic programs through non-traditional means and partnering with other educational institutions - particularly community colleges - to meet the needs of Oregon’s populous are two key objectives that also are reflected under Student Success. Addressing the needs of Oregon’s diverse population is also a major component of the University’s mission. The University seeks to increase efforts to integrate its student body, support historically underrepresented groups, and provide international learning experiences.

Indicators Through online course enrollments (Indicator 4a.1.1) and online credit sections (Indicator 4a.1.2), PSU is providing access to programs at different times and locations helping a diverse student body to meet its educational goals. The University also offers a range of professional degree programs relevant to the Portland metro area (Indicator 4a.1.3) and is in the process of redefining and expanding the possibilities for credit for prior learning (CPL) to meet the needs of urban, adult and returning students (Indicator 4a.1.4). Students transferring into PSU are a key aspect of the student demographic. Thus, collaborative work with other regional educational institutions to assist students navigating between multiple institutions such as transfer students from Oregon community colleges (Indicator 4a.2.1) or freshman with dual or early college credit (Indicator 4a.2.2) are important indicators to monitor. Furthermore, detailed articulation agreements (Indicator 4a.2.3) assist students in making the transition from community college to PSU easier and may lead to higher degree completion. Diversity enrollment indicators (Indicator 4b.1.1) and bachelor degrees awarded to Pell Grant Eligible Oregonians (Indicator 4b.1.2) demonstrate the institution’s commitment to increasing the diversity of its student body. Providing student support services (Indicators 4b.1.3 and 4b.1.4) illustrates the relationship between student access and the institution’s commitment to student success. Internationalization is also an important part of the student experience. Preparing students for an international experience through study abroad (Indicator 4b.2.1) and providing access to the international educational community here in Portland, exhibit a strong institutional commitment to a rich student experience with a global perspective.

Mission Fulfillment Thresholds Determination of mission fulfillment thresholds for this theme also involved the participation of various individuals across campus in consultation with the Provost and the ALO. The online enrollment and course section thresholds (Indicator 4a.1.1 and 4a.1.2) were suggested by the Director of Pedagogy and Platform in the Office of Academic Innovation. The Associate Vice President for Enrollment Management offered suggestions for the threshold levels involving enrollment data (Indicators 4a.2.1, 4a.2.2, 4b.1.1 and 4b.2.2) using specific enrollment and retention goals based on enrollment management reports. Targets have also been established for the university as a key performance indicator (Indicator 4a.2.2 - Newly admitted Oregon Freshman entering with high school dual or other early college credit and 4b.1.2 – Number of bachelor’s degrees awarded to Pell Eligible Oregonians). The threshold level for indicator 4a.1.4 (Number of credits earned by Credit for Prior Learning) is in transition due to a Provost Challenge project examining the award of credit for prior learning. Portland State is also reviewing and updating guidelines surrounding and the number of articulation agreements so the base for indicator 4a.2.3 – Program specific Articulation Agreements was established by the Provost and will be examined after an update of agreements is conducted. The mission fulfillment threshold levels for International learning opportunities (Objective 4b.2) were submitted by the Executive Director, International Affairs/

Director, Education Abroad. Threshold levels were also determined by the Office of Academic Affairs (Indicators 4a.1.3 and 4a.2.3).

Table. 1. Core Theme, Objective and Indicators Core Theme 1: Community Engagement and Civic Leadership Objective 1.1: Objective 1.2:

Provide an undergraduate student experience Provide leadership in areas vital to the urban and that connects and engages students with the metropolitan area and contribute to social and economic community vitality

(Portland State University offers an array of Community- (Portland State University is actively connected with the community Based learning opportunities for students; the Capstone through strategic partnerships and other economic relationships and was selected because it is interdisciplinary in design and is provides a strong leadership role in addressing issues important to a requirement for graduation.) the city and the region.)

Indicators Indicators

1.1.1 Capstone courses offered annually are 1.2.1 Portland State University’s economic impact on the sufficient to meet student demand region in dollars1 1.1.2 Number of students enrolled in Capstone courses 1.2.2 Service hours completed1 1.1.3 Students will leave Portland State 1.2.3 Number of strategic partnerships University prepared to make a difference 1.2.4 Contribution to the cultural richness of the region in the community

1.1.4 Community engagement helped the student better understand the course content in the Capstone course

Mission Fulfillment - Acceptable Threshold Mission Fulfillment - Acceptable Threshold

1.1.1 237 Capstone courses offered annually 1.2.1 Portland State’s value of economic impact in 1.1.2 4094 students enrolled in Capstone dollars (To be established with a more accurate courses formula with one year of data) 1.1.3 77% of Capstone students will agree or 1.2.2 Hours of service to the community 945,250 strongly agree that they have a better hours understanding of how to make a 1.2.3 5 institutional strategic partnerships by 2020 difference in the community in an end 1.2.4 Portland State University offers an array of of course survey public events for the Portland Metropolitan area 1.1.4 85% of Capstone students will agree or where attendance will exceed 75,000 strongly agree that the community work helped them to better understand the course content of the Capstone course in an end of course survey

Institutional Responsibility: Institutional Responsibility: Office of Academic Affairs Office of Academic Affairs

1 Information found at Portland State Profile 28

Office of Research and Strategic Partnerships

Core Theme 2: Student Success Objective 2.1: Objective 2.2:

Provide quality educational programs and Improve retention and completion rates evidence of the student learning experience (Portland State’s growing commitment to student success includes (Portland State is committed to ongoing internal and two important dimensions demonstrated through student retention external review of its academic programs including the and degree completion efforts.) assessment of student learning outcomes to ensure high quality academic programs are available to its students.)

Indicators: Indicators:

2.1.1 Programs with Specialized Accreditation 2.2.1 Retention rate of first-time, full-time freshman 2.1.2 Programs, scheduled each year, have 2.2.2 Graduation rate (within Oregon Public undergone academic program review Universities) of first-time, full-time freshmen with a comprehensive program within six years (this indicator has changed with assessment the transition of OUS) 2.2.3 Retention of Oregon Community College transfer students 2.2.4 Bachelor degrees awarded to transfer students from Oregon Community Colleges2 2.2.5 Percentage of first-time, full-time freshman who have graduated either from reporting institution or a subsequent institution (VSA/SAM measure)3 2.2.6 Percentage of first-time, full-time freshman who are still enrolled at PSU or subsequent institution(VSA/SAM measure) 3 2.2.7 Total graduated and retained(VSA/SAM measure)3

Mission Fulfillment -Acceptable Threshold Mission Fulfillment -Acceptable Threshold

2.1.1 Programs with Specialized Accreditation 2.2.1 Portland State retention rate for first-time, full- are renewed time freshman will be 70% 2.1.2 Programs, scheduled each year, have 2.2.2 Portland State six-year graduation rate (within completed academic program review on Oregon Public Universities) for first-time, full- institutional cycle time freshmen will be 38% 2.2.3 Retention of Oregon Community College transfer students will be 75% 2.2.4 Number of bachelor degrees awarded to transfer

2 Achievement compact measure 3 Portland State University agreed to participate in the VSA and SAM in 2013 and thresholds for this indicator will be monitored by Office of Institutional Research and Planning but are 6 year cohort rates 29

students from Oregon Community Colleges will meet KPM target

Institutional Responsibility: Institutional Responsibility:

Office of Academic Affairs Enrollment Management and Student Affairs

Core Theme 3: Innovative Research and Scholarship Objective 3.1: Objective 3.2:

Increase interdisciplinary funded research activity Provide opportunities for student participation in that reflects the University’s urban character and research at undergraduate and graduate levels addresses the needs of urban communities. (Students are engaged in research at the undergraduate and graduate (As a Carnegie High Research institution, Portland levels a establishing a solid foundation in disciplinary knowledge and State promotes and supports research and scholarship that preparing them for collaborative research.) involves students and faculty in knowledge creation that addresses the needs of urban communities, locally and globally.) Indicators: Indicators:

3.1.1 Total expenditures for sponsored 3.2.1 Number of graduate research assistantships on project activities sponsored projects 3.1.2 Number of awards received annually 3.2.2 Number of doctoral degrees awarded1 3.1.3 Number of faculty with externally 3.2.3 Number of undergraduates enrolled in the funded projects Ronald E. McNair Scholars Program4 3.1.4 Number of awards with multiple investigators and involving multiple departments and colleges 3.1.5 Number of sponsored projects funded by industry

Mission Fulfillment -Acceptable Threshold Mission Fulfillment -Acceptable Threshold

3.1.1 Total sponsored project expenditures 3.2.1 Number of graduate research assistantships on will be $55 million a year sponsored projects will be 273 each year 3.1.2 235 awards will be funded each year 3.2.2 Number of doctoral degrees awarded will be 70 3.1.3 Number of faculty with externally a year funded projects will be 297 each year 3.2.3 95% of undergraduates enrolled in the Ronald E. 3.1.4 Number of awards with multiple McNair Scholars Program completed research investigators and involving multiple project departments or colleges will be 29 a year 3.1.5 Number of sponsored projects funded by industry will at least be 29 a year

4 Ronald E. McNair alumni productivity page 30

Institutional Responsibility: Institutional Responsibility:

Office of Research and Strategic Partnerships Office of Research and Strategic Partnerships

Core Theme 4: Educational Opportunity: Providing Access to Programs Objective 4a.1: Objective 4a.2:

Provide access to a wide range of programs, Partner with other educational institutions to create a offered through traditional and non-traditional seamless and more effective system to support means that support Portland State University’s opportunities for students from preschool to graduate mission and meet the needs of a diverse student school population (Portland State University emphasizes improving college readiness (Part of Portland State University’s commitment to and community college pathways for students to attend university. opportunity is to provide students with a range of choices Partnerships have helped to engage different communities and to in their educational careers, as well as flexibility in enable students to envision themselves as learners with the scheduling and mode of delivery) expectation that they will attend university)

Indicators: Indicators:

4a.1.1 Number of students enrolled in online 4a.2.1 Enrollment of transfer students from community courses colleges 4a.1.2 Number of credit sections offered in an 4a.2.2 Newly admitted Oregon Freshman entering with online format high school dual or other early college credit2 4a.1.3 Number of professional degrees 4a.2.3 Program specific Articulation Agreements6 4a.1.4 Number of credits earned by Credit for Prior Learning (CPL)5

Mission Fulfillment -Acceptable Threshold Mission Fulfillment -Acceptable Threshold

4a.1.1 6,000 students enrolled in online courses 4a.2.1 Provide opportunities for 1,739 transfer students 4a.1.2 100 new credit sections in an online from community colleges format offered annually 4a.2.2 Number of newly admitted Oregon Freshman 4a.1.3 17 professional degrees offered entering with high school dual or other early 4a.1.4 Number of Credit for Prior Learning college credit will meet KPM target2 earned meets HECC’s target 4a.2.3 Number of Articulation Agreements will reach 25 by 2020

5 This indicator is in development with Provost Challenge Project #92 6 This indicator is still in the developmental stages and will change to the number of students successfully graduating under articulation agreements 31

Institutional Responsibility: Institutional Responsibility:

Office of Academic Affairs Office of Academic Affairs

Core Theme 4: Educational Opportunity: Opportunities for Diverse Populations Objective 4b.1: Objective 4b.2:

Increase efforts to enroll a diverse student body Provide international learning opportunities and provide support services for students from historically under-represented groups (Portland State University is committed to providing international experiences for all students, as well as hosting experiences for (As the most diverse university in Oregon, Portland State students from abroad whose presence on campus and in the University provides opportunities for students from all classroom enhances the experience of domestic students) backgrounds) Indicators: Indicators: 4b.2.1 Number of students successfully completing study 4b.1.1 Enrollment of diverse students as a abroad offerings (including short-term faculty-led percentage of total enrollment study abroad) 4b.1.2 Number of bachelor’s degrees awarded to 4b.2.2 International students enrolled at Portland State 2 Pell Eligible Oregonians University in degree programs 4b.1.3 Number of students served by support services designed for under-represented students 4b.1.4 Completion rates of students served by TRiO-Student Support Services program

Mission Fulfillment -Acceptable Threshold Mission Fulfillment -Acceptable Threshold

4b.1.1 Enrollment of diverse students as a 4b.2.1 Number of students successfully completing study percentage of total enrollment is 24% abroad offerings is 500 a year 4b.1.2 Number of bachelor’s degrees awarded to 4b.2.2 Increase international student enrollment by 100 Pell Eligible Oregonians meets KPM students a year achievement compact target 4b.1.3 480 students served by support services designed for under-represented groups. 4b.1.4 Graduation rates of students served by TRiO program will be equal to institutional graduation rate Institutional Responsibility: Institutional Responsibility:

Office of Global Diversity and Inclusion Office of International Affairs Enrollment Management and Student Affairs

Conclusion Over the past 7 years, Portland State University has carried out an extensive process to discuss, evaluate, and reflect upon the relationship between its mission statement and the institution’s Core Themes. This work, begun by a smaller subcommittee in 2010, then continued by the larger accreditation advisory committee, and further developed by the Core Theme subgroups and university leadership, has included faculty and administrators from across the university and the recently appointed Portland State University Board of Trustees. As a result of this process, the Core Themes now reflect Portland State University’s distinctive role as an urban-serving, public institution for which community engagement is a core value.

The report clearly describes goals for the future and the measures that will be used to determine success. The indicators create a framework for tracking performance over time. Work will continue on the indicators and on the frequency and nature of data collection. This will entail coordinated efforts across campus in a manner that is broader than for accreditation purposes alone. During a time of change, this document helps to create a common vision centered on President Wiewel’s blueprint for the future.

Introduction to Standard Two Building on the mission, core themes and expectations from previous reports, this revised section provides the status of the institution with respect to its governance structure and resource capacity. Through its governance structure, the institution has a set of policies that are regularly reviewed and updated to guide the management of the university in fulfilling the institution’s mission. The resources of the institution demonstrate the capacity of the university to meet its core themes as detailed in the Year One Report. Additionally, these institutional resources enable Portland State University to fulfill its mission of access to support programs and services wherever offered and however delivered.

Chapter Two: Resources and Capacity

Executive Summary of Eligibility Requirements 4 through 21 Eligibility Requirement 4 – Operational Focus and Independence: Portland State University’s mission statement clearly identifies that the operational focus of the institution is to provide “access throughout the life span to a quality liberal education for undergraduates and an appropriate array of professional and graduate programs…” Additionally Portland State University “conducts research and community service that support a high quality educational environment…” Portland State University has sufficient independent organizational and operational structures to meet the Northwest Commission on Colleges and Universities’ required standards as evidenced by submission of required annual reports and institutional self- studies to the Northwest Commission on Colleges and Universities.

Eligibility Requirement 5 – Non-Discrimination: The Office of Global Diversity and Inclusion advocates for a diverse campus environment by promoting student, staff, and faculty recruitment and retention efforts for historically underserved populations. The Office works with internal and external community partners serving historically underrepresented students. The also acts as a neutral body authorized to review and investigate complaints of discrimination and harassment involving students and employees. The Equity and Compliance unit, under the Office of Global Diversity and Inclusion, facilitates and enforces institutional compliance with state and federal equal opportunity laws and regulations. In addition, a mandatory comprehensive training module for all faculty and staff establishes a common level of understanding and awareness of discrimination and harassment policies at Portland State University. In partnership with others, the Office of Global Diversity and Inclusion also hosts a variety of speakers, dialogues, events advancing the cultural competency of the campus population, and recruitment workshops.

Eligibility Requirement 6 – Institutional Integrity: Portland State University adheres to the highest ethical standards in its representation to constituencies and the public in teaching, scholarship, and service; in treatment of students, faculty, and staff; and in relationships with community, regulatory, and accrediting agencies. The institution continually conducts evaluations of its policies, procedures, and publications to ensure appropriate quality. Institutional updates and curricular changes are communicated to the public through the Portland State University website and through the Portland State University Bulletin, which is updated annually.

Eligibility Requirement 7 – Governing Board: On November 21, 2013 the 13 member Board of Trustees for Portland State University was confirmed by the Oregon Legislature. Effective July 1, 2014, Portland State University is an independent public body governed by this citizen board. The Board has approved bylaws and policies and it established committees which meet regularly to accomplish its tasks. The Board elects a chair and a vice-chair and the Board secretary serves as the information source on Board matters, supports Board members and serves as recorder and repository of the Board’s official documents and records.

Eligibility Requirement 8 – Chief Executive Officer: Portland State University has considerable autonomy with respect to its internal authority, roles and responsibilities of its faculty, staff, and administration. Portland State University’s administration is guided by an institutional President, Dr. Wim Wiewel, who works with faculty, staff and colleagues to enact, implement, and evaluate policies and procedures. The president, as the chief executive officer of Portland State University, is responsible for the overall leadership and direction of the university. The Portland State Board of Trustees selects, evaluates, and reviews the President’s performance and compensation. The evaluation process includes a self-evaluation that describes institutional accomplishments and challenges, a progress report on goals from the previous year and identification of new goals for the coming year. As Portland State University’s chief executive officer, the president has complete authority of, and is accountable for, all university matters.

Eligibility Requirement 9 – Administration: The depth and breadth of the executive administration is apparent in the Portland State University organizational chart. A number of institutional committees, including the President’s Executive Committee, provides advice and input into institutional governance. The Provost and Vice President of Academic Affairs directs the institutional curriculum, academic personnel and leadership development, international affairs, and academic budgeting. The Vice President for Finance and Administration is the chief budgetary officer responsible for the financial and operational infrastructure of the institution, including facilities and human resources. The Vice President for Enrollment Management and Student Affairs coordinates the various student services and activities and leads strategic enrollment planning efforts. The Vice President for University Advancement and President/CEO of the PSU Foundation oversees the management of Foundation operations and assets, all private fundraising, and Alumni Affairs on behalf of the university. The Vice President for Research and Strategic Partnerships oversees the administration of university research and helps build regional and international partnerships that promote the economic and cultural development of metropolitan region. The Vice President for Public Affairs and the Chief of Staff is responsible for overseeing the government relations, communications and marketing functions of PSU, as well as helping to implement executive level projects and policies that further the mission, vision and values of the university. The Chief Diversity Officer promotes the university’s diversity initiatives and goals and ensures institutional compliance around issues of equity and diversity. The General Counsel is responsible for all legal advice provided to the University and for the management of outside counsel. These individuals constitute the President’s Executive Committee which meets weekly to ensure communication and discussion of campus matters. Portland State University’s eight Schools/Colleges are led by the academic deans, and individual departments are headed by chairs, who are elected through departmental election guidelines. The Dean of the Library, the Dean of Graduate Studies, the vice provosts and the academic deans constitute the Academic Leadership Team (ALT), and meet with the Provost bi-monthly. The department chairs not only meet with their respective deans regularly but also attend a monthly meeting of the whole, convened and 36 organized by the Provost’s Office.

Eligibility Requirement 10 – Faculty: Portland State University employs over 1,500 instructional faculty members and over 1,000 non- instructional faculty members to achieve its educational objectives. The faculty is involved with the formulation of policies and participates in institutional planning, curriculum development and review, student academic advising, and institutional governance through the Portland State University Faculty Senate and its administrative committees, and through departmental as well as institutional activities. The Office of Academic Affairs establishes the review process for faculty and ensures compliance with the evaluation procedure articulated in the collective bargaining agreements and the promotion and tenure guidelines.

Eligibility Requirement 11 – Educational Program: Portland State University offers a variety of programs that evolve from the institution’s mission and location. The institution consists of the College of Liberal Arts and Sciences, the Maseeh College of Engineering and Computer Science, the School of Business Administration, the College of the Arts, the School of Social Work, the Graduate School of Education, the College of Urban and Public Affairs, and the University Honors College. Located in Portland, the variety of programs and the curriculum have deep connections to the city, the metropolitan region, the state and the Pacific Rim. All programs are approved at the departmental, school/college, institutional, and system-wide levels. Programs are reviewed consistently regardless of method of delivery or location.

Eligibility Requirement 12 – General Education and Related Instruction: Portland State University has a long-standing commitment to an integrated and engaging general education experience. In 1994, the faculty senate passed the University Studies program, an innovative, interdisciplinary general education program focused around four learning goals: communication, the diversity of the human experience, ethics and social responsibility, and critical thinking. The University Honors College is an alternative general education program, established in 1969. The focus of the Honors College is more explicitly on research methodologies in the social sciences, sciences and humanities with a continued attention to the human experience and the creation of knowledge. Like University Studies, University Honors offers a core of integrated coursework.

Eligibility Requirement 13 – Library and Information Resources: The Portland State University Library provides an important role in supporting the institution’s mission and core themes. The institution’s dramatic growth and emphasis on faculty research and technological advances have required the library to become more flexible in meeting the ever- changing needs of students and faculty. The library has moved much of the collection online to provide 24/7 access to library resources that are readily available to all faculty and students, including those in distance education and online courses. Users are able to access the electronic library from any location via a computer and their secure Portland State University account.

Eligibility Requirement 14 – Physical and Technological Infrastructure: Portland State University has the appropriate degree of physical and technological infrastructure to achieve its mission and core themes. The campus encompasses the city’s linear Park Blocks and is readily accessible to students, faculty and staff. The physical facilities are organized and developed to provide a vibrant, safe and healthful urban environment for civic engagement and life-long learning. Portland State University continues to add new physical facilities that conform to the 37 vision of the University’s framework and supports the constant improvement in the quality and quantity of space. Portland State University is fully wired for Internet connectivity with most buildings having wireless access. Computers and other technological equipment are updated regularly and university classrooms are equipped with instructional technology features.

Eligibility Requirement 15 – Academic Freedom: Academic freedom is the intellectual and creative foundation of the University and is protected by the PSU Standards. The faculty and administration of Portland State University jointly accept responsibility for maintaining an atmosphere in which scholars may freely teach, conduct research, publish, and engage in other scholarly activities. This responsibility includes maintaining the freedom to examine controversial issues throughout the University, including classroom discussion when such issues are germane to the subject matter of the course. The University does not attempt to control the personal opinion, or the public expression of that opinion, of any member of the faculty or staff of the institution. Indeed, the faculty and administration of Portland State University feel a responsibility to protect the right of each employee to express his or her opinion. But in the exercise of this freedom of expression, faculty members should manifest appropriate restraint, should show respect for the opinions of others, and should make every effort to indicate that they do not speak for the institution unless they have obtained appropriate approval. The issue of Academic Freedom is also addressed in the Collective Bargaining Agreements of AAUP (Article 12. Academic Freedom and Governance) and AFT (Article 6. Academic Freedom and Responsibility). The University Library supports the American Library Association's Library Bill of Rights that protects the intellectual freedom of library users.

Eligibility Requirement 16 – Admissions: The Portland State University Bulletin is online and specifies the admission requirements and placement policies for undergraduate, graduate, transfer, and international students as well as information for students returning to Portland State University after an absence and transfer credit policies. The “Degree Requirements” section includes topics addressing academic credit, the grading system, academic standing, credit by examination, and appeals and grievances. Both Undergraduate Studies and Graduate Studies have dedicated chapters within the Portland State University Bulletin providing more detailed information to students including website addresses. Enrollment services at Portland State University are administered through Enrollment Management & Student Affairs: Admissions in a fair and timely manner. The Admissions website also is a valuable resource for students inquiring into the admissions and placement policies, orientation, university housing, academic advising, transfer admissions, scholarships, and includes the academic calendar.

Eligibility Requirement 17 – Public Information: Portland State University disseminates public information through the publication of its annual Portland State University Bulletin and the University website. Outreach to prospective students is offered through institutional recruiting efforts that include off-campus and on-campus activities and publications. Portland State also uses social media, including Facebook and YouTube, to keep the public informed of activities. Campus Public Safety provides information to the public on the Clery Act through its website.

Eligibility Requirement 18 – Financial Resources: Financial resources play a key role in the institutional guiding themes, with resource development being one of Portland State University’s five strategic goals. In addition, finances support how Portland State University is able to meet the themes of providing educational opportunities, 38 achieving global excellence, improving student success, and how Portland State University is able to provide civic leadership by its financial decisions. To be effective, Portland State University needs to have fiscal stability and the ability to maintain fiscal flexibility to maximize opportunities that are presented to the institution.

Eligibility Requirement 19 – Financial Accountability: Portland State University is audited annually by an independent auditor and in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. The auditor’s annual report is submitted to the Portland State University Board of Trustees and the Oregon Secretary of State Audits Division.

Eligibility Requirement 20 – Disclosure: Portland State University, to the best of its ability, discloses all information accurately and timely to the Northwest Commission on Colleges and Universities so the Commission can carry out its evaluation and accreditation functions. Portland State University complies with all requirements of the Commission as evidenced through its annual submission to the Commission and by adhering to the Commission’s Septennial Accreditation Process.

Eligibility Requirement 21 – Relationship with the Accreditation Commission: Portland State University retains an Accreditation Liaison Officer (ALO), who monitors and informs the Commission on updates that impact the institution’s accreditation standing. The ALO completes the Northwest Commission on Colleges and Universities’ annual report and monitors the institution’s progress with programmatic accreditation and requirements. The Officer conducts semi-annual inventory of all off-campus locations, submits new academic program proposals to the Commission for approval, and monitors all accreditation timelines, policies, and procedures. The ALO works closely with the President’s Office, the Colleges and Schools, the Office of Student Financial Aid, and the Office of Institutional Research and Planning to ensure the adherence to policies regarding accreditation.

Standard 2.A Governance

2.A.1 The institution demonstrates an effective and widely understood system of governance with clearly defined authority, roles, and responsibilities. Its decision-making structures and processes make provision for the consideration of the views of faculty, staff, administrators, and students on matters in which they have a direct and reasonable interest.

On August 14, 2013, former Oregon Governor John Kitzhaber signed into law Senate Bill 270, legislation establishing independent governing boards for Portland State University, Oregon State University and the University of Oregon. Although this change in control and governance is significant to the University, it does not cause any change to the University’s mission, core themes or programs.

Under Senate Bill 270, the Board of Trustees has broad authority to manage and govern the University. While the University will continue to be a governmental entity performing governmental functions and exercising governmental powers, it will not be a unit of local or municipal government

39 or a state agency, board, commission or institution for purposes of state statutes or constitutional provisions.

Portland State University has considerable autonomy with respect to its internal authority, roles and responsibilities of its faculty, staff, and administration. Portland State University’s administration is guided by an institutional President, Dr. Wim Wiewel, who relies on a number of qualified faculty, staff and colleagues to enact, implement, and evaluate policies and procedures. The depth and breadth of the executive administration is apparent in the Portland State University organizational chart. A number of institutional committees, including the President’s Executive Committee, provides advice and input into institutional governance. The Provost and Vice President of Academic Affairs directs the institutional curriculum, personnel and leadership development, international affairs, institutional research and planning, and academic budgeting. The Vice President for Finance and Administration is the chief budgetary officer responsible for the financial and operational infrastructure of the institution, the Vice President for Enrollment Management and Student Affairs coordinates the various student services and activities, the Vice President for University Advancement and President/CEO of the PSU Foundation directs the fundraising activities of the institution, alumni engagement and advocates, the Vice President for Research and Strategic Partnerships oversees the administration of university research and helps build regional and international partnerships that promote the economic and cultural development of metropolitan region and the Chief Diversity Officer promotes the university’s diversity initiatives and goals and ensures institutional compliance around issues of equity and diversity. The Vice President for Public Affairs and the Chief of Staff is responsible for overseeing the government relations, communications and marketing functions of PSU, as well as helping to implement executive level projects and policies that further the mission, vision and values of the university. The General Counsel is responsible for all legal advice provided to the University and for the management of outside counsel. Portland State University’s eight Schools/Colleges are led by the academic deans, and individual departments are headed by chairs, who are elected through departmental election guidelines. The campus is kept informed of external governance issues through Government Relations Update periodical published by the Government Relations department of the Office of the President and by updates from the President to the campus community.

Portland State University has a long tradition of shared internal governance. The faculty retains significant authority over curricular matters, and faculty members are widely consulted on all significant matters pertaining to campus life. They are always included in search committees for senior administrative positions and in the accreditation process itself, as evidenced by the names appended to this document. The faculty of Portland State University is represented by a governance structure as outlined by the Constitution of the Portland State University Faculty and as detailed in the Faculty Governance Guide. The Portland State University Faculty Senate consists of elected members from the institutional units and provides the faculty a voice in the decision making process. Senators are elected through districts and serve for a term of three years. A number of constitutional and administrative committees report annually to the Faculty Senate; a listing of those reporting bodies is included in the Faculty Governance Guide under Senate and Committee Report Schedule. The Provost meets regularly with the Faculty Senate steering committee and leadership. Portland State faculty members are also represented on the Portland State Board of Trustees by retaining a membership position. Portland State University also has representation on the Inter-institutional Faculty Senate that consists of faculty members from all of the seven institutions that make up the Oregon public universities.

Portland State University students have an active voice through the Associated Students of Portland State University (ASPSU), the Oregon Student Association, and PSU’s Board of Trustees where they give input on matters of tuition and fees, among other things. This structure provides elected students a venue to advocate for student interests, establishes a formal communication network between students, faculty and administration, and enables active participation for students within the university committee structure. Students, upon approval from the Office of the Dean of Student Life, are participants on many Portland State University Faculty Senate Committees, such as Academic Appeals Board, the Budget Committee, Educational Policy Committee, General Student Affairs Committee, Graduate Council, Graduation Program Board, Internationalization Council, Scholastic Standards, Student Conduct Committee, Undergraduate Curriculum Committee, and University Studies Council. ASPSU is also the venue for students to determine allocation of student incidental fees as provided in state law and the rules of the State Board of Higher Education. The President meets with ASPSU members regularly, and consults them on matters pertaining to student life, including tuition. Portland State students are also represented on the Portland State Board of Trustees by retaining a membership position.

Portland State Alumni also have opportunities to provide voice on institutional activities through the Advocates. The Advocates, a committee of the Alumni Association, is often sought to provide feedback on issues important to the University. In spring 2015, the Advocates visited legislators at the capital in Salem to lobby for capital projects funds at Portland State University. Most of the funds are for building renovations and to address deferred maintenance. Those projects directly relate to student and staff safety and will add capacity for increased enrollment. The President meets regularly with alumni members and seeks alumni participation on various campus committees.

A campus-wide University Policy Committee manages the administrative policy needs of the university, as provided in the University’s Policy on Policies. This representative cross section of Portland State University’s academic and administrative leaders meets once a month to review plans for new policies and revisions to older policies. When a new policy is proposed, the responsible officer fills out an administrative policy plan and presents it to the committee. Based on the plan, and pursuant to the University’s Policy on Policies, the committee determines whether to allow development of the policy to proceed. If the committee authorizes development of the policy, the responsible officer engages university stakeholders in the policy development process outlined in the administrative policy plan and then prepares a draft of the policy using the Portland State University policy template. The university Executive Committee and the Faculty Senate Steering Committee are informed of any such policy in development and provided the opportunity to participate in the process. After considering input from relevant University stakeholders and revising the draft policy as necessary, the responsible officer presents the draft policy to the committee. The committee may then approve the draft policy as is or return the proposed policy to the responsible officer for further analysis and/or redrafting. After approval of a draft university policy, the committee publicizes the draft policy on the university’s policy library website, provides notice to the University’s unions, and solicits public comment. After the public comment period has passed the university policy committee may approve the new university policy as written, modify the university policy and approve it, return the university policy to the responsible office for further action, or cancel development of the university policy. Upon final approval of the committee and the university’s president, the policy is adopted and published in the university’s policy library maintained by the Office of General Counsel.

2.A.2 In a multi-unit governance system, the division of authority and responsibility between the system and the institution is clearly delineated. System policies, regulations, and procedures concerning the institution are clearly defined and equitably administered.

The Board of Trustees has every authority necessary or appropriate for the operation of a major public research university, including the authority to:

 Appoint and employ a President and other employees.  Set tuition, mandatory enrollment fees, and charges, fines and fees for services, facilities, operations and programs, except that the authority to increase resident undergraduate tuition and mandatory enrollment fees is capped at five percent per year absent approval of the Higher Education Coordinating Commission or the Legislature.  Approve the University mission, as well as its core themes.  Approve academic programs.  Approve the University budget.  Manage, invest, and spend all available money without approval of the Legislature, the Oregon Department of Administrative Services, or the State Treasurer, except for the portion of the operating budget provided by the state and the proceeds of state bonds.  Borrow money and issue bonds secured by University revenue.  Acquire, hold, and dispose of any kind of property, real or personal, tangible or intangible. Real property will be held in the name of the "State of Oregon acting by and through the Portland State University Board of Trustees."  Authorize the construction, improvement, and operation of any kind of building or structure.  Acquire by condemnation any private property for public use.  Establish any and all University policies.  Establish, supervise and control all academic and other programs, subject to the authority of the Higher Education Coordinating Commission (HECC) to approve "significant changes in academic programs."  Sue and be sued.  Establish a police department.  Delegate authorities to the President, unless otherwise prohibited.

Although the Board of Trustees has full authority, separate from the State Board of Higher Education, to enact policies to govern all aspects of the University, Senate Bill 270 provides that all of the rules and policies of the State Board of Higher Education remain in effect for each university with an independent board unless and until the university’s board repeals or replaces such rules and policies. This will allow for a transition and permit the Board of Trustees to consider existing rules and policies in a careful and thoughtful manner.

As Portland State University’s chief executive officer, the president has complete authority of and is accountable for all university matters. The board annually reviews the performance of the president, which includes an examination of the university’s progress towards achieving its goals, its financial health and specific performance indicators. The board also regularly reviews the mission, major academic programs and diplomas for the institution. 42

The passage of this legislation in 2011(Senate Bill 242), also altered the governance structure of Oregon’s education system by creating the Higher Education Coordinating Commission to coordinate the activities of postsecondary policy between the Oregon’s universities and the state’s many community colleges. The Higher Education Coordinating Commission (HECC) is a body of 14 citizens appointed by the governor and confirmed by the Senate. This body assumed responsibility for developing state goals and accountability measures for post-secondary education, and requiring performance compacts between the Oregon universities and the state. Additionally the HECC has approved the State of Oregon’s inclusion in and coordination of the applications to the National Council for State Authorization Reciprocity Agreements (NC-SARA).

Additional legislation (Senate Bill 909) established the Oregon Education Investment Board (OEIB), which created a unified system of public education from preschool through graduate education (P- 20). The OEIB is intended to create a more seamless educational experience, by viewing the P-20 sequence as one holistic, developmental educational experience. Creation of the OEIB was essential to the achievement of another educational innovation, Senate Bill 253, also passed in the 2011 session. This legislation codifies the state’s “40/40/20” goals, which are aggressive targets for educational achievement. By 2025, the state will seek to ensure that 40% of all Oregonians acquire a bachelor’s degree or higher, 40% obtain an associate’s degree or post-secondary credential, and all Oregonians earn a high school diploma or its equivalent.

Figure 1.

Office of the

Governor

Oregon State Higher Education Board of Higher Coordinating Education Commission (15 members) (15 members)

Portland State Oregon Student

University Board Access of Trustees Commission

Institutional

President

The Board of Trustees provides updates and information on meetings, policies, bylaws and resolutions to the public through its webpage.

2.A.3 The institution monitors its compliance with the Commission’s Standards for Accreditation, including the impact of collective bargaining agreements, legislative actions, and external mandates.

Portland State University retains an Accreditation Liaison Officer (ALO) who monitors and informs NWCCU on updates that impact the institution’s accreditation standing. The ALO completes NWCCU’s annual report and follows the institution’s progress with programmatic accreditation and requirements. The ALO works closely with the President’s Office, the Office of Academic Affairs, the Colleges and Schools, and the Office of Institutional Research and Planning to ensure the adherence to policies regarding accreditation.

The Vice Provost for Academic Personnel and Leadership Development, in partnership with Portland State University’s General Counsel and Human Resources, ensures compliance with collective bargaining agreements and resolves disputes that arise regarding these agreements. The faculty is represented by the American Association of University Professors (AAUP) and the American Federation of Teachers (AFT) unions. Portland State University is also served by a classified staff, represented through the Service Employees International Union (SEIU).

The President’s Office, the Office of Government Relations, the Office of Academic Affairs, the Office of Finance and Administration, and the Office of General Counsel work together to ensure appropriate protocols and regulations are in place institution-wide to comply with legislative actions and external mandates that affect Portland State University.

New legislative actions and external mandates are communicated to the campus regularly through the Higher Education Coordinating Commission office to the Portland State University President’s Office, the Portland State Board of Trustees, and other offices as needed.

Office of Financial Aid and Scholarships under the leadership of the Director of Financial Aid ensures the institution is in compliance with U.S. Department of Education requirements on Federal Student Aid and Gainful Employment.

A State Authorization Coordinator has been retained in the Office of Academic Affairs to facilitate compliance with states’ requirements on distance learning authorization requirements, including Portland State’s participation in NC-SARA.

2.A.4 The institution has a functioning governing board* consisting of at least five voting members, a majority of whom have no contractual, employment, or financial interest in the institution. If the institution is governed by a hierarchical structure of multiple boards, the roles, responsibilities, and authority of each board—as they relate to the institution—are clearly defined, widely communicated, and broadly understood.

Senate Bill 270 states that the Portland State University Board of Trustees is to consist of eleven to fifteen members. The President is a non-voting ex officio member of the Board. The remaining trustees are appointed by the Governor and subject to confirmation by the state Senate. Of the remaining trustees, one must be a faculty member, one must be a non-faculty university employee and one must be a university student. The trustees are appointed to four-year terms, except that the faculty, employee and student trustees are each appointed to a two-year term. The trustees are 44 limited to two full consecutive terms on the board. For the inaugural board only, half of the appointees were appointed to special two-year terms in order to assure that only half of the trustees’ terms expire every other year going forward. The board is required to elect its own chair and vice chair and to adopt bylaws. The board is required to meet at least quarterly.

No voting members of the Higher Education Coordinating Commission have any contractual, employment or financial interests in Portland State University.

2.A.5 The board acts only as a committee of the whole; no member or subcommittee of the board acts on behalf of the board except by formal delegation of authority by the governing board as a whole.

Senate Bill 270 fundamentally reorders the higher education system in Oregon by providing for independent governing boards, entirely separate and autonomous from the Higher Education Coordinating Commission, for the public universities in Oregon. The Portland State Board of Trustees has established policies that outline the responsibilities of members, established Board officers, created a code of ethics and conflict of interest policies and determined conduct at Board meetings.

2.A.6 The board establishes, reviews regularly, revises as necessary, and exercises broad oversight of institutional policies, including those regarding its own organization and operation.

On January 30, 2014, the board enacted bylaws and an initial set of board policies establishing standing committees of the board. In its bylaws, the Board asserts and retains the authority and responsibility for:

1. Determining the mission of the University and ensuring that the mission is kept current and aligned with the goals and mission of public higher education in Oregon. 2. Providing oversight and guidance to the University’s strategic direction. 3. Charging the President with the task of periodically leading a strategic planning process; participating in the strategic planning process; approving the strategic plan, and monitoring its effectiveness. 4. Selecting, supporting, and evaluating the President and reviewing the President’s compensation. 5. Ensuring the University’s fiscal integrity; overseeing the University’s financial resources and other assets; and preserving and protecting the University’s assets for posterity. 6. Ensuring and protecting, within the context of faculty shared governance, the educational quality of the University and its academic programs; and preserving and protecting the University’s autonomy, academic freedom, and the public purposes of higher education. 7. Ensuring that Board policies and procedures are current and properly implemented. 8. Engaging regularly, in concert with senior administration, with the University’s major constituencies. 9. Periodically assessing the performance of the Board and its committees, members, policies and practices.

In its initial set of board policies, the Board organized itself into three committees: an Academic and Student Affairs Committee, a Finance and Administration Committee, and an Executive and Audit Committee.

The Academic and Student Affairs Committee is charged with responsibility for (1) ensuring and protecting, within the context of faculty shared governance, the educational quality of the University and its academic programs, (2) monitoring progress towards the University’s achievement compact and other academic performance measures, (3) advising the Board regarding major changes to the academic program of the University, such as the creation, merger or closure of degree programs, schools or colleges within the University, (4) oversight of the University’s athletic programs, (5) oversight of University policies regarding student life and conduct, faculty, academic affairs and research, and (6) such other matters as may be referred to it by the Board.

The Finance and Administration Committee is charged with responsibility for (1) monitoring financial performance, (2) reviewing annual and long-range operating budgets, (3) reviewing and recommending to the Board requests and plans for borrowing, (4) ensuring that accurate and complete financial records are maintained, (5) ensuring that accurate and complete financial information is presented to the Board, and (6) such other matters as may be referred to it by the Board.

The Executive and Audit Committee consists of five voting members: the Chair of the Board, the Vice Chair of the Board, the Chair of the Academic and Student Affairs Committee, the Chair of the Finance and Administration Committee, and one at-large member appointed from among the remaining Trustees. The Committee is empowered to act for the Board between regular Board meetings on all matters except certain matters reserved for the Board. The Committee is responsible for oversight of the institution’s financial practices and standards of conduct and, in particular, is responsible for (1) overseeing the external financial audit, (2) ensuring compliance with legal and regulatory requirements, (3) monitoring internal controls and risk management systems, and (4) such other matters as may be referred to it by the Board. In addition, the University’s Director of Internal Audit will report administratively to the President and functionally to the Executive and Audit Committee.

2.A.7 The board selects and evaluates regularly a chief executive officer who is accountable for the operation of the institution. It delegates authority and responsibility to the CEO to implement and administer board-approved policies related to the operation of the institution.

The annual presidential evaluation process was one of the initial items of authority and responsibilities of the Portland State Board of Trustees. The President’s evaluation is a component of the Employment Agreement and Notice of Appointment and consists of the seven standard performance categories (1) leadership, (2) financial management, (3) enrollment, (4) degrees awarded, (5) degrees in workforce shortage areas, (6) research, scholarship, and knowledge creating, and (7) representing the university. The board most recently reviewed and approved President Wiewel’s Employment Agreement in June 2015. The board also regularly reviews and approves the mission, major academic programs, degrees, certificates and diplomas of each member institution. Portland State University’s mission statement and accreditation core themes were approved in a review process completed at the June 26, 2014 Board meeting.

2.A.8 The board regularly evaluates its performance to ensure its duties and responsibilities are fulfilled in an effective and efficient manner.

In accordance with its charge, the Board of Trustees has developed policies that govern its conduct, outline individual responsibilities, and establish officers. A set of bylaws govern the Board’s authority, including organizing the Board and detailing responsibilities of Board members and its committees. Policies, bylaws, and administrative rules are adopted by the Board at public meetings in accordance with the Oregon public meeting law.

The HECC via Legislative mandate evaluates the university and the Board.

2.A.9 The institution has an effective system of leadership, staffed by qualified administrators, with appropriate levels of responsibility and accountability, who are charged with planning, organizing, and managing the institution and assessing its achievements and effectiveness.

The Portland State University administration is organized to support the institution’s mission and the functions of the university. The President’s Executive Committee includes the following positions:

 President  Chief Diversity Officer  General Counsel  Provost and Vice President for Academic Affairs  Vice President for Enrollment Management and Student Affairs  Vice President for Finance and Administration  Vice President for Public Affairs and Chief of Staff  Vice President for Research and Strategic Partnerships  Vice President for University Advancement and President/CEO of the PSU Foundation

This group directs institutional decision-making while embracing open communication and mission attainment. Other administrative sub-groups provide input to these senior administrators, and administrative rules and policies guide and define management practices. The Executive Committee ensures the clear and consistent communication to their units necessary for institutional advancement. Truly

Leadership of academic colleges is provided by qualified deans and vice provosts. These positions are held by individuals, who are well versed in academic and administrative matters pertinent to operations of academic units. The eight Portland State University colleges and schools have leadership as listed below. In addition to the deans, the provost is served by four vice provosts and the University Librarian:

 College of the Arts - Dean  College of Liberal Arts and Sciences – Dean  College of Urban and Public Affairs - Dean

 Graduate School of Education - Dean  Maseeh College of Computer and Electrical Engineering – Dean  School of Business Administration – Dean  School of Social Work – Dean  School of Public Health (in partnership with OHSU) - Dean  University Library – Dean  Vice Provost for Academic and Fiscal Planning  Vice Provost for Academic Innovation and Student Success  Vice Provost for Academic Personnel and Leadership Development  Vice Provost for International Affairs and Dean of Graduate Studies

These administrators are equipped with appropriate levels of responsibility and accountability, and plan, organize, and manage the institution’s goals and mission through regular strategic planning and operational meetings. The president gathers his executive committee weekly in order to properly manage the institution, and consults with a Faculty Advisory Committee in order to stay connected to the academic units and faculty needs. The provost also convenes two advisory groups: the Administrative Leadership Team (ALT), which includes the individuals named above, and the Office of Academic Affairs Executive Committee (OAA-Excom), which is comprised only of the vice provosts and the Provost’s Executive Assistant.

The Provost’s Administrative Leadership Team convenes twice a month to discuss and form recommendations on university-wide issues, policies and strategies as they apply to the academic units, and to inform the provost and other members about academic and student issues and unit- specific decisions.

The Portland State University organizational chart is available and demonstrates the depth and breadth of the University’s leadership team and how the organizations work together to advance the University’s goals.

2.A.10 The institution employs an appropriately qualified chief executive officer with full-time responsibility to the institution. The chief executive officer may serve as an ex officio member of the governing board, but may not serve as its chair.

The president, as the chief executive officer of Portland State University, is responsible for the overall leadership and direction of the university. The Portland State Board of Trustees evaluates the president on an annual basis. The evaluation process includes a self-evaluation that describes institutional accomplishments and challenges, a progress report on goals from the previous year and identification of new goals for the coming year.

Dr. Wim Wiewel currently serves as the President of Portland State University. Hired in 2008, President Wiewel has an extensive background in higher education leadership. Trained as a sociologist with research interest in the urban university, he came to Portland State University after serving in leadership roles at the University of Illinois Chicago and the University of Baltimore. Dr. Wiewel is highly respected by the state board for his perspectives, insights and collaborative

48 approach to higher education in Oregon. He is a reliable advocate for Portland State University in the region and around the world.

Since joining Portland State, Dr. Wiewel has focused his presidency - and the continuing development of the university - on five guiding themes: providing civic leadership through partnerships; improving student success; achieving global excellence; enhancing educational opportunity; and expanding resources to improve effectiveness.

Despite the financial crisis that hit hardest during the first year of his presidency, PSU has achieved great things on his watch. For example, PSU is now the largest and most diverse university in the state. Retention and graduation rates have increased every year, while funded research has gone up 50%, and fundraising has more than doubled. The university’s business accelerator has been very effective in fostering new businesses and creating new jobs and PSU launched reTHink: a campus- wide effort to update the way the university fosters student success.

President Wiewel’s leadership has not gone unnoticed, and since his arrival at PSU he has received the inaugural Presidential Award from the U.S. Green Building Council's Center for Green Schools as well as the Leadership Award from the Council for the Advancement and Support of Higher Education. He has served as chair of the Coalition of Urban Serving Universities and is currently the chair of the American College and University Presidents Climate Commitment, as well as a board member of many other local and national organizations.

In order to maintain close ties and working relationships with the other public educational Presidents, President Wiewel serves on the Presidents Council. He attends all of the State Board of Higher Education Governance and Policy Committee meetings because of the discussion topics, although he does not have a formal role on that committee. He regularly attends and participates in meetings of the full board, as well as any other meetings when his presence is requested.

Additionally, Provost Sona Andrews serves on the Statewide Provost’s Council where new program applications are discussed and reviewed prior to submission to the HECC for final approval. This ensures communication by the state’s public universities in a collegial manner and provides the provost’s an opportunity to discuss educational trends across the state and in higher education in general.

2.A.11 The institution employs a sufficient number of qualified administrators who provide effective leadership and management for the institution’s major support and operational functions and work collaboratively across institutional functions and units to foster fulfillment of the institution’s mission and accomplishment of its core theme objectives.

President Wiewel’s core administrative team consists of the Chief Diversity Officer, the General Counsel, the Provost and Vice President for Academic Affairs, the Vice President of Enrollment Management and Student Affairs, the Vice President for Finance and Administration, the Vice President for Public Affairs and the Chief of Staff, the Vice President for Research and Strategic Partnerships, and the Vice President of University Advancement. Other key members of the senior administrative team include the Director of Institutional Research and Planning and the Director of Athletics.

The academic programs are divided among eight academic schools and colleges, each with a dean responsible for all faculty, staff, students and academic programs. Academic colleges are divided into departments or schools administered by a department head, chair, or director responsible for academic programs leading to degrees, certificates, options or minors requiring a specific group of courses for completion.

Two administrative groups - the President’s Executive Committee and the Provost’s Administrative Leadership Team- ensure institutional decision making is both timely and effective. These groups and their responsibilities are described above.

The Portland State University Foundation Board and the Alumni Association Board consist of experienced professionals and leading members of the community working to enhance the development of the institution. These groups are very important in advancing Portland State University’s core themes to the community and to the alumni of the institution. These boards are instrumental in obtaining external support in fostering the institution’s mission and core themes and advocating for Portland State University’s strategic initiatives.

In addition to ensuring timely institutional decision-making processes, these groups encourage and support open communication and ensure project accomplishment. They also set the tone for cooperative working relationships that provide coordination within and among the university’s various organizational units to ensure the mission and core themes of the university are met.

2.A.12 Academic policies—including those related to teaching, service, scholarship, research, and artistic creation—are clearly communicated to students and faculty and to administrators and staff with responsibilities related to these areas.

Portland State University’s academic policies fall under the purview of the Portland State University Faculty Senate and are communicated through the Office of Academic Affairs webpage. Academic policies relating to teaching, service, scholarship, research and artistic creation are documented in the University Guidelines for Promotion and Tenure . These policies are published and made available to the campus community through the OAA website. In addition to these institutional guidelines, academic departments prepare their own, discipline-specific guidelines which are also shared regularly with faculty and staff.

The Vice President for Enrollment Management and Student Affairs and the Dean of Student Life assist and make students aware of academic policies across campus through orientation sessions, through the student government, and through other means of outreach. Information is also available on the Dean of Student Life webpage.

The Office of General Counsel maintains a University Policy Library where the institution’s Policy on Policies protocol is stated; forms, plans, and templates are provided; and public comments are accepted.

2.A.13 Policies regarding access to and use of library and information resources—regardless of format, location, and delivery method—are documented, published, and enforced.

Policies relating to the use of library and information resources are prominently posted at the Library and Office of Information Technology (OIT) web sites. A specific index of OIT policies is also available publicly. Additionally, policies regarding the library and information technology are listed on the Policies Maintained by Departments webpage.

2.A.14 The institution develops, publishes widely, and follows an effective and clearly stated transfer-of- credit policy that maintains the integrity of its programs while facilitating efficient mobility of students between institutions in completing their educational programs.

Portland State University’s transfer credit policies are also published in the Portland State University Bulletin and Transfer Admissions provides clear details on the various pathways for students transferring to Portland State University. Information includes policies and procedures on those students transferring from 2-year or 4-year institutions, out-of-state institutions, and international institutions. Post-baccalaureate transfer policies are also listed. Additional student services including transfer equivalence, financial aid and scholarships, career center, advising and veteran services are also accessible from the website.

Portland State University prides itself on its relationships with area community colleges. In 2011, the legislature passed Senate Bill 253, setting a goal to have 100% of all Oregonians achieve a high school diploma, 40% achieving an associate’s degree, and another 40% attain the bachelor’s degree. This “40-40-20” plan is the context in which Portland State University seeks continuous improvement for student pathways from community college into the university. In order to improve student success in the transition from community college to university, Portland State University creates articulation agreements, articulation degree maps, and co-admission agreements with area community colleges. In early 2012, Portland State University reaffirmed and strengthened its long-standing relationship with Portland Community College (PCC) through a new articulation agreement designed to support smooth student transfer pathways from Portland Community College to Portland State University. Portland State University has entered into reverse transfer agreements with Portland Community College and Mt. Hood Community College that allow students who transfer from those two institutions to Portland State University to “transfer credits back” to the respective community college to earn their associate degree while working on their baccalaureate degree.

Students 2.A.15 Policies and procedures regarding students’ rights and responsibilities—including academic honesty, appeals, grievances, and accommodations for persons with disabilities—are clearly stated, readily available, and administered in a fair and consistent manner.

The Office of the Dean of Student Life and the Office of Global Diversity and Inclusion work with students to ensure awareness of the policies and the codes of conduct at the institution. The Code of Student Conduct and Responsibility, the Housing Code of Conduct and Internal Management Directives describe the rights and responsibilities of all students. This information is provided to all students through mandatory New Student Orientation sessions, noted on course syllabi, and listed under resources on many university websites. Policies are found on the Dean of Student Life webpage where the process for submitting complaints, information regarding the Student Conduct Committee, and the appeal process is also provided. 51

The Disability Resource Center (DRC) coordinates support services and programs in collaboration with and to empower students who have disabilities to enable improved access to educational services. To accomplish this goal, the DRC provides pre-admission and disability counseling, educational training, advocacy and a variety of accommodations for equal access to the educational process and campus life.

Additional resources include the Bias Response Team and the Coordination Assessment Response and Education (C.A.R.E.) teams. The Office of Global Diversity and Inclusion advocates for a diverse campus environment by promoting student recruitment and retention efforts for historically underserved populations. The U-Belong campaign is an example of some of the tools used by this office to make the campus more welcoming and inclusive. The office works with internal and external community partners serving historically underrepresented students. The Office of Global Diversity and Inclusion also acts as a neutral body authorized to review and investigate complaints of discrimination and harassment involving students and employees. The Equity and Compliance unit, under the Office of Global Diversity and Inclusion, facilitates and enforces institutional compliance with state and federal equal opportunity laws and regulations. In addition, a comprehensive training module entitled “Creating a Culture of Respect: Preventing Prohibited Discrimination and Unlawful Harassment” required for all faculty and staff, establishes a common level of understanding and awareness of discrimination and harassment at Portland State University. In partnership with others, the Office of Global Diversity and Inclusion also hosts a variety of speakers, dialogues, and events advancing the cultural competency of the campus population.

2.A.16 The institution adopts and adheres to admission and placement policies that guide the enrollment of students in courses and programs through an evaluation of prerequisite knowledge, skills, and abilities to assure a reasonable probability of student success at a level commensurate with the institution’s expectations. Its policy regarding continuation in and termination from its educational programs—including its appeals process and readmission policy—are clearly defined, widely published, and administered in a fair and timely manner.

The Portland State University Bulletin specifies the admission requirements and placement policies for undergraduate, graduate, transfer, and international students as well as information for students returning to Portland State University after an absence and transfer credit policies in the “Enrollment Services” section. The “Degree Requirements” section includes topics addressing academic credit, the grading system, academic standing, credit by examination, and appeals and grievances. Both Undergraduate Studies and Graduate Studies have dedicated chapters within the Portland State University Bulletin providing more detailed information to students including website addresses. Enrollment services at Portland State University are administered through the Office of Admissions, Registration and Records in a fair and timely manner. The Admissions website also is a valuable resource for students inquiring into the admissions and placement policies, procedures, and required steps for admission to Portland State University.

2.A.17 The institution maintains and publishes policies that clearly state its relationship to co-curricular activities and the roles and responsibilities of students and the institution for those activities, including student publications and other student media, if offered. 52

The “Student Services” chapter of the Portland State University Bulletin, provides information on support services and co-curricular activities available to students. Materials are also readily available on the Enrollment Management and Student Affairs webpage under Campus Life. Portland State University offers a variety of opportunities for students to become involved in university life, both on campus and within the community. More than 100 student programs and organizations provide meaningful, exhilarating, and joyful experiences through:

 Student Activities and Leadership Programs (SALP)  Associated Students of Portland State University (ASPSU) - Student Governance  Campus Rec  Viking Athletics

The Dean of Student Life office provides leadership for designated student life services and programs and is a resource for students regarding important campus policies. The Dean of Student Life articulates the roles and responsibilities for these co-curricular organizations and enforces the Code of Student of Conduct and expects all students to abide by the code when involved in co- curricular activities.

Student Media at Portland State University comprises of student-operated publications and a graphic design center. The Portland State University Student Media Board Charter provides guidance on membership, duties and authority, guidelines for publication, review procedures, and expectations for fiscal management. The publications are the Vanguard, a daily general-interest newspaper; the Rearguard, a monthly activist newspaper; the Portland Spectrum, a conservative commentary monthly magazine; the Portland Review, a thrice-yearly literary review that publishes fiction, poetry and art; Pathos Literary Magazine; and KPSU, the campus radio station.

Human Resources 2.A.18 The institution maintains and publishes its human resources policies and procedures and regularly reviews them to ensure they are consistent, fair, and equitably applied to its employees and students.

The Office of Human Resources at Portland State University maintains and publishes its policies and procedures on the HR Website under Policies, Contracts and Forms. The Office of Equity and Compliance maintains and publishes its policies and procedures regarding prohibited discrimination. In order to easily locate a specific form, the webpage is divided into six categories: Policies & Contracts, Benefits, Recruit and Hire, Payroll & Employee Information, Position Management, and Performance Management.

In addition, the Associate Vice President for Human Resources serves on the University’s Policy Committee, which meets monthly to review and modify policies, as well as to identify and write new policies as needed. This committee was formed in 2011 to improve policy communication and to ensure the University is consistent and fair in the application of policies with faculty, staff and students.

Portland State University also uses a protected portal network, MyPSU to update employees and students on policy changes. Users access their accounts through a secure login leading to topical tabs that are divided into employee, student, courses, library, and campus themes. Campus 53 announcements, course details, employment details, personal information, employee resources, workshops and other campus information is provided and can be updated by the account user.

2.A.19 Employees are apprised of their conditions of employment, work assignments, rights and responsibilities, and criteria and procedures for evaluation, retention, promotion, and termination.

Employees are apprised of their conditions of employment, work assignments, rights and responsibilities, and criteria and procedures for evaluations, retention, promotion, and termination through the Office of Human Resources website. The HR webpage is the portal to the recruit and hire, job classification/compensation, manager’s corner, talent management, new employees, and separating employees pages.

The Office of Academic Affairs annually updates the Deadlines for Academic Personnel Actions that provides institutional timelines and deadlines for faculty promotion and tenure, annual reviews for tenured faculty, third year reviews for tenured faculty, sabbatical leave requests, departmental chairperson selection, notices of intent not to reappoint for instructional and research faculty, notices of position termination for academic professional staff, and annual review protocol for employees in other academic categories.

2.A.20 The institution ensures the security and appropriate confidentiality of human resources records.

The Office of Human Resources has responsibility for the security and safe-keeping of the employee personnel files, benefits and leaves files, payroll records, and other documents involving employee information. The Office of Information Technology ensures security of the electronic data and that appropriate persons have access to that data. User accounts are monitored to ensure authorized persons have appropriate accessibility to accounts. This custodial responsibility is organized and maintained with adequate staffing and appropriate protocols to ensure the security and appropriate confidentiality of human resources records. Portland State University retains a Personnel Files Assistant, who manages all personnel files and confidential documents stored in a secured file room and archive facility.

Institutional Integrity 2.A.21 The institution represents itself clearly, accurately, and consistently through its announcements, statements, and publications. It communicates its academic intentions, programs, and services to students and to the public and demonstrates that its academic programs can be completed in a timely fashion. It regularly reviews its publications to assure integrity in all representations about its mission, programs, and services.

Portland State University adheres to the highest ethical standards in its representation to constituencies and the public, in teaching, scholarship, and service, in treatment of students, faculty, and staff, and relationships with community, regulatory, and accrediting agencies. The institution continually conducts evaluations of its policies, procedures, and publications to ensure appropriate quality. Institutional updates and curricular changes are communicated to the public through the Portland State University website and through the Portland State University Bulletin, which is updated annually. 54

The University's website, http://www.pdx.edu, hosts more than 250 sites with more than 30,000 pages of content on the institution’s academic programs and admission and graduation requirements. In 2011, the website was redesigned with a cleaner, more consistent look with improved search engine capability and navigation. Portland State University's social media sites include Facebook, Vimeo, Flickr, Foursquare, YouTube, and Twitter, all with growing numbers of followers. Stories and photos about Portland State University's academic programs have appeared in media outlets such as The Oregonian, The New York Times, The Chronicle of Higher Education, Associated Press, Oregon Public Broadcasting and local TV newscasts.

In communicating to the larger community, Portland State University's Office of University Communications focuses its work on three strategic priorities: impact, student success, and excellence. The Office of University Communications closely monitors all of Portland State University's announcements, statements, and publications for clarity, accuracy, and consistency. The institutions’ strategy is to use these three strategic priorities to unify messages, providing consistency, and cohesion. The University's five primary audiences are students and potential students, opinion and business leaders, alumni and donors, faculty and staff, and the public. Portland State University delivers messages across a wide range of mediums, including traditional marketing brochures and materials, earned media, social media, Web-based media, outreach and events. The office also produces the President's annual report card, marketing campaigns, a faculty and staff newsletter, faculty profile, and Portland State Magazine.

2.A.22 The institution advocates, subscribes to, and exemplifies high ethical standards in managing and operating the institution, including its dealings with the public, the Commission, and external organizations, and in the fair and equitable treatment of students, faculty, administrators, staff, and other constituencies. It ensures complaints and grievances are addressed in a fair and timely manner.

The highest ethical standards are expected for all employees and students at Portland State University to ensure the institution remains one of public value, trust, and integrity. OAR 577 Division 41 was used as the foundation for the Portland State Faculty Conduct Code. Most of the institution’s administrative policies are consolidated on the Office of General Counsel’s website. The Professional Standards of Conduct Policy guides expected behavior for all employees. As employees of Portland State University, it is expected that employees adhere to PSU Standards, which governs academic freedom, accounting policies, conditions of service, faculty conduct code, faculty grievance procedures, student records, and the use of buildings, grounds, and services.

Student behavior is governed by the Student Code of Conduct based off of OAR 577 Division 31 Student Conduct Code and implemented through the Dean of Student Life Office. Portland State University provides students opportunities to petition for changes in their academic record through the Scholastic Standards Committee, the Deadline Appeals Board, and the Academic Appeals Board.

Faculty conduct is regulated by Article 27 of the AAUP Collective Bargaining Agreement, with appropriate due process guidelines. Faculty’s right to grieve is protected under PSU Standards Faculty Grievance Procedure and is also covered under the AAUP (Appendix B: Contractual Grievance) and the AFT (Article 10. Grievances) Collective Bargaining Agreements. The Office of Academic Affairs works in collaboration with the Office of Human Resources to facilitate labor management issues. 55

Complaints that are lodged with the President’s Office and the Office of Academic Affairs are thoroughly investigated and responded to in a timely and appropriate manner. The Office of Equity and Compliance, under the umbrella of the Office of Global Diversity and Inclusion, will conduct a prompt and thorough investigation of any complaints alleging prohibited discrimination and unlawful harassment.

2.A.23 The institution adheres to a clearly defined policy that prohibits conflict of interest on the part of members of the governing board, administration, faculty, and staff. Even when supported by or affiliated with social, political, corporate, or religious organizations, the institution has education as its primary purpose and operates as an academic institution with appropriate autonomy. If it requires its constituencies to conform to specific codes of conduct or seeks to instill specific beliefs or world views, it gives clear prior notice of such codes and/or policies in its publications.

Outside employment and activities including conflict of interest are addressed by PSU Standards - Conditions of Service. Portland State also has adopted an internal policy regarding Financial Conflict of Interest Disclosure which can be found on the Research Development and Administration webpage. The AAUP Collective Bargaining Agreement addresses external employment opportunities under Article 36 (Outside Employment).

The Portland State University Foundation is an independent tax-exempt organization, which provides accounting services and systems support for the University's fundraising database, which stores donor and alumni information for Portland State University. This separate status of the foundation is one way Portland State University avoids conflict of interest issues with supporters and donors.

2.A.24 The institution maintains clearly defined policies with respect to ownership, copyright, control, compensation, and revenue derived from the creation and production of intellectual property.

To guide students, faculty and staff in the protection of copyrights and compliance with copyright law, a Copyright Policy based on current copyright laws has been adopted. The committee drafting the campus-wide policy included a cross section of the University community including faculty, library staff, IT, Research and Strategic Partnerships, Instructional Design, Distance Learning, the Portland State University Bookstore, and a private copy company. The policy can be found on the University Library’s webpage and the policy for File-Sharing and Digital Millennium Copyright Act can be located on the Office of Information Technology’s policies and standards webpage. A joint memorandum from the Office of Academic Affairs and the Office of General Counsel reminded all faculty about copyright and coursepack issues. Additionally, the Office of Academic Affairs provides information for all faculty members regarding textbook requirements.

Intellectual Property (IP) rights are governed by PSU Standards, Policies Relating to Inventions, License Agreements, Educational and Professional Materials Development, Patents, and Copyrights and the former Oregon State Board of Higher Education’s Internal Management Directives 6.205 through 6.255. This information is readily available on the webpage of PSU’s Office of Innovation & Intellectual Property (IIP). IIP is responsible for administering the university’s IP policies, and for managing

56 intellectual property around innovations that arise from Portland State University research and other activities. Intellectual Property is also addressed in the AAUP Collective Bargaining Agreement under Article 20 (Intellectual Property/Distance Education).

IIP also handles revenue distribution for Portland State University owned Intellectual Property. If a patent or copyright work generates revenue through a license, the revenue is first used to recover Portland State University's cost of securing the IP and any post-cost patent and copyright revenue is shared with the developers of the IP according to Policies Relating to Inventions, License Agreements, Educational and Professional Materials Development, Patents and Copyrights and IMD - Distribution of Royalties. The distribution of revenue is slightly different for patents and copyrights.

2.A.25 The institution accurately represents its current accreditation status and avoids speculation on future accreditation actions or status. It uses the terms “Accreditation” and “Candidacy” (and related terms) only when such status is conferred by an accrediting agency recognized by the U.S. Department of Education.

Portland State University informs the public of its accreditation status through the Portland State University Bulletin section on Accreditation and its website, which details the institutional accrediting agency NWCCU and the specialized accrediting agencies that Portland State University adheres for standards of quality. In addition to the submission of the NWCCU annual report, Portland State University submits notification to NWCCU of all off-campus course and program location changes. The Office of Student Financial Aid and Scholarships completes updates to the Federal Student Aid Program Participation Agreement to ensure compliance with the U.S. Department of Education.

The Office of Academic Affairs, the Office of Student Financial Aid and Scholarships, the Office of Academic Innovation, and the schools and colleges across campus work closely to ensure implementation and adherence to the amendments of the Higher Education Act (HEA) for State Authorization for Online Programs and disclosure of Gainful Employment information on certificates detailing the length of time required to complete a specific program, a breakdown of program cost, and potential career opportunities for program alumni.

2.A.26 If the institution enters into contractual agreements with external entities for products or services performed on its behalf, the scope of work for those products or services—with clearly defined roles and responsibilities—is stipulated in a written and approved agreement that contains provisions to maintain the integrity of the institution. In such cases, the institution ensures the scope of the agreement is consistent with the mission and goals of the institution, adheres to institutional policies and procedures, and complies with the Commission’s Standards for Accreditation.

Portland State University insures the integrity of the institution by adhering to the Policies/Procedures/Resources established by the University Financial Services and specifically to the “Doing Business with PSU” materials.

Internally the contract office has final authority to approve negotiations but does so with advice and consultation where relevant from department chairs, school/college deans, the Office of Academic Affairs, Office of General Counsel, and the Office of Finance and Administration. When

57 agreements are negotiated between international educational agencies, the Office of International Affairs (OIA) is involved into the process and provides advice on federal laws regarding educational visas and health care. OIA ensures that all international agreements involve the relevant department chairs and deans, as well as OAA, in order to ensure protection for student rights, application of sound business practices, and curricular integrity.

Academic Freedom

2.A.27 The institution publishes and adheres to policies, approved by its governing board, regarding academic freedom and responsibility that protect its constituencies from inappropriate internal and external influences, pressures, and harassment.

As noted on the Office of Academic Affairs webpage, academic freedom is the intellectual and creative foundation of the University and is protected by the PSU Standards. The faculty and administration of Portland State University jointly accept responsibility for maintaining an atmosphere in which scholars may freely teach, conduct research, publish, and engage in other scholarly activities. This responsibility includes maintaining the freedom to examine controversial issues throughout the University, including classroom discussion when such issues are germane to the subject matter of the course. The University does not attempt to control the personal opinion, or the public expression of that opinion, of any member of the faculty or staff of the institution. Indeed, the faculty and administration of Portland State University feel a responsibility to protect the right of each employee to express his or her opinion. But in the exercise of this freedom of expression, faculty members should manifest appropriate restraint, should show respect for the opinions of others, and should make every effort to indicate that they do not speak for the institution unless they have obtained appropriate approval. The issue of Academic Freedom is also addressed in the Collective Bargaining Agreements of AAUP (Article 12. Academic Freedom and Governance) and AFT (Article 6. Academic Freedom and Responsibility). The University Library supports the American Library Association's Library Bill of Rights that protects the intellectual freedom of library users.

2.A.28 Within the context of its mission, core themes, and values, the institution defines and actively promotes an environment that supports independent thought in the pursuit and dissemination of knowledge. It affirms the freedom of faculty, staff, administrators, and students to share their scholarship and reasoned conclusions with others. While the institution and individuals within the institution may hold to a particular personal, social, or religious philosophy, its constituencies are intellectually free to examine thought, reason, and perspectives of truth. Moreover, they allow others the freedom to do the same.

As stated in the Year One Report, “Chapter One: Mission, Core Themes, and Expectations” (p. 3-5) and in 2.A.27, Portland State University maintains a campus environment that promotes and encourages intellectual freedom, the exchange of differences of opinion, and access to the pursuit of knowledge to its administration, faculty, staff, students, and the community. Portland State University welcomes and encourages the scholarly and open exchange of ideas between individuals not affiliated with the institution, with the expectation that these exchanges are respectful and do not violate another individual’s rights.

2.A.29 Individuals with teaching responsibilities present scholarship fairly, accurately, and objectively. Derivative scholarship acknowledges the source of intellectual property, and personal views, beliefs, and opinions are identified as such.

All employees of Portland State University are expected to abide by the code of ethics and policies detailed on the Office of Human Resources webpage with particular attention to a specific conflict of interest policy. PSU Standards, based its Faculty Conduct Code on OAR Division 41which details the responsibilities of faculty as teacher, scholar, colleague, member of the University, administrator, and as a member of the non-academic community providing the right to academic freedom and stressing the practice of intellectual honesty as a scholar. The Office of Research Integrity within the Office of Research and Strategic Partnerships insures university compliance with state and federal regulations governing research in such areas as Animal Care and Use, Human Subjects, Bio-Safety, and Chemical Hygiene/Laboratory Safety.

2.A.30 The institution has clearly defined policies, approved by its governing board, regarding oversight and management of financial resources—including financial planning, board approval and monitoring of operating and capital budgets, reserves, investments, fundraising, cash management, debt management, and transfers and borrowings between funds.

Effective July 1, 2014, Portland State University (PSU) became a separate legal entity from the Oregon University System. With its own Board of Trustees, PSU is no longer governed by the State Board of Higher Education (SBHE). As a result of the legislation effecting this governance transition, PSU has different authorities than it previously had, and rather than promulgating Oregon Administrative Rules (OARs), it will promulgate Policies or Standards. Portland State’s fiscal policies are consolidated in the Financial Services Policies Manual, which includes materials on revenue, accounts receivable, expenditures, financial accounting and analysis, plant funds and fixed assets, reserves and investment management, transfers, records retention requirements, external policies, and fiscal year end processing. Portland State University Financial Services also provides materials on Financial Services Procedures to ensure regularity and consistency.

In 2014, University Advancement, Alumni Relations and the PSU Foundation merged into one entity. The successful merger fueled philanthropic momentum to support the mission of PSU and to ensure adherence to IRS regulations, donors’ rights, and gift compliance. The Portland State University Foundation has its own set of bylaws and provisions to support the mission of the university. The Foundation webpage also provides a detailed guide regarding acceptance and receipting of private gifts and donations to Portland State University as well as in the management and investments of gift accounts. The relationship between the university and the foundation is established in the Foundation Agreement.

Standard 2.B Human Resources

2.B.1 The institution employs a sufficient number of qualified personnel to maintain its support and operations functions. Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions accurately reflect duties, responsibilities, and authority of the position. 59

Portland State University retains a workforce of more than 4,000 to ensure its daily operations and functions are performed at a satisfactory level. As detailed in the following tables, Instructional and Non-Instructional Faculty, Full-Time Instructional Faculty Highest Degree by Rank and Tenure and Full-Time Instructional Faculty by College/School, the personnel have appropriate qualifications for the institution.

Criteria, qualifications, and procedures for hiring of employees at Portland State University are outlined on the Office of Human Resources webpage. Also detailed on the Human Resources web page are the various position types and classifications. The Office of Human Resources has a training and development schedule to ensure employees have the appropriate knowledge to complete required tasks.

Portland State University utilizes the PeopleAdmin software program, which is an online position description, requisition and applicant tracking system. The system allows Portland State University to monitor the progress from position creation through hire. PeopleAdmin also serves as the interface for applicants, who can establish a secure account to log on to the system and search for open positions by working title (with position descriptions), classification title, category of positions, department, posting date, and closing date. Candidates are asked to complete the application form for each position and are allowed to upload their resume or letters of recommendation through this software program.

The Office of Human Resources partners with the Office of Global Diversity and Inclusion in its recruitment and retention efforts by co-hosting events that welcome people from diverse backgrounds, improving job descriptions to make them more inclusive of historically underrepresented populations, and improving data collecting efforts. Progress of these efforts is documented in the Diversity Action Plan.

2.B.2 Administrators and staff are evaluated regularly with regard to performance of work duties and responsibilities.

At Portland State University, administrators and staff are evaluated by their immediate supervisors. Procedures for evaluating all Portland State University employees are detailed on the Office of Human Resources webpage. The review schedule is divided by job classifications including Academic Professionals, Fixed-term Faculty, Tenure Track Faculty, Post Tenured Faculty, Adjunct Faculty, Unclassified/Unrepresented/Excluded Employees, and Student Employees. Employee evaluations are maintained in the Office of Human Resources in dedicated employee personnel files.

The Portland State Board of Trustees conducts the performance evaluation for the Portland State University President and The Office of the President conducts annual evaluations of the institutional Vice Presidents.

The Provost and Vice President for Academic Affairs uses the Deadlines for Academic Personnel Actions to establish the criteria for review for members of the Administrative Leadership Team (ALT), academic deans and vice provosts. The Provost and Vice President for Academic Affairs meets and reviews ALT members on an annual basis but also has implemented a more substantial 60 and rigorous 5 year review, which assesses the individual’s accomplishments, demonstrated competencies to institutional success, improvements and developments, and goal setting. Additional organizational competencies evaluated are to: promote research, foster innovation, create and drive a vision, manage and execute, and lead through influence and trust.

Additionally, other academic administrators and staff follow the established procedures outlined on the Office of Academic Affairs website. The Annual Performance Review for Academic Administrators provides the process, the self-evaluation form, and the reviewer’s summary for administrative evaluations.

2.B.3 The institution provides faculty, staff, administrators, and other employees with appropriate opportunities and support for professional growth and development to enhance their effectiveness in fulfilling their roles, duties, and responsibilities.

Portland State University supports its faculty and staff in continuous professional development. The Office of Human Resources has a Training and Development webpage that lists a number of topics and resources across campus, which are available to employees. The Office of Academic Innovation (OAI) provides dozens of workshops, one-on-one consulting and fellowship opportunities. The university also offers a variety of educational opportunities in the areas of leadership development, learning the Portland State University computer systems and software, and professional development to its employees.

Faculty are entitled to professional development opportunities as negotiated and included in the AAUP and AFT faculty contracts; these typically include professional development funds for research and creative projects as well as travel grants for the presentation of original work at disciplinary conferences. These rights are elaborated in Article 13 of each Collective Bargaining Agreement.

The Office of Academic Affairs website offers a centralized listing of professional development opportunities for Full-time faculty and Part-time faculty. The website provides a brief description of the criteria, lists award amounts, due dates, and specific contact information for each award or grant. The Office of Academic Affairs also provides support and leadership training led by the Vice Provost for Academic Personnel and Leadership Development for the Assistant and Associate Deans which meet monthly and the Department Chairs and Directors which meets quarterly. Each group meets to discuss topics around technical issues, university updates and resources, trends and issues in higher education, and leadership/professional development.

2.B.4 Consistent with its mission, core themes, programs, services, and characteristics, the institution employs appropriately qualified faculty sufficient in number to achieve its educational objectives, establish and oversee academic policies, and assure the integrity and continuity of its academic programs, wherever offered and however delivered.

As stated in 2.B.1., Portland State has the sufficient number of qualified faculty to achieve its objectives. A complete listing of faculty members, including their beginning of academic service at Portland State University, their highest degree awarded, and the institutions where the degrees were earned are listed in the “Directory” of the Portland State University Bulletin. Faculty qualification and 61 expectations do not vary and are consistent regardless of where the program is offered or how delivered.

2.B.5 Faculty responsibilities and workloads are commensurate with the institution’s expectations for teaching, service, scholarship, research, and/or artistic creation.

Faculty workloads and responsibilities are articulated in the employee’s offer letter, which is signed by the department chair, the dean, the provost, and the employee. Faculty expectations are aligned with the goals of the department, school/college, and university. Expectations and alignment of personal goals with institutional goals are reviewed during the performance evaluation process.

2.B.6 All faculty are evaluated in a regular, systematic, substantive, and collegial manner at least once within every five-year period of service. The evaluation process specifies the timeline and criteria by which faculty are evaluated; utilizes multiple indices of effectiveness, each of which is directly related to the faculty member’s roles and responsibilities, including evidence of teaching effectiveness for faculty with teaching responsibilities; contains a provision to address concerns that may emerge between regularly scheduled evaluations; and provides for administrative access to all primary evaluation data. Where areas for improvement are identified, the institution works with the faculty member to develop and implement a plan to address identified areas of concern.

Criteria and processes for faculty evaluation are delineated in the University’s promotion and tenure guidelines entitled Policies and Procedures for the Evaluation of Faculty for Tenure, Promotion, and Merit Increases. Timelines for pre-tenured faculty are outlined in the Deadlines for Academic Personnel Actions. Post-tenure review is regulated by the AAUP Collective Bargaining Agreement in Article 16. Institutional Career Support/Peer Review. Review of fixed term faculty (.5+) and adjunct faculty are governed by the AFT Collective Bargaining Agreement.

The institution works with faculty members when areas for improvement have been identified during the evaluation process with a supplemental expectations letter. The supplemental letter details how the department chair and the departmental promotion and tenure committee will continually evaluate a person’s progress towards established goals and provide counsel and assistance with the expectation that goals will be met.

Standard 2.C – Education Resources

2.C.1 The institution provides programs, wherever offered and however delivered, with appropriate content and rigor that are consistent with its mission; culminate in achievement of clearly identified student learning outcomes; and lead to collegiate-level degrees or certificates with designators consistent with program content in recognized fields of study.

Portland State University offers a variety of programs that evolve from the institution’s mission and location. The institution consists of the College of Liberal Arts and Sciences, the Maseeh College of Engineering and Computer Science, the School of Business Administration, the College of the Arts, the School of Social Work, the Graduate School of Education the College of Urban and Public Affairs, OHSU/PSU joint School of Public Health, and the University Honors College. Located in 62

Portland, the variety of programs and the curriculum have deep connections to the city, the metropolitan region, the state and the Pacific Rim. All programs are approved at the departmental, school/college, institutional, and state-wide levels. The Statewide Provosts Council submitted a letter to the Executive Director of HECC as a statement on academic quality as input into HECC’s Outcomes-Based Funding Technical Workgroup. Programs are reviewed consistently regardless of method of delivery or location. Programs offered off campus or at a new location must submit a Proposal for Delivery of an Existing Program to a New Location to the Portland State Board of Trustees for approval and to HECC and a Substantive Change Proposal to NWCCU for approval.

The quality and rigor of the review process is outlined on the Office of Academic Affairs webpage under the Curricular Change Instructions. Programs and degrees are required to be reviewed at the department level by the chair and departmental curriculum committee; at the school/college level by the dean’s office and school/college curriculum committee; review by the University Budget Team; the University Library; Planning, Construction & Real Estate; the Undergraduate Curriculum Committee or Graduate Council (for graduate programs); the Office of Student Affairs; the program is discussed by the Academic Leadership team; it is presented to the Portland State University Faculty Senate; and upon approval by the Provost acted on by the Academic and Student Affairs Committee of the Portland State Board of Trustees. The program is submitted to the Statewide Provost’s Council by the Provost and then to the Oregon Higher Education Coordinating Coming for final approval and program implementation.

Policies regarding the review of certificates and minors are consistent with the process for programs and degrees, and their review is strictly internal to Portland State University and terminates at the Faculty Senate and Provost level. Certificate and minor proposals are not reviewed by the Oregon Higher Education Coordinating Commission, but submitted for informative purposes only. Both new academic programs and certificates are submitted to the Northwest Commission on Colleges and Universities for inclusion into institutional accreditation.

Since the fall 2013 site evaluation, Portland State University has improved its academic program review process which has become more established across the institution. The process has incorporated the feedback of administrators and faculty to enhance the value of the review process to the institution. A policy was drafted consisting of a policy statement, a reason for policy/purpose, applicability, definitions, policy/procedure, links to related forms, links to related policies, procedures and information, contacts, policy adoption, and history/revision dates. This policy was submitted to the Educational Policy Committee, a Faculty Senate Constitutional Committee in November 2013 for review. The Educational Policy Committee provided input to the guidelines and presented information about the policy and guidelines during the January and February 2014 Faculty Senate Meetings. The Educational Policy Committee formally submitted the policy with accompanying guidelines to the PSU Faculty Senate for recommendation by the faculty at the March 3, 2014 Faculty Senate Meeting. The Faculty Senate has recommended that the policy be approved and the Provost has concurred. This policy dictates a rigorous review and approval process for all new programs and certificates, as well as a systematic 5-7 year cycle review of all existing programs carried out at the college/school level. The Academic Program Review materials are publicly available on the Office of Academic Affairs webpage. At the conclusion of each review the respective dean submits an action plan for discussion and approval by the Provost.

To aid in the communication of a coherent design of all undergraduate and graduate programs, PSU has implemented a Degree Mapping website. This website, available to students, perspective 63 students, parents, advisors, and the community, provides information about advising, careers, degrees and certificates, learning outcomes, and links to departmental webpages. This single location has made access to various forms of information readily available and has provided the public with clearer course and learning expectations of PSU’s programs.

Assessment Portland State University requires periodic program-level assessment reviews through the Academic Program Review process at both the Undergraduate and Graduate levels. Academic programs establish learning outcomes, create an assessment plan and a curricular map, detail program-level assessment activities, and monitor and evaluate the stages of development for each program. The Office of Academic Innovations, with a Director and an Associate Director for Teaching, Learning and Assessment, supports departments by providing resources and feedback to departments regarding their assessment plan and results, in order to encourage every department at Portland State University to use its assessment data to improve student learning.

The Institutional Assessment Council (IAC) is broadly charged with overseeing the implementation and evaluation of the assessment process at Portland State University and reporting annually to the faculty through the Portland State University Faculty Senate. Specific annual charges from the Provost detail the exact action for the year. The IAC conducts ongoing evaluations of the undergraduate campus wide learning outcomes and advising the Office of Graduate Studies on the establishment of graduate learning outcomes.

Portland State University’s assessment activities will be elaborated in Standard 4: Effectiveness and Improvement.

Learning outcomes: Undergraduate Portland State University has institutionalized eight undergraduate campus-wide learning outcomes (CWLO) that were approved by the Portland State University Faculty Senate in March 2009. These learning outcomes provide Portland State University students an educational experience based on the core values and unique strengths reflected in the themes of the University. The outcomes also communicate the University’s priorities to prospective students, help current students understand the guiding principles behind their educational experiences, and provide the framework for campus- wide assessment of student learning. Students are aware of and encounter these outcomes across the curriculum in their general education experiences, through intellectual explorations within their majors, and also outside the classroom through the Office of Student Affairs and co-curricular activities. The learning outcomes are:

 Disciplinary and/or Professional Expertise  Creative and Critical Thinking  Communication  Diversity  Ethics and Social Responsibility  Internationalization  Engagement  Sustainability

All academic programs, both at the undergraduate and graduate levels, are listed on an academic programs webpage, where students, staff, and external visitors are able to access advising resources, program learning outcomes, career information, and degree maps for each program.

The Institutional Assessment Council, (IAC) in conjunction and with support from an Assessment Associate in 2011-2012, initiated two pilot reviews/feasibility studies of the Communication learning outcome. One pilot assessed the Communication learning outcome through a deep analysis of writing assignments in the Division of Political Science. This study analyzed end-of-term writing from two upper division courses. The alternate pilot assessed the writing aspects of the Communication CWLO in upper-level courses across multiple undergraduate departments. The purpose of these two pilot exercises was to develop an instrument that would provide meaningful feedback to faculty about student learning, while simultaneously assessing the institution’s capacity and readiness to apply the pilot to additional learning outcomes. The results of these pilots will be disseminated to the larger community of faculty, staff, and administrators in the IAC’s annual report to the Portland State University Faculty Senate, and the IAC will make recommendations to the Faculty Senate regarding the best course for assessing campus wide learning outcome assessment.

Learning outcomes: Graduate Graduate program learning outcomes are predominantly driven by specialized accreditation standards or governmental regulations but data is also self-reported and differentiated from undergraduate assessment activities in Portland State University’s Assessment Module.

The Proposal for New Course form requires discussion of learning objectives and outcomes. One of the charges of the Institutional Assessment Council for the 2011-12 AY is to inventory the current status of graduate program assessment; develop clear guidelines for what goes into the assessment module from graduate programs; and communicate to graduate program heads what needs to be done.

Online course and program evaluation Portland State University's Office of Academic Innovation (OAI) is assuming greater responsibility for assessment and will expand the systematic assessment approach it has developed for online and hybrid courses. The focus of the outcomes assessment is to help faculty understand what aspects of the course and program are aligning to intent, and which knowledge, concepts, or skills require additional or alternative kinds of attention. In addition, a Quality Matters initiative has been launched, again in context with the advanced design process, to assure the over 1000 online and hybrid courses meet accessibility standards and correspond in design to principles of best practices.

Faculty have taken an interest in the quality of online course content, qualification, and rigor. The PSU Faculty Senate has established an ad hoc committee to provide faculty voice on policies and provide feedback to the campus. The Ad Hoc Committee on On-line Learning is reviewing course and programmatic content and expectations to ensure consistent quality and content regardless of the format of the course. The committee’s specific charge for 2012 was:

1. Assess the demand for new online offerings for our students. 2. Prioritize requests and proposals for support of new fully and hybrid online courses. 3. Develop policies to support departmental choices or plans for level of involvement in online delivery of courses.

4. In collaboration with the Institutional Assessment Council and Center, assist in developing appropriate tools for both face to face and on-line course assessment at PSU.

Academic Program Review Program review processes are key to alignment with institutional mission and core themes, goal setting and continuous improvement efforts across the campus. The Year Three Self-Evaluation Report found that Portland State’s program review process while under development needed finalization which resulted in Recommendation 3 by the evaluation team. As relayed in the 2014 Ad hoc Report to the Commission, Portland State has a functioning Academic Program Review process with a policy, guidelines, a schedule of review, and an action plan where all parties agree upon developmental steps and progress.

2.C.2 The institution identifies and publishes expected course, program, and degree learning outcomes. Expected student learning outcomes for courses, wherever offered and however delivered, are provided in written form to enrolled students.

Course, program, and degree expectations are provided and published in a number of readily available venues for students. Course syllabi are required to detail the specific learning outcomes of the class and work obligations for successful completion of the course. The Portland State University Schedule of Classes is searchable by term, program (including fully online, partially online, and off- campus), word in a course title, or by instructor to assist students in course planning and registration. Brief course descriptions are also provided on the Portland State University Schedule of Classes webpage, on departmental web sites, and through the Portland State University Bulletin to assist students in selecting a desired or appropriate course. The Portland State University Bulletin also outlines the various programs of study at the institution, procedures for master’s and doctoral degrees, and degree requirements. A dedicated chapter of the Portland State University Bulletin is devoted to Graduate Studies where application; admission requirements; tuition, fees, and aid; and degree requirements are provided. School/College websites and chapters devoted to each School/College within the Portland State University Bulletin articulate programs of study and required coursework.

2.C.3 Credit and degrees, wherever offered and however delivered, are based on documented student achievement and awarded in a manner consistent with institutional policies that reflect generally accepted learning outcomes, norms, or equivalencies in higher education.

Faculty members are required to detail course expectations and grading requirements on the course syllabus. If a student contests the awarding of a grade due to a prejudice or capricious evaluation, there is a process through the Academic Appeals Board for a hearing.

Portland State University’s expectations for obtaining a degree are outlined in the Portland State University Bulletin, under the Degree Requirement section. This section details University Requirements; University Studies; Requirements for Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Music, Bachelor of Science Degrees; and Major Requirements. Requirements for a baccalaureate degree are also provided under the Advising webpage. The Graduate Studies section of the Portland State University Bulletin provides information on the degree requirements including oral, written and final examinations.

Undergraduate students whose cumulative Portland State University GPA falls below a 2.0 are placed on Academic Warning or for continued performance are placed on Academic Probation leading to Academic Dismissal. Graduate Students must maintain a Portland State University 3.0 GPA. The expectations are detailed in the Portland State University Bulletin and on the Academic Standings web page. Students must petition the Scholastic Standards Committee for reinstatement and the petition must include a personal statement, an academic plan, and a letter of recommendation from an advisor or instructor.

Portland State University uses the Degree Audit Reporting System (DARS) which aids in tracking student degree progress and in understanding requirements. This report applies completed courses, including transfer courses accepted to Portland State University to the University's graduation requirements. Upon admission, transfer students receive a generic DARS audit that lists the accepted transfer credits and shows how they apply to the Portland State University general education and degree requirements. Portland State University students may run DARS reports that reflects requirements specific to major, degree, and catalog year and may run multiple DARS audits.

DARS audits are to be used as unofficial advising tools and are not intended to be a promise or guarantee of progress toward a degree, major, minor, or certificate. Certification of completion of academic requirements is made when students apply for graduation. At that time, a student’s graduation application and DARS audit will be reviewed by the Office of Degree Requirements.

Graduate degree audits are also completed by the automated degree auditing system (DARS) for Masters Degrees. DARS reports are available to graduate students and their advisers.

Undergraduate students must apply for a degree or certificate two quarters prior to their expected date of completion. The Application for Undergraduate Degree (or Certificate) is available on the online Registration Forms page or from Degree Requirements in Neuberger Hall. Students are encouraged to meet with their academic adviser prior to submitting the degree application.

Master's, doctoral and graduate certificate program students must apply for a degree one quarter prior to their expected date of graduation. The Application for Awarding of Master's or Doctoral Degree, or Graduate Certificate is available on the Graduate Studies Forms page or at the Office of Graduate Studies. Advanced degree and graduate certificate candidates should see their adviser and the Graduate Studies Office concerning graduation requirements and clearance.

2.C.4 Degree programs, wherever offered and however delivered, demonstrate a coherent design with appropriate breadth, depth, sequencing of courses, and synthesis of learning. Admission and graduation requirements are clearly defined and widely published.

The Portland State University curricular approval process demonstrates how the various levels of the institution provide feedback in the structure, difficulty and determination of the courses that are required in the degree program. Upon internal approval by the faculty and administration, the proposal is submitted to the Portland State Board of Trustees. Approval at the Statewide Provosts Council level, affirms that Portland State University’s peers approve of the programmatic academic content and rigor. Portland State University submits notification to NWCCU after new programs are approved by the Oregon Higher Education Coordinating Commission. External evaluations

67 during program review and accreditation site visits also endorse and provide continual review of the academic quality and accountability of the institution.

The admission and graduation requirements for students at Portland State University are easily accessible to students through the Portland State University webpage and in the Portland State University Bulletin. There are different categories and requirements for admission to Portland State University for undergraduate, transfer, international, and graduate students.

2.C.5 Faculty, through well-defined structures and processes with clearly defined authority and responsibilities, exercise a major role in the design, approval, implementation, and revision of the curriculum, and have an active role in the selection of new faculty. Faculty with teaching responsibilities take collective responsibility for fostering and assessing student achievement of clearly identified learning outcomes.

At the heart of Portland State University’s curricular processes is the institution’s faculty. Faculty members form the basis of the departmental and school/college curriculum review committees. These committees provide feedback and evaluations on the academic rigor, integrity, the design, approval and implementation of the Portland State University curriculum. Faculty constitutional committees, Scholastic Standards Committee, the Undergraduate Curriculum Committee, and Graduate Council, also provide broad institutional review before the curriculum is voted on by the Portland State University Faculty Senate.

Faculty members also play a key role in the hiring of their colleagues at Portland State University. Departments initiate searches by convening a faculty committee, drafting a proposal to recruit and writing a position description. Faculty members review the position applications and make recommendations for finalist interviews. Faculty members have the ability to review the candidate’s application materials and can provide feedback when candidates visit the institution during the hiring process. Most candidates, as part of the campus visit stage, must give a public presentation to the campus at large which provides another opportunity for broader institutional feedback on the candidate’s topical knowledge and presentation skills. The hiring process at Portland State University involves numerous areas working cooperatively. Department committees must work with the chair, the Dean’s Office, the Office of Human Resources, the Budget Office, the Office of Global Diversity and Inclusion, and the Office of Academic Affairs.

Teaching faculty members are responsible for evaluating and grading student work as identified on the course syllabus. Faculty file grades electronically through the Portland State University Information System, a secure website for the Portland State University community. Faculty log into the secure site and access their course through the Faculty Services Tab. A link to “Final Grades” allows faculty to enter their grades and then submit the grades into the PSU information system. Faculty grading deadline is the Tuesday following finals week by 5:00 pm.

2.C.6 Faculty with teaching responsibilities, in partnership with library and information resources personnel, ensure that the use of library and information resources is integrated into the learning process.

Librarians provide teaching faculty with instructional support in whatever forum or format desired, from information for faculty members to use in their classes, to web-based research guides, to librarian-led instruction sessions tailored to student assignments. They work with faculty and peer mentors in University Studies to integrate information literacy and library research skills into Freshman Inquiry (FRINQ), Sophomore Inquiry (SINQ), and cluster courses. At the request of teaching faculty, they also provide instruction sessions for introductory research-in-the-discipline classes (such as: PSY 321, ENG 300, HST 300, BA 301, and BA 311). The librarians also support graduate students through new student orientations for specific programs, drop-in graduate student workshops, guest lectures in the research methods course in graduate programs, and consultations for thesis and doctoral literature reviews.

As online course offerings have increased, the Library has created a greater number and variety of online, discipline-specific, course-specific, and skill-based research guides and tutorials. Many of these are closely integrated into D2L (University’s course management system), enabling point-of- need access to library resources and services.

Subject librarians continually work with departmental faculty to assess and enhance Library collections to ensure that resources to support the curriculum are available.

2.C.7 Credit for prior experiential learning, if granted, is: a) guided by approved policies and procedures; b) awarded only at the undergraduate level to enrolled students; c) limited to a maximum of 25% of the credits needed for a degree; d) awarded only for documented student achievement equivalent to expected learning achievement for courses within the institution’s regular curricular offerings; and e) granted only upon the recommendation of appropriately qualified teaching faculty. Credit granted for prior experiential learning is so identified on students’ transcripts and may not duplicate other credit awarded to the student in fulfillment of degree requirements. The institution makes no assurances regarding the number of credits to be awarded prior to the completion of the institution’s review process.

In 2002, the interim dean of the School of Extended Studies, in conjunction with the then Vice Provost for Curriculum in the Office of Academic Affairs, developed a proposal for credit for prior learning through portfolio review after it was raised in a memorandum by the Oregon University System in September 2001. The proposal was updated in 2005 and the Faculty Senate resolved on February 2005 that “Portland State University should implement Credit for Prior Learning as soon as possible. The Academic Requirements Committee should determine steps necessary for implementation.”

The Vice Provost for Extended Studies hired an outside consultant to provide a cost analysis for implementing Credit for Prior Learning centrally with a dedicated coordinator. The report found that allocating resources for a centralized process was not cost effective.

At the May 5th, 2014 Portland State Faculty Senate meeting, a motion was presented for a vote to clarify academic policies related to the official PSU transcript and the use of CPL credit towards a PSU degree, in follow-up to the 2005 resolution approved by the Faculty Senate, whereby portfolio review type Credit for Prior Learning (CPL) was approved at PSU, the policy was submitted at the April 7th meeting document E-3. Additionally, a Provost Challenge Project –(#92 “Giving Credit Where Credit is Due”) explored the feasibility of using common and innovative digital assessment methodologies such as personal narratives, critical incident techniques, generative interviews, and e- 69 portfolios to evaluate and translate insights/experiences/skills acquired through paid and volunteer work as well as performance on MOOCs, into college level learning outcomes, and establish academic principles to guide the credible implementation of these practices and methodologies. For Fall 2015, CPL is available to PSU students in 18 courses across six departments.

2.C.8 The final judgment in accepting transfer credit is the responsibility of the receiving institution. Transfer credit is accepted according to procedures which provide adequate safeguards to ensure high academic quality, relevance to the students’ programs, and integrity of the receiving institution’s degrees. In accepting transfer credit, the receiving institution ensures that the credit accepted is appropriate for its programs and comparable in nature, content, academic quality, and level to credit it offers. Where patterns of student enrollment between institutions are identified, the institution develops articulation agreements between the institutions.

The Portland State University Bulletin details the procedures for undergraduate students returning to the university after an absence and the transfer credit policies of the institution. Transfer credit policies are divided into accredited colleges and universities, unaccredited institution, and foreign colleges and universities. Additional information to students about Portland State University’s co-admission programs, associate degree transfers, credits earned at vocational and technical school, the Oregon Transfer Module (OTM), correspondence credit, community and junior college, National Student Exchange Program, college courses completed before high school graduation, and health science professions can also be found in the Portland State University Bulletin.

At the undergraduate level, links to information about the transfer of credits can be found on the How Credits Transfer, the Minimum Admission Requirements: Transfer, and the Transferology Course Equivalency System webpages

Transfer Admissions evaluates credits from accredited colleges and universities. Portland State University accepts college-level credits earned in academic degree programs at colleges and universities accredited by regional accrediting associations and as recommended in Transfer Credit Practices of Designated Educational Institutions. All courses are evaluated to be either equivalent or parallel to Portland State University courses. Equivalent means that the catalog course description is substantially equal to that in the Portland State University Bulletin. Parallel means that the course is in a discipline which is offered by Portland State University, even though Portland State University does not offer the specific course.

In general, courses taken at a regionally accredited institution that are college-level (i.e., not developmental) will transfer. Some limitations do apply, including:

 maximum 12 credits of vocational/technical coursework  maximum 124 credits from a community/junior college  maximum 24 credits of English as a Second Language.

If Portland State University offers a similar course at the same level, the course will usually transfer as a direct equivalency (i.e., with a specific course number). If Portland State University does not offer a similar course, or offers it at a different level, the course may transfer as either elective credit

70 from a specific department (LD for lower division; UD for upper division) or as general elective credit.

As part of the admission process, students must submit an official transcript from each college they have attended. Upon admission, students receive a transfer evaluation report listing how transfer courses were accepted and how they apply towards Portland State University's graduation requirements.

At the graduate level, the request to accept transfer credit into a degree program is made via a GO- 21 form. The graduate programs review the transfer credit request to make a determination regarding content area. The request is then forwarded to the Office of Graduate Studies, which ensures that the administrative requirements have been met, including: the courses must be at the graduate level; must be letter graded B- or higher; must not be graded Pass (or similar grading method); must not be used for any other degree at any institution; must be no older than seven years old at the time the master’s degree is awarded; must be applicable to a master’s degree at originating institution without qualification; and must not be correspondence credit. No more than one-third of the degree program can be transfer credits. Transfer credits are only accepted from regionally accredited institutions or international equivalents.

Undergraduate Programs 2.C.9 The General Education component of undergraduate programs (if offered) demonstrates an integrated course of study that helps students develop the breadth and depth of intellect to become more effective learners and to prepare them for a productive life of work, citizenship, and personal fulfillment. Baccalaureate degree programs and transfer associate degree programs include a recognizable core of general education that represents an integration of basic knowledge and methodology of the humanities and fine arts, mathematical and natural sciences, and social sciences. Applied undergraduate degree and certificate programs of thirty (30) semester credits or forty-five (45) quarter credits in length contain a recognizable core of related instruction or general education with identified outcomes in the areas of communication, computation, and human relations that align with and support program goals or intended outcomes.

Portland State University has a long-standing commitment to an integrated and engaging general education experience. In 1994 the faculty senate passed the University Studies program, an innovative, interdisciplinary general education program focused around four learning goals: communication, the diversity of the human experience, ethics and social responsibility, and critical thinking.

University Studies (45 credits): Freshman Inquiry 15 credits Sophomore Inquiry 12 credits Junior Clusters 12 credits Senior Capstone 6 credits

The University Honors College (45 credits) is an alternative general education program, established in 1969. The focus of the honors program is more explicitly on research methodologies in the social

71 sciences, sciences and humanities with a continued attention to the human experience and the creation of knowledge. Like University Studies, University Honors College offers a core of integrated coursework:

Foundations: HON 101, 102, 103 15 credits Methods: HON 201, 202, 203 12 credits Total lower-division Honors credits required 27 credits

UHP Seminars HON 407 4-12 credits Thesis research and project HON 401, 403 6-10 credits Internship 0-8 credits Departmental Honors Seminars 0-8 credits Honors Contracts 0-4 credits Honors Colloquia 0-4 credits Total upper-division credits required 18 credits

Assessment of general education Assessment has been an integral part of the University Studies program since its inception. All first- year students complete a holistic electronic portfolio which asks them to address their learning in relationship to the four goals of University Studies. During the summer, faculty and graduate students rate these portfolios against rubrics that were created by faculty for each of the goals. Two goals are measured in alternate years. A final report on assessment is created every year and presented to faculty teaching University Studies courses and available each year on the UNST website.

Assessment in University Honors has also taken place but on a lesser scale for the smaller program. Students create portfolios of their writing in the first and second years as well as during their senior year. Honors faculty members assess these portfolios. Beginning in 2011-12, an assessment grant in University Honors is focusing specifically on the Honors theses. Faculty from across campus have been invited to help evaluate the honors thesis and to help create a rubric which will be reviewed by the Honors faculty as well as by the Honors Council, a faculty group established by the Faculty Constitution and reporting to the Portland State University Faculty Senate annually.

2.C.10 The institution demonstrates that the General Education components of its baccalaureate degree programs (if offered) and transfer associate degree programs (if offered) have identifiable and assessable learning outcomes that are stated in relation to the institution’s mission and learning outcomes for those programs.

In the spring of 2010, the Faculty Senate passed the campus-wide learning outcomes, which include the University Studies outcomes and expand upon them. University Studies is reviewed by a standing faculty senate committee, the University Studies Council while University Honors is reviewed by a separate senate committee, the Honors Council. Additionally, the Institutional Assessment Council has taken the lead in tracking the new campus-wide learning outcomes across the entire curriculum.

Campus-wide Learning Outcomes Portland State University strives to provide its students an educational experience based on the core values and unique strengths reflected in the following undergraduate learning outcomes. These outcomes communicate the University’s priorities to prospective students, help current students understand the guiding principles behind their educational experiences, and provide a framework for campus-wide assessment of student learning. Through engaging with these outcomes in their broad- based general education experiences, in-depth intellectual explorations within their majors, and the opportunities they encounter outside the classroom through Student Affairs and extra-curricular activities, students will graduate from Portland State University prepared to contribute responsibly to society in the 21st century.

 Disciplinary and/or Professional Expertise Students will gain mastery at a baccalaureate level in a defined body of knowledge through attainment of their program’s objectives and completion of their major.

 Creative and Critical Thinking Students will develop the disposition and skills to strategize, gather, organize, create, refine, analyze, and evaluate the credibility of relevant information and ideas.

 Communication Students will communicate effectively in a range of social, academic, and professional contexts using a variety of means, including written, oral, numeric/quantitative, graphic, and visual modes of communication using appropriate technologies.

 Diversity Students will recognize and understand the rich and complex ways that group and individual inequalities and interactions impact self and society.

 Ethics and Social Responsibility Students will develop ethical and social responsibility to others, will understand issues from a variety of cultural perspectives, will collaborate with others to address ethical and social issues in a sustainable manner, and will increase self-awareness.

 Internationalization Students will understand the richness and challenge of world cultures and the effects of globalization, and will develop the skills and attitudes to function as “global citizens.”

 Engagement Students will engage in learning that is based on reciprocal and mutually beneficial relationships, and through this engagement will apply theory and skills in diverse venues, linking the conceptual to the practical.

 Sustainability Students will identify, act on, and evaluate their professional and personal actions with the knowledge and appreciation of interconnections among economic, environmental, and social perspectives in order to create a more sustainable future.

The complete report of the 2010-2011 Institutional Assessment Council is available to the campus with other annual reports.

2.C.11 The related instruction components of applied degree and certificate programs (if offered) have identifiable and assessable learning outcomes that align with and support program goals or intended outcomes. Related instruction components may be embedded within program curricula or taught in blocks of specialized instruction, but each approach must have clearly identified content and be taught or monitored by teaching faculty who are appropriately qualified in those areas.

Portland State University does not offer Associate of Arts (AA) or Associate of Science (AS) degrees. Nor does Portland State University offer an Associate of Applied Science (AAS) degree program. At present, all undergraduate certificate programs are concurrent programs and students cannot enroll at Portland State University solely to complete a certificate program, it must be in conjunction with a baccalaureate program. The faculty will soon be discussing pre-baccalaureate certificates this fall.

All Portland State University certificates are awarded within major programs or degrees and therefore have very clearly articulated learning outcomes. New programs must articulate their learning outcomes, which are subsequently reviewed by the appropriate Faculty Senate committees and ultimately by the Faculty Senate proper. Portland State University complies with the U.S. Department of Education’s requirements pertaining to gainful employment by having each certificate program post the mandated information: length of program, cost of program, employment opportunities, and debt.

Graduate Programs 2.C.12 Graduate programs are consistent with the institution’s mission; are in keeping with the expectations of their respective disciplines and professions; and are described through nomenclature that is appropriate to the levels of graduate and professional degrees offered. They differ from undergraduate programs by requiring greater depth of study and increased demands on student intellectual or creative capacities; knowledge of the literature of the field; and ongoing student engagement in research, scholarship, creative expression, and/or appropriate high-level professional practice.

All new program proposals are required to address how the proposed program supports Portland State University’s mission and goals for access, student learning, research, and/or scholarly work, and service, as well as its connection to the institution’s strategic priorities. Through the eight academic schools and colleges, Portland State University offers 20 doctoral programs and over 70 Masters’ programs, as well as nearly four dozen graduate certificate programs.

The Graduate Council (GC) is the body charged with carefully reviewing all curricular proposals at the graduate level. Each proposal is first reviewed by a panel of three GC members and is then brought to the full GC for their review. For course proposals, special attention is paid to the need to differentiate between undergraduate and graduate course requirements for 400/500-level courses, how thoughtfully the question regarding library resources has been addressed, credentials of proposed instructors, and possible overlap with courses in other departments. All proposed new 74 programs must demonstrate adequacy of resources to deliver a quality program. They must also address outcomes and quality assessment. All programs must be reviewed and approved by the Portland State Board of Trustees and then submitted to the Statewide Provost’ Council for discussion and approval. All programs are forwarded to the HECC for final approval and program implementation. Upon HECC approval, all new programs are submitted to NWCCU for inclusion in institutional accreditation.

Portland State has a comprehensive and formal academic program review process where all graduate programs are regularly reviewed. The majority of graduate students at Portland State University are enrolled in programs with specialized accreditation, to ensure program quality is consistent with programmatic accreditation standards.

2.C.13 Graduate admission and retention policies ensure that student qualifications and expectations are compatible with the institution’s mission and the program’s requirements. Transfer of credit is evaluated according to clearly defined policies by faculty with a major commitment to graduate education or by a representative body of faculty responsible for the degree program at the receiving institution.

At Portland State University, all undergraduate admissions are handled centrally through Enrollment Management and Student Affairs, while graduate student admissions are overseen by the Office of Graduate Studies (OGS) which has an online graduate admission process. Graduate students are recommended for admission by the academic program to which they seek admission based on said program’s own high standards. The Office of Graduate Studies makes determinations regarding department requests to admit students not meeting minimum university requirements (i.e., minimum GPA, TOEFL), by means of a GO-20 form (as students are not allowed to handle this form, it is not available electronically). The university recognized the need to move to a centrally administered one-step on-line application process for graduate program and recently completed this project.

Graduate degree audits are completed by an automated degree audit system to ensure satisfactory completion of the program of study.

As noted in 2.C.8 above, at the graduate level, the request to accept transfer credit into a degree program is made via a GO-21 form. The graduate programs review the transfer credit request to make a determination regarding content area. The request is then forwarded to the Office of Graduate Studies, which ensures that the administrative requirements have been met, which are: the courses must be at the graduate level; must be letter graded B- or higher; must not be graded Pass (or similar grading method); must not be used for any other degree at any institution; must be no older than seven years old at the time the master’s degree is awarded; must be applicable to a master’s degree at originating institution without qualification; and must not be correspondence credit.

OGS compiles a list of policies and procedures which includes academic standing (monitored by OGS) and applying for graduation to assist students.

2.C.14 Graduate credit may be granted for internships, field experiences, and clinical practices that are an integral part of the graduate degree program. Credit toward graduate degrees may not be granted for 75 experiential learning that occurred prior to matriculation into the graduate degree program. Unless the institution structures the graduate learning experience, monitors that learning, and assesses learning achievements, graduate credit is not granted for learning experiences external to the students’ formal graduate programs.

Many of the professional and applied masters degree programs at Portland State University require internship, practicum or field experiences as part of the degree program of study. Examples include the Masters of Social Work, Counselor Education programs, and Speech and Hearing Sciences program, among others. These experiences are overseen by the faculty of the specific program, who structure, monitor and assess the student's learning experience. In addition to those programs in which internship, practicum or field experience is included in the degree requirements, there are several programs in which internships are available for elective credits. When credits are awarded for internships as elective credits, the learning experience is similarly monitored and assessed by a faculty adviser. In some programs, students receive credit for internship and/or field experience (such as student teaching, clinical experience) as required for licensure in their respective fields, but not applied toward the awarding of a graduate degree.

Portland State University does not grant graduate level credit for experiential learning that occurred prior to matriculation into the graduate degree program. Graduate credit is not given for learning experiences external to a student’s formal graduate program.

2.C.15 Graduate programs intended to prepare students for research, professional practice, scholarship, or artistic creation are characterized by a high level of expertise, originality, and critical analysis. Programs intended to prepare students for artistic creation are directed toward developing personal expressions of original concepts, interpretations, imagination, thoughts, or feelings. Graduate programs intended to prepare students for research or scholarship are directed toward advancing the frontiers of knowledge by constructing and/or revising theories and creating or applying knowledge. Graduate programs intended to prepare students for professional practice are directed toward developing high levels of knowledge and performance skills directly related to effective practice within the profession.

Portland State University has 20 doctoral programs and more than 70 Masters’ programs as well as nearly four dozen graduate certificate programs. The graduate programs at Portland State University are approved by the Oregon Higher Education Coordinating Commission and accredited by specialized agencies and through NWCCU. The faculty members in these programs have primary responsibility for assuring the high level of expertise, originality and critical analysis of the graduate students completing degrees in their respective programs. The graduate programs are designed and approved to prepare students to succeed and excel in their areas of study through research, the application of knowledge, scholarship, and skill development.

Continuing Education and Non-Credit Programs 2.C.16 Credit and non-credit continuing education programs and other special programs are compatible with the institution’s mission and goals.

All continuing education programs, credit and noncredit, go through a formal review process that ensures the course/program is in alignment with the University and department’s mission and goals and all programs are reviewed on a regular basis.

Credit Programs All credit programs are reviewed and approved by an academic department which awards credit for the program. Many, if not most of the programs, are developed collaboratively between the department and the continuing education unit. One of the primary review criteria is that the program meets the mission of the University and aligns with University and departmental goals. There is a formal process for approval for undergraduate majors and minors, degree programs, licensure programs, and graduate certificates. If the continuing education unit offers a parallel program to an in-load program, that review has already taken place, and the continuing education unit continues to ensure that the program matches the university’s mission. If continuing education offers a unique program, it will work with the appropriate department(s) to go through the institutional approval process (e.g., departmental curriculum committee, department approval, school or college curriculum committee, school or college faculty, Curriculum Committee and/or Graduate Council, Faculty Senate Budget Committee, Faculty Senate, the Provost, Portland State University Board of Trustees, the Statewide Provosts’ Council and the Higher Education Coordinating Commission).

Non-Credit Programs All non-credit program proposals go through a college/department-specific review process which utilizes critical demographic and economic data to ensure programs align with the University’s mission and goals, and fill an identified need within the community. The process includes an environmental scan and market research of the target audience to ensure adequate demand. Input is solicited from advisory groups, academic departments, and local stakeholders.

2.C.17 The institution maintains direct and sole responsibility for the academic quality of all aspects of its continuing education and special learning programs and courses. Continuing education and/or special learning activities, programs, or courses offered for academic credit are approved by the appropriate institutional body, monitored through established procedures with clearly defined roles and responsibilities, and assessed with regard to student achievement. Faculty representing the disciplines and fields of work are appropriately involved in the planning and evaluation of the institution’s continuing education and special learning activities.

Academic Quality An ad hoc Task Force on Academic Quality was convened by the PSU Faculty Senate in the fall of 2014 and first met in January 2015. The task force consisted of seven tenure-line faculty, one AAUP representative (NTTF), three administrators, and one student and surveyed the campus to obtain perceptions about academic quality for the three core areas of University activity -- research, teaching, and service -- from faculty, academic professionals, and administrators. The task force has developed a roadmap of activities and has requested that the Faculty Senate extend the groups charge.

All new continuing education courses and programs are developed jointly with an academic department(s), involving fixed-term and tenure-track faculty and are approved through the institutional curricular process. In addition, experts from the community are often involved in an 77 advisory committee that provides input into the curriculum. All courses and programs must meet University learning objectives, school/college learning goals and dispositions, departmental learning goals, and appropriate state and national standards. All of the courses and/or programs developed include an assessment of student learning component within the context of the assessment plan for the specific area where the courses are offered.

One example of active faculty involvement is demonstrated by the Graduate School of Education. Every endorsement, licensure, and degree program offered through continuing education has a faculty liaison, who provides curricular oversight, academic counsel, student advising, and assures compliance with the existing assessment plan for the program. Continuing education programs must also comply with specialized accreditation review (i.e., NCATE, CORE, CACREP, NWCCU) as any credit program in the Graduate School of Education. Courses and programs are only developed and offered if the department and/or the continuing education unit have identified a need for the courses/programs.

Approval and Monitoring All continuing education credit offerings, regardless of their delivery format, must follow institutional curricular protocol for approval and must be offered through an academic department on campus. Each school/college and/or department has its own specific internal approval process, and the unit offering the continuing education courses follows that process. The standard procedure follows this design:

 The departmental curriculum committee,  The department as a whole/Chair signature,  The school or college/Dean’s signature, to ensure adequate resources available  The Undergraduate Curriculum Committee and/or Graduate Council,  The Faculty Senate  The Provost Office

Programmatic courses, regardless of delivery format, that are offered multiple times as an omnibus course must go through the new course proposal process to obtain a discrete number in an academic unit. This process is consistent campus-wide when all omnibus course offerings are transitioned to discreet course numbers.

Consistent with institutional policy, all new programs, regardless of delivery mode, are identified, developed, and implemented collaboratively by the appropriate academic unit(s) and the continuing education unit(s). They are reviewed by the Provost. If they appear to be academically and financially viable, the approval process is:

 The departmental curriculum committee,  The department as a whole/Chair signature,  The school or college/Dean’s signature,  The Undergraduate Curriculum Committee and/or Graduate Council,  The Faculty Senate Budget Committee,  The Faculty Senate,  The Provost,

 The Statewide Provosts’ Council  The Higher Education Coordinating Commission  The Northwest Commission on Colleges and Universities

Student Achievement All programs, regardless of delivery mode, in-load offering, or offered through continuing education, assess student learning through the same process. If the continuing education program is a parallel program, simply offered through a different delivery format or in a different location, it undertakes and/or is included in the same plan for assessment of student learning as the on-campus program in collaboration with the sponsoring department. Department chairs and faculty review the results and work with continuing education to make changes to the program based on student learning. If the continuing education program is unique (the only program offered on campus), it develops a plan for assessment of student learning in conjunction with the department(s) awarding credit for the course work and implements the plan. The department chair reviews the results and works in conjunction with continuing education administrators to make appropriate changes to the program based on student learning.

At the course level, department chairs, who have approved the faculty teaching continuing education courses, review the class evaluations for the courses in their department. If there is an issue with the faculty member teaching the course (e.g., unclear expectations, not responding to students), the chair will raise the issues with the faculty member or take further steps as needed. Faculty members teaching in continuing education courses adhere to campus policies, guidelines, and timelines for performance evaluations.

2.C.18 The granting of credit for Continuing Education Units (CEUs) for continuing education courses and special learning activities is: a) guided by generally accepted norms; b) based on institutional mission and policy; c) consistent across the institution, wherever offered and however delivered; d) appropriate to the objectives of the course; and e) determined by student achievement of identified learning outcomes.

Portland State University’s noncredit programs maintain and administer policies for the granting of CEUs that comply with the International Association of Continuing Education and Training (IACET) guidelines and criteria. Noncredit offerings are reviewed for alignment with the institutional mission, and their content and instruction is approved by the appropriate academic department before they are offered by a continuing education unit. Programs are often developed in collaboration with academic units.

Portland State University uses the Destiny One – The Lifetime Learning Platform software system to ensure greater consistency and institutional control across all units offering noncredit classes. Destiny One works with other educational management systems such as SunGard Banner, Datatel and PeopleSoft, to streamline enrollment, curriculum, finance and marketing. In providing security to students, Destiny One supports the highest software security standards and has the highest certification for payment application and cardholder information.

CEUs will be commonly defined, and there is a repository for transcripts. Training is provided for those individuals who use the Destiny One program. The curriculum and learning objectives for

79 noncredit offerings are based on meeting professional standards/competencies and practitioners’ needs. CEUs are only awarded at the completion of the noncredit offering.

2.C.19 The institution maintains records which describe the number of courses and nature of learning provided through non-credit instruction.

Destiny One serves as the database for Portland State University’s noncredit offerings, which includes information on enrollment, content, instructor, logistics, and fees. The Graduate School of Education monitors the Continuing Education offerings and the PSU Noncredit Solutions Team and serves all other schools and colleges on campus. This information is provided yearly to the Northwest Commission by PSU in its annual report to NWCCU.

In December 2011, Portland State University migrated information and data from its previous system, Peopleware, (which had provided certificates for noncredit offerings and had been the repository for transcripts) to a new software system, Destiny One. Destiny One provides more detailed information and better suits the needs of the university by documenting course descriptions, instructors, logistics, fees, and attendance information. The Continuing Education noncredit offerings were included in the migration and the plan is to integrate all future Portland State University noncredit offerings from other areas of campus (e.g., School of Social Work, College of Urban and Public Affairs) into this new software system. Destiny One was selected through an extensive RFP process led by and external consultant with a number of Portland State University personnel involved in the evaluation of that software program.

Standard 2.D – Student Support Resources

2.D.1 Consistent with the nature of its educational programs and methods of delivery, the institution creates effective learning environments with appropriate programs and services to support student learning needs.

Student and campus services are published in the Portland State University Bulletin with web addresses, telephone numbers, and email addresses. The division of Enrollment Management and Student Affairs is led by the Vice President for Enrollment Management and Student Affairs, with a highly qualified staff of administrators. Enrollment Management and Student Affairs is a student-centered organization, dedicated to the advancement of student success and student learning at Portland State University. Enrollment Management and Student Affairs seeks to enhance students' experiences by establishing a vital co-curricular program and providing support services that help students attain their personal, academic, and professional goals.

Enrollment Management and Student Affairs at Portland State University facilitates and enhances student learning and success through intentionally connecting parts of the student experience into a whole education. Its goals are to enrich and complement student learning by providing opportunities for involvement in meaningful activities within the University community and the larger urban community. Finally, it provides services that facilitate a student's transition to the University and remove barriers to student success.

Enrollment Management and Student Affairs units provide essential services and programs to enhance student enrollment, retention, graduation and learning outside-of-classroom. Enrollment Management and Student Affairs is organized into six areas of aligned services and programs.

 Campus Recreation  Dean of Student Life  Diversity & Multicultural Student Services  Enrollment Management  Housing & Residence Life  Center for Student Health & Counseling

Within these alignments, there are unique departments, centers and programs designed to support student needs. Research has consistently shown that student learning, development, engagement, motivation, sense of belonging, retention and success are all enhanced through student support services.

Campus Recreation Programs

 Aquatics and Safety  Fitness and Health Promotion  Intramurals  Outdoor Program  Rec Clubs  Inclusive Rec

Dean of Student Life Departments

 Queer Resource Center  Student Activities & Leadership Programs  Veterans Resource Center  Women's Resource Center  Resource Center for Students with Children  Student Legal Services  Sustainability Leadership Center

Diversity & Multicultural Student Services Departments

 African American Student Services o ACCESS Program o Empowering Sisterhood o Men Of Color  Native American Student Services  Latino Student Services o Gaining Awareness & Networking for Academic Success (GANAS)

o Padres y Familia  Diversity Scholarship Program  General Pool Students  TRiO Student Support Services  Program Mentors  Disability Resource Center

Enrollment Management Departments

 Orientation and Campus Visits  Financial Aid  Admissions  Office of the Registrar

Housing & Residence Life Programs

 Residence Hall Association  University Success

Student Health & Counseling Departments

 Health Services  Dental Services  Counseling Services  Testing Services  Health Promotion  Insurance

Academic success and retention are primary focuses in Residence Life. University Studies Program promotes learning communities at all four levels of the program. Faculty, students, mentors, and community partners form intentional learning communities where they actively collaborate, engage rigorous curricula and develop sustaining relationships that support lifelong learning and development. The optional First Year Experience (FYE) program is designed to make the first year at the university easier for new students by building a support network of peers and providing a nurturing environment with all the necessary resources to support their academic career. The FYE- only classes have a unique programming design that enhances educational classroom experience through both educational and social programs within the residence halls. This arrangement reinforces what students are learning inside the classroom and provides first year students with the opportunity to meet other students who share similar interests, classes, and social activities.

Beginning fall 2014, Enrollment Management and Student Affairs went through a reorganization process. With the opportunity presented by the search for a new Vice President for Enrollment Management and Student Affairs (EMSA), the Provost and Vice President for Academic Affairs, along with the guidance of the Academic Leadership Team assessed some of the services in EMSA that were most aligned with our academic functions and wrote a white paper with a set of

82 recommendations. Enrollment Management and Student Affairs provided their perspectives and conversations took place between the two divisions, with final recommendations reviewed and discussed with President Wiewel. As a result, President Wiewel made a decision that PSU should move Advising & Career Services, the Learning Center, the Office of the Registrar, and graduate student recruitment and admissions from EMSA to the Office of Academic Affairs (OAA).

2.D.2 The institution makes adequate provision for the safety and security of its students and their property at all locations where it offers programs and services. Crime statistics, campus security policies, and other disclosures required under federal and state regulations are made available in accordance with those regulations.

Portland State University Campus Public Safety Office (CPSO) employs Campus Public Safety Officers (PSOs). These officers are granted authority as “special campus security officers” pursuant to Oregon Revised Statutes (ORS) 352.385. PSOs have limited law enforcement authority. In particular, PSOs have “stop and frisk” authority as provided in ORS 131.605 to 131.625 and “probable cause arrest authority” as provided in ORS 133.310 and ORS 122.315, when acting in the course of their employment. PSOs are not authorized to carry firearms and are not considered full “peace officers” under Oregon law.

The Portland Police Bureau (PPB) is a fully empowered law enforcement agency and has police jurisdiction throughout the City of Portland, including the campus of Portland State University. CPSO and PPB work together closely to provide law enforcement and security services to the campus. A Memorandum of Understanding exists between the Campus Public Safety Office and the Portland Police Bureau that permits the Campus Public Safety Office Detective to be the lead investigator and first responder to reports of sexual violence on campus. These investigations are coordinated with the Portland Police Bureau Sexual Crimes unit and the Campus Public Safety Detective is a participating member in community multi-disciplinary teams addressing sexual violence in the community.

Portland State University Campus Public Safety, with the collaboration of other departments, produce a report of crime statistics, University policies, procedures and programs related to campus safety and security issues, as required by the Clery Act. The intent of the report is to inform the University community and future community members of the extent of reported crimes occurring in the previous calendar year and give you information about safety on campus. Collected data is from a variety of sources, including Portland Police Bureau and various University departments such as the Campus Public Safety Office, Dean of Students Life, Housing and Residence Life, Athletics Department, Human Resources Center, Global Diversity and Inclusion, Student Activities and Leadership Program, and the Women’s Resource Center.

When the Campus Public Safety Office learns of crimes covered by the Cleary Act, it will consider whether to issue a campus-wide “timely warning” about the threat. A “timely warning” may be issued if, in the judgment of the Director of the Campus Public Safety Office and the University Vice President of Finance and Administration, a crime or potential crime constitutes a serious or continuing threat to the campus community. Whether to issue a timely warning (and the content of the warning) is decided on a case-by-case basis, considering all the facts, including the nature of the

83 crime, the continuing danger to the campus community, the promotion of safety, and the possible risk of compromising law enforcement efforts.

Timely warnings may be issued in a variety of methods, depending on the circumstances of the crime. These can include:  Campus Wide E-Mail – Disseminated by University News and Communication or Campus Public Safety at the direction of the Chief of Campus Public Safety and the Vice President of Finance and Administration.  PSU Campus Announcement System – via PSU Alert  Printed Notice – when appropriate may be posted at campus locations affected by the emergency.  Website Posting – public safety issues of on-going concern to the campus community are posted on the Campus Public Safety Office website, under Timely Warnings.  Local Media – may also be provided information when the risk of harm in a particular incident can reasonably be expected to extend to off-campus areas.

Portland State University strongly encourages accurate and prompt reporting of all crimes and public safety related information and takes all such reports seriously. Information to be reported should not be limited to actual crimes; it also includes any suspicious activity or person seen anywhere on or near campus, including in parking lots, the South Park Blocks, inside or outside campus buildings and residential halls.

The Campus Public Safety may be contacted as follows: ● Emergency telephone: (503) 725-4404 ● Blue light phones located around campus, at the entrances to many residence halls and parking lots will contact Campus Public Safety emergency line. ● Non-emergency telephone: (503) 725-4407 ● In person at Shattuck Hall, 1914 SW Park, Suite 148.

The Campus Public Safety Office is also the main campus resource for lost and found items and has negotiated through a third party vendor, Front Door Software, for laptop tracking in case of theft. Statistics and reports required under the Clery Act are reported by the Campus Public Safety Office in accordance with the U.S. Department of Higher Education. Additional information including contact telephone numbers and hours of operation are also provided in the Portland State University Bulletin.

2.D.3 Consistent with its mission, core themes, and characteristics, the institution recruits and admits students with the potential to benefit from its educational offerings. It orients students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information and advising about relevant academic requirements, including graduation and transfer policies.

Enrollment Management & Student Affairs oversees the admissions process at Portland State University. Admission criteria are provided in the Portland State University Bulletin and on the Portland State University website. Admissions are divided into undergraduate, international, and graduate categories of students for ease of identification. Included in the undergraduate admissions process

84 are steps for freshman, transfer, co-admission, post-baccalaureate, non-degree, and re-enrollment students. In order to increase educational opportunities and student success for the area’s population, Portland State University has co-admission agreements with other regional schools:

 Chemeketa Community College  Clackamas Community College  Clark College  Clatsop Community College  Mt. Hood Community College  Portland Community College

Some of the benefits of co-admission, admission deadlines and the process for applying to co- admission are available at a dedicated co-admission web page.

International student admissions are distinguished from resident and out-of-state admissions. International students are required to demonstrate English proficiency. This requirement assists in ensuring international students are appropriately prepared for the rigors of their educational experience at Portland State University. Students, who do not meet University language proficiency at the undergraduate or graduate level, must begin their studies with an intensive English curriculum. International students are accepted at the undergraduate level (freshman and transfer), at the post- baccalaureate, and at the graduate level. An International Admissions brochure also provides international students additional information on the admissions process but also contains information on academic programs, international scholarships, and housing opportunities. Students seeking admission to a graduate program must meet both university and departmental requirements. Applicants are also required to submit an application to the university and to the academic major department, which may require letters of recommendation, test scores, an essay or personal statement, and a resume. Information for students seeking graduate admission as a post- baccalaureate or non-degree entry is located on the graduate admissions webpage. For those students, who have left their graduate program at Portland State University, and are seeking a return to finish their degree are encouraged to meet with the Office of Graduate Studies.

New Student Orientation programs are required for all new undergraduate students including first- year students, transfer, co-admits, and international students prior to registration. Graduate, non- degree and post-baccalaureate students are directed to their home departments for advising. Advising at orientation, intentional advising later in a student’s academic career, and degree maps are just some of the efforts to improve retention, persistence, and student success at Portland State University.

Portland State University has also implemented Degree maps which take into account all of the components required to earn a Bachelor’s Degree at Portland State University. These maps also identify degree progress milestones, pre-requisites and course sequences that are critical to staying on track.

The Fall Retention Project was originally designed to improve the persistence of freshman students from fall to winter registration at Portland State University, but because of its initial success the project has expanded into a year-long one and incorporated financial awards to assist students in completing their academic plans. This encompassing project is designed for academic advisors to

85 intervene with students at critical junctions in their educational experience at Portland State University and offer financial awards as needed once academic plans have been created to improve student retention at the institution.

The Learning Center provides a number of supportive instructional and tutorial services for students including peer tutoring, academic coaching, workshops, and supplemental instruction in an effort to help students succeed at Portland State University. Not only does the Learning Center provide support for those striving to be more academically successful, but it also creates the opportunity for those effective students to become involved in the intellectual growth and social development of their peers. Additional tutoring services in Chemistry, Business, Engineering, and Math and Statistics are also listed on the Learning Center webpage. The Writing Center is also available to students, faculty, and staff to assist with writing project such as class assignments, resumes, publications and creative writing works.

The Portland State University Bulletin provides information on Advising and Career Resources, the Learning Center, and is updated annually regarding relevant academic requirements, including graduation and transfer policies.

2.D.4 In the event of program elimination or significant change in requirements, the institution makes appropriate arrangements to ensure that students enrolled in the program have an opportunity to complete their program in a timely manner with a minimum of disruption.

The Portland State University Bulletin lists degree and graduation requirements and is updated annually to reflect any changes and to ensure accurate information is provided to students. Degree requirements are also listed on the Graduation Requirements website. Any significant changes are made to both information locations as well as the department’s webpage. Portland State University also has a seven year “Catalog Rule” in place, where the requirements in any PSU Bulletin are valid for seven years. Students may select the requirements in any Portland State University Bulletin going back to the first year you attended any accredited higher education institution in the U.S., as long as they graduate within seven years of the year selected. When selecting a Portland State University Bulletin year, students are required to satisfy both the University requirements and the major requirements for that year.

The process for the elimination and/or alteration of an academic unit is clearly articulated to the campus with both a proposal form and visually through a process map. The process is inclusive incorporating the perspectives of faculty, administration, the Educational Policy Committee, the Budget Committee, the Portland State University Faculty Senate, the Academic Leadership Team, and the Provost. When an existing program is either eliminated or undergoes significant curricular changes in the graduation requirements, students still have the capacity to graduate under the original requirements or to switch to the newer requirements. Students are notified by the department offering the recently eliminated or altered degree program and instructed to meet with their academic adviser. If students select to graduate under the original requirements, there are multiple methods to meet these requirements. A student can graduate under the original requirements when the unit continues to offer some of the original curriculum that is expected to be eliminated or the student can substitute other offered courses which are deemed equal to eliminated courses. Students who wish to petition General Education requirements must process this request

86 through the Academic Requirements Committee while intradepartmental requirements are handled internally by the academic unit.

When Portland State University decides on program elimination or dramatic curricular change, students are notified in the teach-out process and reasonable accommodations are provided to those students in that particular program. An example of this is the Oregon Masters of Software Engineering Program, where a significant curricular revision occurred. Enrollment for new students was paused until the curricular changes could be approved. Students currently enrolled in the program received notification about the curriculum change and were also provided a ‘teach out’ map listing the courses required and when offered over the next two years for program completion. Students were also notified that if they missed a course they could petition the department for a substitute course to satisfy that specific requirement.

2.D.5 The institution publishes in a catalog, or provides in a manner reasonably available to students and other stakeholders, current and accurate information that includes: a) Institutional mission and core themes; b) Entrance requirements and procedures; c) Grading policy; d) Information on academic programs and courses, including degree and program completion requirements, expected learning outcomes, required course sequences, and projected timelines to completion based on normal student progress and the frequency of course offerings; e) Names, titles, degrees held, and conferring institutions for administrators and full-time faculty; f) Rules, regulations for conduct, rights, and responsibilities; g) Tuition, fees, and other program costs; h) Refund policies and procedures for students who withdraw from enrollment; i) Opportunities and requirements for financial aid; and j) Academic calendar.

The catalog Portland State University produces is entitled the Portland State University Bulletin and is readily available for view or down load to the public through the Portland State University webpage or can be purchased at the Portland State University Bookstore. The Portland State University Bulletin is updated annually and Portland State University includes the most recent copy of the Portland State University Bulletin when it submits the institution’s Annual Report to NWCCU.

The Portland State University Bulletin opens with a “Quick Reference Guide”, which includes a listing of the schools and colleges with web addresses, the academic calendar, programs of study with minor, certificate or degree availability, information on university housing, and a key to the course descriptions.

The “Welcome to Portland State University” section includes the institutional mission and guiding themes; accreditation status; PSU’s connection to the City of Portland; information on tuition, fees, and aid; withdrawals and fee refunds, campus services; School of Extended Studies; and the Office of International Affairs.

The “Student Services” chapter details the Division of Student Affairs, the administrative unit that oversees advising, student conduct, academic honesty, student activities and leadership programs. The Enrollment Services section elaborates on the admission requirements, transfer credit policies, student records, registration and enrollment, degree requirements, assessment, grading systems, credit by examination, appeals and grievances, health resources, and other student services on campus.

“Undergraduate Studies” consists of University Studies, providing information on the Freshman Inquiry, Sophomore Inquiry, Upper-Division Cluster, and Capstone experiences. The University Honors portion elaborates on eligibility and admission and graduation requirements for this program and Military Science section lists its branches and courses.

The “Graduate Studies” chapter provides greater detail into the application process, admission requirements, and enrollment for graduate students. A complete list of graduate certificates, master and doctorate level programs are provided. This section offers information on final, oral, and written examinations including thesis and dissertation processes.

Eight chapters, one dedicated to each school or college, follow and detail particular information for each division but have a common set of information. All provide information on school/college administration, contact information, web address, degrees and programs offered, and admission and degree requirements. Brief course descriptions are given including course prefix, course number, course title, credits, and prerequisites if noted. Requirements for the majors and minors are also given.

In the “Directories” section, are the names, titles, degrees held, and conferring institutions for administrators and academic faculty at Portland State divided by school/college and department. Emeriti and associated faculty are also included in departmental listings.

Portland State University provides students with Degree Maps, which outline the requirements for earning a degree at the institution. These maps identify degree progress milestones, pre-requisites and course sequences that are critical to staying on track. The maps are designed to assist students to stay on course as they progress to graduation, and encourage students to work with an Academic Adviser to adjust for variations in their academic plans. The maps are updated annually, to detail frequency of course offerings and enable students to constantly check their progress on fulfilling requirements.

2.D.6 Publications describing educational programs include accurate information on: a) National and/or state legal eligibility requirements for licensure or entry into an occupation or profession for which education and training are offered; b) Descriptions of unique requirements for employment and advancement in the occupation or profession.

Portland State University provides accurate and current information to its students who may opt to take licensure testing. The Graduate School of Education’s Licensure webpage provides information on licensure programs and instructions. The Director of Licensure is a resource for Portland State University students as is the U.S. State Teacher Certification Offices information.

Students who complete the Master of Science degree in Speech-Language Pathology in the Speech and Hearing Sciences Department will also have completed academic and clinical requirements for the American Speech-Language-Hearing Association's (ASHA) Certificate of Clinical Competence and for a Conditional Speech-Language Pathology License from the Oregon Board of Examiners for Speech-Language Pathology and Audiology. Students also have the option of completing requirements for an Oregon Initial Teaching License as a speech-language pathologist through the Oregon Teacher Standards and Practices Commission.

The Maseeh College of Engineering and Computer Science offers continuing education courses in civil engineering, mechanical engineering and electrical and computer engineering to assist individuals in preparing for the Oregon State Board of Examiners for Engineering and Land Surveying (OSBEELS)exam. OSBEELS regulates the practices of engineering, land surveying, and photogrammetry in the State as they relate to the welfare of the public in safeguarding life, health and property.

The curriculum in the School of Business Administration, the College of Urban and Public Affairs, the School of Social Work, and the School of Fine and Performing Arts is designed to provide foundational professional knowledge, building capacity, and socialization. These areas also address fundamental subjects that graduates will need to understand if they decide to take exams required for professional licenses.

In compliance with the U.S. Department of Education’s requirements for gainful employment, Portland State University discloses information for certificate programs on the length of a program, the total cost of the program, employment fields, and debt incurred. This information is found on websites in each school/college that offers certificate programs.

Additional information about employment opportunities can be found in the Portland State University Bulletin under Advising and Career Resources and at the Advising and Career Services webpage. Advising and Career Services provides students and alumni information on career counseling, workshops, access to an on-line job database, and hosts annual job fairs.

2.D.7 The institution adopts and adheres to policies and procedures regarding the secure retention of student records, including provision for reliable and retrievable backup of those records, regardless of their form. The institution publishes and follows established policies for confidentiality and release of student records.

Record Security The Office of the Registrar and other key administrative units works collaboratively with academic departments and the Office of Information Technology (OIT) to ensure that student records are protected and appropriately maintained. The University provides for the security of student records and maintains private, accurate, complete, and permanent student records, including transcripts, in accordance with provisions outlined in PSU Standards – Student Records and Student Records Policy (formerly Oregon Administrative Rules). Portland State University uses RBAR, a PSU built access request form (or system), to provision staff access to the various student records systems, including the Banner Student Information System, OnBase imaging system, DARS Degree Audit, Destiny (non-credit student information system) and the data warehouse/reporting system to ensure controlled access to computerized student records. Individual staff members are granted access to 89

Banner and other records systems on a job-related, need-to-know basis, as requested and approved by their department head or director, and then by the administrative data stewards as detailed in the approval process.

Portland State University assigns randomly generated student identification numbers to all enrolled and new students, which has improved record security in the Student Information System. Students are informed of policies related to privacy and security of records during New Student Orientation programs, on the Registrar’s website, and via annual email notification of their FERPA rights. Staff members are informed on the job, via workshops, and an online FERPA tutorial that is part of the RBAR access request process. Student records are retained and destroyed on a schedule defined by the University’s General Records Retention Schedule. Data and records maintained in computing systems have adequate security and provision for recovery in the event of disaster.

The Portland State University Information Security Policy, developed by OIT, guides managers and others with standards and procedures to protect Portland State University information systems. The policy outlines authority, scope, roles, responsibilities, policies, exceptions, and enforcements. OIT has developed both a disaster recovery plan, which of course includes student records. Data recovery plans and provision for data backups are continually being revised and are contained in Disaster Recovery Plan for Office of Information Technologies.

Confidentiality of Student Records Portland State University complies with the Family Educational Rights and Privacy Act (FERPA), the Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. PSU Standards around student records were developed from Oregon Administrative Rules 580-Division 13 - Student Records and 577-Division 30 – Student Records Policy. Confidentiality laws prohibit Portland State University from releasing student-specific information to outside agencies or individuals (that includes parents and spouses). If a student wishes to release their information to another party, they may fill out and submit the Student Consent for Release of Confidential Information to the Office of the Registrar.

The student records privacy details how Portland State University uses student’s social security numbers and informs students on the notification of their rights under FERPA. Clear guidelines on confidential student records and details on what is and what is not directory information is provided at guidelines for release of student records. A list of frequently asked questions assists in framing potential scenarios for requests for information. Additionally, a tutorial on how to responsibly handle student records is available for Portland State University employees.

2.D.8 The institution provides an effective and accountable program of financial aid consistent with its mission, student needs, and institutional resources. Information regarding the categories of financial assistance (such as scholarships, grants, and loans) is published and made available to prospective and enrolled students.

In supporting Portland State University’s mission by creating educational opportunities and supporting student success, the Enrollment Management & Student Affairs: Financial Aid assists students in determining eligibility for and planning of financial aid and monitor the disbursement policy. The Portland State University Bulletin publishes information on eligibility including the 90 application process for undergraduates, international, post-baccalaureate, and graduate students; the award notification process; award sources including educational grants and loans; federal work- study; privately funded; and institutional scholarships and awards. Portland State University’s policy on satisfactory progress for all students is also published on the Financial Aid website and in the Portland State University Bulletin.

Portland State University requires that first-time Federal Direct Stafford Loan borrowers receive entrance counseling. This enables students to become educated on their rights and responsibilities of borrowing funds. Exit counseling is also given prior to graduation or terminating enrollment. Information about loans, repayment options, and debt management strategies is also provided in helping students achieve sound financial planning and debt management.

2.D.9 Students receiving financial assistance are informed of any repayment obligations. The institution regularly monitors its student loan programs and the institution’s loan default rate.

As noted in the Portland State University Bulletin, the Office of Student Financial Aid requires counseling for students when they enter and exit the institution if they assume loans. Additionally, information on loan repayment and debt management and default reduction is included in the Bulletin. The Office of Student Financial Aid and Scholarships also makes students aware of their obligation when they depart Portland State University, whether through graduation, withdrawing, or transferring. Information on the repayment grace period, repayment plans, loan forgiveness and cancellation, and consolidation are also provided. Direct links to external websites are also given for the following programs:

 Federal Direct Stafford Loans - (subsidized and unsubsidized)  Federal Perkins Loan  Federal Direct Parent PLUS Loans  Federal Direct PLUS Loans for Graduate and Professional Students  Alternative Loans

Portland State University uses its accreditation with NWCCU to establish its eligibility to participate in Higher Education Act (HEA) programs and reports its cohort default rate for HEA subsidized and unsubsidized loans as required by NWCCU in its annual report.

2.D.10 The institution designs, maintains, and evaluates a systematic and effective program of academic advisement to support student development and success. Personnel responsible for advising students are knowledgeable of the curriculum, program requirements, and graduation requirements and are adequately prepared to successfully fulfill their responsibilities. Advising requirements and responsibilities are defined, published, and made available to students.

The goal of Portland State University's academic advising services is to assist students with understanding (a) the requirements for graduation and the University's institutional policies, (b) the campus resources available to them (c) the value of activities outside the classroom, and (d) the balance between students' responsibilities and those of the University. Advising is a critical component at Portland State University to ensure student success. A number of student success

91 initiatives have been undertaken or are underway (effectiveness of policies, identifying at-risk students, intentional advising, improved communication, addressing student financial concerns, improvement of persistence, and management of capacity) focused on improving overall student success.

Portland State University is a member of the Education Advisory Board’s Student Success Collaborative (SSC). Portland State is one of 100 universities that are a part of the collaborative and have access to the predictive analytics advising platform, best practice research studies and collaborative members that will enhance our efforts around increasing student success.

The Student Success Collaborative (SSC) combines technology, research, process improvement, and predictive analytics to help institutions positively inflect outcomes with at-risk and off-path students. By accessing and analyzing underutilized academic data, the Education Advisory Board helps members unlock hidden insights about patterns of student success (and failure). These insights allow advisors, faculty, and retention specialists who sit on the front lines of student engagement to have earlier, more proactive, and more data-driven conversations with at-risk, but savable students. SSC members have access not only to an innovative web-based retention platform, but also to a collection of services—from peer benchmarking to live webinars to national student success summits—designed to facilitate cross-membership learning and maximize the value of participation.

All new undergraduate students (freshmen and transfers) are required to attend an Orientation: Advising & Registration session offered by New Student Programs prior to registration for their first term at Portland State University. Orientation is an important feature for new students because it connects them to the institution by assisting them in:

 Learning about Portland State University's curriculum  Learning about campus resources  Connecting with current Portland State University students and other new students  Meeting with academic advisers and departmental faculty  Planning their first term schedule

All admitted first-year students are required to receive academic advising from their intended major department during their first year. Students who have not declared a major receive advising in the Advising and Career Services. Students who have declared their major are advised by their major department or school or college.

Advising and Career Services plays a key role in counseling those students who are exploring, choosing or changing a major; assisting students encountering academic difficulties; helping co- admitted students; making referrals to schools/colleges and academic departments for students with identified majors; and also training other advisers across campus.

Students in pre-professional programs (e.g. education, medicine, dentistry, and nursing) may receive advising at either the major department or through the College of Liberal Arts and Sciences Advising Center. Students should contact their major department, their school/college advising center or the Advising and Career Services office to clarify their advising options.

Graduate and post-baccalaureate students are directed to contact their program or the Office of Graduate Studies directly for information about advising services.

The Academic Advising Council is a Faculty Senate administrative committee that reviews the status of advising across campus and makes recommendations on best practices regarding policies and processes related to academic advising. The council reports annually to the Provost and the Faculty Senate.

2.D.11 Co-curricular activities are consistent with the institution’s mission, core themes, programs, and services and are governed appropriately.

A diversity and variety of co-curricular activities occur in many programs listed in 2.D.1 and they reinforce the mission of the university by supporting student success in a number of endeavors. Co- curricular activities enhance the educational experience for students at Portland State and assist them in becoming more integrated into the community of the institution and the region. While co- curricular activities come under the direction of the Vice President for Enrollment Management and Student Affairs, the Dean of Student Life provides leaderships in the areas of

 Queer Resource Center  Student Activities & Leadership Programs  Veteran Resource Center  Women's Resource Center  Resource Center for Students with Children  Student Legal Services  Sustainability Leadership Center

Student Activities & Leadership Programs provides students with the opportunities to join, create, and participate in one of the over 150 student organizations. These student organizations range in a variety of interest areas including Greek life, academic, honorary, arts and industry, political, service and advocacy, spiritual, and student government.

Enrollment Management and Student Affairs’ Orientation and Campus Visits provides students on the orientation team opportunities to expand their leadership skills while connecting new students and their families to the PSU community.

The primary purpose of the Student Ambassador Program is to provide a leadership laboratory through which Student Ambassadors enhance and supplement their academic, communication, time management, and other professional skills. Student Ambassadors play a pivotal role in the recruitment process of prospective students to Portland State.

93 at the university easier for new students by building a support network of peers and providing a nurturing environment with all the necessary resources to support their academic career. The FYE- only classes have a unique programming design that enhances educational classroom experience through both educational and social programs within the residence halls. This arrangement reinforces what students are learning inside the classroom and provides first year students with the opportunity to meet other students who share similar interests, classes, and social activities.

These co-curricular opportunities for students directly support the mission and guiding themes of Portland State University and its desire to provide a campus environment which is inclusive and encouraging. The Office of Dean of Students Life strives to educate and support the development of positive behaviors in Portland State University’s students, staff, and faculty by encouraging the campus to work together in creating and fostering opportunities for students.

2.D.12 If the institution operates auxiliary services (such as student housing, food service, and bookstore), they support the institution’s mission, contribute to the intellectual climate of the campus community, and enhance the quality of the learning environment. Students, faculty, staff, and administrators have opportunities for input regarding these services.

Portland State operates a variety of auxiliary services including Transportation and Parking Services, Conferences and Events, Food Services, Smith Memorial Student Union, University Housing and Residence Life, Campus Recreation, Student Health and Counseling, and University Place Hotel. These essential support functions deliver important goods and services that enhance the quality of life for students, faculty, staff and visitors. Programmatic initiatives housed within the departments (e.g. residence life programming, academic support programs, bike community programming, recreation via game room programming, lounge and student meeting space, and conference support) provide opportunities for students to be involved, engaged, and integrated into their academic and social life at the university. The result is a learning environment that extends beyond the classroom. In addition, the quality of facilities, variety of retail, and growth of the residential population serve to bring vibrancy to the campus and the university district. Finally, students, faculty, staff and administrators have well-documented mechanisms (including advisory boards) for grievance and petition, governance, and price setting.

2.D.13 Intercollegiate athletic and other co-curricular programs (if offered) and related financial operations are consistent with the institution’s mission and conducted with appropriate institutional oversight. Admission requirements and procedures, academic standards, degree requirements, and financial aid awards for students participating in co-curricular programs are consistent with those for other students.

The mission of the Portland State University Athletic Department is closely aligned with the institutional mission to educate and enhance the intellectual, social, cultural, and economic qualities of urban life. Portland State University Intercollegiate Athletic programs were recertified by the NCAA in 2010 through the self-study instrument. The athletic department follows all Portland State University admission standards and expectations. Student Athletes are advised and supported academically by a recently upgraded Advising and Academic Support Center. This program works in alignment with other campus support programs such as the Disability Resource Center and

Student Health and Counseling. Student Athlete Financial Aid Awards are overseen by the Director of Financial Aid. Appropriate policies and procedures are in place to address student appeals.

2.D.14 The institution maintains an effective identity verification process for students enrolled in distance education courses and programs to establish that the student enrolled in the distance education course or program is the same person whose achievements are evaluated and credentialed. The institution ensures the identity verification process for distance education students protects student privacy and that students are informed, in writing at the time of enrollment, of current and projected charges associated with the identity verification process.

Distance education and online course offerings at Portland State University use the same systems and mechanisms employed by the main campus to ensure student identity. Students must use their ODIN login and secure password to access their Desire2Learn course management system accounts to take online courses and to ensure authentication. Portland State University expects all students regardless of course location or course medium to abide by the Student Code of Conduct.

The Center for Student Health and Counseling offers Testing Services proctors make-up exams for Portland State University students who miss an exam due to illness or certain outside activities. Traditionally, instructors have given make-up exams in their office or in the department office at alternate times. Testing Services offers proctoring as a back-up service to instructors who may not have the time and space to supervise a student's make-up exam. Instructions and procedures for instructors and students, who are required to provide photo identification, are articulated on the testing services website.

Standard 2.E – Library and Information Resources

2.E.1 Consistent with its mission and core themes, the institution holds or provides access to library and information resources with an appropriate level of currency, depth, and breadth to support the institution’s mission, core themes, programs, and services, wherever offered and however delivered.

The Portland State University Library performs an important role in supporting the institution’s mission and core themes. The institution’s dramatic growth and emphasis on faculty research and technological advances have required the library to become more flexible in meeting the ever- changing needs of students and faculty. In an effort to improve its effectiveness, the library has moved much of the collection online to provide library resources that are readily available to all faculty and students, including those in distance education and online courses. Students and faculty are able to access the electronic library from any location via a computer and their secure myPSU accounts.

However, the Library has experienced successive years of budget cuts. In 2013-14 the budget was cut by $270,956 and in 2014-15 another $500,000. At the same time, the library absorbed inflationary increases on ongoing materials (journals and databases) estimated at $143,731 in fiscal year 2014 and $118,379 in fiscal year 2015. In addition to reduction in acquisitions and supplies and services, 4 faculty and 4.5 staff positions have been eliminated—significantly impacting resources

95 and services and the library’s ability to serve the University community. Totaled, the library budget was reduced by $1,033,066 in two years.

For fiscal year 2016 the Library did not experience any budget reductions. Like all other units, it received a 3% budget increase plus an additional $116,827 investment.

Fiscal year 2014-15 statistics indicate that the library is well used.

Undergraduate students receive support for their instructional and research needs through subscribed, licensed databases and journal packages. Also, since the library materials budget has been decreasing over the past decade, the library is purchasing many fewer monographs than previously. Summit, the patron-initiated borrowing service from the Orbis Cascade Alliance, provides access to books from members’ library collections within three days, so undergraduates are usually able to complete projects with the resources available. Graduate students and faculty often need specialized research materials that are not readily available on campus or through the Alliance and therefore must reply on Interlibrary Loan.

The PSU Library has regularly conducted LibQUAL+tm, a nationally benchmarked and validated survey instrument, to measure user satisfaction and expectations, since 2004. Results from the 2013 survey indicate that faculty members are not fully satisfied with the accessibility of library resources or with the library collections. The adequacy gap for the question “The printed library materials I need for my work” has grown since 2011, though “Print and/or electronic journal collections I require for my work” has improved. In this survey, faculty also indicated they have lowered their expectations about resources the library can provide. In LibQUAL+tm, variations of this faculty comment come from all colleges: “Better access to electronic journals is needed, as is a greater investment in e-books.” Complete LibQual+ results notebooks from 2006-2015 are readily available.

The Millar Library continues to be a popular place for students, with 1,076,571 visits in fiscal year 2014-15. Improvements in student study areas and computer access to library resources demonstrate the library’s efforts to support student success. Two general access technology labs are located in the library. On the first floor, the Learning Ground, is a technology lab featuring a range of hardware, software, and workspaces for students, including upgraded computer tables, improved assistive technologies, window seating with easy access to power, wireless printing, and convenient technology support. On the second floor is another large student computer lab. This lab features pc and Mac computers, printing, a support desk, accessible workstations, and public computers. The nearby reference desk provides information and research assistance.

In 2011, the Learning Center, the campus student tutoring service, relocated to the Millar Library. The space on the second floor was renovated and this student academic support service is now housed adjacent to the Library Research Center. Several group study rooms in the library have also been renovated and enhanced with technology.

Many of the 2011 LibQUAL+tm survey responses commented on the hard, uncomfortable library furniture: “the furniture in the library is distracting. The chairs on the quiet floors are loud and uncomfortable” In reaction, in 2013 donor funding was used to renovate a 5,000 square foot area on

96 the third floor with collaborative, comfortable furniture, a multitude of electrical outlets, mobile white boards, and computer booths.

In 2014, the library contracted architectural firm The Miller Hull Partnership to critically examine library spaces and create a renovation long-term plan. This planning process acknowledges that the library’s physical space has not been remodeled since 1991 and that renovating a campus building takes many years of development and preparation. The library will use the Miller Hull plan to increase awareness among campus planners of the library’s needs, raise funds for a renovation, and as a roadmap for how the library could be renovated through a series of discreet projects.

In recent years, the library has added new programs to highlight resources unique to Portland State University and distinguish the institution nationally and internationally. As of January 2015 the digital repository, PDXScholar, has 6,685 items; with over 342,000 downloads during 2014. The most read collections include: PSU Thesis and Dissertations, McNair Scholars Online, and the Urban Studies and Planning Faculty Publications and Presentations. The map on the PDXScholar site visually illustrates the far-reaching international impact of sharing Portland State scholarship.

The digital repository platform also provides the ability to provide open access publishing services. PDX Open, a pilot project funded by the Provost's Challenge reTHINK PSU project, resulted in the publication of five open access textbooks:

University Studies 231 Gender and Sexualities Sophomore Inquiry Urban Studies Planning 531 GIS for Planners Japanese 399 Pre-advanced Japanese Mathematics 311 Introduction to Mathematical Analysis I SPED 510 Comprehensive Individualized Curriculum and Instructional Design

These open textbooks saved students $23,800 in textbook costs during the very first term of use. This project reduced the number of textbooks enrolled students needed to purchase and enabled the Library to create a framework supporting open access textbook publishing. In spring 2015, a new faculty call to participate in the second open-textbook-development project was made. Faculty participation included a monetary stipend. Building on this endeavor, the Dean of the Library led a University-wide committee focusing on reducing student costs for textbooks and course materials.

Portland State University Library’s Special Collections and University Archives promotes learning, discovery and the advancement of research and scholarship by collecting, preserving, and, above all, facilitating access to primary resources of long-term historical value. Special Collections is home to unique materials dating from the 10th century to the present including rare books, scrolls, manuscripts, and significant archival collections reflecting the regional community. The University Archives holds the historical materials of Portland State University from its founding as the Vanport Extension Center in 1946 to the present. Special Collections and the University Archives is dedicated to supporting student success at both the undergraduate and graduate levels.

Curriculum support activities for undergraduates have included providing access to rare books, historical community collections and other primary resources to supplement or illustrate course instruction topics as well as providing introductions on conducting archival research. As holdings have developed, the collection has increasingly served as the core resource for undergraduate courses. For example, in the winter term of 2014, Portland State’s Black Studies department offered 97 a course, for the second time, on Oregon Black history that based all required assignments on engagement with materials in Special Collections. During the same term, an Art History seminar focused on early books and manuscripts in the collection to curate a public exhibit. And in spring of 2015, the University Honors College designed an entire seminar on creating public history resources that draw upon research with historical university records. Graduate students also work closely with Special Collections and the University Archives, regularly utilizing materials for original research central to their graduate theses or other terminal projects. In addition, the unit supports and guides practicum students and interns seeking direct engagement with library and archival science work.

2.E.2 Planning for library and information resources is guided by data that include feedback from affected users and appropriate library and information resources faculty, staff, and administrators.

The library uses data and stakeholder input when making decisions or establishing policies. The PSU Library has regularly conducted LibQUAL+tm, a nationally benchmarked and validated survey instrument, to measure user satisfaction and expectations, since 2004. Complete LibQual+ results notebooks from 2006-2015 are readily available Portland State University participated in the 2012 EDUCAUSE student technology survey which helps to shape the institution’s service delivery plans and determining technological needs of Portland State University students.

Some additional examples of utilizing data or feedback in the decision making process were instrumental in the shaping of the FY15 Year Plan.

2015 Fiscal Year Plan During summer 2015, the Library created a FY15 plan. Highlights of the 2015 Fiscal Year Plan include:

 Working with Miller-Hull, an architectural firm, to create preliminary plans for a large-scale library renovation.  Migrating to a new integrated library system (ILS), Alma and Primo, as part of the Orbis Cascade Alliance Shared ILS project in which all Alliance libraries are sharing a single system.  Collaborating with the Office of Academic Innovation regarding online instruction methods and design, including continuing to engage in experimental, collaborative instructional models such as those developed through the Provost’s Challenge and reTHINK PSU projects.

Strategic Plan During the Winter/Spring Terms of 2011, the library conducted a series of scenario-based visioning and planning sessions, which resulted in the Strategic Plan for 2012-2014. The library used the University’s strategic mission and guiding themes to inform its process, and incorporate user input and feedback obtained from discussion at the Faculty Senate, the Faculty Senate Library Committee, student focus groups, the Administrative Leadership Team (ALT), and a town hall meeting.

In Spring 2015, the library conducted a new strategic planning process. The 2015-2020 plan will be available on the library’s website in Fall 2015.

reTHINK PSU The Library is participating in the Provost’s Challenge/reTHINK PSU by:

o leading the Digital Badges for Creativity and Thinking and the PDX Open: Reducing Student Textbook Costs projects o participating in the University Studies Online General Education Pathways project

Website Redesign The most recent redesign of the library’s website was prompted by comments on the site on LibQUAL+tm. This redesign made it easier to navigate the website and improved access to collections and communication with librarians.

Customer Service at Circulation Noting a number of negative comments about service at the Circulation counter in the 2008 LibQUAL+tm survey, Access Services instituted a series of customer service trainings for staff and built up training for student employees. These trainings improved student, staff, and faculty satisfaction with the library. As a consequence, there were very few negative comments in the 2011 and 2013 LibQUAL+tm survey. Access Services has also implemented several new services: delivery to faculty, and loaning iPads, device chargers, and laptops.

Role of the Faculty Senate Library Committee The formal method of faculty involvement with the library is established in the Faculty Constitution, which establishes the Library Committee, one of the Portland State University Faculty Senate’s constitutional committees. Its primary roles are to advise the library on policies and directions, giving the library a venue to get input from the instructional faculty, and to serve as an advocate for the library to the rest of the University. Additionally, members of the Library Committee have been invited to serve on various library strategic planning groups.

These examples demonstrate the connection between the institutional mission and core themes and how the library has used data and feedback from faculty, students, staff, and administration in advancing the goals of the university. 2.E.3 Consistent with its mission and core themes, the institution provides appropriate instruction and support for students, faculty, staff, administrators, and others (as appropriate) to enhance their efficiency and effectiveness in obtaining, evaluating, and using library and information resources that support its programs and services, wherever offered and however delivered.

The library is committed to providing information literacy instruction to students, faculty, and staff. The subject liaison librarians also teach critical inquiry skills in many of the courses core to specific disciplines at the undergraduate and graduate levels. Library Learning Outcomes are designed to improve student inquiry skills and are tied to the University’s Undergraduate Campus-Wide Learning Outcomes of Ethical Behavior and Critical and Creative Thinking. Librarians provide course-related instruction at the request of disciplinary faculty but library instruction is not specifically required in any department curriculum.

To assist students wherever they are at their point of need, the library has expanded its online instructional offerings. In 2011, the library purchased LibGuides+tm, a system that allows for the easy creation of web-based subject guides, course guides, and tutorials by librarians. These library guides are embedded at the course level in the University’s primary learning management system, Desire2Learn+tm (D2L), through a widget that dynamically displays links to instructional content specific to that course or subject. The Library also created and tested a number of tutorials as part of the University Studies Online General Education Pathways project and is working toward closer integration of the tutorials into the University Studies curriculum. Librarians recently began offering online versions of their workshops using web conferencing software, which allows people to benefit from synchronous library instruction wherever they located.

The library is making good progress in delivering information services as well as collections wherever a course is being offered and in whatever format of instruction delivered at Portland State University.

Also a number of departmental reading rooms across campus serve as additional topical resources for students, staff, and faculty. Specific locations for materials are the Middle East Studies Center, Chinese Language and Culture Resources Library, Women, Gender and Sexuality Studies Library, Curriculum and Technology Services (CATS), the Dirce Moroni Toulan Library, and the faculty development lending library in the Office of Academic Innovation. These collections are not inventoried or maintained by the University Library and are not generally accessible to all campus users.

2.E.4 The institution regularly and systematically evaluates the quality, adequacy, utilization, and security of library and information resources and services, including those provided through cooperative arrangements, wherever offered and however delivered.

The Faculty Senate Library Committee, established by the Faculty Constitution, consists of seven faculty members and two students, which meets regularly to advise the Dean of the University Library. The committee provides annual reports to the Portland State University Faculty Senate on the quality, adequacy, and utilization of the library.

Security: Security of the library aligns with campus policy and is monitored by Campus Public Safety Office and the Office of Information Technology. All vendor contracts include language requiring the vendor to adhere to Portland State University security standards. Additionally, security measures are tested via internal audits performed by the Portland State University Audit Team.

Quality: The library routinely uses the LibQUAL+tm survey data to better understand our user’s opinions on the quality of our resources, services, and facility and to make improvements. Details of related improvement projects are described in 2.E.2.

Cooperative arrangements: The library participates in many cooperative arrangements that help leverage resources. A few examples:

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 The library is a member of the Orbis Cascade Alliance (Alliance) consortium. The Alliance is made up of 37 academic libraries from Oregon, Washington, and Idaho. It started in the early 1990’s and was originally based at the University of Oregon. The Alliance conducting business as a nonprofit corporation began in February 2011.  Alliance members share their print collections with one another, increasing the number of titles available to library patrons throughout the consortium. There is a one-three day turn-a-round time for moving titles among the libraries, using a delivery service.  The Alliance Acquisitions program facilitates the libraries banding together in group purchasing or licensing of resources and negotiating pricing.  The Alliance Cataloging Standards program establishes cataloging guidelines for the libraries and promotes resource description and discovery.  In January 2015, a two-year, phased implementation of a shared integrated library system (ILS) was realized and the 37 libraries now share a single library system. This system streamlines borrowing and lending of materials between libraries and provides opportunities to reduce duplication of work in the management of eJournal, eBook, and online media collections, share cataloging expertise, and facilitate discovery of library materials. Efforts to optimize library materials discovery and staff resources continue.  With Oregon State University (OSU) and the University of Oregon (UO), the library participates in shared purchases of electronic journals. An example is Elsevier’s Science Direct electronic journal package where each library has subscriptions to individual journals and also has access to the other libraries’ journal subscriptions and a shared collection of titles.  The library participates in the OCLC national and international interlibrary loan system, making accessible resources not available locally or regionally to users.  The library actively participates in Answerland, a state-wide pool of librarians which provides 24/7 chat/text/email reference services.  Archives West provides enhanced access to archival and manuscript collections in Idaho, Montana, Oregon, Alaska, and Washington through a union database of Encoded Archival Description (EAD) finding aids.  The Western Regional Storage Trust (WEST) is a distributed retrospective print journal repository program serving research libraries, college and university libraries, and library consortia in the Western Region of the United States.

Standard 2.F – Financial Resources

2.F.1 The institution demonstrates financial stability with sufficient cash flow and reserves to support its programs and services. Financial planning reflects available funds, realistic development of financial resources, and appropriate risk management to ensure short-term solvency and anticipate long-term obligations, including payment of future liabilities.

Financial resources play a key role in the institutional guiding themes, with resource development being one of Portland State University’s five strategic goals. In addition, finances support how PSU is able to meet the themes of providing educational opportunities, achieving global excellence,

101 improving student success, and how Portland State University is able to provide civic leadership by its financial decisions. To be effective, Portland State University needs to have fiscal stability and the ability to maintain fiscal flexibility to maximize opportunities that are presented to the institution.

Financial Stability Portland State University revenue sources are divided into two major categories: (1) Education and General Revenue; and (2) Non-Education and General Services Revenue. For fiscal year 2014-15, Education and General Resources funds derived from the following sources: • 71% Tuition and fees • 21% State appropriations • 8% Other sources

Portland State University, like most institutions in Oregon, has been facing dwindling state support. Thus, Portland State University has had to rely more heavily on more revenue from tuition, as well as other non-education and general fund sources.

At Portland State University, Non-Education and General Service Revenue is generated from four main sources. For fiscal year 2014-15 these sources include: • 53% Restricted Funds (financial aid, research) • 41% Auxiliary Activities (housing, student activities) • 5% Designated Operations (non-credit activities) • 1% Service Departments (internal charges)

As reported in the 2014 PSU Annual Financial Report, 33% of Portland State University operating expenses went to instruction, approximately 9% went to research, 7% went to student aid, and 3% was committed to public service. These costs for teaching, research and outreach programs demonstrate the connection between the institutional guiding themes and how they are supported financially by Portland State University. This resource distribution pattern represents a change from previous years with expenditures in each category up from fiscal year 2009.

Portland State University has placed a growing emphasis on research, with a projected $60 million in expenditures for the 2014-2015 academic year. This investment signals the transformation of the University into an incubator for innovation and exploration supporting the theme of innovative research and scholarship. Building on the distinct character of its location and legacy, Portland State is establishing Oregon’s leading urban research university as one of the nation’s best.

Financial Planning Although the University has absorbed a number of budget cuts over the past few years, the institution has a history of fiscal stability and sound fiscal management. The University budget funds many diverse offerings. Higher levels of funding are observed in specialized, technical, and professional programs. However, with the past decline in state appropriations, Portland State University has been unable to totally protect budgets in instructional areas. Portland State University mitigates budget fluctuations through a comprehensive budget planning process, which incorporates multiple administrative levels, Faculty Senate Budget Committee, and the Portland State University Board of Trustees.

The diversity of Portland State University’s revenue sources: tuition and fees, indirect costs, and other miscellaneous revenues, enables the University to maintain budget reserves and to factor these

102 reserves into its annual budgeting process. Portland State University currently maintains funds with institutional reserves. Deans also maintain a school/college reserve, which results in a carry forward to their accounts at the start of each new fiscal year.

With the enactment of Senate Bill 270, Portland State University became an independent state entity. Thus, the policies and rules that regulate higher education administrative practices in Oregon are changing. For example, Portland State University has assumed the Internal Audit, and Risk Management functions. Fiscal oversight is now provided by the Finance & Administration Committee of the Portland State University Board of Trustees. Many functions previously provided by the Oregon University System are now provided to participating universities through a shared services entity. Banking, treasury management, bond issuances and payroll processing are provided through this entity. A specific reserve policy has yet to be determined for Portland State University, but current reserves are within the 5% to 15% range of prior Oregon University System policy.

2.F.2 Resource planning and development include realistic budgeting, enrollment management, and responsible projections of grants, donations, and other non-tuition revenue sources.

With Performance Based Budgeting, Portland State has instituted Strategic Enrollment Management, a university wide inclusive process that aligns enrollment planning with resource planning. Tools have been developed to measure the required performance with actual activities. This process ensures that each unit plays a role in determining the planned enrollment and use of those resources. This process includes the Dean’s of each school or college, the Provost, the Vice President for Finance, the Vice President for Enrollment Management and Student Affairs, as well as representatives of the Enrollment Management, Institutional Research and Planning, and the Budget Office.

The Vice President for Enrollment Management and Student Affairs has identified recruitment and strategic enrollment management initiatives as critical to the success of University Planning and established the position of Associate Vice President for Enrollment Management to provide the leadership and coordination for a comprehensive enrollment management strategy that is aggressive, innovative and opportunistic and is consistent with the goals, mission and resources of the university. Reporting to and working closely with the Vice President, the Associate Vice President provides overall leadership for undergraduate and graduate admission to the university including international admission, domestic and international enrollment partnerships, records and registration, new student recruitment, student orientation programs, financial aid and scholarships, and enrollment management technology.

The Provost has also created the position of Vice Provost for Academic Innovation and Student Success to provide leadership and coordination of activities related to retention, persistence, and graduation in support of institutional student success initiatives. Information can be found on a blog created by the Vice Provost dealing with retention rates and the impact of financial concerns on students among other topics.

The Portland State University Foundation and the Office of Research and Strategic Partnerships have vital roles in the attainment of Portland State University’s guiding themes. Both areas enhance

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Portland State University’s civic connection and leadership and are important in obtaining external funding, improving educational opportunities, the institution’s visibility and credibility.

Philanthropic funding, which assists the university in meeting its core themes and goals, has been identified as a major component of long-term fiscal stability. Philanthropic support has increased by 37 percent in the last two years. The total number of six- and seven-figure gifts has more than doubled. These results are indicators of success for the major comprehensive campaign the university is planning. Additionally, the size of the endowment at the Foundation is growing. “The Impact of Giving to Portland State University” is the annual report on philanthropic support for the university in assisting the university in meeting is core themes and goals.

Research expenditures have doubled in seven years to reach a record $64 million in 2011. New funding included a $3 million grant from the National Science Foundation’s prestigious “IGERT” graduate training program, dedicated to sustainable approaches to ecosystem service challenges in urbanizing regions.

The investment return on Portland State University's endowment has out-performed similarly sized university endowments, according to the 2011 findings of the National Association of College and University Business Officers. Data gathered from 823 U.S. colleges and universities showed an average endowment return of 19.4 percent for the 2011 fiscal year for endowments in the range of $25 to $50 million. The Portland State University Foundation's endowment totaled $40.9 million as of June 30, 2011, and the fiscal-year return was 23.2 percent—3.8 percentage points higher than other universities.

2.F.3 The institution clearly defines and follows its policies, guidelines, and processes for financial planning and budget development that include appropriate opportunities for participation by its constituencies.

Portland State University adheres to policies outlined in the Portland State University Financial Services Policies Manual. The University and the Portland State University Foundation have developed a Guide to Giving that assists donors in directing gifts to the Portland State University Foundation.

In 2010, Portland State University undertook a campus-wide planning effort that resulted in a new Performance Based Budget process. This process allows units to experience the economic impact of financial decisions and attempts to incentivize good fiscal decision making.

Portland State University began using Performance Based Budgeting for fiscal year 2014-15. The university and each unit are kept informed as to progress towards revenue and expenditure requirements via a web page that contains a Revenue Cost Attribution Tool (RCAT). The underlying philosophy holds that each college or unit is rewarded for its generation of resources. Two key principles for Performance Based Budgeting are a) that the process supports the academic mission and does not drive it and b) expenditures are aligned with the achievement of institutional strategic priorities.

The University Budget Planning Process is governed by the University Budget Team (UBT) and managed by the University Budget Office. The Education and General (E&G) portion of the

104 budgeting process begins with a review of the prior and current years’ performance. Establishing a comprehensive budget involves review by fiscal staff, the Vice President for Finance and Administration, the Provost and Vice President for Academic Affairs, the Vice Provost for Academic and Fiscal Planning, Deans and Directors. The Provost holds three campus-wide open forums (in October, February, and May) on the Academic Affairs’ budget. UBT recommendations are made public and the final recommendations, with public input, are sent by the UBT to the President in late spring. All materials are posted on the Budget Department’s website. Once the budget is set and balanced -- based on final budget allocation figures from the Higher Education Coordinating Commission’s Office -- the final Budget is approved by the Portland State University Board of Trustees.

After the budget approval process concludes, and the new fiscal year begins July 1, any necessary revisions are routed through the Budget Office for approval and posting. Transfers can be made by Deans and Directors within their respective schools or colleges using journal vouchers completed within the Banner FIS system, but only within the level of unit budgets.

2.F.4 The institution ensures timely and accurate financial information through its use of an appropriate accounting system that follows generally accepted accounting principles and through its reliance on an effective system of internal controls.

Portland State University is audited annually by an independent external body in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that an audit is planned and performed to obtain reasonable assurance about whether the basic financial statements are free of material misstatement and conform to accounting principles generally accepted in the United States of America.

Portland State University is subject to the accounting and budgeting policies contained in the Portland State University Financial Services Policies Manual. Portland State University uses SCT Banner as its enterprise financial accounting and reporting system, and utilizes multiple modules of Banner, including Finance, Accounts Receivable, Student Information System, Human Resource Information System, Grant Billing, and Financial Aid. Regular upgrades issued by SCT Banner are reviewed, tested, and installed on a timely basis to ensure that systems remain in compliance and function properly. Any journal entries processed to transfer account codes are subject to approval by business offices, deans, directors or chairs.

Portland State University recently hired an Internal Auditor. This newly created position is currently assessing audit and internal controls and is planning the first year work plan. This position reports administratively to the President and functionally to the Executive and Audit committee of the Portland State Board of Trustees. Portland State has contracted with EthicsPoint, an independent third-party vendor to provide confidential and anonymous telephone and internet access to report any concerns.

2.F.5 Capital budgets reflect the institution’s mission and core theme objectives and relate to its plans for physical facilities and acquisition of equipment. Long-range capital plans support the institution’s 105 mission and goals and reflect projections of the total cost of ownership, equipment, furnishing, and operation of new or renovated facilities. Debt for capital outlay purposes is periodically reviewed, carefully controlled, and justified, so as not to create an unreasonable drain on resources available for educational purposes.

The Office of Finance and Administration is the primary steward of more than 50 buildings compressed into a 50 acre campus. The office of Planning, Construction, and Real Estate work collaboratively with the Capital Advisory Committee, Office of Academic Affairs, Enrollment Management and Student Affairs, the schools and colleges and the President to develop capital budgets based on the university’s short and long-term physical plans, needs, and building conditions. The institution expects to add at least 10,000 and possibly as many as 20,000 students over the next 25 years. To address this growth, the university has developed a University District Framework Plan that will guide its capital planning efforts for the foreseeable future.

Portland State University continues to address its needs for additional space through selective leasing, building purchases and new construction. Many of the older assets on its books are fully depreciated, and therefore the liabilities to assets ratio may seem high. However, Portland State University’s debt service as a portion of expenditures is well within the limits of Standard & Poor’s low carrying charge.

The Portland State University Board of Trustees recently adopted a debt management policy to address specific requirements related to borrowing and leasing.

2.F.6 The institution defines the financial relationship between its general operations and its auxiliary enterprises, including any use of general operations funds to support auxiliary enterprises or the use of funds from auxiliary services to support general operations.

In June 2014, Portland State University readopted policies from the State Board of Higher Education regarding auxiliary services. These Former OUS Internal Management Directives that address auxiliary enterprises are monitored by the Office of General Counsel.

While Portland State University's educational and general operations are not dependent upon auxiliary enterprise income, most Auxiliary Services contribute overhead charges (currently set at 19%) on their expenditures to help fund the University's budget. As of 2015, the collective Auxiliary Services Operating Budget contributes approximately $4 Million annually. A $4 million contribution represents about 1% of the Educational and General budget for the University and cannot be considered a dependency on auxiliary funding.

2.F.7 For each year of operation, the institution undergoes an external financial audit, in a reasonable timeframe, by professionally qualified personnel in accordance with generally accepted auditing standards. Results from the audit, including findings and management letter recommendations, are considered in a timely, appropriate, and comprehensive manner by the administration and the governing board.

The federal government requires an annual federal compliance and internal control audit of expenditures charged to federal grants and contracts. The Oregon Secretary of State Division of 106

Audits (DOA) is responsible for performing an annual financial audit of the Oregon University System Comprehensive Annual Financial Report (CAFR). DOA contracts with an independent audit firm to perform the audit, including required fieldwork, testing, and formal issuance of an audit opinion. In addition, DOA contracts with the firm for the annual A-133 compliance audit. In addition to the financial audit, independent firms perform separate audits for the NCAA and for the Portland State University Foundation as required.

The Portland State University Fiscal Policy Manual outlines roles and responsibilities, as well as policies and procedures for budgeting, accounting, and fiscal reporting and monitoring. A complete guide to closing the fiscal period and preparing for the external audit and financial statement preparation and review are outlined in the Portland State University year-end/fiscal audit procedures.

For fiscal year 2014 Portland State University was audited for the final time under the Oregon University System audit contracted through the Oregon Secretary of State’s Audits Division. Starting with fiscal year 2015 Portland State will be separately contracting for an independent audit and is currently conducting an open procurement process to identify the firm. Portland State received a one year audit, and according to the 2014 auditor's report (pg.8):

In our opinion, based on our audit and the reports of other auditors, the financial statements referred to above present fairly, in all material respects, the financial position of the business-type activities and the discretely presented component unit of the University as of June 30, 2014, and the respective changes in financial position and, where applicable, cash flows thereof for the year then ended in accordance with accounting principles generally accepted in the United States of America.

Portland State University recently established its own Internal Audit Department, and hired a Director of Internal Audit. The Director reports administratively to the President, and functionally to the Executive and Audit Committee of the Portland State University Board of Trustees. The Committee is responsible for oversight of the institutions financial practices and standards of conduct. The Committee is responsible for: 1) overseeing the external financial audit, (2) ensuring compliance with legal and regulatory requirements, (3) monitoring internal controls and risk management systems, and (4) review of the annual risk assessment and internal audit plan. In addition, the Committee is responsible for such other matters as may be referred to it by the Board or Chair.

Prior fiscal year 2015, Internal Audit was handled through a division, housed under the Oregon University System. Internal audit reports are available in hard copy through the Office of Business Affairs at Portland State University, or through Internal Audit at Oregon University System.

Portland State University has a fraud, waste, and abuse “hot line” for reporting of potential fiscal irregularities.

As shown in the Portland State University organization chart, the Vice President for Finance and Administration reports to the President. The University Controller and the Associate Vice President for University Budget and Planning report directly to the Vice President for Finance and

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Administration (FADM). Under the Provost, the Vice Provost for Academic Fiscal Strategies and Planning works closely with the Associate Vice President for Budget and Planning on fiscal issues.

All audit recommendations are reviewed by the President, who updates the President’s Executive Committee regarding the information. The President’s Executive committee ensures any and all corrective actions are implemented as quickly as possible and the Vice President for Finance and Administration has specific responsibility for implementing audit findings. Any audit recommendations will also be presented to the Executive and Audit Committee.

2.F.8 All institutional fundraising activities are conducted in a professional and ethical manner and comply with governmental requirements. If the institution has a relationship with a fundraising organization that bears its name and whose major purpose is to raise funds to support its mission, the institution has a written agreement that clearly defines its relationship with that organization.

The Portland State University Foundation is responsible for fundraising activities to support the mission of the university. There are development officers in its central office and in colleges and departments. It oversees alumni relations and manages the donor database. The purpose and mission of the Portland State University Foundation, a supporting 501(c) (3) organization, is to cultivate and manage both monetary and volunteer support for Portland State University and supporting and promoting the mission of the university.

The Portland State University Foundation oversees the acceptance and receipts of gifts, the management and investments of endowed and expendable gift funds, and multiple fundraising activities. Endowments and life income funds have been established at the Foundation. The Foundation and the University work closely to ensure compliance with donor intent and proper gift stewardship. An investment committee establishes the foundation's investment policies and guidelines. A gift acceptance committee ensures that gifts received meet the mission of the institution. The Foundation is independently audited. The Foundation’s financial information including a 2013-2014 Audit/Consolidated Financial Statements can be found on the Foundation webpage.

The Portland State University Foundation has established bylaws and the Portland State University Board of Trustees adopted a policy outlining the agreement with the Foundation.

Records pertaining to endowments and life income funds at the Portland State University Foundation are maintained at the foundation. Documents for state-invested endowment funds have copies at Portland State University’s Office of Business Affairs and originals maintained by the Oregon University System.

The Portland State University Foundation does have affiliated organizations which include:

 Friends of History  RAPS (Retirement Association of Portland State University)  Geneforum  Friends of the Columbia River Herbarium  Friends of English

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Portland State University also maintains some endowments through Oregon University System that are invested by the State of Oregon. Earnings are credited by the Oregon University System to Portland State University. These investments are audited as part of the Oregon University System independent audit.

The Foundation subscribes to the standards of CASE ethics, the Association of Professional Researchers for Advancement, and adheres to the Donor Bill of Rights. Additionally, training, policies, and resources are readily available and materials are also available on topics such as:

 Confidentiality Agreement  Information Management Policy and Procedures  Gift Acceptance Policy  Gift Flow Chart  Gift Exception Form

Standard 2.G – Physical and Technological Infrastructure

2.G.1 Consistent with its mission, core themes, and characteristics, the institution creates and maintains physical facilities that are accessible, safe, secure, and sufficient in quantity and quality to ensure healthful learning and working environments that support the institution’s mission, programs, and services.

With the motto, “Let Knowledge Serve the City”, the university’s mission, programs, services and physical character are woven into the urban fabric and extend into the regional community. The Portland State University: University District Framework Plan defines a vision for the future of Portland State University and its surroundings in central Portland. The Plan outlines goals and strategies towards making Portland State University a more sustainable, vibrant Portland institution and hub of learning excellence. The campus encompasses the city’s linear park blocks and is readily accessible to local and regional students, faculty and staff and is inviting to students and visitors from around the world. The physical facilities and grounds are organized and developed to provide a vibrant, safe and healthful urban environment for civic engagement and life-long learning.

Capital Projects and Construction (CP&C) plays an important role at the institution to provide safe, sufficient, and updated academic space for learning, research and community involvement. Large projects such as the modernization of the Science Research and Teaching Center and the expansion of the Campus Steam & Chilled Water Loop support and encourage world class research activities. These projects also improve the quality and efficiency of the campus infrastructure. The development of the Collaborative Life Sciences Building in the South Waterfront area supports the institutional mission by strengthening the working relationship between three institutions, PSU, Oregon State University and Oregon Health and Sciences University. This project created a state of the art facility for life sciences, research and teaching, while meeting the increased demand for classroom space. Portland State University also partnered with the City of Portland in building the Academic and Student Recreation Center, a facility with shared ownership, as an example of civic leadership.

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Portland State University continues to plan new physical facilities, and major renovations, that conform to the vision of the University’s framework and support for the constant improvement in the quality and quantity of space. To address the increasing demand for student housing, Portland State University in partnership with American Campus Communities developed University Pointe at College Station. This building provides a suite of student housing choices and provides an excellent complement to the other university housing options.

Within PSU’s housing, the First Year Experience and the Global Leadership are Living Learning Communities which encourage student success by creating a more traditional college experience by offering a nurturing environment for students. These Living Learning Communities help students establish social networks while becoming familiar with the university and the city. Educational and social programs are held regularly to aid students in navigating the University System.

2.G.2 The institution adopts, publishes, reviews regularly, and adheres to policies and procedures regarding the safe use, storage, and disposal of hazardous or toxic materials.

Environmental Health and Safety policies implement fundamental health and safety concepts that reduce and prevent injury and illness due to potential hazards across the institution. Areas of responsibility include hazardous waste, lab safety, and occupational health and safety.

As required by state and federal regulations, Portland State University maintains a Chemical Hygiene Plan to establish procedures for the safe use of hazardous and toxic chemicals in laboratories on campus. For worksites other than laboratories, a Hazard Communication Plan is in place to ensure employees are informed of the hazards associated with materials used in their workplaces and understand safe work practices for using these materials.

Safe use and disposal of radioactive materials is addressed in the campus Radiation Safety Program Guide.

These plans are implemented through training programs and technical support from campus environmental health and safety professionals. All three of these plans are reviewed regularly and are updated to reflect current best practices and to address emerging safety issues in higher education environmental health and safety.

Portland State University also has a well-established hazardous waste management program to ensure safe and compliant disposal of laboratory chemicals, maintenance-related chemicals, biohazardous materials, and other regulated wastes.

Faculty members at Portland State University are active in establishing and reviewing policies around the safe usage, storage, and disposal of toxic materials through the Portland State Faculty Senate. Faculty Senate administrative committees that address these issues include Bio-Safety Committee, Chemical Hygiene/Laboratory Safety Committee, and Radiation Safety Committee. Additionally, the campus maintains a Campus Safety Committee composed of management and represented employees charged with identifying and addressing occupational safety concerns on campus. Committee participation includes faculty and considers community perspectives.

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2.G.3 The institution develops, implements, and reviews regularly a master plan for its physical development that is consistent with its mission, core themes, and long-range educational and financial plans.

In 2010, Portland State University developed a master plan entitled the Portland State University: University District Framework Plan. This plan took approximately two years to develop and included involvement from dozens of university faculty, staff and students as well as members of the local community. These stakeholders and interested parties participated in open houses, meetings, and work sessions to prioritize the community’s perspective on the future physical structure of the campus. The framework is aligned with the institution’s mission and core themes. The relationship of the framework to the university's core themes is clearly described on p.22 of the plan. The University District Framework Plan is reviewed regularly by Portland State University administrators and is the guiding document for physical development and the university's capital project requests to the state legislature.

2.G.4 Equipment is sufficient in quantity and quality and managed appropriately to support institutional functions and fulfillment of the institution’s mission, accomplishment of core theme objectives, and achievement of goals or intended outcomes of its programs and services.

Portland State University is fully wired for Internet connectivity with most buildings having wireless access. Computers and other technological equipment are updated regularly. University classrooms are equipped with instructional technology. This and other aspects of providing technology at Portland State University are addressed in sections 2.G.5 through 2.G.8.

Research laboratories, usually funded through grants, are furnished with modern equipment, even though laboratory furniture and other materials may be dated. The significant increase in new construction and renovation projects over the last decade has contributed to the general improvement in classroom and instructional laboratory equipment. This is evident in the major renovation of the Science and Research Teaching Center. External feedback has also encouraged schools and colleges to dedicate funds for equipment replacement. The findings of the ABET external evaluation in February 2012 encouraged the Maseeh College of Engineering and Computer Science to create an Equipment Replacement Fund for departmental investments in equipment. The continued growth of the research enterprise at Portland State has contributed to improved research laboratories for students and faculty. Policies regarding fixed assets are covered in the Financial Services policies and procedures manuals.

The University Controller’s Office maintains an equipment inventory which serves as an accounting procedure as well as a method of physically tracking assets. This inventory is conducted campus- wide every 2 years for equipment with a minimum value of $5000.

The buildings at Portland State University are equipped with technological systems that support the academic and research activities and services required by the institution’s programs. Portland State University has a small yet highly skilled operations staff which maintains the campus buildings and infrastructure to ensure that the facilities and building systems and equipment are properly maintained and reliable.

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Portland State University’s Facilities and Property Management department uses AiM, a facilities management software system provided by Assetworks, to manage a high volume of urgent issues, work requests and preventative maintenance needs for the campus.

Technological Infrastructure

2.G.5 Consistent with its mission, core themes, and characteristics, the institution has appropriate and adequate technology systems and infrastructure to support its management and operational functions, academic programs, and support services, wherever offered and however delivered.

At Portland State University, the Office of Information Technology (OIT), within the Office of Finance and Administration, provides core infrastructure and technology in administrative and academic support of the mission and guiding themes of the university.

All general pool classrooms have fixed classroom technology equipment consisting of a computer, ceiling mounted data projector, document camera, and basic classroom control system. OIT provides information on audio-visual services and also lists computer labs across campus giving location, hours of operation, and contact information.

OIT is responsible for the network and computing infrastructure used by faculty, staff, and students campus-wide. This includes PSU’s enterprise data center, server hardware, networks, server/client operating systems, databases, and applications. Major infrastructure applications include:

● Banner ERP System (admissions, registration, financial aid, accounts receivable, human resources, general ledger, and payroll) ● Desire2Learn (Learning Management System) ● OnBase (Electronic Content Management) ● Talisma (Customer Relations Management) ● Google Apps suite (email, calendar, docs, sites, and groups) ● Enterprise data warehouse ● PSU Single Sign-On ● Identity Management (i.e. Odin Account Manager) ● WiFi ● Web Content Management and Hosting (e.g. pdx.edu) ● File Storage (700+ terabytes) ● Printing ● Data Protection / Backups ● Card Access ● Desktop/Laptop Client Management (imaging, configuration, app deployment, licensing, anti-virus, etc) ● Server Virtualization ● Monitoring and Alerting

The campus network includes: ● 22,000 wired ports ● 1000 wireless access points ● 2 gbps of commodity Internet bandwidth

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● 10 gbps of peering/Internet2 bandwidth

2.G.6 The institution provides appropriate instruction and support for faculty, staff, students, and administrators in the effective use of technology and technology systems related to its programs, services, and institutional operations.

Academic Research and Computing (ARC) provides support to faculty, staff, and graduate students on a wide variety of topics including programming, web based programming, UNIX and other OS support, statistical consulting, systems integration and instrumentation, and application support for mission related applications such as LabView, Reflection X, SPSS, and SAS. The ARC also offers a broad range of software and computer applications for research purposes

A number of workshops and training sessions are offered throughout the academic year by OIT and are available to Portland State University faculty, staff, and students at no cost. Registration for these workshops is efficient with online registration, instant email confirmation upon registration, status updates, and a class counter that shows availability. Instructors are able to quickly contact the class list about reminders or workshop updates. OIT uses a trouble ticketing system for reporting problems, which enables the timely response and resolution to technological issues affecting the faculty, staff and students.

All general access classrooms are connected via the Portland State University network to Extron Global Viewer. This allows the OIT-Instructional Technology Services staff to monitor the use of classroom technology at Portland State University and intervene to resolve technological issues if they arise. Portland State University computer lab locations and hours of operation are maintained by OIT.

OIT-ITS has implemented the Echo360 lecture capture system at 10 locations across campus. Portland State University has been using the Echo360 personal capture software to allow faculty to create presentations to add to the campus learning management system.

2.G.7 Technological infrastructure planning provides opportunities for input from its technology support staff and constituencies who rely on technology for institutional operations, programs, and services.

Portland State University provides multiple opportunities for input from across campus regarding technology infrastructure planning and allows for feedback and suggestions from technology support staff. OIT lists a current project report and highlighted projects to the campus to keep it up-to-date on IT activities. One active advisory group is the Technology Administrators Group (TAG) which provides a forum for IT professionals on campus to exchange information and ideas, collaborate on IT initiatives to meet institutional goals, provide feedback and advice to each other, ensure compliance with relevant policy, and engage in training.

The Advisory Committee on Academic Information Technologies (ACITAC) is a faculty think tank that aims to consider faculty-facing IT issues relevant to the PSU community in order to trickle-up innovative ideas that may affect policy and acquisition decisions. To this end, the committee holds open seminar-style meetings once a term focused on issues that are of interest to committee

113 members and relate to IT in higher education. ACITAC will also respond to specific questions posed by the PSU community.

Information Technology Advisory Committee (ITAC) is appointed by the president to provide the CIO of the university with timely input on the Information Technology plan, policies, and project portfolio. The committee also recommends and communicates priorities, commitments, and expectations to ensure IT projects are completed.

The Administrative Technology Advisory Committee (AdITAC) is comprised of university administrators who depend upon the enterprise systems supported by OIT. AdITAC provides a venue for communication, feedback and issue resolution and meets four times a year. Feedback from this committee may be used to inform ITAC when prioritizing enterprise project requests.

2.G.8 The institution develops, implements, and reviews regularly a technology update and replacement plan to ensure its technological infrastructure is adequate to support its operations, programs, and services.

The Chief Information Officer establishes annual goals with input from TAGs, ACITAC, AdITAC and ITAC. The Office of Information Technology produces an annual Project Report, which documents the range of projects completed by OIT staff in the previous year. This report demonstrates the institutional wide impact that OIT has on the campus and acknowledges collaborative activities that OIT has with the campus community.

Conclusion As demonstrated by information detailed in Standard 2, Portland State has the appropriate independent governance structure to fulfill its mission and adequately support the institution’s core themes and objectives. The institution, led by the President and his executive team, consider a diverse variety of inputs as they plan for the future of the University. As the educational landscape changes in Oregon and the region, Portland State University is continually updating its policies and procedures to address these variations and ensure a quality learning environment. These changes are evident in the growth of pedagogical changes, what does it mean to have a Portland State University degree, educational support, student services, the expansion of the physical environment of the campus, and improved efficiencies of informational and technological processes to improve student access at Portland State University. Together the governance and educational resources at Portland State University support the institutional vision and direction.

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Introduction to Standards Three through Five Building on the mission, core themes and educational resources and capacity from the Year Three Self-Evaluation report, this comprehensive Year Seven Self-Evaluation report provides the status of the institution with respect to its strategic planning; effectiveness and improvement; and mission fulfillment. Through its planning activities; evaluation, assessment, and refinement of those planning activities and of student learning; the university has an established process to evaluate it mission fulfillment and achievement of its core themes.

Chapter Three: Planning and Implementation

Executive Summary of Eligibility Requirements 22 and 23 Eligibility Requirement 22 – Student Achievement: Program level learning outcomes are defined within the schools and colleges and made available to the public through the Portland State website. Assessment of program learning outcomes occurs within the schools and colleges with support from the Institutional Assessment Council and the Office of Academic Innovation. Additional assessment of academic programs happens through the scheduled Academic Program Review Process in accordance with the approved institutional guidelines.

Eligibility Requirement 23 – Institutional Effectiveness: Portland State University in Standards 3, 4, and 5 has demonstrated that it applies clearly defined evaluation and planning procedures, assesses the extent to which it achieves its mission and core themes, uses the results of assessment to effect institutional improvement at the program, school and college level. Information regarding institutional effectiveness is regularly published on institutional websites and made available to students, staff, faculty and the public. Internal and external environments are monitored continually by the Portland State administration and the Portland State Board of Trustees to determine how and to what degree changing circumstances may impact the institution’s mission and its ability to ensure its viability and sustainability.

3.A - Institutional Planning 3.A.1 The institution engages in ongoing, purposeful, systematic, integrated, and comprehensive planning that leads to fulfillment of its mission. Its plans are implemented and made available to appropriate constituencies.

3.A.2 The institution’s comprehensive planning process is broad-based and offers opportunities for input by appropriate constituencies.

3.A.3 The institution’s comprehensive planning process is informed by the collection of appropriately defined data that are analyzed and used to evaluate fulfillment of its mission.

As evident in the following diagram, the strategic planning process at Portland State University incorporates both internal and external constituents and encompasses a variety of issues such as funding, priorities, assessment activities, and accreditation. Portland State must plan, implement, and complete initiatives that are dictated by external agencies like the state government and the Portland State Board of Trustees, but must also follow these same steps for internal planning at the presidential, school/college, and unit level for goal setting and continual improvement. The planning

115 process incorporates administration, faculty, staff and students offering a breadth and depth of opinions and opportunities for input.

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Institutional Planning - PSU Strategic Plan The Portland State Board of Trustees charged President Wiewel to start a campus wide discussion about how PSU should position itself for the future and set a Fall 2015 deadline for a new strategic plan. Portland State is in the process of establishing a new institutional strategic plan– Portland State 20/20 and a Strategic Plan Development Team (SPDT) has begun involving the campus in conversations about goals, values, and priority setting.

The Strategic Plan Development Team will have primary responsibility for engaging the campus community in gathering ideas and data for the final strategic plan. They will recommend a thoroughly vetted final draft of the strategic plan to President Wiewel. PSU’s Board of Trustees will have the final say in adopting the strategic plan.

Topic teams for the planning process have been established around the following topics:

 Community Partnerships, Engagement, and Civic Leadership  Student Learning and Academic Success  Innovative Research, Scholarship, and Creative Activities  Equity, Opportunity, and Access  Organizational Excellence and Financial Stability  Campus Climate  Faculty Roles and Structure  Global Excellence

Topic Teams are the working groups (students, faculty, staff, administration, alumni, and other members of the PSU community) who tackle the campus-wide issues identified by the Strategic Planning Development Team. The teams are responsible for digging deep into the topics and developing goals, initiatives and assessment mechanisms for each. The product of this work will be a set of recommendations to the Strategic Planning Development Team. Once compiled, these reports will form the body of the first draft of the Strategic Plan.

The strategic plan that preceded Portland State’s change to an independent Board of Trustees and the one still in use for this seven year accreditation cycle is entitled Opportunity and Competitiveness for the Region: Portland State University Strategic Plan 2011-2014. When this plan was adopted it reflected the priorities of a relatively new institutional president, (President Wiewel’s tenure began in 2008); and the growth of an institution developing its research agenda, its focus on community engagement, and access while meeting the needs of the Oregon’s State Board of Higher Education; PSU’s governing Board at that time.

The strategic planning priorities were also outlined in President Wiewel’s Blueprint for the Future: Five Themes and included: 1) providing civic leadership through partnerships; 2) improving student success; 3) achieving global excellence; 4) enhancing educational opportunity; and 5) expanding resources and improving effectiveness. In developing the 2011-2014 strategic plan, President Wiewel encouraged the campus community to create a plan that would serve “as a model for the urban university in the 21st century, a place where campus and community are inextricably linked, and where we can find solutions to the seemingly intractable challenges that face societies locally and globally.” President Wiewel engaged the campus at the fall 2010 convocation, updating the Portland

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State Faculty Senate at the October 4, 2010 meeting during the President’s Remarks portion, and holding leadership retreats in spring 2010 and 2011. (Standard 3.A.1 & 3.A.2)

Portland State’s key strategic planning forum is the annual spring retreat hosted by the President and his executive leadership team, input is provided from the academic and administrative leadership groups: deans of the schools/colleges; other administrative deans and directors; faculty senate leaders and other faculty; labor union and student government representatives. Suggested themes for the 2011-14 strategic plan began in the spring of 2011 when individual departments and administrative units were asked to come to the retreat with a list of departmental priorities. After much discussion and debate, these local priorities were reconciled with the overarching priorities of the President, his executive team, and the Oregon University System Board. The plan was then submitted to the Portland State Faculty Senate for review. Their recommendations were added to the plan, which was subsequently finalized. Once finalized, planning priorities were translated into a matrix of action items. This matrix became the operational plan and was subsequently integrated into the university’s budget process.

3.B Core Theme Planning 3.B.1 Planning for each core theme is consistent with the institution’s comprehensive plan and guides the selection of programs and services to ensure they are aligned with and contribute to accomplishment of the core theme’s objectives.

3.B.2 Planning for core theme programs and services guides the selection of contributing components of those programs and services to ensure they are aligned with and contribute to achievement of the goals or intended outcomes of the respective programs and services.

3.B.3 Core theme planning is informed by the collection of appropriately defined data that are analyzed and used to evaluate accomplishment of core theme objectives. Planning for programs and services is informed by the collection of appropriately defined data that are used to evaluate achievement of the goals or intended outcomes of those programs and services.

As stated in Standard 1.A Mission Statement (p. 19), the core themes derive from the institutional mission statement and are a direct reflection of the priorities/themes from the institutional strategic plan. Each priority/theme within the strategic plan has goals and objectives that are aligned to accomplish the achievement of the priority/theme and are monitored by the matrix of action items. The alignment of the objectives, the goals, and the priorities/themes of the strategic plan assist the institution in meeting the expectations of the core themes. (Standard 3.B.1, 3.B.2, & 3.B.3)

3.A.4 The institution’s comprehensive plan articulates priorities and guides decisions on resource allocation and application of institutional capacity.

With its location in the Portland metropolitan area and a mission to serve as a center of access and opportunity for the diverse populations of students, Portland State University is uniquely positioned to play a key role in achieving the 40-40-20 goal (p. 52). Some of the main tenets of the 40-40-20 goal are already incorporated in the President Wiewel’s five core themes, most notably in the following themes: Improve Student Success and Enhance Educational Opportunity. The theme to improve student success encompasses initiatives that result in improved educational experiences and higher retention and graduation rates for Portland State University students. Similarly, the enhancing educational opportunity theme contributes to the creation of seamless and effective pathways to 118 higher education for all students who wish to pursue this path and closer ties to Portland Public Schools.

The 40-40-20 goal, along with the President’s core themes informs the University’s strategic planning activities and serves as a guide in the development of the new strategic plan. The University’s strategic plan provides the framework to ensure that the mission of Portland State University is achieved and sustained, and enables the University to respond to the needs of the state.

Facilities and Campus Services Planning At Portland State, the Campus Planning Office (CPO), Capital Projects and Construction (CPC), and Facilities and Property Management (FPM) are housed within the Planning, Construction and Real Estate division within Finance and Administration. The departments work together with university stakeholders and the greater Portland community to effectively serve students, faculty, staff and visitors. The President’s five guiding themes from the 2011-2014 strategic plan, involve the need for a thriving living and learning environment:

● Provide civic leadership through partnerships ● Improve student success ● Achieve global excellence ● Enhance educational opportunity ● Expand resources and improve effectiveness.

These themes, along with the university’s Strategic Plan, Climate Action Plan and the University District Framework Plan all serve as guides to Planning, Construction and Real Estates’ work to ensure that campus assets are well maintained, moves and renovations are completed thoughtfully and acquisitions and new construction projects are well planned.

PSU is deliberate about the maintenance of its facilities and grounds and decisions to build new facilities and acquire property. FPM has a comprehensive database of preventative maintenance needs and supervisors prioritize those needs based on many factors in order to ensure that the most important work is performed effectively. CPC has an extensive database of capital improvement needs and a team of experts meet quarterly to prioritize the nearly 600 projects and decide which ones to pursue. These primarily consist of deferred maintenance projects but also desired life safety, accessibility and beautification improvements. (Standard 3.A.3 & 3.A.4)

PSU utilizes a collaborative approach when developing capital plans and projects. A Capital Advisory Committee (CAC) is charged with advising the President and Board of Trustees on the physical development of campus. The committee has eleven voting members and two ex officio members and meets monthly to discuss new construction, major renovations, new leases, and property acquisition. The CAC also provides input to work done by its five subcommittees which are reflected in the diagram below:

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Physical needs assessments are conducted by CPO and take place with vice presidents, deans and unit heads on at least an annual basis to determine short and long-term space needs and desires. These meetings allow CPO to assess campus needs in a comprehensive manner and to inform their work with individual departments that need improvements to their space or who have or will be expanding. Additionally, a list of project ideas for large projects is created, combining unit needs and interest with building condition information. This list is then reviewed and prioritized by the CAC. (Standard 3.A.2, 3.A.3, & 3.A.4)

Small campus projects are handled internally by university staff. CPC staff regularly work with departments across campus to reconfigure or renovate their space. As stewards of public resources, staff members often develop options for departments that minimize financial costs while still accommodating the necessary programmatic needs.

PSU prioritizes operations that ensure a safe and comfortable environment for students, faculty and staff. CPC and FPM continuously balance the need for: ● Preventive maintenance - keeping the campus operating in a safe and efficient manner ● Emergency repairs that affect critical systems ● Planned repairs or alterations that add to the functionality, life expectancy or efficiency of facilities.

Inventories of facility needs are conducted for each building annually and reviewed and prioritized quarterly. Frequent analysis of facility conditions and decisions on which improvements to make, assist in determining the amount of urgent unanticipated repairs. Larger projects are bid to contractors using established processes that include considerable oversight by engineers and other professionals representing PSU.

Within each budget cycle, building conditions, space needs of departments and schools, legislative appetite to provide state funding and fundraising capacity are all considerations for the CAC when

120 prioritizing projects. The CAC uses data from a variety of sources to inform their work including Sightlines, a facility asset advisory firm that provides an annual analysis of buildings and spaces.

PSU’s ability to undertake new construction or major renovations is tied directly to available funds. Budgets are nearly always dependent on funding approved at the state level, and PSU works with the Higher Education Coordinating Committee (HECC) to determine which projects are presented to the state legislature for funding.

Strategic Enrollment Management & Budget Planning Strategic Enrollment Management Planning (SEM) is a comprehensive process designed to help Portland State University achieve and maintain optimum enrollment, where optimum is defined within the academic context of the institution. It’s a concept and process that enables the fulfillment of institutional mission (educational opportunity) and students’ educational goals (student success).

In fiscal year 2015, Portland State University transitioned away from the incremental budgeting process and implemented Performance-Based Budgeting (PBB). PBB is a collaborative process that establishes revenue requirements, based on annual SEM plans, and expenditure budgets for each school and college. The difference between the revenue requirement and expenditure budget sets an academic unit’s performance requirement.

The principles of PBB include: • Set a balanced budget for Portland State University. • Build from strategic enrollment management plans. • Growth or declines in one area of University impact other parts of the University. • Expenditure budgets consider past year’s performance, plus additional factors such as student success, curriculum quality, support of unfunded research and capacity for future revenue generation. • Schools and colleges retain carry-forward funds.

The purposes of SEM are achieved by: • Establishing clear goals for the number and types of students needed to fulfill the institutional mission • Promoting student academic success by improving access, transition, retention, and graduation • Promoting institutional success by enabling effective strategic and financial planning • Creating a data-rich environment to inform decisions & evaluate strategies • Improving process, organizational & financial efficiency & outcomes • Establishing top quality student-centered service • Strengthening communications & collaboration among departments across the campus to support the enrollment program

3.A.5 The institution’s planning includes emergency preparedness and contingency planning for continuity and recovery of operations should catastrophic events significantly interrupt normal institutional operations.

Emergency Preparedness Planning The Campus Public Safety Office oversees the Comprehensive Emergency Management Plan, which establishes policies, procedures and an organizational structure for response to emergencies of a

121 magnitude to cause a significant disruption of the University. This plan describes the roles and responsibilities of departments, schools, units, and personnel during emergency situations. The basic emergency procedures are designed to protect lives and property through effective use of university and community resources. Since an emergency may be sudden and without warning, the procedures are designed to be flexible in accommodating contingencies of various types and magnitudes. Through the use of annexes, this Emergency Management Plan addresses several specific types of emergencies on an individual basis, providing guidelines for the stabilization and recovery from the incident. These include emergency instructions and references in a concise format for those individuals designated to manage University resources. The Comprehensive Emergency Management Plan was revised in 2014 and addresses four levels emergencies. (Standard 3.A.5)

Chapter Four: Effectiveness and Improvement

4.A Assessment 4.A.1 The institution engages in ongoing systematic collection and analysis of meaningful, assessable, and verifiable data—quantitative and/or qualitative, as appropriate to its indicators of achievement—as the basis for evaluating the accomplishment of its core theme objectives.

4.A.2 The institution engages in an effective system of evaluation of its programs and services, wherever offered and however delivered, to evaluate achievement of clearly identified program goals or intended outcomes. Faculty have a primary role in the evaluation of educational programs and services.

4.A.3 The institution documents, through an effective, regular, and comprehensive system of assessment of student achievement, that students who complete its educational courses, programs, and degrees, wherever offered and however delivered, achieve identified course, program, and degree learning outcomes. Faculty with teaching responsibilities are responsible for evaluating student achievement of clearly identified learning outcomes.

4.A.4 The institution evaluates holistically the alignment, correlation, and integration of programs and services with respect to accomplishment of core theme objectives.

4.A.5 The institution evaluates holistically the alignment, correlation, and integration of planning, resources, capacity, practices, and assessment with respect to achievement of the goals or intended outcomes of its programs or services, wherever offered and however delivered.

4.A.6 The institution regularly reviews its assessment processes to ensure they appraise authentic achievements and yield meaningful results that lead to improvement. 4.B Improvement 4.B.1 Results of core theme assessments and results of assessments of programs and services are: a) based on meaningful institutionally identified indicators of achievement; b) used for improvement by informing planning, decision making, and allocation of resources and capacity; and c) made available to appropriate constituencies in a timely manner.

4.B.2 The institution uses the results of its assessment of student learning to inform academic and learning-support planning and practices that lead to enhancement of student learning achievements.

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Results of student learning assessments are made available to appropriate constituencies in a timely manner. Overview of Campus Assessment 2009-2014 Introduction The focus of this section will be an overview of assessment activity following from the 2009 Progress Report to NWCCU, including the extensive foundation for current institutional assessment work that was developed during the 2009-2010 academic year, subsequent efforts, recent assessment work in the context of extensive organizational transition and reorganization, lessons learned, and next steps as outlined in the Institutional Assessment Council's two year work plan (2014- 2016). Following the overview, assessment work connected to Portland State's four core theme areas will be discussed. (Standard 4.A.1) Primary Activities 2009-2014 The 2009-2010 was a foundation-building year for work on the recently approved Campus-Wide Learning Outcomes (CWLOs). The Institutional Assessment Council focused on publicizing the CWLOs, further refining four of the CWLOs (Internationalization, Engagement, Sustainability and Diversity), reviewing graduate program documents to begin defining graduate learning outcomes, and in collaboration with the Center for Academic Excellence, inventoried department or unit-level learning outcomes to determine the extent to which the learning outcomes were already addressed. The following components of undergraduate assessment were used to evaluate each unit's assessment plan:

 Learning objectives are stated and measurable  A curriculum map has been developed  Learning objectives are conveyed to students  An assessment cycle is present and ongoing  Tools and measures are identified and used  A feedback loop is established and in use Using these criteria, eight programs were determined to be at the "established" level; fifteen were determined to be "Mid Stage" and twenty-three were determined to be "Emerging." (Standard 4.A.2 and 4.A.6) Based on its work over the year, the Council approached stakeholders for ideas on implementing the outcomes campus-wide, and for ideas on supporting more units to move to more established levels of assessment processes. (Standard4.A.5) During the 2010-2011 academic year, the Council furthered the work on CWLOs by completing the outcomes statements and criteria for the CWLOs Creative and Critical Thinking, Communication, and Ethics and Social Responsibility. Each CWLO was presented with a broad definition, rationale and specific criteria, and were publicized on the new Institutional Assessment Council website, in addition to assessment resources and comments function. Additionally, the CWLO criteria were presented to numerous units and groups on campus, the Internationalization Council, the Diversity Council, the University Writing Committee, the Institute for Sustainable Solutions, and the Senior Capstone Council. The IAC hosted a campus-wide forum featuring departmental assessment activity, discussion and activities related to the CWLOs. Finally, the Vice Provost for Academic

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Programs and Instruction worked with the Director of Teaching, Learning and Assessment to clarify roles and responsibilities connected to assessment across campus. A pilot assessment for the Communication Campus-Wide Learning Outcome was the focus of Institutional Assessment Council Work in 2011-2012. At the beginning of the academic year, an Assessment Coordinator position was hired coordinate assessment efforts across campus. This position was housed in the Center for Academic Excellence (CAE), and coordinated pilot study efforts, along with a 2011-2012 ACE Fellow. The project focused on a broad look at the Communication CWLO in upper-level courses across multiple undergraduate programs, using student surveys on attitudes and perceptions on writing, as well as writing samples and associated assignments. A subcommittee of the Institutional Assessment Council (IAC), working with Assessment Coordinator, gathered information about the state of graduate program assessment plans, the relationship between program assessment activities to any required external accreditation requirements, and the usefulness of the online assessment module for reporting assessment information. This work built upon a previous initiative in the Office of Graduate Studies in which graduate programs were asked to (1) establish SLOs; (2) develop a curriculum map; (3) measure SLOs as they apply to the program’s culminating experience (i.e., thesis, project, written and/or oral exams); and (4) discuss what they have already done to improve their graduate programs based on the results of assessment of SLOs, i.e., how they have closed the feedback loop.

A number of graduate programs reported recently changing either their curriculum or their graduation requirements as a result of their assessment activities; these include Social Work, Art, Speech & Hearing, the Counseling Program in the Graduate School of Education, and Foreign Languages and Literatures: Spanish (Source: Office of Graduate Studies). Graduate programs at PSU that report to discipline-specific accrediting bodies have been engaged in ongoing assessment process for many years; these programs account for over 80% of graduate students at PSU. Assessment activities in programs for which there is no discipline-specific accrediting body have historically been limited to undergraduate learning outcomes. Therefore, during this process it became apparent that processes for promoting and collecting program-level assessment data at the undergraduate and graduate levels needed to be connected and consolidated. A specific communications plan and framework for campus-wide assessment, as well as graduate program assessment, were the broad goals for 2012-2013.

The 2012-2013 academic year was a time of transition and reorganization for the campus-wide assessment leadership. A new Provost had recently joined the campus during the previous year, the Associate Vice Provost and Director of Teaching, Learning and Assessment returned to their faculty positions, and the Assessment Coordinator left the University. This position was not immediately filled, as the Center for Academic Excellence and Center for Online Learning were eliminated and merged to create The Office of Academic Innovation (OAI), led by the former Director for Online Learning. OAI reported to the newly hired Vice Provost for Academic Innovation and Student Success. In early 2013, two Interim Co-Directors in the Office of Academic Innovation were appointed. Their primary task was to oversee the successful transition of the new Office, the move of both previous centers to a new location, and the transition of the newly combined staff. During summer and fall 2013, the Interim Director of Teaching, Learning and Assessment worked with the

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Vice Provost to reestablish the Institutional Assessment Council (IAC). By November 2013, the IAC had been reestablished after an eighteen month hiatus, and by February 2014, the Assessment Coordinator position had been filled. 2013-2014 was a year of rebuilding for institutional assessment work. This happened in three ways: the hiring and learning from a national assessment consultant, a critical examination of institutional assessment history and articulating central lessons learned, and a long-range planning process that put into place goals and expectations beyond one single academic year, including a proposal for a two-year assessment reporting cycle. The IAC’s strategic planning process was informed by recommendations from Dr. William Rickards, consultant in higher education research and evaluation. During summer and fall 2013, Dr. Rickards conducted telephone and office interviews with PSU faculty, staff and administrators, examined institutional documents, and reviewed institutional history related to assessment.

The final report titled, Report on the Development of Assessment Practices at PSU commended the “full range of available examples” in a wide range of departments, as well as the “rich array of data and an appropriately complex depth of educational practice” (p. 23). At the same time, report findings also included the need for more performance data focused directly on student learning outcomes, school and department-based efforts, and faculty perspective on program outcomes, resulting in the following short-range recommended priorities:

 Creating an updated map of assessment program and practices  Investing faculty as co-investigators in questions stemming from real issues in programs {ex: retention, class size}  Highlighting assessment practices at program and department levels, including exploring assessment practices with specific curriculum content To create an updated map of program assessment practices, Institutional Assessment Council (IAC) decided to conduct a campus-wide inventory of program assessment activity to (1) establish a baseline understanding of changes to program assessment activity, (2) compare current program assessment activity with findings from a similar inventory conducted in 2009-2010, and (3) form a baseline for the IAC’s strategic planning goals. (Standard 4.A.5) The Undergraduate Programmatic Assessment Evaluation Rubric (Template D) used in 2009-2010 to evaluate program assessment activity was modified to create an updated rubric that formed the basis for evaluating current program assessment activity in the colleges and academic programs. The following summarizes the findings of the first phase of campus assessment activity mapping: Nine programs showed evidence of reaching the “established” stage for program assessment activity as defined by the rubric. These programs were found to have

 clearly defined program-level outcomes,  a plan for assessing each of the outcomes,  strong indication that the results from assessments were reviewed on a continuous basis,  included assessment results within decision-making and planning processes,  updated information on department websites on program-level outcomes and curriculum revisions.

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In addition, twelve programs were found to have progressed through one or more stages (early to mid-stage or established; mid-stage to established). The next step, as outlined in the IAC’s two-year work plan, will be to (1) develop “exemplars” from established departments (and those who have recently progressed to mid and established stages), using current media technologies to highlight the departments’ perspectives on processes used and impact of assessment work, and (2) establish partnerships among departments, from various stages so they have the ability to share information about what planning issues are successful and what areas need assistance or support. (Standard 4.A.6, 4.B.2) The following section focuses on examples of assessment focused on evaluation and improvement in the core theme areas of Community Engagement and Civic Leadership, Student Success, Innovative Research and Scholarship, and Educational Opportunity. The final section summarizes lessons learned from institutional successes and challenges, and outlines strategic planning goals and next steps. (Standard 4.A.1, 4.A.4, & 4.B.2)

Core Theme 1: Community Engagement and Civic Leadership Objectives: 1.1 Provide an undergraduate experience that connects and engages students with the community 1.2 Provide leadership in areas vital to the urban and metropolitan area and contribute to social and economic vitality

Assessment of Engagement in Senior Capstone

Engagement describes the collaboration between Portland State and its larger communities (local, regional, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity. Through its engagement, Portland State creates and transmits knowledge with meaning and ensures relevant and authentic teaching and learning experiences.

Results from the 2013 National Survey of Student Engagement (NSSE) revealed that Portland State students reported participation in service-learning and community-based projects at a higher rate than all comparison groups. First year students reported that 63% of their PSU courses have included a community-based learning component, while students at the senior level reported that 75% of their PSU courses have included a community-based project. Further, 92% of PSU seniors reported participating in or planning to participate in a culminating community-based learning experience, a higher rate than all comparison groups. Source: PSU Office of Institutional Research and Planning

The above NSSE data results reflect the centrality of community engagement to Portland State University’s approach to teaching, learning, and research. One important example of this is the Senior Capstone, required of all students in the undergraduate University Studies general education program, in which multidisciplinary groups of students, led by a faculty expert or a community partner, work together to address real-world problems or issues. Traditionally, a great deal of assessment activity in the Senior Capstone focused on the experiences of faculty and students with Community-Based Learning (CBL) related to social responsibility; for example, whether courses were increasing students’ sense of responsibility for serving the community and whether courses deepened students understanding of community needs. These measures are still assessed; however, the adoption of the campus-wide Community Engagement outcome supports an increasing trend

126 toward diversifying the methods that assess students’ learning experiences to: 1) capture the complexity of community engaged learning; 2) assess impact of faculty development activities; and 3) nurture partnerships between the offices responsible for engagement work (Office of Academic Innovation, Research and Strategic Partnerships, Institute for Sustainable Solution, Enrollment Management and Student Affairs) and academic units with strong emphases on engagement (e.g., University Studies, Graduate School of Education) to assess community impact. Recent examples include pedagogical catalysts of civic competence in Senior Capstone courses and factors that encourage faculty to engage in community-based teaching and research.

Meeting the University’s Core Theme 1: Community Engagement and Civic Leadership was evidenced through specific indicators and meeting threshold levels for achievement.

 One indicator the number of Senior Capstone courses, reflects PSU’s commitment to provide a culminating community-based experience for all of its students. Currently there are 234 Capstones serving about 3950 students.

 Another indicator is the percentage of Capstone students who report that community work helps them to better understand the content of the course. For the 2013-14 academic year, 91% of students agreed or strongly agreed that community work helped them to better understand the content of the course, as measured by the Senior Capstone end-of-course survey.

 In contrast, another indicator is the percentage of students who agree/strongly agree that they have a better understanding of how to make a difference in the community. This indicator has shown more variability across the last five years trending downward between 2010 and 2013, but increasing in 2014 to 81%. While still above the threshold of 78% for this item, trends of this type are closely monitored to ensure quality. When individual courses fall below the “meets” threshold, faculty members are asked to engage in course redesign and professional development. When courses exceed this level, they are identified as exemplars and models for investigating best practices. In 2011, a qualitative project utilizing interviews that incorporated a critical-incident approach was used to glean insights into both the frequency with which twenty randomly-selected graduates identify community-based courses as significant college-learning experiences, and the conditions that created the significance. Further, the investigators explored the effects and meaning this course experience had and continues to have on graduates. The researchers focused on graduates who participated in PSU's largest Capstone Partnership, Camp Kiwanis, a camp that serves persons with disabilities.

 Graduates reported enhanced interpersonal skills, a deepened sense of personal and professional efficacy, a strengthened sense of their social responsibility toward others, and enhanced intention around their career goals and development. Finally, Capstone course-based portfolios which include syllabi, assignment instructions, examples of student work produced in the course, and faculty reflection are used as a way to capture, analyze and display the complexity of student learning in Capstones. Annual Capstone Assessment Reports can be viewed on the University Studies Assessment webpages. (Standard 4.B.2)

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Assessment of Engagement in Schools, Colleges and Programs In 2010, 57% of programs reported at least one program learning outcome that mapped to the CWLO of engagement, and 59% of seniors reported community-based learning as part of their academic experience. Assessment activity also occurs in many areas outside of traditional academic programs. For example, the Institute for Sustainable Solutions (ISS) conducts assessment quarterly on student learning in Sustainable Neighborhoods Initiatives. For this initiative, students in nine classes at Portland State are working with community partners through the Sustainable Neighborhoods Initiative on projects to make targeted areas of Portland—Living Cully, Foster Green, and the Lloyd EcoDistrict—more equitable, sustainable places to live, work, and play. (Standard 4.A.4, 4.A.5, & 4.B.1) Results demonstrate student learning in the following campus-wide engagement outcome criteria 1) students can articulate mutually beneficial outcomes for themselves and community partners; 2) students can give examples of the ways that community participation deepened their understanding of academic material; and 3) students can provide evidence of responsible participation in community-based activities and what they learned as a result of participation. All Enrollment Management and Student Affairs (EMSA) departments report assessment findings in an online portfolio. They are required to report the following: (1) alignment of department goals to EMSA goals. Engagement is one of our goals: Opportunities for Support and Engagement within the University Learning Community and Community at Large; (2) outcome(s) for each goal; and (3) measurable evidence for meeting the outcome. They report data annually and use results to improve EMSA programs and services to students. Several EMSA departments regularly assess student learning connected to engagement. The U.S. Department of Education named Portland State as a leader in volunteer programs dedicated to interfaith community service, by adding it to the President’s Higher Education Community Service Honor Roll. This is the first year (2014) the interfaith category has been recognized on the President’s Honor Roll. Student Activities and Leadership Programs heads the community service programs, including the interfaith team within the Student Community Engagement Center. The interfaith and community service programs offer different commitment levels for students. Students can participate in community service programs that may span one day to a full year. There are day-long, week-long, quarter-long and year-long community service programs in a variety of themes. The Interfaith Service Leadership Team runs for the entire year and offers a $300 stipend per quarter. Participation in the Interfaith Service Leadership Team is not limited to volunteer work. The team participates in a variety of activities such as movie nights, open forums, panels and service opportunities that open up the conversation between students with differing views on an incredibly sensitive subject. The Interfaith Leadership Team provides opportunities for 6-10 students annually. For the 2014-15 academic year, the Student Community Engagement Center is launching a program called “Viking Volunteers” where students will track their community engagement hours to earn a certificate in community engagement. In Advising & Career Services (ACS), by building relationships with community partners, ACS developed a wide variety of internship and experiential learning opportunities for PSU

128 students. For 2012-13, ASC posted 884 internships, and through increased community outreach efforts was able to provide more student opportunities 965 internships for 2013-14. Future Efforts Future assessment and improvement activities related to Core Theme One: Engagement are as follows: (1) Beginning in fall 2014, a campus-wide Partnership Council comprised of faculty and administrators worked with the Institutional Assessment Council to plan and oversee the implementation of a more consistent assessment of the impact of engagement on students, faculty and community partners. (2) Beginning in the 2014-2015 academic year, Provost Sona Andrews' reThink PSU initiative involved between five and seven programs in a substantial program redesign that included experiential learning and engagement. Programs are required to work with the Office of Academic Innovation's Assessment Coordinator on program outcomes and assessment plans for these activities. (3) During the 2014-2016 academic years, a campus-wide ePortfolio platform will be chosen and implemented. The Institutional Assessment Council in collaboration with the ePortfolio Stewards Council, will oversee efforts to pilot analytics to assess the engagement outcome in samples of courses using the ePortfolio tool. The PebblePad platform was selected and implementation is underway. Core Theme 2: Student Success Objectives: Objective 2.1 Provide quality educational programs and evidence of the student learning experience Objective 2.2 Improve retention and completion rates

The second core theme emphasizes student success. Portland State University utilizes student learning assessment and other student data to inform improvements in student learning and student persistence to the degree. (Standard 4.A.1) Quality Educational Programs and Evidence of the Student Learning Experience Portland State is committed to engaging in a cycle of assessment in order to understand what its students are learning and identify ways to improve the learning experience at the university. PSU academic programs are at different stages of development in their assessment expertise, however, as discussed in section one, a recent campus-wide analysis of program assessment activity revealed that several departments have shown progress in the development of their assessment practices. The following are selected examples of assessment connected to effectiveness and improvement across the colleges. Also included are examples related to the Provost’s Challenge, a campus-wide initiative promoting innovation in pedagogy.

College of the Arts Threaded throughout the College of the Arts’ (COTA) schools and programs, led by Dean Bucker is a focus on quality pre-professional training that nurtures self-discovery, growth and innovative creatives who provide leadership for vibrant cultural communities. For example, the School of

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Architecture has consistently addressed the learning culture of the studio environment, a central aspect of students’ self-discovery and pre-professional training. Using direct interviews with student groups, student liaisons, department meetings, and formal surveys, the program receives student feedback on the studio learning environment, perceptions of support and community, and perceptions of social equity, diversity and inclusion. This feedback has directly impacted studio pedagogical practices and policies. In addition, the School has developed a systematic course review process that includes quarterly syllabi review meetings to ensure alignment between program and pedagogical objectives, regular meetings between specialty areas to assess course progress, assignments and coordination of cross-studio interactions, and the use of scoring criteria to assess student portfolios for the purpose of evaluating the studio program if needed (for example, re- focusing learning objectives in areas identified as needing improvement).

As the College of the Arts continues to expand opportunities for student engagement and success, many programs are exploring multiple approaches to arts curriculum. For example, faculty members from the School of Music have proposed interdisciplinary, project-based curricula that contain online and in-person components. These efforts include the development of assessment processes that are appropriate for an experiential curriculum in which students are learning at different rates (for example, tools that allow students to set and systematically track their learning goals, as well as how well they are meeting those goals). Assessment results can be aggregated to inform approaches to project-based and experiential arts education in multiple modalities.

College of Liberal Arts and Sciences The Department of Anthropology has located a deliberative inquiry on student learning and performance in their annual planning retreat at the end of spring quarter. As the department thought about ways to explore and understand student work and achievement in their programs, they designed a process that worked in the context of their curriculum practices and their particular faculty discourse. In general, they deal with one learning objective in each year. Over the terms, a faculty member who teaches a course with a particularly salient assignment for that outcome collects data on the distribution of grades for the assignment and organizes these for presentation to the department along with samples of student work—usually a paper. The work sample consists of one paper representative of work at each level of earned grade—that is, one at the upper end of an A, one that is clearly a B, and so on. This means that the faculty will have a sense of how students were distributed in relation to achievement levels and will be able to examine a representative example from each level. This array allows for a discussion that can go in at least two directions: How do students differ from one another in their performances? How well can our curriculum tools—for example, rubrics—address some of the characteristics that actually emerge across students? And, in deliberation, how much variability is there in the different judgments that faculty apply.

Faculty members have the opportunity to examine student performance within the structure of their particular discipline and debate the applications of more general learning expectations with the special expertise of their field. The individual faculty presenters can also use the selection of examples to represent what they see as their own best practices and to bring forward the kinds of teaching and learning events that illumine the dynamic dimensions of practice.

The Department of Environmental Science and Management (ESM) has only recently expanded curricular assessment beyond standardized course evaluations, which are distributed at the end of every class, course improvement surveys, which are created and distributed by instructors optionally, to include an exit survey, which was conducted in 2011. ESM applied an overall assessment of 130 graduating seniors in 2011 as well as two smaller assessments of student learning in two courses key for both undergraduate majors.

2011 ESM Senior survey. For the Senior Survey, ESM was interested in learning whether students’ conceptual knowledge and skills that match ESM learning objectives were acquired during their three or four years in the undergraduate program. This assessment was self-report only.

Study of gains in higher order thinking skills and retention of knowledge by ESM Lower division majors. ESM revised the labs in two of our core sophomore level majors’ courses, helped by an NSF grant for curriculum innovation. Graduate students ran assessments and worked with faculty to revise the labs. ESM performed an assessment of student learning early during the fall of 2011 term for students enrolled in the first course in the series, ESM 220 Environmental Systems. Students took the second course, ESM 221 Environmental Problem Solving in the winter or spring term. They were given the post-test during the last week of classes. Due to the large number of transfer students, a large proportion of our majors only take the second course in this series (ESM 221) or neither (start at the 300 level). We compared this “one course only” group (n = 12 students) with students who took both courses (n = 24) using the post-test only comparison. The learning test comprised seven self-efficacy questions and 17 content questions. The content questions were designed to test different levels of knowledge, including level 1, basic ability to recall information, level 2, the ability to both recall and restructure the information, and level 3, ability to use their knowledge to solve problems. These content questions were combined into composite scores (e.g., all level 1 scores were combined, level 2, level 3).

Strategy to address future assessment needs: Senior Survey: ESM results are limited due to the low participation rate in the Senior Survey: they plan to devise a more rigorous graduating senior self-assessment based on their discussions of learning objectives to use this next June 2016. ESM may make it mandatory for all graduating seniors to help assess their experience in the program.

Continued Assessment of Student Learning: It is a laborious process to develop, score, and analyze the kind of student assessment ESM is able to carry out using grant funds. ESM will strive to focus on a few specific conceptual ideas and skills to evaluate, and will continue to assess student learning at the junior level for both our Environmental Studies and Environmental Science majors.

The School of Gender, Race and Nations: Women, Gender, and Sexuality Studies (WGSS) has strengthened the scaffolding and alignment in its upper-division required coursework. Among the revisions in the program was the development of a "Feminist Methodologies" course to ground students' research initiatives and provide a foundation for their work in "Senior Seminar," in which students produce a significant research paper or project. In addition, WGSS has strengthened its required practicum experience and the experiential learning seminar which accompanies the practicum so that students may engage individually and collectively in robust critical reflections on their feminist praxis in ways that make transformative learning possible.

Moreover, insisting on the importance of reflective practice as essential part of their work—is a critical element of students' intellectual engagement, as well as a necessary component of individual pedagogical practice and of the collective curricular design and assessment processes.

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College of Urban and Public Affairs The Nohad A. Toulan School of Urban Studies and Planning (the Toulan School) has three clusters of academic programs, undergraduate major and minors, a master in Urban and Regional Planning and a master and doctorate degree in Urban Studies.

Undergraduate Programs. This section discusses the BA/BS in Community Development only: the School did not conduct any independent assessment of minors. Although passing grades in all required courses was the only measure of individual student performance, USP 302/USP 303 was a workshop-type course in which student teams worked directly with a community-based organization under the close supervision of the faculty members. Team projects were presented in poster sessions to the entire Toulan School faculty, giving all core faculty members an opportunity to informally evaluate the extent to which students performed. For future plans, the Undergraduate Executive Committee will develop an assessment strategy that will consider and implement one or more of the following: an examination-based approach; and a portfolio review showing completed projects, including capstones and field experiences (selective students).

Graduate Program. The Master’s Program in Urban Planning (MURP) uses a number of assessment methods to measure student learning. USP 558 Planning Workshop is the capstone of the program and requires students to work in small teams to produce a product for a public agency or community organization. Students must complete all other core courses before enrolling in Planning Workshop. Two faculty members are assigned as instructors and the Workshop spans two terms. Over the first term, faculty work closely with the self-organized student groups to develop and negotiate a clear project idea and realistic work plan with their client. By the end of the second term, the team delivers a written product and presents this plan to the respective decision making authority (city council, board, etc.). Past workshop projects and information about the course is made available to the public through the program’s webpage. The Planning Workshop has consistently been identified by graduates as their crowning achievement in the program.

The third component of the MURP core curriculum is the Internship. Students are required to complete 400 hours of internship and attend USP 559 Planning Internship. The main indicators of performance in this course are satisfactory reports from sponsors and qualitative assessments by the Internship faculty member. This one-credit course that accompanies the internship requirement is intended to enrich the experience by encouraging the interns to reflect on practice.

An additional assessment mechanism is the “exit interviews” with graduates. Generally, 60-70 percent of graduating students will participate in a 30-45 minute meeting with the School Director to provide feedback on strengths and weaknesses of the program. These interviews provide an opportunity for faculty to understand better what each student has gained from the MURP program.

Post-Graduation Outcomes. Two checks of quality of the MURP program are employability statistics of graduates through an alumni survey (86% employed, 2013); and pass rate of the AICP (American Institute of Certified Planners) exams (100 percent of PSU MURP graduates pass the AICP exam).

These steps constitute the assessment procedures for the Ph.D. in Urban Studies and the Ph.D. in Urban Studies: Regional Science. Doctoral students, after formulating an exam committee, must complete a “qualifying paper,” consisting of a critical review of the literature of the student’s two fields. Two two-day written exams and a 2-hour oral exam constitute the comprehensive field 132 exams. The student may then prepare and defend a research proposal (the colloquium) and complete and orally defend the dissertation.

Graduate School of Education The Graduate Teacher Education Program in the Graduate School of Education (GSE) is accredited by NCATE and in the fall 2015, the GSE will be the first educator preparation program in Oregon, and one of the first in the nation, to undergo review by the Council for the Accreditation of Educator Preparation (CAEP). In the GSE, teacher candidates are assessed relative to program learning outcomes. The Graduate School of Education has a number of resources to aid in its assessment activities including tools, rubrics, and useful articles for its faculty members. Distributions of students across varying levels of the learning outcomes are reviewed by faculty for use in curricular planning. However, noting that these numbers do not speak for themselves, the Teacher Education program has developed an elegant and workable system through which faculty review the summative statistics annually in a structured conversation that places candidate performance in the context of curriculum aspirations and pedagogical practice. The results of these reflective inquiries become the basis for the continuing development of the program, as well as the material record that serves their accreditation processes.

Maseeh College of Engineering and Computer Science The Maseeh College of Engineering and Computer Science is home to five departments that offer bachelors, masters, and doctorate degrees. All six of the undergraduate engineering and computer science programs are accredited by ABET, a nonprofit, non-governmental organization. To maintain accreditation, each program is required to publish program educational objectives and student outcomes. ABET accreditation also requires each program to have a documented process for continuous improvement. This process includes assessment of student outcomes, evaluation of student outcome attainment, and clear actions that are taken in response to these findings.

One example of this continuous improvement process is the revision of a course in Electrical and Computer Engineering (ECE) to better prepare students for their senior capstone experience. Based on evaluations from community partners who sponsored the projects and student surveys in 2007- 2008, 64% agreed that the students were adequately prepared for their capstone project. After making a number of improvements, including the addition of a practicum project in the target course, the rate of agreement increased to 90% in 2010-2011.

In 2008 a focus group for the same department identified power engineering as an area with both high student interest and high demand for graduates by industry. This was an area that only included a couple of courses taught by adjunct instructors at the time. In response to this feedback, the department hired a new tenure-track professor to develop undergraduate and graduate programs in power engineering. This has become one of ECE’s most popular areas of specialization and a recognized strength of the department. Most of our graduates in this area go on to work for local companies, consultancies, or government organizations upon graduation. (Standard 4.A.2, 4.A.4, 4.A.5, & 4.A.6)

School of Business Administration The School of Business Administration (SBA) made the decision to hire a dedicated staff member to spearhead the work of creating and implementing a systematic plan for assessment and related discussions. The SBA process is distinguished by (1) faculty review of the implementation of designated learning outcomes through the curriculum, (2) a direct study of student work samples by 133 groups of faculty volunteers, and (3) an analytic process that helps clarify faculty observations and judgments of student work and contributes to the robustness of the overall process.

Although the emphasis in SBA is on faculty judgment rather than pedagogical practice, it is still noteworthy that faculty perspective is a key driver in the analysis. Faculty members examine the curriculum and student performance and clarify their observations in order to increase the vitality of the program. This mediated discourse, structured by a facilitator, is an analytic inquiry that produces recordable outcomes. The outcomes in turn provide a base of data which informs a deeper understanding of the curriculum’s development. (Standard 4.A.2, 4.A.3, & 4.B.1)

School of Social Work The School of Social Work’s Bachelor of Social Work program utilizes objectives established by the Council on Social Work Education and then operationalizes twelve program objectives within course syllabi, field learning contracts, and other programmatic course criteria. Program objectives are also linked to the University’s Campus Wide Learning Outcomes. Self-study and program improvement follows four steps: 1. Develop assessment plan; 2. Identify methodology for evaluating the outcome of each program objective; 3. Present findings evaluating each program objective; and 4. Give examples of how findings are used to continuously affirm and/or improve the program.

Student data on program objectives and competency attainment is collected at specific entrance and exit points within the curriculum. To facilitate increased validation, external mechanisms are also used; for example, fieldwork instructors independently rate student attainment of competencies. As evidenced in the program’s self-study report during the 2010/2011 academic year, students showed significant gains over time in all program objective areas. When the minimum threshold levels for specific items under each objective were not met, directors for each area developed a specific intervention plan within course or fieldwork in collaboration with program faculty.

University Studies (UNST) Assessment As a national model of general education, University Studies takes assessment seriously. In fact, the use of portfolios for assessment at the freshman level was written into its founding documents 20 years ago. UNST remains committed to its assessment practices and has moved systematically toward gathering and examining student work at the sophomore and senior levels of the program in order to understand whether and how students meet the learning expectations. To supplement this direct evidence, UNST uses surveys, course evaluations, and small group discussions to collect data on additional dimensions of the student learning experience. The information on student learning generated through UNST assessment practices has informed the development of a new writing rubric, a focused study on diversity at the senior Capstone level, and the implementation of ePortfolios in Freshman Inquiry courses. (Standard 4.A.1, 4.A.3, 4.A.5, & 4.B.1)

University Studies' assessment practices have been recognized nationally. In 2010, the Council for Higher Education Accreditation awarded PSU the CHEA Award for Outstanding Institutional Practice in Student Learning Outcomes, based in large part on the assessment practices in University Studies. In 2007, the Association of General and Liberal Studies recognized PSU with the Award for Improvement of General Education.

Program Review Cycles Beginning in 2012, Portland State University instituted a revised program review process to track the success of each program and identify its unique strengths. All academic programs will have 134 undergone review by the 2019-2020 academic year. Program review provides a systematic focus on improvement by examining:

 Adequacy of resources needed to sustain quality academic offerings;  Continued ability to address access and market demand;  Currency of the curriculum within the evolution of the discipline or field; and  Success of the program in terms of student learning.

The Associate Director for Teaching, Learning and Assessment in the Office of Academic Innovation, in collaboration with the Institutional Assessment Council, is responsible for providing resources which encourage and support programs to engage in ongoing curricular assessment and documentation, with the goal that each program will have comprehensive data sources supporting their examination of program success related to student learning. The placement of assessment within overall program review promotes the consideration of student learning at the same time that programs are examining their budgets, market demand for their programs and their overall curriculum. (Standard 4.A.1, 4.A.2, 4.A.5, 4.A.6, 4.B.1 & 4.B.2)

Provost Challenge Initiative and reThink PSU

In 2012, Provost Andrews challenged the university to fundamentally rethink the purposes and goals of the institution related to 21st century educational issues, including student learning and success. As a part of this drive, a competitive grant program funded a significant number of initiatives to develop and implements new approaches to pedagogy and curriculum. Many of the funded initiatives have direct consequences for assessment practice:

 The adoption of a campus-wide ePortfolio platform which will support deepened learning and reflection and result in complex sources of evidence of student learning.  The reframing of mathematics courses to enhance student achievement in ways that will also challenge and amplify the effective uses of assessments to support learning  The creation of online general education pathways to support student success and progress toward degree and the concurrent development of robust online student learning assessment tools  The development of prior learning assessments requires faculty to conceptualize and articulate the complex foundations of their courses and programs, define acceptably evidence, and transform these into robust and credible processes to help students advance into academic programs according to demonstrable abilities (Standard 4.A.2, 4.A.4, 4.A.5, 4.A.6, & 4.B.2)

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Future Efforts As more programs are supported in their assessment as part of program review, we expect to see even more improvement in the level of assessment expertise and practice across campus.

Beginning in winter 2015, the next stage of reThink PSU involves seven programs each year chosen through a competitive process to redesign curricula to create engaged and flexible student degree paths. These projects will have broad impact on program assessment work, as each program will be required to work closely with assessment personnel on curricular mapping, assessment processes, and procedures for using assessment results for continued program revision and improvement.

Improve Retention and Completion Rates Over the last several years, PSU has engaged in a data-informed campus-wide conversation about freshman retention. Participation from partners across the university has resulted in an improvement in PSU’s freshman retention rate.

Freshman Retention Project About 10% of freshmen students who are admitted to PSU in fall do not transition to winter term and about 15-20% of the students who complete their freshmen year do not return the following fall. Based on research conducted through UNST, we know that students who have major concerns about financing their education and students who are not sure about their plans (as identified in FRINQ Prior Learning Survey) tend to leave at a higher rate. Similarly, students with HS GPA

136 below 3.0 and conditionally admitted students tend to leave at a higher rate. Finally, about 80% of the students who indicate (in the FRINQ End-of-Year Survey) they are not planning to return the following fall do not come back. To take action on this data, UNST has led the Freshman Retention Project which involves a number of functional areas on campus: University Studies, advising, Office of Financial Aid & Scholarships, and Student Financial Services. It uses multiple sources of data to support student success and aims to facilitate students’ continuous enrollment during the first year and successful transition to the second year. The project accomplishes this through outreach and intervention at critical points (fall-to-winter and spring-to-fall transitions), and through ongoing intervention for students identified as at risk of not persisting beyond their first year. The project has tracked student retention by college and student sub-groups since 2009 and has seen an increase in Freshman Retention since beginning this work. (Standard 4.A.1, 4.A.4, & 4.B.1) The Freshman Retention project has become a component of the Undergraduate Student Persistence project, which has its goal to recommend and implement selected interventions and strategies to help transfer students persist from their first year at PSU to the second year. This project emerged from the Academic Advising Council initiative to focus on the transfer student experience at PSU. (April 6, 2015 - PSU Faculty Senate Meeting, report G1) Specifically, improve the persistence rate of Undeclared/Undecided students (Community College transfer students who were undeclared during their first year of enrollment at PSU had a graduation rate of 40% in comparison to the institution- wide graduate rate of 54%). The project team has completed an initial set of stakeholder interviews to gain insights for interventions to be implemented in fall 2015. The project team is also engaged in a campus-wide enrollment campaign effort focused on registering current PSU students who have not yet registered to return for fall 2015.

Enrollment Management and Student Affairs (EMSA) To support success and retention, the University regularly offers courses focused specifically on student success that are taught by professionals from Advising and Career Services, Diversity and Multicultural Student Services, the Learning Center, and Student Support Services. These are courses for which EMSA partners but the courses are housed outside of EMSA in University Studies. For example:  College Success is a comprehensive course designed to enhance student success and retention. Students learn strategies for creating greater academic, professional, and personal success such as self-empowerment, personal responsibility, self-motivation, interdependence, self-awareness and other critical components of keeping them on course to their goals. In 2013-14: 334 students were served including the DMSS college success courses (Access, Ganas, and Diversity Scholars), returning women's, and veterans. At least 87% of students in the Diversity, GANAS and ACCESS cohort programs persisted through their first academic year and enrolled for the fall 2014 quarter.  Roads to Success is an early start program for new freshmen at PSU designed to enhance student and academic success and retention at PSU. The course examines effective college study strategies, self-empowerment theories, differences between high school and college, goal setting and engagement at PSU. In the 2013 cohort 58 students participated.  Career Planning, in the Advising and Career Services unit, explores and explains the career planning process by engaging students in self-assessment and career exploration activities intended to assist them in choosing a major or career. In 2013-14: 55 students participated.

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 Summer Bridge Program is a TRiO/Student Support Services (SSS) joint partnership with PSU. Students strengthen and use the academic skills needed for success at the University. Students become familiar with the campus and visit classes to better understand the rigor and expectations of college courses. In summer 2014, 17 students participated.

Future Efforts PSU continues to invest in developing data sources which can support advisors and faculty in their work with students. As stated in Standard 2.D.10 (p. 91), Portland State is participating in the Educational Advisory Board Student Success Collaborative which provides a dashboard of information regarding student academic history, predicted success in programs of study, and alerts for those students at risk of not succeeding.

Core Theme Three: Innovative Research and Scholarship Objectives 3.1 Increase interdisciplinary funded research activity that reflects the University’s urban character and addresses the needs of urban communities 3.2 Provide opportunities for student participation in research at undergraduate and graduate levels

At Portland State, opportunities for both graduate and undergraduate research are evaluated and assessed for educational quality and improvement. As mentioned on p. 125, the Office of Graduate Studies requires that programs measure graduate student program learning outcomes as they apply to the program’s culminating experience (i.e., thesis, project, written and/or oral exams). At the undergraduate level, opportunities to assess undergraduate research have markedly increased over the last several years. Approximately 69 out of 206 Senior Capstones (representing 1,500 students) are considered research-intensive, or those Capstones that involve a significant research component with the development of specific research skills. Students in these courses receive mentoring and feedback from both instructors and from community partners who directly benefit from the research activity. Findings from Capstone program assessment data are used for faculty discussion and faculty development programming that directly affect the quality and implementation of these courses. In addition to research in general education, undergraduate research opportunities are assessed in a variety of ways. For example, the Ronald E. McNair Scholars Program introduces undergraduates to academic research and through its faculty mentor program, is able to provide assessment and evaluation of each scholar’s progress and research quality at regular intervals throughout the academic year. Undergraduates in this program are also expected to present at regional and national McNair conferences, as well as submit their work for peer review by submitting articles for publication in scholarly journals. As a community-engaged institution, PSU provides numerous opportunities in addition to the Senior Capstone for students across the institution to develop and enhance their research abilities. The College of Urban and Public Affairs, the Maseeh College of Engineering & Computer Science, and the School of Education all support research that involves students and responds to local community concerns. For example, in Engineering, faculty and students were contracted to monitor a green roof on a new Walmart building as a means to understand sustainable building practices and

138 inform the expansion of energy performance for new and retrofit construction. The Port of Portland that operates the Portland International Airport engages students and faculty in garbage and recycling research in an effort to understand waste patterns at large complex facilities and ultimately reduce garbage production. Interdisciplinary opportunities for undergraduate research have also expanded over the last decade. The Institute for Sustainable Solutions (ISS) is a partner across many of PSU’s colleges and serves as a liaison between faculty, students and community partners to provide engaged applied research opportunities for hundreds of students each academic year. The ISS assesses project outcomes and measures project impact, resulting in high-quality applied research experiences that engage students in real-world sustainability issues. PSU Provost Sona Andrews’ reThink PSU initiative, beginning with the Provost’s Challenge, supported 24 large-scale interdisciplinary projects, many of which incorporated opportunities for undergraduate scholarship. For example, a collaboration project between Chemistry and Biology to reframe undergraduate science education for the 21st century incorporated opportunities for community partnerships and undergraduate research alongside “STEM scholars of practice.” (Standards 4.A.1, 4.A.4, 4.A.5, & 4.B.2) Future Efforts The Institutional Assessment Council will continue its efforts to monitor and track the outcomes related to interdisciplinary projects that include significant undergraduate research components. Concurrently, the newly formed University Partnership Council will serve as a primary review mechanism to support the impact and effectiveness of engaged research at Portland State. Core Theme Four: Educational Opportunity Objectives 4a.1 Provide access to a wide range of programs offered through traditional and non- traditional means that support Portland State University’s mission and meet the needs of a diverse student population 4a.2 Partner with other educational institutions to create a seamless and more effective system to support opportunities for students from preschool to graduate school 4b.1 Increase efforts to enroll a diverse student body and provide support services for students from historically under-represented groups 4b.2 Provide international learning opportunities

Portland State continues to offer a variety of academic programs and certificates to the metropolitan region, the state, to out-of-state and international students. The offering of programs continues to develop to meet the needs of the students with new traditional offerings and new online programs. A listing of the new programs is located on the PSU Curriculum Tracker with additional web links to those programs that have established independent web sites. Additionally, the Curriculum Tracker monitors the progress of both undergraduate and graduate programs for curriculum changes or program elimination. Online Learning Opportunities: Access and Quality Between fall 2011 and fall 2014, student enrollment in online and partially online learning grew by 29% from 8,320 to 10,735. This trend is predicted to continue in light of the Provost’s reThink PSU/Flexible Degrees initiative. Phase one of this initiative, Provost’s Challenge, supported 24

139 interdisciplinary faculty and staff teams who initiated curricular and programmatic projects that created sustainable changes aimed at supporting student access, opportunity and success. The Office of Academic Innovation supported phase one by providing pedagogical and assessment planning, design and support. (Standard 4.A.1, 4.A.4, & 4.A.5) Partnerships with OHSU Portland State has a long-standing relationship with Oregon Health & Sciences University, which entered a new phase with the Joint School of Public Health merger. This new joint program will address the Portland metropolitan areas need to support the health infrastructure and an accredited school would deepen the collaboration between the two universities, and open access to research funding that is only available to an accredited school. This joint program will also offer students in the region access to an accredited school with a rich combination of options and tracks, from undergraduate through doctoral degrees.

Another venture between the two institutions, the Healthcare MBA is designed to address the changing landscape of global health as a transformative program that delivers a comprehensive and leadership-focused business curriculum. As healthcare becomes more complex, it requires the highest degree of work ethic, business acumen and passionate leadership. With an urgent emphasis on improving the quality of healthcare, this program works to fine-tune a streamlined system that reduces costs on the organization and offers affordable and patient-focused treatment.

EXITO Grant PSU and OHSU are collaborating on a recently funded $24 million NIH training program grant Enhancing Cross-disciplinary Infrastructure Training at Oregon (EXITO). Over five years of NIH (U54) grant funding, the initiative will establish a collaborative partnership among programs at multiple institutions to support the education and training of undergraduate students from traditionally underrepresented backgrounds to diversify the biomedical research workforce. The collaborative is based on PSU as the primary institution, OHSU as the research-intensive institution, and a diverse set of academic pipeline partners. EXITO aligns institutions and faculty from Oregon, Washington, Alaska, and the U.S. Pacific Islands to support the development, implementation, and evaluation of innovations designed to transform the undergraduate experience along a trajectory leading to a baccalaureate degree, post-graduate studies, and rewarding research careers in various fields of the biomedical and behavioral sciences.

EXITO is a comprehensive and novel approach that will leverage the existing strengths, curricular innovations, and capacity of PSU; strengthen and integrate strategic relationships with OHSU, and with four local community colleges; and create dynamic new partnerships with a diverse set of two- year and four-year institutions of higher education in Alaska, Hawaii, Guam, American Samoa, and the Northern Mariana Islands. The geographic isolation of these partner institutions—crossing thousands of miles, the Pacific Ocean, and seven time zones—presents unique challenges and barriers in accessing training opportunities in biomedical research. These barriers are particularly steep for economically disadvantaged students, first-generation enrollees, students with disabilities, students involved in the child welfare system, and the highly varied ethnic/cultural minority groups these partner Institutions serve, including American Indian/Alaskan Native, Native Hawaiian, and Pacific Islander populations.

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Program articulation efforts Recently revised articulation guidelines and transfer degree mapping ensure an effective process for developing implementing articulation pathways with two and four year institutions. Articulation agreements exist between Portland State University and two-year or four-year institutions to assist students’ transfers. Articulation agreements formalize the process of developing and maintaining transfer options for students who wish to pursue a bachelor’s degree. Typically they provide students at community colleges with access to, and linkages with, Portland State University. The agreement often includes a minimum GPA requirement for admission and minimum or maximum number of credits hours that will transfer. As of 2014-15, Portland State University has 89 active articulation agreements. Of those 89, 69 are with community colleges, nine are with 4-year institutions (either Oregon or out-of-state), and 10 are with other types of institutions such as Heald College and the Portland Bible College. In support of the reTHINK PSU Pathways to Success project, Portland State has dedicated attention and resources to improving articulation agreements and transfer process for students. PSU solicits partnerships and articulation opportunities that will improve students’ success and increase their access to advanced educational opportunities. These structured pathways for community college students to pursue a PSU degree include the following activities:

 Ensure curricular alignment with key strategic partners  Design articulation degree maps for transfer students  Create program-specific articulation agreements with community colleges and other institutions The Articulation Agreement Guidelines addresses processes and procedures for deans and department/program chairs. In addition, Portland State through the Oregon Metro Connects (OMC) program is working with Portland Community College and Mount Hood Community College to develop transfer articulation degree maps for the following degree programs: Biology, Business Administration, Chemistry, Child & Family Studies, Computer Science, Criminology & Criminal Justice, English, Health Studies, Psychology, and Social Work. The Oregon Metro Connects All Students to College Consortium was awarded a $445,000 grant by the Oregon Department of Education as one of three regional proposals as part of the Eastern Promise Replication Grant. The Oregon Metro Connects All Students to College Consortium is comprised of partners from Portland State University, Portland Community College (Fiscal Agent and Lead Agency), Mt. Hood Community College, Multnomah Education Service District, and 9 School Districts. The Eastern Promise Replication Grant of 2014-2015 is intended to support consortiums of school districts and post-secondary institutions in building a collaborative effort to develop innovative and flexible ways to create additional opportunities for high school students to participate in college-level courses and earn college credits and/or certificates while still in high school, as well as building a college-going culture and attitudes through programs that begin serving students and families as early as 5th grade.

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Reverse Transfer Programs PSU entered into Reverse Transfer programs with two local community colleges (Portland Community College in fall 2012, and Mt. Hood Community College in fall 2013), in order to offer students the opportunity to earn an associate’s degree or certificate at the community college after transferring to PSU. Each term, PSU sends electronic student transcript records to the community colleges, where they complete degree audit reviews using applicable PSU transfer credit. The community colleges award associate’s degrees where warranted. Over this time period, approximately 77 associate’s degrees have been awarded through this process. The program was initially limited to the co-admitted student population, but changes are being implemented to expand the program to all transfer students. Additional reverse transfer partners will be added as interest emerges. Portland State University has a strong tradition of seeking ways to increase access to higher education for nontraditional students and students from underrepresented groups in higher education. The Office of Global Diversity and Inclusion has developed a campus diversity action plan with objectives that assessed and reported annually, including incorporating diversity into the curriculum, and recruiting historically underrepresented students. These objectives are evaluated by specific indicators of success, resulting in ratings from “needs improvement” to “excellent.” Among the Office’s successes was a documented increase in the number of strategic initiatives created and sustained connected to the recruitment and retention of historically underrepresented students. There are several academic programs that support educational opportunity and access. For example, the McNair Scholars Program, introduced on p. 26, introduces undergraduates who are first generation, low income, and/or members of underrepresented groups to academic research and strategies for pursuing advanced degrees. The program is regularly assessed for its compliance with program objectives, including the number of students who complete bachelors, masters and PhD degrees. The program has consistently met and/or exceeded its objectives since 2003. The Center for Diversity and Multicultural Student Services (DMSS) has increased educational opportunity for targeted student populations. The mission of DMSS is to build and strengthen a sustainable, diverse educational and co-curricular environment where all students have access and support to achieve their educational goals. The DMSS mission is fulfilled through a number of programs:

 Upward Bound: Is a college preparation program for high school students. Upward Bound serves 105 low income, first generation high school students from the following schools: Franklin, Grant, Jefferson, Madison, Roosevelt, and Benson. To date, 95% of our students stay in our program through high school graduation and since 2000, 75% of our students are still either in college or have graduated.  TRiO: These programs expand educational opportunity to persons often underrepresented in higher education; increase the retention and graduation rates of eligible low income, first generation and disabled students, and to foster an institutional climate supportive of the success for those students through comprehensive services and advocacy. In 2013-14 served 251 students, including graduating more than 40+ students who were on the verge of either dropping out or had been academically dismissed.  In 2013-14, DMSS piloted the Networking Development for Native Student Success (NDNSS) program and the Gaining Awareness & Networking for Academic Success (GANAS) transfer program in an effort to reach out to more students.

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 The Access Program supports students during their first year providing targeted academic advising, assistance with goal setting, referrals to campus resources, college success courses, and tuition assistance. The GANAS (Gaining Awareness and Networking for Academic Success) provides similar resources and targets low-income, first-generation students. Both of these programs directly resulted from data demonstrating the unique obstacles to retention and success faced by historically underrepresented students, first-generations students and low-income students. More than 87% of students in the Diversity, GANAS and ACCESS cohort programs have persisted through the first academic year and enrolled for the fall 2014 quarter. Recent efforts to improve educational opportunity and respond to identified challenges to student retention and success include program articulation efforts, and increased online and partially online course options. (Standard 4.A.3, 4.A.4, & 4.B.1) International Learning Opportunities The Office of International Affairs offers over 200 international learning opportunities in a variety of formats and lengths.

International Students New international students are surveyed before and after orientation each fall by the International Student Mentor Program (ISMP) to assess their knowledge of campus resources and F-/J-1 Visa requirements before and after International Student Orientation. At the end of every fall quarter the students are again surveyed to assess how well learning goals for the ISMP were achieved. These goals are built around three areas known to increase student retention rates and are directly tied to the Community Engagement and Civic Leadership and Educational Opportunity: Opportunities for Diverse Populations core themes. The three areas are:

1) building community and help new students feel that they belong, 2) connection to and knowledge of campus resources, 3) engagement in campus life and leadership opportunities across campus.

In addition, the Office of International Student and Scholar Services has administered annual surveys of international student satisfaction with services offered.

Education Abroad Students Portland State offers three different types of study abroad programs, each with a slightly different method of assessment, which include:

 Faculty Led - short term programs led by PSU faculty  Third Party Provider - summer, or academic term length  Direct Exchange - academic term length, often, full year

For each Faculty Led Program, the academic assessment is left to the department chair and dean, as they are overseeing the academic credit taught by their faculty as they would with other PSU courses. In addition, the PSU Education Abroad office processes an end of term program evaluation (i.e. sample report), which includes a student assessment of academics, onsite logistics, coordination, etc. This feedback is then shared with the faculty leader and the department.

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Third party providers conduct extensive program evaluations of their programs each term, and send the results to the member institutions which are accessed by the PSU Education Abroad advisors. In addition, PSU staff and faculty are invited to participate in ongoing program assessments - typically by visiting a program location for 3-4 days to conduct an extensive site evaluation - including sitting in on classes, meeting with students, staff and faculty, and assessing academic, cultural and logistical aspects of the program.

For direct exchange programs, as well as all other programs, students are invited to meet with their advisor upon return to provide in person feedback via an interview.

With the implementation of our new online application and database system, PSU will now assess all of our programs in the same manner (in addition to the assessments conducted by a third party provider, as well as in person feedback, as always). Starting with programs in summer 2015, all students will receive a mid-program assessment, as well as a post program evaluation.

Additionally, over the next 12 months, Education Abroad is going to be conducting a comprehensive assessment of the portfolio of programs that are currently offered. This will include taking into consideration recent trends of student participation and existing evaluations, along with soliciting feedback from departments as to areas for future development. When considering adding programs (from existing partners), or new program partners entirely, assessing new offerings in light of existing offerings, in terms of academic quality and relevance, competition with existing partners, and affordability for the PSU population will be strong considerations. When adding completely new providers, Education Abroad will interview other existing partner institutions for their feedback.

Future Efforts Phase two of the reThink initiative, Flexible Degrees, will support between five and seven programs a year to revise curriculum and make effective use of technology to flexible, high quality and affordable education. The Office of Academic Innovation will oversee this initiative by providing support for the proposal process and project implementation. As part of project implementation, OAI staff in collaboration with the Institutional Assessment Council will provide leadership and resources for the planning and implementation of a comprehensive curricular map and student learning assessment of each program. This practice aligns with recommendations in the Rickards (2013) report on assessment practices at PSU, namely that assessment work be situated in relevant initiatives in departments and programs, investing in faculty as co-researchers. OAI will use nationally recognized tools such as Quality Measures to assess and evaluate the quality of partially online and online course offerings. Strategic planning will also include guidelines and processes for including Credit for Prior Learning into the flexible degree programs, where appropriate. Section Three: Conclusion and Next Steps As discussed in section one, institutional work completed in the five year period 2009-2014 created more widespread awareness of the campus-wide learning outcomes and created a foundation for more sustained relationships with departments and programs toward the goal of increasingly established assessment processes. The period was not without challenges, although each of these challenges presented an opportunity to learn and create more sustainable assessment structures in

144 response. Four primary challenges were identified by the Institutional Assessment Council during the 2013/2014 academic year: 1. Leadership transition and interruptions in assessment work. The challenges presented by leadership transition resulted in interruptions in assessment work and questions from the campus community regarding expectations for individual programs. However, the more recent establishment of new expectations for assessment reporting within regular program review cycles will help to promote structures that support continuity in assessment planning and implementation, although additional benchmarking is needed, as discussed below. 2. Involving a wide range of departments in assessing one or more campus wide learning outcomes. Department feedback given to Dr. Rickards during his evaluation of PSU’s assessment practices revealed that a “top down” approach of engaging departments in the assessment of specific campus wide learning outcomes was only successful to the extent that outcomes chosen were perceived as relevant to the questions and problems a given department may be facing at the time. The challenge of involving greater numbers of programs in the assessment of campus wide learning outcomes has been addressed by engaging with the Rickards report recommendations; specifically, by grounding assessment work within departmental and campus-wide initiatives such as reThink PSU. 3. Assessment initiatives disassociated from potentially relevant campus initiatives. A review of institutional assessment work at PSU reveals that the most robust participation in assessment initiatives have occurred when connected to relevant change efforts in related areas; for example, a desire to increase student retention and graduation rates. Conversely, isolated assessment efforts have garnered less attention and participation. Efforts to embed assessment practices within relevant campus and program initiatives have resulted in increased participation and focus on assessment of student learning; for example, assessment of student learning in process-oriented inquiry groups in Biology and Chemistry as discussed in section two. 4. Challenges maintaining consistent use of the Digital Measures tool for assessment data. Feedback from faculty constituents to the Institutional Assessment Council indicated that a more user- friendly and interactive data platform is needed for departments to house and access program assessment data. Next steps Increased clarity provided by reflecting upon institutional successes, challenges and gaps in institutional assessment work resulted in the identification of the following institutional structures needed to further support consistent and sustained program assessment across the University: 1. An Associate Director of Teaching, Learning and Assessment, located in the Office of Academic Innovation, will begin work in spring 2015. This position replaces the former Assessment Coordinator and reflects the University’s investment in significantly increased administrative responsibility for institutional assessment. Working closely with the Director of Teaching, Learning and Assessment, the Associate Director will provide leadership for the Institutional Assessment Council and efforts to create more support for and consistency across programs connected to student learning assessment. Additionally, a Faculty-in-Residence for Assessment in OAI will provide leadership for educational programming connected to assessment, including highly visible campus-wide acknowledgement and celebration of excellence in student learning assessment.

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2. The Institutional Assessment Council has proposed regular assessment cycles that include the identification of relevant departmental questions related to student learning, planning for assessment, data gathering and analysis, and implementation of changes. These processes are designed to be supportive of, and help prepare for assessment reporting within program review. 3. The IAC is considering a formalized process for connecting program assessment results to Campus Wide Learning Outcomes. Periodic samples of program assessment results will be mapped to CWLOs and aggregate results will be shared with programs for feedback and review. In the closing the assessment loop on an institutional level and making transparent the results and recommendations to programs, assessment work will remain grounded in program initiatives while strengthening the capacity of CWLOs to function as a compass for the learning expectations of Portland State graduates. 4. The IAC is developing a strategic plan for systematically incorporating program assessment within relevant institutional initiatives and structures, including program review, degree pathways programs, and student success analytics provided by the Educational Advisory Board. Additionally, programs accepted each year for reThink PSU program revision are required to work with the Office of Academic Innovation to develop comprehensive program assessment plans and reporting cycles. 5. The Office of Academic Innovation hosts Faculty Fellows (interdisciplinary faculty learning communities that meet regularly over several months, resulting in projects that promote curricular and professional development change). This highly successful program involves approximately thirty-five faculty and administrators each year. For the first time in 2014-2015, and every year for the next several years, OAI will host a Faculty Fellows for Program Redesign. Each year 12-15 faculty members, on behalf of and with support from their departments, will propose and implement significant curricular improvements including a student learning assessment plan. OAI staff members are responsible for follow-up support connected to the program assessment plan. As Portland State University continues to respond to the increasingly diverse and changing needs as expressed by students, community partners and employers, PSU faculty and administrators are striving to learn from both the successes and challenges of institutional assessment work. What connects current and future planned efforts are the requisite, interconnected institutional structures that will provide greater consistency and progress not only in student learning assessment, but in learning from those results in ways effect necessary revision and improvement.

Chapter Five: Mission Fulfillment, Adaptation, and Sustainability

Executive Summary of Eligibility Requirement 24 Eligibility Requirement 24 – Scale and Sustainability: As related in Standard 5, Portland State University administration and the Portland State Board of Trustees monitor the internal and external educational environment of the state, region and globally to ensure the operational scale (e.g., enrollment, human and financial resources and institutional infrastructure) is sufficient to fulfill its mission and achieve its core themes in the present and will be sufficient to do so in the foreseeable future. The division of Finance and Administration (FADM) supports the core mission and infrastructure of PSU through its strategic management and collaborative stewardship of financial, human, business and facilities resources and Enrollment Watch sets the strategic direction, priorities, and goals for institutional enrollment. The institutional priorities and goals provide the framework for school/college enrollment planning and management. 146

Standard 5.A Mission Fulfillment

5.A.1 The institution engages in regular, systematic, participatory, self-reflective, and evidence-based assessment of its accomplishments.

Mission Fulfillment Indicators

In its Year One and Year Three reports, Portland State described its process for setting and monitoring indicators of mission fulfillment for four core themes: Community Engagement and Civic Leadership, Student Success, Innovative Research and Scholarship, and Educational Opportunity. In response to a recommendation to the Year One report, the University realigned the indicators, created several new ones, and devised a new method for evaluating thresholds of mission fulfillment.

This work resulted in a modified set of indicators and a method for evaluating threshold levels for mission (appendix 1). For each indicator measured by three or more years of data, a rolling three- year average performance is computed. Performance on the measure will be expected to remain within a 5% range from the mean to meet the threshold for mission fulfillment. Performance measures 5% below the mean will be flagged for review. This interval was selected to allow for variations in the data that may result from internal initiatives or external influences and still allow for meaningful improvement.

Implications of governance changes on assessment of mission fulfillment As mentioned elsewhere in this report, the University’s governance structure came under a new, independent board in 2014-2015. The Board directed the institution to embark on a new collaborative and participatory strategic planning process, beginning in the fall of 2014. While the Board accepted the 1997-approved mission statement and the Core Themes for mission fulfillment, it acknowledged that the University’s new institutional planning process could result in changes to the mission or core themes.

In addition, changes to the governance of higher education at the state level may result in changes to the Achievement Compacts previously agreed upon by the Oregon Education Investment Board and the Oregon University System, which ceased operation on June 30, 2015. Discussions regarding achievement compacts and measures were underway at the state level at the time of this report. Depending on their final outcome, the Achievement Compact measures that have been incorporated into PSU’s mission fulfilment measures may be revised.

Assessing Accomplishments

Progress Reports Annually, President Wiewel publishes a Progress Report of the University’s accomplishments on its website. Comprising a narrative that addresses challenges and successes and a snapshot of indicators in key areas, such as student enrollment, diversity, community engagement and economic impact, research expenditures and capital projects, this report provides an opportunity to share the University’s student and faculty success and its growing impact across the region.

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In addition, the Office of Strategic Partnerships aggregates and reports on the University’s economic development activities in an annual Economic Impact Report. PSU Economic Development Snapshot provides a high level summary of key programs and initiatives that support regional economic development priorities including entrepreneurship, small business development, industry clusters, regional research and professional development. PSU Economic Impact Report quantifies the impact PSU has made on key metrics that matter to our community including student retention and graduation rates, university employment and purchasing power, small business assistance and real estate development.

During 2013-2014, Portland State was invited to reapply for the Carnegie Community Engagement Classification. The application consisted of over fifty questions related to the campus’ community engagement activities and included questions regarding assessment, monitoring, and reporting of indicators of effectiveness. Working collaboratively, OIRP, the Office of Research and Strategic Partnerships (ORSP) and the Office of Academic Innovation (OIA) developed a set of indicators of student, faculty and community participation in courses, service learning opportunities, and partnerships and established an annual cycle of reporting and evaluation. Results are reviewed by a newly-formed Partnership Council, which works with ORSP and OIA to increase opportunities for engagement, assess their effectiveness, and maintain communication community partners and the public.

5.A.2 Based on its definition of mission fulfillment, the institution uses assessment results to make determinations of quality, effectiveness, and mission fulfillment and communicates its conclusions to appropriate constituencies and the public.

Closing the loop on mission fulfillment The process in place for assessing mission fulfillment during 2013-2014 was described in the Year Three report. In early May, the ALO sent a reminder to the individuals or units responsible for monitoring thresholds for each of the indicators to update their data for the current year, and indicate whether or not an indicator was meeting or failing to meet threshold levels. Also in May, the ALO convened a small committee to conduct an objective evaluation of the data reported in the matrix. This group was chaired by the Director of Institutional Research and included a faculty member appointed by the Faculty Senate Presiding Officer, an appointee from Research and Strategic Partnerships, and an Associate Dean. Finding that a majority of the indicators for each theme met threshold levels, the committee found that the University’s mission was being fulfilled in all themes. A downward trend or failure to meet the minimum threshold level for a small number of indicators (see Appendix 1) signaled the need to address performance in those areas. The ALO notified the provost for the indicators that failed to meet the minimum threshold or demonstrated a downward trend. The provost makes a determination whether a plan to correct or improve the indicator should be submitted to the Office of Academic Affairs before the end of the academic year.

The provost will share the findings with the Academic Leadership Team (Deans) and the President’s Executive Committee, which made a final determination of mission fulfillment. The findings were shared with the campus and external community through the Office of Academic Affair’s accreditation web site.

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Student success During 2013-2014, Portland State joined the Education Advisory Board’s Student Success Collaborative (SSC). The collaborative provides a data analytic tool to assess student risk and provide data for informed advising to help students stay on track to degree completion. Predictive modeling provided by the tool gives advisors real-time information on students’ courses and grades, accumulated credits, completion rates, and GPAs. The tool was piloted in five departments in 2013- 2014 and rolled out to the entire campus during fall 2014

Standard 5.B Adaptation and Sustainability

5.B.1 Within the context of its mission and characteristics, the institution evaluates regularly the adequacy of its resources, capacity, and effectiveness of operations to document its ongoing potential to fulfill its mission, accomplish its core theme objectives, and achieve the goals or intended outcomes of its programs and services, wherever offered and however delivered.

Academic budget process The University believes that delivering its academic mission is critical to students and at the forefront of assessing all impacts. Plans for FY15 included a balanced budget and the implementation of Performance Based Budgeting. To achieve the balanced budget, the President’s Executive Committee continued to look for campus-wide reductions and efficiencies. The academic units balanced their part of the budget through a combination of budget reductions and revenue growth. Each school or college submitted an enrollment management plan, as described elsewhere in this report, which were used to set budget performance goals for academic units. Performance Based Budgeting Continuing declines in self-support, continued pressure to improve efficiency, and the need to improve student outcomes have created an environment for Portland State that has led to the adoption of a new way of budgeting Education and General Funds (E&G) across the institution. Implementation of performance based budgeting (PBB) has presented the campus with an opportunity to allocate resources in a more logical, transparent and efficient manner, one which reward the achievement of specific strategic initiatives. In 2011, the Financial Futures Task Force (FFTF) was assigned to evaluate opportunities and challenges associated with various resource allocation models available nationally. It recommended that the University adopt a new model that would incorporate the general principles of PBB. President Wiewel accepted the recommendation and created a working group tasked with design and implementation of the new model. The model makes a distinction between those units that generate revenue (academic units) and those that do not generate revenue, but which provide support through expenditures (administrative and other support units). Each revenue-generating unit is given a revenue and expenditure requirement, via the budgeting process, based on revenue generated during the academic year. The requirement is simple: units must meet their revenue requirements and not spend more than their budget allocation amounts. PBB was implemented in the fiscal year 2014-2015. Actual and forecasted enrollment was used to determine budgets. A Revenue Cost Attribution Tool (RCAT) was developed in-house to attribute all costs and revenues to the units that generate or expend them. Performance is monitored during the fiscal year and updated RCAT ratios are used to inform budget development for the following year.

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As a way to communicate the PBB process to the campus community, the Provost frequently discusses the topic in her blog. The blog has integrated previous work from various groups across the institution including, the FFTF task force, the Faculty Senate Budget Committee, and the expectations from the Portland State Board of Trustees. Outlined on the blog are the major principles that have been established and opportunities for the campus to provide feedback directly to the Provost through comments or at one of the Budget Forums noted. Cognos Reporting Tool and TM1 Working collaboratively, OIRP, the Budget Office, OIT and the academic units have developed a set of regular reports on enrollment and financial data using the Cognos reporting tool in the University’s business intelligence information system, Data Master (example reports from Cognos – Course Enrollment Trends by College and Fall 2015 Daily Enrollment). The reports are accessible to decision makers across the University and provide both current and historical information at the course, department and institutional levels. The data are used by faculty and administrators to monitor budgets, track student success indicators, and inform strategic enrollment planning. A companion to Cognos reporting is the TM1 revenue forecasting tool. The tool is a key component of strategic enrollment planning and uses information from the Cognos data warehouse to provide a course planning tool and student credit hour forecasts at the dean and department levels.

Process Improvement A process committee in FADM regularly reviews its business and transactional practices in order to ensure efficiency at the university level and to maintain a strong commitment to continuous improvement within the division. The Process Improvement Committee meets approximately every three weeks to review and prioritize each process based on ease of implementation, cost, and campus-wide impact. All members take part in researching how the processes can be improved and or streamlined. Data are reviewed systematically and action plans put into place to implement change and improvements.

5.B.2 The institution documents and evaluates regularly its cycle of planning, practices, resource allocation, application of institutional capacity, and assessment of results to ensure their adequacy, alignment, and effectiveness. It uses the results of its evaluation to make changes, as necessary, for improvement.

Business Model Analysis In fall 2014, the Provost appointed a small group to develop a model for analyzing the return on investment of “Provost Challenge” projects funded under the institutional initiative reTHINK PSU. The primary goal of the project is to improve PSU’s ability to use scenario analysis tools to analyze and understand the short- and long-term financial impacts of the projects and their ability to integrate with existing systems and technology. This project emerged from the Online Learning Workgroup formed by ALT (Academic Leadership Team) to ensure the University's online learning programs meet accreditation standards and align with its mission, vision and values.

Comprised of representatives from OAA, FADM, and OIRP, the group refined its scope, identified tools and the variables that needed to be included in the analysis, and identified deliverables during its initial meetings. It also began to consider incorporating the newest phase of the reTHINK initiative, which was launched in fall 2014 with an RFP for “Flexible Degrees,” defined as degrees for which 50% of the coursework could be completed online and which also could incorporate credit for prior learning. Some financial questions posed by the group were: what are the long-term

150 implications of shifting some of our revenue from student credit hours to a competency-based program, and what are the implications for costs?

A meeting of the project sponsors, which included the Vice Provost for Academic Innovation and Student Success, the Associate Vice President for Budgets and Planning, and the Director of Institutional Research and Planning, was called in January 2015 to approve the plan. Work continued through winter and spring, with deliverables due in June 2015.

Assessment in Enrollment Management and Student Affairs EMSA’s development of a comprehensive approach to assessment includes consideration of learning outcomes, students' needs and inputs, campus environments, student motivation, student uses and satisfaction, and cost effectiveness. This approach promotes a culture of evidence of student learning and development by conducting and using systematic research and assessment of programs and services. Driven by a desire to provide the very best educational experiences and opportunities for our students, EMSA is committed to assessing and evaluating the quality of our programs and services, and embraces evidence-based decision-making. The unit conducts research and assessment on its programs and services and provides this information to campus community and the public through its web page.

5.B.3 The institution monitors its internal and external environments to identify current and emerging patterns, trends, and expectations. Through its governance system it uses those findings to assess its strategic position, define its future direction, and review and revise, as necessary, its mission, core themes, core theme objectives, goals or intended outcomes of its programs and services, and indicators of achievement.

Monthly reports to the Board of Trustees Each month, the President makes a report to the Board of Trustees on a number of indicators and topics that are used to monitor achievement of the mission and to assess strategic position. The report includes information on enrollment and major initiatives, issues or successes in strategic enrollment management, issues or successes in student affairs, new academic programs or initiatives, updates on rethink projects, research and strategic partnership activities, including major new grants or sponsored research projects, and a financial report and the results of fund raising activities. During its meetings, the Board works with campus leadership to identify trends and areas of opportunity or challenge that may be relevant to strategic planning.

Enrollment management team meetings Weekly and monthly meetings of the enrollment management team involve review and assessment of enrollment indicators for the institution as a whole and for subgroups of the population, such as new freshmen, underrepresented groups, graduate students, or international students. The team monitors trends and both internal and external factors that affect enrollment planning initiatives and goals. Once per term, the SEM Cabinet meets to review information coming from the enrollment team and working group meetings and to help set expectations and plans for coming terms.

SEM environmental scanning To support the University’s efforts in strategic enrollment planning, the enrollment management team developed the “Enrollment Watch” web site. The web site contains a section on environmental scanning where local, regional, or national news items and publications about the external

151 environment for college enrollments are made available to enrollment managers across the campus. Topics are discussed during the monthly enrollment meetings and enrollment management working group meetings and relevant information is incorporated in to plans and forecasts at the institutional and unit level.

The Use of Data to Prioritize, Guide and Inform the Process

In preparation for SEM plan development, the institution collects data, identifies key performance indicators, and conducts internal and external analysis. Multiple Cognos reports are generated from Datamaster to assist those developing Academic Enrollment Management Plans. (Standard 3.A.3)

Connectivity and Alignment

Strategic Enrollment Management planning incorporates the entire mission, vision, and values of PSU in aligning academic and co-curricular programming with the student life cycle from initial interest through completion. The synergy among campus outcomes is driven by a complex process of interdependent leadership. There are four leadership groups (President’s Executive Committee, Strategic Enrollment Management Cabinet, Strategic Enrollment Management Working Group, and MEM Enrollment Watchdog Group) that begin the initial planning and devise the fiscal year strategies and beyond. Interconnectedness is achieved through the involvement of every level of university management and updates to the Portland State Faculty Senate through the Faculty Senate Budget Committee and by Provost’s update at Faculty Senate meetings. The following phases represent the planning and execution of the plans:

The Office of Academic Affairs establishes and provides the timeline for all phases which integrates the Performance Based Budgeting timeline.

Phase I is the Plan to Plan where commitment to planning is established and the actual planning process is developed.

Phase II brings into focus important organizational parameters. All academic deans, assistant and associate deans, directors and fiscal officers attend the workshop in September. New templates and data resources are shared as appropriate.

Phase III is where the Colleges/Schools and Programs develop their Enrollment Plans. Several data sources are used to inform the plan such as historical enrollment patterns, environmental scans, revenue cost attribution tool, and TM1. In short, this is a coupling of internal self‐assessment with environmental scanning to gain a comprehensive picture for enrollment projections and forecasting.

Phase IV is the review of the initial plans by the MEM group. Individual meetings with each College/School and Program are conducted to ensure confidence in the enrollment goals.

Phase V is where the plan revisions take place and then a roll up spreadsheet is developed for review by MEM and potential discussion with deans and other before the budgets are developed.

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Phase VI is operationalizing the SEM plans into budget projections and the commensurate budget needs associated with the revenue changes. For FY 16 all projected revenue growth was funded with new dollars.

Progress with respect to action strategies and tactics are continuously monitored, evaluated, and modified as appropriate. (Standard 3.A.1, 3.A.2, 3.A.3, & 3.A.4)

How SEM and the PBB work together

Performance based budgeting (PBB) is a process of building budgets based on performance, determined by a number of defined outcome standards. Basically, PBB will show how dollars fund day-to-day tasks and activities, such as cost of instruction, supplies and services, and how these activities or costs are expected to generate certain outputs such as revenue. This new model changes the institutional budget paradigm. Previously budgets were established on historical data and now the institution has a process whereby it assess what is possible and feasible and develops a budget to support that goal. This requires an integrated planning approach that begins with school/college level Strategic Enrollment Management (SEM) plans. SEM planning anticipates the ups and downs in trends of demographics, enrollment, and demand; articulates the strategies units will use to improve success of current students; lays out recruitment efforts for new students; and identifies potential new programs. The SEM plans are done at the school/college level with each having an internal process. The SEM plans are critical to projecting revenue generated by tuition, which combined with the state appropriation and fees, determines the Education and General (E&G) funds to support the teaching, research and services provided by the university.

The process of SEM and PBB planning is an integrated one and is a combination of analyzing data and making assumptions on student decisions. It must to take into account the interdependence units have on one another and how the university functions as a whole. It is a process that cannot and does not take place behind closed doors. It is iterative as can be seen in timelines that are publicly posted and have been shared with the deans, the Faculty Senate Budget Committee, and all academic department chairs/directors. All Colleges/Schools and Programs use the Revenue Cost Attribution Tool (RCAT) to determine a performance targets. (Standard 3.A.3)

Strategic Planning Process: As described in Standard 3- Strategic Planning of this report, the Portland State Board of Trustees charged the University in the fall of 2014 to develop a new strategic plan in order to ensure that PSU remained a competitive and vital urban center for research, learning and community engagement. The planning process is currently ongoing and updates are provided to the public through the Strategic Planning Portland State 20/20 website and to the campus by updates from the Strategic Planning Communications Team.

Conclusion As demonstrated by the Year Seven Self-Evaluation Report, Portland State is poised for profound and tremendous changes in the upcoming years. A new institutional Portland State Board of Trustees has mandated a new strategic plan and new partnerships have changed the dynamics of the university. The university has a dedicated leadership team, adequate resources, and adequate planning processes for these new changes. The institution, led by the President and his executive team, consider a diverse variety of inputs as they plan for the future of the University. As the

153 educational landscape changes in Oregon and the region, Portland State University is continually updating its policies and procedures to address these variations and ensure a quality educational experience for its students. Together the governance and educational resources at Portland State University support the institutional vision and direction.

Institutional Strengths:  Civic Leadership – Portland State students contribute over $20 million worth of service hours and the University Studies Senior Capstone Program in nationally recognized as a leader in community based education.

 Diversity - Portland State is the most diverse university in Oregon educating over 4,000 underrepresented minority students.

 Research – Investments by the university have enabled research activities by faculty and students to increase with research expenditures projected to reach $60 million by 2014-2015.

 Innovative Thinking – Through the ReThink PSU, Portland State is delivering an education that serves more students with better outcomes, while containing costs through curricular innovation, community engagement and effective use of technology.

Opportunities:  Strategic Planning– Through a new strategic planning process, Portland State will prepare itself to respond to the new challenges that face higher education by reassessing its mission, values, and vision.

 Rising costs – With the rising cost of higher education and diminishing support from the state legislature, Portland State feels obligated to improve efficiencies for our students by offering more online courses and programs, offering a Four year guarantee, and accepting credits for prior learning to assist in removing barriers for our students.

 Ensuring Academic Quality – Continuing efforts to improve the portfolio of academic programs and quality through the academic program review process and external feedback through specialized accreditation organizations.

The Year Seven Self-Evaluation process has provided the institution the opportunity to reflect on some of the accomplishments and strengths of the university while also pointing out areas where Portland State has the opportunity for growth. As Portland State continues to develop with a new Board of Trustees and establishes a new Portland State 20/20 Strategic Plan, it is committed to maintaining a welcoming educational environment based on collaboration and engagement from its students, faculty, staff and community; to transparency, and to continual improvement of its academic programs and services to its constituents.

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Appendix 1 Accreditation Monitoring Thresholds 8/4/2015

Core Theme Objective Measures Minimum Are we currently meeting threshold Location (Include hyperlink or add Primary responsibility Threshold Levels level? Rational for meets. note on how data will be collected for tracking this (-5%) measure 2012-2013 2013-2014 2010-2011 2011-2012 data data 2014-2015 Average Core Theme 1: Community Engagement and Civic Leadership

Objective 1.1:Provide an 3 year average with a 5% deviation undergraduate student provides a level for meeting threshold experience that connects level and engages students with the community Indicator 1.1.1: # Capstone courses offered annually 237 Based on Senior Capstone Course OIRP/UNST evaluation data,the UNST 421 seminar- style courses result in strong reported measures of student community engagement and learning related to civic leadership. Data from larger courses shows statistically significantly lower scores in those areas. Offering this number of Capstone courses allows us to maintain the seminar teaching approach which will best meet this objective.

297 256 243 239 268 250 Indicator 1.1.2: # of students enrolled Capstone courses 4094 This reflects our best judgment about UNST the numbers of seniors who will need to take required Capstone courses. This 4493 reflects the institution's commitment to (Numbers providing such an experience for all are higher for this students. year because of the new inclusion of BA 495 and some students took both a Capstone and BA 495 because they may not have understoo d the new requireme nts) 4051 4066 4301 4139 Objective 1.1:Provide an undergraduate student experience that connects and engages students with the community

Appendix 1 Accreditation Monitoring Thresholds 8/4/2015

Indicator 1.1.3: % of Capstone students will agree or 77% Downward trend to steady. This course UNST strongly agree that they have a better understanding of evaluation instrument was developed how to make a difference in the community in an end of internally at PSU to reflect the practices course survey and goals of the UNST Capstone program. We don’t have external comparator data. These thresholds are used to ensure quality within the program. When individual courses fall below the "meets" threshold, we ask faculty to engage in course redesign and faculty development. When courses exceed this level, we identify them as exemplars and investigate best practices. This consistency between our external accreditation practices and our internal quality assurance practices gives integrity to this approach.

88% 83% 81% 81% 80% 81% Indicator 1.1.4: % of Capstone students will agree or 85% This course evaluation instrument was UNST strongly agree that the community work helped them to developed internally at PSU to reflect better understand the course content of the Capstone the practices and goals of the UNST course in an end of course survey Capstone program. We don’t have external comparator data. These thresholds are used to ensure quality within the program. When individual courses fall below the "meets" threshold, we ask faculty to engage in course redesign and faculty development. (Feedback loop implementation) When courses exceed this level, we identify them as exemplars and investigate best practices. This consistency between our external accreditation practices and our internal quality assurance practices gives integrity to this approach.

90% 87% 87% 91% 90% 89% Objective 1.2:Provide leadership in areas vital to Indicator 1.2.1: Portland State’s value of economic impact $1.44 billion First data point using a more accurate http://www.pdx.edu/partnerships/pow RSP the urban and on the region (in dollars) multiplier. Need to follow and ering-the-portland-region-2015 metropolitan area and determine with more data done every 2 contribute to social and years. $1.44 billion economic vitality Indicator 1.2.2: Hours of service to the community each 945,250 hours First data points using a more accurate http://www.pdx.edu/profile/snapsh RSP year counting methodology based on banner ot-portland-state queries and interviews. Need to monitor and determine with more data. 1.02 million hours 970,000 hours 995,000 Objective 1.2:Provide leadership in areas vital to the urban and metropolitan area and contribute to social and economic vitality

Appendix 1 Accreditation Monitoring Thresholds 8/4/2015

Indicator 1.2.3: Number of institutional strategic 8 Partnerships take a long time to develop http://www.pdx.edu/partnerships/ RSP partnerships and nurture so this metric will develop slowly. 5 5 5 9 9 8 Indicator 1.2.4: Portland State University offers an array of 75,802 Ticket event sales through the box office cognos PSU Box office athletic and cultural events for the Portland Metropolitan for athletic and non athletic events. area (attendance) Trends vary on performace of athletic teams and types of non athletic events. First time use of cognos for Box Office numbers.

69,594 73,573 81,617 84,187 79,792

Core Theme 2: Student Success

Objective 2.1: Provide quality educational Indicator 2.1.1: Programs with Specialized Accreditation 100% It is expected all programs seeking http://www.pdx.edu/oaa/accreditati OAA programs and evidence of are renewed accred. renewal will be renewed, even if on-documents the student learning supplementary materials are needed. A experience national commendation by an external reviewer demonstrates an outstanding achievement by the program.

Indicator 2.1.2: Programs scheduled each year have 100% All programs will need to complete the http://www.pdx.edu/oaa/psu-final- OAA successfully completed academic program review with a Academic Program Review (including academic-program-review-reports comprehensive program assessment assessment component) according to the schedule. Those where an external review notes commendation will demonstrate outstanding achievement.

Objective 2.2: Improve retention and completion Indicator 2.2.1: Retention rate of first-time, full-time 70% The average of the last three cohort OIRP rates freshmen entering Portland State University years establishes a threshold of fulfillment on this indicator, which is based on performance, not a fixed point. We have initiatives underway to increase both retention and completion that we are monitoring, and we expect improvement. The average is a level that we could accept, and that we would not want to drop below.

Fall 2010 - Fall 2011 - Fall 2012 - Fall 2013 - Fall 2014 - 15 11 cohort: 12 cohort: 13 cohort: 14 cohort: cohort: available 72.2% 73.2% 72.7% 71.7% Fall 2015 73% Objective 2.2: Improve retention and completion rates

Appendix 1 Accreditation Monitoring Thresholds 8/4/2015

Indicator 2.2.2: Graduation rate (within Oregon Public 38% Although goal was 42.5% by 2013, OIRP Universities) of first-time, full-time freshmen within six which we did not meet. The new years initiative of 4-year degree guarantee will be monitored as it is implemented in fall 2014. Will need to be reviewed as PSU established Board of Trustees Fall 2005 - Fall 2006 Fall 2007 - Fall 2008 -14 Fall 2009 - 15 11 cohort: 12 cohort: 13 cohort: cohort: cohort available 35.8% 39.5% 39.8% 39.2% Fall 2015 40% Indicator 2.2.3:Retention of Oregon Community College 75% The majority of transfer students come OIRP transfer students in at the junior level. The second highest percentage is sophomores. These students are intent on completing their degree. Fall 2010 - Fall 2011 - Fall 2012 - Fall 2013 - Fall 2014 - 15 11 cohort: 12 cohort: 13 cohort: 14 Cohort: cohort: available 83.4% 79.5% 79.8% 77.3% Fall 2015 79% Indicator 2.2.4: Number of Bachelor degrees awarded to Meet HECC target HECC evaluation framework will set OIRP transfer students from Oregon Community Colleges targets. 1670 1,659 1693 1538 (projected) Indicator 2.2.5: Percentage of first-time freshman who 51% A Student Achievement Measure - PSU OIRP have graduated either from reporting institution or a began in 2013. Fall 2007 - Fall 2009 - 15 subsequent institution 13 cohort: Fall 2008 -14 cohort: available 50.8% cohort: 52% Fall 2015 A Student Achievement Measure - PSU Indicator 2.2.6: Percentage of first-time freshman who 22% OIRP Fall 2007- Fall 2008 - Fall 2009 - 15 began in 2013. are still enrolled at PSU or subsequent institution as of 13 cohort: 14 cohort: cohort: available 2012-13 22.4% 22% Fall 2015 Indicator 2.2.7:Total graduated and retained 73.50% A Student Achievement Measure - PSU OOIRP Fall 2007- Fall 2009 - 15 began in 2013. 13 cohort: Fall 2008 -14 cohort: available 73.2% cohort: 74% Fall 2015

Core Theme 3: Innovative Research and Scholarship

Objective 3.1: Increase interdisciplinary funded Indicator 3.1.1: Total sponsored project expenditures each $55 million http://www.pdx.edu/research/data RSP research activity that year $58.6 $63.7 $57.1 $60. million reflects the University’s million million million $57.5million projected $58 million urban character and Indicator 3.1.2: Number of awards funded each year 235 RSP addresses the needs of 296 280 252 244 244 247 urban communities Indicator 3.1.3: Number of faculty with externally funded 297 RSP projects each year 326 298 316 337 323 313 Indicator 3.1.4: Number of awards with multiple 29 RSP investigators and involving multiple departments or colleges each year 38 27 30 23 36 31 Indicator 3.1.5 Number of sponsored projects funded by 29 RSP industry each year 32 42 28 35 30 31 Objective 3.2: Provide opportunities for student Indicator 3.2.1: Number of graduate research 273 RSP/HR participation in research at assistantships on sponsored projects 262 273 280 309 287 undergraduate and Indicator 3.2.2: Number of doctoral degrees awarded 72 http://www.pdx.edu/profile/snapsh Grad Studies & OIRP 65 (to date graduate levels ot-portland-state excludes summer 56 65 78 86 2015) 76 Objective 3.2: Provide opportunities for student Appendix 1 participation in research at Accreditation Monitoring Thresholds 8/4/2015 undergraduate and graduate levels

Indicator 3.2.3: % of Ronald E. McNair students that 95% These thresholds are relatively high due http://www.pdx.edu/mcnair- McNair Program presented research to required presentation for McNair program/alumni-update-and-honor- Program. roll 100% 100% 100% 100% 100%

Core Theme 4: Educational Opportunity: Providing Access to Programs

Objective 4a.1: Provide access to a wide range of Indicator 4a.1.1: Number of students enrolled in online 6394 Online is defined here as "Fully Online" OIRP/OAI courses (excludes hybrid courses). We expect continued steady growth after rapid development, but below the national average of 8%.

5583 5992 6222 6818 7,152 6731 Indicator 4a.1.2: Number of credit section for online 765 In the context of the Provost Challenge, OIRP/OAI courses we are moving 50 unique courses online in 2013-14 and 2014-15. An online course currently has 2.7 sections on average. Meets is 100 new or redesigned sections a year this is rapid growth and should be monitored.

634 682 768 763 883 805 Indicator 4a.1.3: Number of Professional Degrees offered 17 The addition of Professional degrees at OAA 2008 had PSU is rare. (14) 15 15 16 17 Indicator 4a.1.4: Number of students enrolled in Credit for 600 This indicator may need to be reviewed OIRP Prior Learning (CPL) with the development of the Provost Challenge Project #92 - Giving Credit Where Credit is Due and the establishment of HECC targets.

935 1050 946 689 incomplete

Objective 4a.2: Partner with other educational institutions to create a seamless and more effective system to support opportunities for students from preschool to graduate school

Indicator 4a.2.1: Enrollment of transfer students from 1798 OIRP Oregon community colleges 1716 1813 1780 1898 2001 1893 Indicator 4a.2.2: Number of newly admitted Oregon Meets key OIRP Freshman entering with high schoool dual or other early performance college credit measure target

341 298 413 418 (projected) Appendix 1 Accreditation Monitoring Thresholds 8/4/2015

Indicator 4a.2.3: Number of Articulation Agreements 25 Agreements are being tracked and OAA expected to meet 25. 53

Core Theme 4: Educational Opportunity: Opportunities for Diverse Populations

Objective 4b.1: Increase efforts to enroll a diverse student body and provide support services for students from historically under-represented groups

Indicator 4b.1.1: Enrollment of diverse students as a 24% An improving indicator, which will need http://www.oirp.pdx.edu/StatsNFact OIRP percentage of total enrollment to be monitored. s.html 20% 23% 24% 25% 26% 25% Indicator 4b.1.2: Number of bachelor’s degrees awarded Meets key A HECC evaluation framework measure OIRP to Pell Eligible Oregonians performance measure target 2200 2,320 2,404 2,184 (projected) 497 (TRIO Indicator 4b.1.3: Number of students served by support 481 Min students in TRIO is 265.This is TRIO EMSA TRIO 298 511 (TRIO 506 288 + 504 (TRIO services designed for under-represented students + Diversity and Multicultural Student 270 + DMSS 265 + DMSS 504 (TRIO 265 + Services (DMSS) DMSS 241) 209) 239) DMSS 239) Indicator 4b.1.4: Completion rates of students served by Graduation rate Placing students within the institutional EMSA TRiO-SSS program equal to graduation rate. 6 year cohort rates Fall 2005 - Fall 2006 - Fall 2007 - Fall 2008 - Fall 2009 - 15 institutional rate 11 cohort: 12 cohort: 13 cohort: 14 cohort: cohort: available (39.2%) 53% 48% 71% 72% Fall 2015 Objective 4b.2: Provide international learning opportunities Indicator 4b.2.1: Number of students successfully 500 Expectation is 500 a year OIA completing study abroad offerings (including short-term faculty led study abroad) 513 559 502 550 (estimate) 525 Indicator 4b.2.2: Number of International students increased by 140 From SEM short-term enrollment goals http://www.oirp.pdx.edu/source/fac OIA enrolled at Portland State University in degree programs to increase INTL new student t13f/3_20_2.htm enrollment by 100 new students a year. Our trends demonstrate that we have been able to meet and exceed the 100 new students per year. The addition of international partnerships benefit PSU's international enrollments. The goal is to enroll 10 percent of our population from international enrollment.

Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 1859 1923 2006 2166 2306 Appendix 1 Accreditation Monitoring Thresholds 8/4/2015

Meets threshold Needs monitoring Not meeting threshold Abnormal not included in average Averaged number Appendix 2

Resources

Year One Report

Fall 2013 Ad Hoc Report Substantive Change Report: Change of Control Approval Request PSU Procedures and Policies for the Evaluation of Promotion, Tenure, and Merit Increases Portland State University Bulletin Blueprint for the Future: Five Themes University’s strategic plan Articulation Agreement Guidelines Manual Portland State University Fall Term Fact Book

Year Three Report

Standard 2.A – Governance

Portland State University organizational chart Faculty Governance Guide Portland State University Policy Library PSU Standards Portland State University Guidelines for Promotion and Tenure Portland State University Board of Trustee Policies Portland State University Board of Trustee Bylaws Portland State University Code of Student Conduct and Responsibility Office of Information Technologies policies Financial Conflict of Interest Disclosure Portland State University Foundation Agreement

Standard 2.B – Human Resources

Instructional and Non-Instructional Faculty Full-Time Instructional Faculty Highest Degree by Rank and Tenure Full-Time Instructional Faculty by College/School Personnel Factbook Fall 2014 Policies and Procedures for the Evaluation of Faculty for Tenure, Promotion, and Merit Increases. Deadlines for Academic Personnel Actions Annual Performance Review for Academic Administrators Portland State Faculty Conduct Code Professional Standards of Conduct Policy Code of Ethics 2013 – 2015 AAUP Collective Bargaining Agreement 2013-2015 AFT Collective Bargaining Agreement Faculty Grievance Procedure

Standard 2.C – Education Resources

Portland State University Proposal for Delivery of an Existing Program at a New Location

162

Appendix 2

NWCCU - Substantive Change Proposal Curricular Change Instructions Academic Program Review Institutional Assessment Reports Portland State University Schedule of Classes Application for Undergraduate Degree Application for Awarding of Master's or Doctoral Degree, or Graduate Certificate Minimum Admission Requirements: Transfer Transfer Admissions Portland State University Graduate Programs Portland State University Graduate certificate programs

Standard 2.D – Student Support Services

Portland State University -codes of conduct Clery Act Undergraduate Admissions process PSU Degree Maps Graduation Requirements Request for Release of Confidential Information NCAA 2010 self-study

Standard 2.E – Library and Information Resources

Copyright Policy Information Security Policy Disaster Recovery Plan for Office of Information Technologies Portland State University Library - 2015 Fiscal Year Plan

Standard 2.F – Financial Resources

Portland State University Financial Services Procedures Portland State University Financial Services Policies Manual Fiscal Year 2014-2015 Adopted All Funds Budget Portland State University - 2014 Annual Financial Report Portland State University minimum enrollment policy University Strategic Planning Debt management policy Long Term Institutional Fiscal Strategies Reports The Impact of Giving to Portland State University Financial Futures Taskforce Report

Standard 2.G – Physical and Technological Infrastructure

Portland State University: University District Framework Plan Chemical Hygiene Plan Hazard Communication Plan

163

Appendix 2

Radiation Safety Program Guide Hazardous Waste Management Program Office of Information Technologies Current Project Report

Year Seven Report

Standard 3.A – Institutional Planning

Strategic planning Strategic Plan Development Team Comprehensive Emergency Management Plan

Standard 3.B – Core Theme Planning

Opportunity and Competitiveness for the Region: Portland State University Strategic Plan 2011-2014 Blueprint for the Future: Five Themes Climate Action Plan

Standard 4.A – Assessment

Institutional Assessment Council's two year work plan Report on the Development of Assessment Practices at PSU – Dr. William Rickards 2013 National Survey of Student Engagement University Studies Assessment Plan, Methods, and Tools University Studies Assessment Reports

Standard 4.B – Improvement Re-visiting the 2008-09 classification and process of program level of assessment, the updating of Template D information, and recommendations moving forward Tell us how you have used UNST assessment data in your work MURP - Public Information & Measures of Student Achievement Graduate School of Education Assessment Fair CHEA Award for Outstanding Institutional Practice in Student Learning Outcomes

Standard 5.A – Mission Fulfillment

President’s Progress Report 2015 PSU Economic Development Snapshot PSU Economic Impact Report Carnegie Community Engagement Classification

Standard 5.B – Adaptation and Sustainability Performance Based Budgeting Revenue Cost Attribution Tool

164

Appendix 2

Process Improvement Committee Reports to the Portland State Board of Trustees Enrollment Watch Academic Enrollment Management Plans Strategic Enrollment Management and Performance Based Budget Setting Working Timeline

165

2014 ANNUAL FINANCIAL REPORT TABLE OF CONTENTS

State Board of Higher Education and PSU Executive Ofﬁ cers 1

Message from the President 4

Independent Auditors’ Report 7

Statement of Net Position – University 10

Statement of Financial Position – Component Units 11

Statement of Revenues, Expenses and Changes in Net Position – University 12

Statement of Activities – Component Units 13

Statement of Cash Flows – University 14

Notes to the Financial Statements 16

Required Supplementary Information 31 State Board of Portland State University Higher Education Executive Ofﬁ cers

Matthew W. Donegan, Board President Wim Wiewel Portland President Jill W. Eiland, Board Vice President Sona K. Andrews Portland Provost and Vice President for Academic Aff airs Lynda M. Ciuff etti Monica Rimai Corvallis Vice President for Finance and Administration Orcilia Forbes Jonathan Fink Corvallis Vice President for Research and Strategic Partners Allyn C. Ford Jackie Balzer Roseburg Vice President for Enrollment Management and Student Aff airs James L. Francesconi Portland Francoise Aylmer Vice President for University Advancement Farbodd Ganjifard Corvallis Lois Davis Chief of Staff and Vice President for Public Aff airs Paul J. Kelly, Jr. Portland Jilma Meneses Chief Diversity Offi cer Brittany Kenison Portland David Reese General Counsel James E. Middleton Bend Emily J. Plec Monmouth Kirk E. Schueler Bend David V. Yaden Lake Oswego PORTLAND STATE UNIVERSITY

Let Knowledge Serve the City

Portland State University (PSU), located on a 50-acre campus in downtown Portland, is a nationally acclaimed leader in sustainability and community- based learning. The University’s position in the heart of Oregon’s economic and cultural center enables PSU students and faculty to apply scholarly theory to the real-world problems of business and community organizations.

Portland State offers more than 220 undergraduate, master’s, and doctoral degree options, as well as graduate certiﬁ cates and continuing education programs. PSU is Oregon’s largest and most diverse university, with some 30,000 students who come from all 50 states and from nearly 100 nations around the world.

2 PORTLAND STATE UNIVERSITY MISSION AND GUIDING THEMES

Mission Portland State University’s mission is to enhance the intellectual, social, cultural and economic qualities of urban life by providing access throughout the life span to a quality liberal education for undergraduates and an appropriate array of professional and graduate programs especially relevant to metropolitan areas. Th e University conducts research and community service that support a high quality educational environment and refl ect issues important to the region. It actively promotes the development of a network of educational institutions to serve the community.

Vision Our vision is to be an internationally recognized urban university known for excellence in student learning, innovative research, and community engagement that contributes to the economic vitality, environmental sustainability, and quality of life in the Portland region and beyond.

Guiding Themes PROVIDE CIVIC LEADERSHIP THROUGH PARTNERSHIPS Lead as a civic partner, deepen our engagement as a critical community asset, demonstrate leadership in regional innovation, serve as an anchor institution in the Metro area.

IMPROVE STUDENT SUCCESS Ensure a student experience that results in higher satisfaction, retention, and graduation rates.

ACHIEVE GLOBAL EXCELLENCE Distinguish the institution nationally and internationally through the accomplishments of its faculty, reputation of its programs, and preparation of its students for a diverse and global economy.

ENHANCE EDUCATIONAL OPPORTUNITY Ease the transition and create more eff ective pathways for students to move from K-12 to higher education.

EXPAND RESOURCES AND IMPROVE EFFECTIVENESS Expand resources in each of the funding streams (state, private, business partnerships, research, tuition), manage resources eff ectively, and match investments to strategic priorities. MESSAGE FROM THE PRESIDENT

Fiscal year 2014 was a year of historic change and solid  We bring positive attention fi nancial stewardship at Portland State University (PSU). to Oregon: For the second year Th e change I speak of came as the provisions of SB 270 in a row PSU was listed as a top 10 up-and-coming national were enacted, removing PSU from the Oregon University university in the U.S. News & System and allowing for its governance by a local Board of World Report’s “Best Colleges Trustees. Once the Legislature confi rmed this Board, we 2014. ”The list recognizes uni- began integrating its members into the fi nancial man- versities that are making “the agement activities of the university. Already, the Board’s most promising and innovative Finance and Administration subcommittee has been changes in the areas of academics, faculty and student life.” meeting with our vice president for Finance and Admin- Other institutions in this year’s istration and key budget staff ers to better understand the top 10 included Arizona State, University’s fi nances and familiarize themselves with PSU’s George Mason and Clemson University. budget process. When the Board assumes full authority for  We make a college education accessible: The number of the institution July 1, 2014, they will be ready. minority students at PSU has increased more than 32 percent Until then, the existing governance structure continues to over the last fi ve years. The largest increase is in the enrollment of Latino students. Now at 2,555, they tend to graduate at the ensure solid fi nancial stewardship at PSU and even in the same rate as our non-Latino students. midst of a slow economic recovery we continue to provide an outstanding value to our students and the citizens of  We make a college education affordable: In the fall of 2014, Oregon by focusing on access and excellence. One mea- PSU will be the fi rst and only public university in Oregon to offer a four-year degree guarantee to entering freshmen. Full-time sure of this is how much we have done in 2014 to help the freshmen who sign an agreement and stay on track will get the state attain its 40-40-20 objectives. Th is year more Orego- support and courses they need to graduate in four years or PSU nians than ever made PSU their university of choice and will not charge them tuition for any remaining required courses. we set another state record for graduates. In this fi rst year This program will help students and families reduce the cost of a of tracking 40-40-20 outcomes, it is fair to say that PSU degree by streamlining the time it takes to earn one. was Oregon’s higher education “work horse.”  We partner with our community: Provost Sona Andrews has been working closely with OHSU Provost Jeanette Mladenovic to Besides recording fi scal diligence, an annual fi nancial prepare the OHSU/PSU joint School of Public Health for accredi- report provides an excellent opportunity to share some tation in FY 2015. This year the two provosts appointed Dr. Elena examples of how PSU pays dividends to our state. For Andresen as interim dean of the new school. Dr. Andresen is a example: professor in the OHSU Department of Public Health and Preven- tive Medicine and director of the Oregon Offi ce on Disability & Health at the OHSU Institute on Development and Disability.

4 PORTLAND STATE UNIVERSITY  We invest in our community: Acting on our desire to increase structural defi cit and balance our budget, while we also the number and value of the contracts PSU awards to Minority, make signifi cant progress on increasing faculty Women and Emerging Small Businesses (MWESB), in 2014 we compensation. awarded a record number of contracts—52 contracts worth $8.4 million dollars—to MWESB ﬁ rms. Looking back on last year’s fi nancial performance, I am Fiscal year 2014 was also noteworthy for the progress we pleased with the progress we have made. Although still made implementing our plans to reach a state of fi nan- new, our performance based budget model is now fully cial equilibrium. Th is is the necessary fi rst step to begin operational and in the coming year we will begin to use building back the capacity we have lost over the years to it and refi ne its application. When the Board assumes reduced state allocations. Double digit increases in health authority in July, their ability to control revenues and care and retirement costs, coupled with increases in salaries expenditures (including tuition—with some legislative and continued state reductions make achieving this goal safeguards) and issue revenue bonds, will off er PSU an diffi cult. However, equilibrium can be achieved by taking a excellent opportunity to generate the resources it needs to balanced approach to fi nancial planning that matches stra- continue its growth. tegic cost reductions, with revenue growth and increased In the coming year, we will partner with our students, enrollments. While working to meet these goals, we will faculty and staff , alumni and new Board to make a stron- be careful to maintain adequate reserves so we can manage ger case than ever for more general support from the state unforeseen events and take advantage of key new opportu- legislature. Our case is a simple one: if PSU is to continue nities. Th is year our strategic balancing eff orts were assisted as Oregon’s work horse for achieving the 40-40-20 goals, by the Legislature’s decision to “buy down” tuition so we we will need more support from the state. At the same could aff ord to eff ectively freeze the cost of instruction for time we make the case for more general support, we will undergraduates—for one year. However, this action only continue to advocate for more targeted state investments provides students with temporary relief, unless and until as well. With the proper mix of adequate general and the buy down is made permanent. targeted state funding, PSU has a unique opportunity to On the revenue side of the ledger we have enhanced leverage our urban advantage to recruit, retain and gradu- income by successfully increasing enrollments and improv- ate more students in in-demand disciplines, where our ing student retention rates. We also produced new revenue location gives us a market advantage. As the state’s higher when PSU researchers generated twice as many patents as education work horse, it is critical that we should do so. last year and earned a record amount of licensing income It is through PSU’s continued success that Oregon has its from university-owned intellectual property. Our decision best chance to meet its aspirational goals. to merge the offi ce of University Advancement with the PSU Foundation will also help generate new revenue by sending a clear message to donors that PSU is doing every- thing possible to maximize the impact of their generosity. Wim Wiewel Already, 2014 is another record year for philanthropy at President PSU. All told, strategic balancing is helping us retire a

2014 ANNUAL FINANCIAL REPORT 5 Top Campus Accomplishments

 The ﬁ rst step in Provost Sona Andrews’ reTHINK PSU— the Provost’s Challenge— has spawned 24 new funded projects, many of which are already beginning to bear fruit. For example, in the STEM area, faculty members working to rethink chemistry and biology education at PSU have submitted a 3-year, $1.9 million grant application to the National Science Foundation. Also, the School of Social Work has begun a new fully Online Master of Social Work Degree in Community and Leadership Practice (95 students have applied for 40 slots).

 Besides being selected again this year as a U.S. News & World Report’s “Top 10 Up-and-Coming National University,” other 2014 accolades included top 50 U.S. News & World Report rankings for our City Management and Urban Policy, Public Affairs, Rehabilitation Counseling and Social Work programs. PSU was also a recipient of this year’s Washington Center’s National Civic Engagement Award.

 PSU’s Urban Honors program has grown so much over the past two years (268 percent) that it has been elevated to an Honors College, Oregon’s ﬁ rst and only in an urban setting. The college now has 600 students and has plans to grow to 650 by 2017, and statistics show that 85 percent of these students will go on to graduate school.

 Fiscal year 2014 was a record year for PSU faculty, students and staff competing for Fulbright scholarships. Faculty from the College of the Arts and the College of Liberal Arts and Sciences, as well as seven students from throughout the University and one staffer from International Affairs, were awarded Fulbrights this year.

 New undergraduate enrollment was up 7 percent this fall, reversing last year’s ﬂ at enrollment. Our campus graduation rate was up again as well, as was the total number of degrees we awarded—6,400—another “all-time” record for Oregon. Of particular note is the progress we continue to make in serving Underrepresented Minority Students; student diversity increased again this year, from 27 to 29.2 percent.

 The two $20 million dollar bond match campaigns to renovate the Peter W. Stott Educational Center (aka, the Viking Pavilion) and expand the School of Business Administration continue apace. We have now raised $16.3 million towards the SBA match: this is 82 percent of the total needed. The Stott Center/Viking Pavilion campaign has raised nearly 65 percent of the necessary funds. CliftonLarsonAllen LLP CLAconnect.com

INDEPENDENT AUDITORS' REPORT Members of the Board Report on the Financial Statements We have audited the accompanying financial statements of the business-type activities and the discretely presented component unit of Portland State University (the University), an institution of higher education of the Oregon University System (the System), as of and for the year ended June 30, 2014, and the related notes to the financial statements, which collectively comprise the entity’s basic financial statements as listed in the table of contents.

Management’s Responsibility for the Financial Statements Management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditors’ Responsibility Our responsibility is to express opinions on these financial statements based on our audit. We did not audit the financial statements of the Portland State University Foundation, which represents 100 percent of the assets, net assets, and revenues of the discretely presented component unit. Those financial statements were audited by other auditors whose report has been furnished to us, and our opinion, insofar as it relates to the amounts included for the discretely presented component unit, is based solely on the report of the other auditors. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditors’ judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluating the overall presentation of the financial statements.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinions.

An independent member of Nexia International 2014 ANNUAL FINANCIAL REPORT 7 Opinions In our opinion, based on our audit and the report of other auditors, the financial statements referred to above present fairly, in all material respects, the respective financial position of the business-type activities and the discretely presented component unit of the University as of June 30, 2014, and the respective changes in financial position and, where applicable, cash flows thereof for the year then ended in accordance with accounting principles generally accepted in the United States of America.

Emphasis of Matters As discussed in Note 1 (A), the financial statements present only the University, and do not purport to, and do not, present fairly the financial position of the System as of June 30, 2014, the changes in its financial position, or its cash flows for the year then ended, in accordance with accounting principles generally accepted in the United States of America. Our opinion is not modified with respect to this matter.

As discussed in Note 1 (A), effective July 1, 2014, the University became an independent public body separate from the System due to the passing of Senate Bill 270.

Other Matters Required Supplementary Information Accounting principles generally accepted in the United States of America require that the schedule of funding progress of Other Post Employment Benefits on page 31 be presented to supplement the basic financial statements. Such information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board who considers it to be an essential part of financial reporting for placing the basic financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management’s responses to our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance.

Management has omitted the Management’s Discussion and Analysis that accounting principles generally accepted in the United States of America require to be presented to supplement the basic financial statements. Such missing information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board who considers it to be an essential part of the financial reporting for placing the basic financial statements in an appropriate operational, economic or historical context. Our opinion on the basic financial statements is not affected by this missing information.

Other Information The Message from the President has not been subjected to the auditing procedures applied in the audit of the basic financial statements, and accordingly, we do not express an opinion or provide any assurance on it.

8 PORTLAND STATE UNIVERSITY Other Reporting Required by Government Auditing Standards In accordance with Government Auditing Standards, we have also issued our report dated November 20, 2014, on our consideration of the University's internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the result of that testing, and not to provide an opinion on internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the University’s internal control over financial reporting and compliance. a

CliftonLarsonAllen LLP

Greenwood Village, Colorado November 20, 2014

2014 ANNUAL FINANCIAL REPORT 9 Statement of Net Position

University As of June 30, 2014 (In thousands) ASSETS Current Assets Cash and Cash Equivalents (Note 2) $ 55,670 Collateral from Securities Lending (Note 2) 5,286 Accounts Receivable, Net (Note 3) 62,904 Notes Receivable, Net (Note 4) 1,677 Inventories 574 Prepaid Expenses 2,155 Total Current Assets 128,266 Noncurrent Assets Cash and Cash Equivalents (Note 2) 13,109 Investments (Note 2) 30,789 Notes Receivable, Net (Note 4) 5,993 Capital Assets, Net of Accumulated Depreciation (Note 5) 463,164 Total Noncurrent Assets 513,055 Total Assets$ 641,321 DEFERRED OUTFLOWS OF RESOURCES$ 8,072 LIABILITIES Current Liabilities Accounts Payable and Accrued Liabilities (Note 6) $ 31,758 Deposits 2,984 Obligations Under Securities Lending (Note 2) 5,286 Current Portion of Long-Term Liabilities (Note 8) 26,001 Unearned Revenues 23,185 Total Current Liabilites 89,214 Noncurrent Liabilities Long-Term Liabilities (Note 8) 394,020 Total Noncurrent Liabilities 394,020 Total Liabilities$ 483,234 DEFERRED INFLOWS OF RESOURCES$ - NET POSITION Net Investment in Capital Assets $ 87,363 Restricted For: Nonexpendable Endowments 1,285 Expendable: Gifts, Grants and Contracts 2,042 Student Loans 8,444 Capital Projects 20,130 Debt Service 14,526 Unrestricted (Note 9) 32,369 Total Net Position$ 166,159 The accompanying notes are an integral part of these financial statements.

10 PORTLAND STATE UNIVERSITY Statement of Financial Position

Component Unit As of June 30, 2014 (In thousands) ASSETS Cash and Cash Equivalents $ 1,094 Contributions, Pledges and Grants Receivable, Net 8,745 Investments (Note 2) 81,989 Prepaid Expenses and Other Assets 9,201 Property and Equipment, Net 34,706 Total Assets $ 135,735

LIABILITIES Accounts Payable and Accrued Liabilities $ 1,429 Accounts Payable to Universities 883 Obligations to Beneficiaries of Split-Interest Agreements 1,171 Deposits and Unearned Revenue 6,129 Long-Term Liabilities 44,173 Total Liabilities $ 53,785

NET ASSETS Unrestricted $ (2,873) Temporarily Restricted 42,908 Permanently Restricted 41,915 Total Net Assets $ 81,950 The accompanying notes are an integral part of these financial statements.

2014 ANNUAL FINANCIAL REPORT 11 Statement of Revenues, Expenses and Changes in Net Position

University For the Year Ended June 30, 2014 (In thousands) OPERATING REVENUES Student Tuition and Fees (Net of Allowances of $42,180) $ 181,643 Federal Grants and Contracts 45,172 State and Local Grants and Contracts 5,245 Nongovernmental Grants and Contracts 14,111 Educational Department Sales and Services 6,522 Auxiliary Enterprises Revenues (Net of Allowances of $3,552) 78,635 Other Operating Revenues 12,585 Total Operating Revenues 343,913 OPERATING EXPENSES Instruction 155,959 Research 43,977 Public Service 12,809 Academic Support 33,505 Student Services 16,446 Auxiliary Programs 82,357 Institutional Support 38,603 Operation and Maintenance of Plant 22,968 Student Aid 32,074 Other Operating Expenses 26,883 Total Operating Expenses (Note 11) 465,581 Operating Loss (121,668) NONOPERATING REVENUES (EXPENSES) Government Appropriations (Note 12) 59,371 Financial Aid Grants 52,938 Investment Activity (Note 10) 2,458 Gain (Loss) on Sale of Assets, Net (1,084) Interest Expense (19,625) Other Nonoperating Items 352 Net Nonoperating Revenues 94,410 Income (Loss) Before Other Nonoperating Revenues (27,258)

Capital and Debt Service Appropriations (Note 12) 12,658 Capital Grants and Gifts 5,777 Transfers within OUS 5,702 Total Other Nonoperating Revenues 24,137 Increase (Decrease) In Net Position (3,121) NET POSITION Beginning Balance 169,280 Ending Balance $ 166,159 The accompanying notes are an integral part of these financial statements.

12 PORTLAND STATE UNIVERSITY Statement of Activities

Component Unit For The Year Ended June 30, 2014 (In thousands) REVENUES Grants, Bequests and Gifts $ 21,298 Investment Income (Loss), Net 6,295 Other Revenues 9,703 Total Revenues 37,296

EXPENSES University Support 22,708 General and Administrative 1,566 Other Expenses 834 Total Expenses 25,108 Increase In Net Assets 12,188 NET ASSETS Beginning Balance 69,762 Ending Balance$ 81,950 The accompanying notes are an integral part of these financial statements.

2014 ANNUAL FINANCIAL REPORT 13 Statement of Cash Flows

University For the Year Ended June 30, 2014 (In thousands) CASH FLOWS FROM OPERATING ACTIVITIES Tuition and Fees $ 180,001 Grants and Contracts 65,014 Educational Department Sales and Services 6,522 Auxiliary Enterprises Operations 75,787 Payments to Employees for Compensation and Benefits (291,211) Payments to Suppliers (120,119) Student Financial Aid (34,858) Other Operating Receipts 6,156 Net Cash Provided (Used) by Operating Activities (112,708) CASH FLOWS FROM NONCAPITAL FINANCING ACTIVITIES Government Appropriations 59,371 Financial Aid Grants 52,938 Other Gifts and Private Contracts 352 Net Agency Fund Receipts (Payments) 655 Net Transfers Within OUS (601) Net Cash Provided (Used) by Noncapital Financing Activities 112,715 CASH FLOWS FROM CAPITAL AND RELATED FINANCING ACTIVITIES Debt Service Appropriations 12,247 Capital Grants and Gifts 5,445 Bond Proceeds from Capital Debt 2,987 Sales of Capital Assets 1,208 Purchases of Capital Assets (28,701) Interest Payments on Capital Debt (15,045) Principal Payments on Capital Debt (4,792) Net Cash Provided (Used) by Capital and Related Financing Activities (26,651) CASH FLOWS FROM INVESTING ACTIVITIES Net Sales (Purchases) of Investments 26,093 Interest on Investments and Cash Balances 2,105 Net Cash Provided (Used) by Investing Activities 28,198 NET INCREASE (DECREASE) IN CASH AND CASH EQUIVALENTS 1,554 CASH AND CASH EQUIVALENTS Beginning Balance 67,225 Ending Balance $ 68,779

The accompanying notes are an integral part of these financial statements.

14 PORTLAND STATE UNIVERSITY Statement of Cash Flows - Continued

University For the Year Ended June 30, 2014 (In thousands) RECONCILIATION OF OPERATING LOSS TO NET CASH USED BY OPERATING ACTIVITIES Operating Loss $ (121,668) Adjustments to Reconcile Operating Loss to Net Cash Provided (Used) by Operating Activities: Depreciation Expense 24,442 Changes in Assets and Liabilities: Accounts Receivable (8,893) Notes Receivable (248) Inventories (72) Prepaid Expenses (408) Accounts Payable and Accrued Liabilities (4,806) Long-Term Liabilities 237 Unearned Revenue (1,292) NET CASH PROVIDED (USED) BY OPERATING ACTIVITIES$ (112,708) NONCASH INVESTING, NONCAPITAL FINANCING, AND CAPITAL AND RELATED FINANCING TRANSACTIONS Capital Assets Acquired by Gifts-in-Kind $ 332 Increase in Fair Value of Investments Recognized as a Component of Investment Activity 353 Internal Bank Loans Converted to XI-F(1) Debt 141,479 The accompanying notes are an integral part of these financial statements.

2014 ANNUAL FINANCIAL REPORT 15 Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands)

1. ORGANIZATION AND SUMMARY OF resources, liabilities, deferred infl ows of resources, net position, SIGNIFICANT ACCOUNTING POLICIES revenues, expenses, changes in net position, and cash fl ows. A. Reporting Entity In preparing the fi nancial statements, signifi cant interfund Th e Oregon State Board of Higher Education (Board), a citi- transactions and balances between university funds have been zen board appointed by the Governor with confi rmation by the eliminated. Unless otherwise stated, dollars are presented in State Senate, governs the seven state-supported institutions of thousands. higher learning (institutions) in Oregon. Th ese institutions are known as the Oregon University System (OUS). Th e law creat- Financial statements of the university foundation are presented ing the Board was passed in 1929 by the Oregon Legislature in accordance with generally accepted accounting principles and went into eff ect July 1, 1931. Portland State University prescribed by the Financial Accounting Standards Board (PSU) is one of the seven universities that make up the OUS. (FASB).

Th e PSU fi nancial reporting entity is reported under the head- NEWLY IMPLEMENTED ACCOUNTING STANDARDS ing of University on the Basic Financial Statements. PSU is PSU implemented GASB Statement No. 65, Items Previously located in downtown Portland. Th e PSU reporting entity also Reported as Assets and Liabilities, eff ective for the fi scal year includes one university foundation which is reported as a dis- ended June 30, 2014. GASB 65 amended or superseded the cretely presented component unit in the PSU Financial State- accounting and fi nancial reporting guidance for certain items ments. See “Note 19. University Foundation” for additional previously required to be reported as assets or liabilities. Cer- information relating to this component unit. Organizations tain items that were previously reported as assets and liabilities that are not fi nancially accountable to PSU, such as booster are now classifi ed as deferred outfl ows or deferred infl ows of and alumni organizations, are not included in the reporting resources, and certain items are now recognized as expenses or entity. revenues in the period incurred. As a result of the implementation, PSU reclassifi ed $8,072 in unamortized gain/(loss) on re- PSU is also reported as one of the seven universities that make fundings previously reported as a liability to deferred outfl ows up OUS and is reported as part of the OUS Annual Financial for fi nancial reporting purposes. Report. OUS is a part of the primary government of the State of Oregon (State) and is included as a proprietary (enterprise) PSU implemented GASB Statement No. 66, Technical Correc- fund in the Comprehensive Annual Financial Report issued by tions–2012–an amendment of GASB Statements No. 10 and No. the State. 62, eff ective for the fi scal year ended June 30, 2014. GASB 66 resolves confl icting guidance that resulted from the issuance Th ese fi nancial statements present only PSU, including the dis- of two pronouncements, Statements No. 54, Fund Balance cretely presented component unit described above, and are not Reporting and Government Fund Type Defi nitions, and No. 62, intended to present the fi nancial position, changes in fi nancial Codifi cation of Accounting and Financial Reporting Guidance position, or, where applicable, the cash fl ows of the OUS as a Contained in Pre-1989 FASB and AICPA Pronouncements. whole in conformity with accounting principles generally ac- Th e adoption of GASB 66 did not materially impact the PSU cepted in the United States of America. fi nancial statements.

Senate Bill 270 was passed by the Oregon Legislature during Th e Oregon Public Employees Retirement System (PERS) fi scal year 2013 and established Portland State University as implemented GASB Statement No. 67, Financial Reporting for an independent public body legally separate from OUS as of Pension Plans—an amendment of GASB Statement No. 25, eff ec- July 1, 2014. PSU will not be included in the OUS fi nancial tive for the fi scal year ended June 30, 2014. GASB 67 improves reporting entity starting with the fi scal year 2015 fi nancial accounting and fi nancial reporting by state and local govern- report. PSU will be included as a component unit in the Com- ments for pensions and pension plans, and therefore applies prehensive Annual Financial Report issued by the State starting directly to PERS, and indirectly to PSU. Th e measurement of with the fi scal year 2015 fi nancial report. net pension liability in accordance with GASB 67 will increase liabilities for PSU as it implements GASB Statement No. 68, B. Financial Statement Presentation Accounting and Financial Reporting for Pensions - an amend- PSU fi nancial accounting records are maintained in accor- ment of GASB Statement No. 27 in fi scal year 2015. dance with U.S. generally accepted accounting principles as prescribed in applicable pronouncements of the Governmental PSU implemented GASB Statement No. 70, Accounting and Accounting Standards Board (GASB). Th e fi nancial statement Financial Reporting for Nonexchange Financial Guarantees, presentation required by GASB No. 35 provides a comprehen- eff ective for the fi scal year ended June 30, 2014. GASB 70 im- sive, entity-wide perspective of PSU assets, deferred outfl ows of proves the recognition, measurement, and disclosure guidance for state and local governments that have extended or received

16 PORTLAND STATE UNIVERSITY Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands) fi nancial guarantees that are nonexchange transactions. Th e E. Investments implementation of GASB 70 has resulted in an additional Investments are reported at fair value as determined by market note to the fi nancial statements, 8.H. Financial Guarantees. prices. Unrealized gains or losses on investments are reported Th e adoption of GASB 70 did not materially impact the PSU as investment activity in the Statement of Revenues, Expenses, fi nancial statements. and Changes in Net Position.

UPCOMING ACCOUNTING STANDARDS Investments are classifi ed as noncurrent assets in the Statement In June 2012, GASB issued Statement No. 68, Accounting of Net Position. and Financial Reporting for Pensions—an amendment of GASB Statement No. 27. GASB 68 improves accounting and fi nancial F. Inventories reporting by state and local governments for pensions, and is Inventories are recorded at the lower of average cost or market eff ective for the fi scal year ending June 30, 2015. Th e State and consist primarily of supplies in storerooms and physical is currently evaluating the impact of this standard on future plant stores. fi nancial statements. Information relating to any increase in the liabilities of PSU is unavailable at this time. However, the G. Capital Assets adoption of GASB 68 is expected to have a signifi cant negative Capital assets are recorded at cost on the date acquired or at impact on the unrestricted net position of PSU. fair market value on the date donated. PSU capitalizes equipment with unit costs of fi ve thousand dollars or more and an In January 2013, GASB issued Statement No. 69, Government estimated useful life of greater than one year. PSU capitalizes Combinations and Disposals of Government Operations. Th e real property expenditures that increase the functionality and/ objective of this statement is to improve fi nancial reporting by or extend the useful life of the real property if total expen- addressing accounting and fi nancial reporting for government ditures exceed the capitalization thresholds of $50 to $100, combinations and disposals of government operations. GASB depending on the type of real property. Intangible assets 69 requirements are eff ective for the fi scal year ending June valued in excess of $100 are capitalized. Expenditures below 30, 2015. Th e adoption of GASB 69 is not expected to have a the capitalization threshold and repairs and maintenance are material impact on the PSU fi nancial statements. charged to operating expense in the year in which the expense In November 2013, GASB issued Statement No. 71, Pension is incurred. Transition for Contributions made Subsequent to the measure- PSU capitalizes interest expense on projects exceeding $20 mil- ment Date - An Amendment of GASB Statement No. 68. GASB lion that are partially or fully funded by XI-F debt or internally 71 updates GASB 68 and refers to contributions, if any, made generated funds. Total interest costs of $8,159 was incurred to a defi ned benefi t pension plan after the measurement date on XI-F debt, of which $486 was capitalized for the fi scal year of the beginning net pension liability. Th ese requirements are ended 2014. eff ective for the fi scal year ending June 30, 2015. Th e adoption of GASB 71 is not expected to have a material impact on the Depreciation is computed using the straight-line method PSU fi nancial statements. over the estimated useful lives of the assets; generally 15 to 50 years for buildings, 10 to 20 years for infrastructure and land C. Basis of Accounting improvements, 10 years for library books and 5 to 11 years For fi nancial reporting purposes, PSU is considered a special- for equipment. Amortization terms of intangible assets vary purpose government engaged only in business-type activities. depending on the factors relating to the specifi c asset. Depre- Accordingly, the PSU fi nancial statements are presented using ciation is not applied to museum collections, works of art or the economic resources measurement focus and the accrual ba- historical treasures, or library special collections. sis of accounting. Under the accrual basis, revenues are recognized when earned and expenses are recorded when incurred. H. Unearned Revenues Unearned revenues include amounts received for tuition and D. Cash and Cash Equivalents fees, grants and contracts, lease income and auxiliary enter- Cash and cash equivalents includes highly liquid investments prises activities in which cash has been received, but revenues with original maturities of three months or less. Cash and cash will be earned in subsequent fi scal year(s). equivalents consists of: Cash on hand; cash and investments held by the State of Oregon in the Oregon Short-Term Fund I. Compensated Absences (OSTF); cash and cash equivalents restricted for the payment PSU accrues a liability for vacation leave and other compensat- of the current portion of debt service; and cash deposits, if any, ed absences that were earned but not used during the current of debt proceeds in investment funds held by a trustee. or prior fi scal year for which employees can receive compensation in a future period. Sick leave is recorded as an expense

2014 ANNUAL FINANCIAL REPORT 17 Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands) when paid. Th ere is no payout provision for unused sick leave taxes. However, PSU remains subject to income taxes on any and no liability exists for terminated employees. income that is derived from a trade or business regularly carried on and not in furtherance of the purpose for which it was J. Net Position granted exemption from income taxes. No income tax provi- PSU’s net position is classifi ed as follows: sion has been recorded because there is no signifi cant amount of taxes on such unrelated business income during fi scal year NET INVESTMENT IN CAPITAL ASSETS 2014. Net investment in capital assets represents the total investment in capital assets, net of accumulated depreciation and amortiza- M. Revenues and Expenses tion, and outstanding debt obligations related to those capital PSU has classifi ed its revenues and expenses as either operating assets. or nonoperating according to the following criteria: RESTRICTED – NONEXPENDABLE Operating revenues and expenses generally have the charac- Restricted nonexpendable consists of endowment funds in teristics of exchange transactions. Th ese transactions can be which donors have stipulated, as a condition of the gift instru- defi ned as an exchange in which two or more entities both ment, that the principal is to be maintained inviolate and in receive and sacrifi ce value, such as purchases and sales of goods perpetuity, and invested for the purpose of producing pres- or services. Examples of operating revenues include student ent and future income. Th e income may either be expended tuition and fees, sales and services of auxiliary enterprises, most or, depending on the terms of the gift instrument, added to federal, state and local grants and contracts, and other operat- principal. ing revenues. Examples of operating expenses include employee RESTRICTED – EXPENDABLE compensation, benefi ts and related expense, scholarships and Restricted expendable includes resources which PSU is legally fellowships, utilities, supplies and other services, professional or contractually obligated to spend in accordance with restric- fees, and depreciation expenses of capital assets. tions imposed by external parties. Nonoperating revenues generally have the characteristics of UNRESTRICTED nonexchange transactions. In a nonexchange transaction, Unrestricted are resources that may be used at the discretion of PSU receives value without directly giving equal value in the Board. exchange. Examples of nonoperating revenues include state appropriations, nonexchange grants, gifts, and contributions. When an expense is incurred that can be paid using either Nonoperating expenses are defi ned in GASB No. 9, Reporting restricted or unrestricted resources, restricted resources are ap- Cash Flows of Proprietary and Non-expendable Trust Funds and plied fi rst. Governmental Entities Th at Use Proprietary Fund Accounting, and GASB No. 34, Basic Financial Statement - and Manage- K. Endowments ment Discussion and Analysis - for State and Local Governments. Oregon Revised Statutes (ORS) Section 351.130 gives PSU the Examples of nonoperating expenses include interest on capital authority to use the interest, income, dividends, or profi ts of asset related debt and bond expenses. endowments. Current OUS Board policy is to annually distrib- ute, for spending purposes, four percent of the preceding 20 N. Allowances quarter moving average of the market value of the endowment Student tuition and fees and campus housing revenues includ- funds and to maintain the purchasing power of the funds as ed in auxiliary enterprises revenues are reported net of schol- nearly as prudent investment permits. In accordance with cur- arship allowances. A scholarship allowance is the diff erence rent board policy, the amount available for distribution during between the revenues charged to students and the amounts fi scal year 2015 is estimated to be $89. For the year ended June actually paid. PSU has two types of scholarship allowances that 30, 2014, the net amount of appreciation available for authori- net into tuition and fees. Tuition and housing waivers, pro- zation for expenditure was $657. vided directly by PSU, amounted to $17,036 for the fi scal year ended 2014. Revenues from fi nancial aid programs (e.g., Pell Nonexpendable Endowments on the Statement of Net Position Grants, Supplemental Educational Opportunity Grants, and of $1,285 at June 30, 2014, represent the original corpus of Oregon Opportunity Grants) used for paying student tuition true endowment funds and does not include the accumulated and fees and campus housing was estimated to be $26,251 for gains of those endowments. the fi scal year ended 2014. Bad debt expense is included as an allowance to operating revenues and is estimated to be $2,445 L. Income Taxes for the fi scal year ended 2014. PSU is treated as a governmental entity for tax purposes. As such, PSU is generally not subject to federal and state income

18 PORTLAND STATE UNIVERSITY Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands)

O. Federal Student Loan Programs payments. Th e noncurrent portion includes $849 in restricted PSU receives proceeds from the Federal Direct Student Loan agency funds for PSU student groups and campus organiza- Program. Since PSU transmits these grantor supplied moneys tions. without having administrative or direct fi nancial involvement in the program, these loans are reported in an agency fund. Federal A copy of the State Treasury audited annual fi nancial report student loans received by PSU students but not reported in may be obtained by writing to the Oregon State Treasury, 350 operations was $161,663 for the fi scal year ended 2014. Winter St. NE, Suite 100, Salem, OR 97301-3896 or by linking to oregon.gov/treasury/AboutTreasury/Pages/Annual- P. Use of Estimates Reports.aspx. Th e preparation of fi nancial statements in conformity with CUSTODIAL CREDIT RISK—DEPOSITS U.S. generally accepted accounting principles requires man- Custodial credit risk is the risk that, in the event of a fi nan- agement to make estimates and assumptions that could aff ect cial institution failure, cash balances will not be returned to a the reported amounts of assets and liabilities, revenues and depositor. Since PSU cash balances held on deposit at the State expenditures, and disclosure of contingent assets and liabilities Treasury are invested consistently, custodial credit risk exposure at the date of the fi nancial statements. Actual results could dif- to the State Treasury is low. fer from those estimates. FOREIGN CURRENCY RISK—DEPOSITS 2. CASH AND INVESTMENTS Deposits in foreign currency run the risk of changing value due OUS maintains centralized management for substantially all to fl uctuations in foreign exchange rates. State Treasury depos- of the System’s member universities cash and investments. Th e its are in U.S. currency and therefore not exposed to foreign invested assets of OUS are managed through several invest- currency risk. ment pools at the Oregon State Treasury (State Treasury), which commingle the invested assets of all member universities OTHER DEPOSITS including PSU. Each investment pool has a board approved For the year ended June 30, 2014, PSU had vault and petty investment policy and set of objectives identifying risk and cash balances of $199. Additionally, PSU had small amounts of return parameters for each investment pool. cash invested with a fi scal agent relating to debt issuances.

In general, deposits and investment securities as described B. Investments below are exposed to various risks such as credit, concentration PSU funds are invested by the State Treasury. PSU invest- of credit, custodial credit, interest rate and foreign currency. ments are managed by OUS Treasury Management, which Although the objective of each investment pool is to preserve also develops and manages investment policy. OUS invest- capital within defi ned risk parameters, it is likely that the value ment policies are governed by statute, the Oregon Investment of the investment securities will fl uctuate during short periods Council (Council), and the Board. In accordance with ORS, of time, and possible that such changes could materially aff ect investments of those funds are managed as a prudent investor the amounts reported in the fi nancial statements. For more would do, exercising reasonable care, skill and caution. While information on the OUS Portfolio risk exposure, see the OUS the State Treasury is authorized to utilize demand deposit ac- 2014 Annual Financial Statements at www.ous.edu/sites/de- counts and fi xed-income investments, equity investments must fault/fi les/cont-div/annual_fi nancial_reptg/fy2014_afs.pdf. be directed by external investment managers who are under contract to the Council. A. Cash and Cash Equivalents DEPOSITS WITH STATE TREASURY Investments are all classifi ed as noncurrent and include both PSU maintains the majority of its cash balances on deposit restricted and unrestricted funds. Of the total $30,789 in with the State Treasury. Th ese deposits at the State Treasury investments, $2,724 million are restricted endowments, $372 are held, on a pooled basis as described above, in the Oregon are restricted agency funds for payroll liabilities and $10,351 Short-Term Fund (OSTF). Th e OSTF is a cash and investment million are restricted for debt service payments. pool for use by all state agencies. Th e State Treasurer invests Due to the level of risk associated with certain investment these deposits in high-grade short-term investment securities. securities, it is at least reasonably possible that changes in the At the fi scal year ended June 30, 2014, PSU cash and cash values of investment securities could occur in the near term equivalents on deposit at State Treasury was $68,580. and such changes could materially aff ect the amounts reported Cash and Cash Equivalents are classifi ed as current and non- in the Statement of Net Position. current which include both restricted and unrestricted cash. Signifi cant events in domestic and international investment Th e current portion includes $259 in restricted agency funds markets or aggressive action by the Federal Open Market Com- for payroll liabilities and $12,788 restricted for debt service

2014 ANNUAL FINANCIAL REPORT 19 Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands) mittee to infl uence both short and long-term interest rates cies as lower medium to high quality, indicating the issuer contribute to price volatility. Consequently, the fair value of has a strong capacity to pay principal and interest when due, PSU’s portion of OUS pooled investments is exposed to price totaled $154,485 and $242,704 in fi scal years 2014 and 2013, volatility which could result in a substantial change in the fair respectively. Corporate bonds which have not been evaluated value of certain investments from the amounts reported as of by the rating agencies totaled $79,936 and $55,907 in fi scal June 30, 2014. years 2014 and 2013, respectively. Th e OUS Investment Pool totalled $299,160 at June 30, 2014, of which PSU owned OUS monitors endowment investments to identify any ac- $30,789 or 10.3 percent. counts for which estimated fair value is less than historical value. As of June 30, 2014, PSU had no individually named CUSTODIAL CREDIT RISK permanent endowment funds with estimated fair values that, Custodial credit risk refers to OUS investments that are held in total, were less than their permanently restricted or histori- by others and not registered in OUS’s or the State Treasury’s cal value. name. Th is risk typically occurs in repurchase agreements where cash is transferred to a broker-dealer in exchange for Of PSU’s total investments invested through the OUS invest- securities, but the securities are held by a separate trustee in the ment pools, $7,841 is invested in an intermediate term pool name of the broker-dealer. Th ere are policy provisions around managed by State Treasury, $20,224 is individually held invest- securities lending to control this risk. See “C. Securities Lend- ments of the OUS pool, and $2,724 are invested in a portfolio ing” in this footnote for additional information. that is managed for the benefi t of pooled gifts and endowments. PSU follows the OUS endowment investment policy CONCENTRATION OF CREDIT RISK and follows State Treasury policy for investments of unspent Concentration of credit risk refers to potential losses if total bond proceeds. investments are concentrated with one or few issuers. OUS policy for reducing this risk in fi xed income securities is that, Investments of the PSU discretely presented component unit with the exception of U.S. Government and Agency issues, no are summarized at June 30, 2014 as follows: more than 10% of the bond portfolio, at market value, will be invested in securities of a single issuer or no more than fi ve per- COMPONENT UNIT cent of the individual issue. For all other types of fi xed income Fair Value at June 30, 2014 investments, not more than fi ve percent of the market value Investment Type: of any investment fund will be invested in any single security, Corporate Stocks, Bonds, Securities and unless part of an index fund. Mutual Funds $ 65,636 FOREIGN CURRENCY RISK Money Market Funds and Certificates of Deposit 1,663 Collateralized Mortgages, Mortgage Notes Foreign currency risk is the risk that investments may lose and Contracts, Realty Funds 1,088 value due to fl uctuations in foreign exchange rates. Of the Alternative Investments 11,315 total OUS Investment Pool of $299,160, $29,970 in deposits Cash Value of Life Insurance Policies 2,287 and mutual funds that are primarily invested in international Total Investments $ 81,989 debt and international equities at June 30, 2014. Approxi- mately $6,201 of these investments have foreign currency CREDIT RISK exchange contracts to off set the associated foreign currency Credit risk is the risk that the issuer of an investment fails to risk. A foreign currency exchange contract is a forward contract fulfi ll its obligations. OUS has an investment policy for each that is a commitment to purchase or sell a foreign currency at segment of its investment portfolio. Of these, the policy on the a future date at a negotiated forward rate. Foreign currency endowment has the least restrictive credit requirements. Th e forward contracts are privately negotiated contracts with cus- policy requires fi xed income securities to have an average credit tomized terms and are transacted in over-the-counter markets. quality of A/Aa or better and limits below investment grade Risk associated with such contracts includes adverse changes in bonds to no more than 15% of the bond portfolio, exclusive the value of the currency and the failure of the counterparty to of guaranteed investment contracts. Th e policy also permits perform. holding unrated investments such as common stock, venture capital funds, and real estate. PSU, as a member university of INTEREST RATE RISK the OUS, follows the OUS policy on investments. Investments in fi xed income securities are subject to the risk that changes in interest rates will adversely aff ect the fair value Based on these parameters, as of June 30, 2014 and 2013, of the investments. As of June 30, 2014, securities in the approximately 79.6 percent and 85.9 percent, respectively, of OUS Investment Pool held subject to interest rate risk totaling investments in the OUS Investment Pool are subject to credit $245,840 had an average duration of 3.04. Duration measures risk reporting. Corporate bonds rated by the credit agen-

20 PORTLAND STATE UNIVERSITY Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands) the change in the value of a fi xed income security that will 3. ACCOUNTS RECEIVABLE result from a 1% change in interest rates. Accounts Receivable, including amounts due from component units, comprised the following: C. Securities Lending June 30, In accordance with the State investment policies, the State 2014 Treasurer participates in securities lending transactions. Th e State Treasurer has authorized its custodian to act as its agent Student Tuition and Fees $ 29,164 Auxiliary Enterprises and Other in the lending of the OUS and OSTF’s securities pursuant to Operating Activities 8,639 a form of loan agreement, in accordance with OSTF invest- Federal Grants and Contracts 8,618 ment policies. Th ere have been no signifi cant violations of the Component Units 883 provisions of securities lending agreements. Amounts reported State, Other Government, and Private on PSU’s Statement of Net Position as Collateral From and Gifts, Grants and Contracts 3,168 Obligations Under Securities Lending are a percent share of Other 22,604 the amount owned by OUS in total. 73,076 Th e State Treasurer’s securities lending agent lent short-term Less: Allowance for Doubtful Accounts (10,172) and fi xed income securities and received as collateral U.S. Accounts Receivable, Net $ 62,904 dollar-denominated cash. Borrowers were required to deliver cash collateral for each loan equal to not less than 102% of the 4. NOTES RECEIVABLE market value of the loaned security. Th e State Treasurer did Student loans made through the Federal Perkins Loan Program not impose any restrictions during the year on the amount of comprise substantially all of the Federal Student Loans receiv- the loans that the securities lending agent made on its behalf. able at June 30, 2014. Th e program is funded through interest Th e State Treasurer is fully indemnifi ed by its securities lending earnings and repayment of loans. Under certain conditions, agent against losses due to borrower default. Th ere were no the repayment of loans can be forgiven at diff ering annual rates losses during the year from the failure of borrowers to return ranging from 10 to 100 percent. loaned securities. Federal Perkins loans deemed uncollectible are assigned to the Th e Custodian is authorized by the Securities Lending Agree- U.S. Department of Education for collection. PSU has ment to invest cash collateral received for PSU securities on provided an allowance for uncollectible loans, which in loan in the OSTF. At June 30, 2014, the OSTF comprised management’s opinion will absorb loans that will ultimately be commercial paper, U.S. agency securities, time certifi cates of written off . Notes Receivable comprised the following: deposit (TCD), and corporate notes. Th e funds’ rules provide that broker/dealers meet certain qualifi cations and that invest- June 30, 2014 ments are delivered to and held by a third party custodian, Current Noncurrent Total which holds the funds’ securities in the State of Oregon’s name. Institutional and Other Student Loans $ 345 $ - $ 345 Th e cash collateral of OSTF securities on loan was invested in Federal Student Loans 1,507 6,783 8,290 a short-term investment fund (STIF) maintained by the cus- 1,852 6,783 8,635 todial agent, into U.S. agency securities, and corporate notes. Less: Allowance for Doubtful Accounts (175) (790) (965) Th e investments were held by a third-party custodian in the Notes Receivable, Net $ 1,677 $ 5,993 $ 7,670 State of Oregon’s name. Th e STIF is not rated by a nationally recognized statistical rating organization, although the STIF’s portfolio rules provide minimum requirements with respect to the credit quality of the STIF.

Th e State Treasurer and borrowers maintain the right to terminate all securities lending transactions on demand. As a consequence, the maturities of investments made with the cash collateral generally do not match the maturities of the securities loans.

2014 ANNUAL FINANCIAL REPORT 21 Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands)

5. CAPITAL ASSETS Th e following schedule refl ects the changes in capital assets:

Transfer Balance Completed Retire. And Balance July 1, 2013 Additions Assets Adjust. June 30, 2014 Capital Assets, Non-depreciable/Non-amortizable: Land$ 49,963 $ - $ - $ ( 971) $ 48,992 Capitalized Collections 2,762 92 - - 2,854 Construction in Progress 35,476 17,686 (5,541) (157) 47,464 Total Capital Assets, Non-depreciable/Non-amortizable 88,201 17,778 (5,541) (1,128) 99,310

Capital Assets, Depreciable/ Amortizable: Equipment 48,169 4,634 (681) (3,623) 48,499 Library Materials 86,063 425 - (743) 85,745 Buildings 480,485 9,415 6,099 - 495,999 Land Improvements 4,981 7 123 - 5,111 Improvements Other Than Buildings 5,299 - - - 5,299 Infrastructure 31,182 - - - 31,182 Intangible Assets 8,777 - - - 8,777 Total Capital Assets, Depreciable/Amortizable 664,956 14,481 5,541 (4,366) 680,612

Less Accumulated Depreciation/ Amortization for: Equipment (34,449) (4,169) - 3,297 (35,321) Library Materials (74,648) (3,124) - 1,169 (76,603) Buildings (166,844) (14,519) - (1,192) (182,555) Land Improvements (2,689) ( 291) - - ( 2,980) Improvements Other Than Buildings (2,923) ( 412) - - ( 3,335) Infrastructure (7,432) (1,365) - (71) ( 8,868) Intangible Assets (6,534) (562) - - ( 7,096) Total Accumulated Depreciation/ Amortization (295,519) (24,442) - 3,203 (316,758) Total Capital Assets, Net $ 457,638 $ 7,817 $ - $ (2,291) $ 463,164

Capital Assets Summary Capital Assets, Non-depreciable/ Non-amortizable$ 88,201 $ 17,778 $ (5,541) $ (1,128) $ 99,310 Capital Assets, Depreciable/ Amortizable 664,956 14,481 5,541 (4,366) 680,612 Total Cost of Capital Assets 753,157 32,259 - (5,494) 779,922 Less Accumulated Depreciation/ Amortization (295,519) (24,442) - 3,203 (316,758) Total Capital Assets, Net $ 457,638 $ 7,817 $ - $ (2,291) $ 463,164

22 PORTLAND STATE UNIVERSITY Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands)

6. ACCOUNTS PAYABLE AND ACCRUED B. Payables/Expenses LIABILITIES PSU leases building and offi ce facilities and other equipment un- Accounts Payable and Accrued Liabilities comprised the der noncancelable operating leases. Total costs for such leases and following: rents were $4,456 for the year ended June 30, 2014. June 30, 2014 Minimum future lease payments on operating leases at June 30, 2014 were: Services and Supplies $ 12,925 Salaries and Wages 6,674 For the year ending June 30, Contract Retainage Payable 7,094 2015$ 4,142 Accrued Interest 5,063 2016 3,733 Other 2 Total$ 31,758 2017 3,638 2018 3,517 2019 2,780 2020-2024 5,410 7. OPERATING LEASES 2025-2029 1,261 A. Receivables/Revenues 2030-2034 1,261 PSU receives income for land, property and equipment that is 2035-2039 1,260 leased to non-State entities. Rental income received from leases 2040-2044 1,256 was $3,360 for the year ended June 30, 2014. Th e original cost of 2045-2049 1,256 2050-2054 1,256 assets leased, net of depreciation, was $15,122 for the year ended 2055 and after 5,379 June 30, 2014. Minimum future lease revenue for noncancelable Total Minimum Operating Lease Payments$ 36,149 operating leases at June 30, 2014 were:

For the year ending June 30, 2014 2015$ 2,828 2016 2,151 2017 1,976 2018 1,571 2019 1,361 2020-2024 4,982 2025-2029 4,400 2030-2034 3,103 2035-2039 2,985 2040-2044 2,985 2045-2049 2,985 2050-2054 2,985 2055-2059 2,985 Total Minimum Operating Lease Revenues$ 37,297

2014 ANNUAL FINANCIAL REPORT 23 Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands)

8. LONG-TERM LIABILITIES Long-term liability activity was as follows: Balance Balance Amount July 1, June 30, Due Within Long-Term 2013 Additions Reductions 2014 One Year Portion Long-Term Debt Due to OUS: General Obligation Bonds XI-F(1) $ 36,311 $ 144,378 $ (13) $ 180,676 $ 8,706 $ 171,970 Internal Bank Loans 146,509 - (146,509) - - - General Obligation Bonds XI-G 101,556 88 - 101,644 3,201 98,443 General Obligation Bonds XI-Q 3,769 - (100) 3,669 104 3,565 Certificates of Participation (COPs) 41,320 - (2,062) 39,258 2,040 37,218 Lottery Bonds 21,410 - (538) 20,872 960 19,912 Oregon Department of Energy Loans (SELP) 45,193 - (2,079) 43,114 2,140 40,974 Total Long-Term Debt 396,068 144,466 (151,301) 389,233 17,151 372,082 Other Noncurrent Liabilities PERS pre-SLGRP pooled Liability 18,716 - (481) 18,235 337 17,898 Compensated Absences 8,019 8,879 (8,002) 8,896 8,394 502 Other Postemployment Benefits 3,540 - (14) 3,526 - 3,526 Early Retirement Liability 276 131 (276) 131 119 12 Total Other Noncurrent Liabilities 30,551 9,010 (8,773) 30,788 8,850 21,938 Total Long-Term Liabilities $ 426,619 $ 153,476 $ (160,074) $ 420,021 $ 26,001 $ 394,020

Th e schedule of principal and interest payments for PSU debt is as follows: General Obligation Bonds Lottery Total For the Year Ending June 30, XI-F(1) XI-G XI-Q SELP COPs Bonds Payments Principal Interest 2015$ 15,068 $ 7,105 $ 249 $ 4,273 $ 3,957 $ 1,784 $ 32,436 $ 14,905 $ 17,531 2016 15,041 7,101 250 4,269 3,641 1,786 32,088 15,070 17,018 2017 14,900 7,125 248 4,236 3,571 1,787 31,867 15,037 16,830 2018 14,592 7,152 248 4,186 3,570 1,790 31,538 15,840 15,698 2019 14,628 7,030 249 4,175 3,479 1,797 31,358 16,898 14,460 2020-2024 67,436 35,152 1,246 18,412 16,733 9,965 148,944 88,074 60,870 2025-2029 59,509 34,321 1,246 18,050 16,347 7,399 136,872 98,124 38,748 2030-2034 37,076 23,325 1,245 6,416 8,471 1,701 78,234 59,382 18,852 2035-2039 17,251 22,673 498 - 1,603 - 42,025 34,987 7,038 2040-2044 4,172 6,995 - - - - 11,167 10,496 671 Accreted Interest 5,043 (5,043) $ 373,856 $ 202,673 Total Future Debt Service 259,673 157,979 5,479 64,017 61,372 28,009 576,529 Less: Interest Component of Future Payments (87,741) (60,749) (2,201) (20,903) (22,858) (8,221) (202,673) Principal Portion of Future Payments 171,932 97,230 3,278 43,114 38,514 19,788 373,856 Adjusted by: Unamortized Bond Premiums 8,744 4,414 391 - 744 1,084 15,377 Total Long-Term Debt$ 180,676 $ 101,644 $ 3,669 $ 43,114 $ 39,258 $ 20,872 $ 389,233

24 PORTLAND STATE UNIVERSITY Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands)

Th e State of Oregon and the OUS Board issue various debt E. Oregon Department of Energy Loans instruments to fund capital projects at all OUS institutions, PSU has entered into loan agreements with the State of Or- including PSU. Th ese debt instruments include General Ob- egon Department of Energy (DOE) Small Scale Energy Loan ligation Bonds under articles XI-F(1), XI-G, and XI-Q of the Program (SELP) for energy conservation projects at PSU. PSU Oregon Constitution, Certifi cates of Participation (COPs) and makes monthly loan payments (principal and interest) to the Lottery Bonds. In addition, PSU also borrows funds from the DOE in accordance with the loan agreements. SELP loans, Oregon Department of Energy. Principal and interest amounts with interest rates ranging from 2.0 percent to 6.0 percent, are due relating to PSU’s share of these debt issuances are payable due through 2033. to OUS. F. Certiﬁ cates of Participation A. General Obligation Bonds XI-F(1) COPs, with eff ective yields ranging from 1.7 percent to 6.2 XI-F(1) bonds, with eff ective yields ranging from 0.14 percent percent, are due through fi scal year 2035. Th e State has not to 7.0 percent, are due serially through 2044. During the fi s- issued COPs on behalf of OUS since fi scal year 2010. cal year ended June 30, 2014, the OUS Board issued bonded indebtedness as follows: G. Lottery Bonds Lottery Bonds, with eff ective yields ranging from 0.24 percent • XI-F(1) Taxable and Tax Exempt Series 2013 NO, to 5.3 percent, are due through fi scal year 2033. During the $115,105, eff ective rate of 4.3 percent for capital confi scal year ended June 30, 2014, the State did not issue any struction due serially through 2044. Lottery Bonds on OUS’s behalf. • XI-F(1) Taxable and Tax Exempt Series 2014 CD, H. Defeased Debt $68,440, eff ective rate of 3.6 percent for capital construction due serially through 2044. PSU participates in a debt portfolio managed by OUS. From time to time and when fi scally appropriate, OUS will sell PSU’s portion of the 2013 NO bond sale for new money bonds and use the proceeds to defease other debt. During the projects was a par value of $984, the proceeds of which funded year ended June 30, 2014, OUS issued no XI-F(1), XI-G, Student Building Fee Projects. XI-Q or Lottery Bonds to be used to defease previously issued PSU did not receive any portion of the 2014 CD bond sale. debt. B. Internal Bank I. Financial Guarantees Th rough June 30, 2014, OUS managed an internal bank on PSU is a governmental agency of the State of Oregon. Th ere- behalf of the system universities. One primary role of the fore, the State of Oregon is ultimately responsible for PSU’s internal bank was to provide capital construction funding for fi nancial obligations. As of June 30, 2014, no amounts have OUS universities, including PSU. As a result of the pending been paid by the State of Oregon for PSU’s fi nancial obliga- changes in university governance eff ective July 1, 2014 (See tions, both cumulatively and during the current reporting Note 1), the internal bank was closed, with all loans called and period. repaid prior to June 30, 2014. Prior to the closing of the inter- J. State and Local Government Rate Pool nal bank, PSU internal bank loans totaled $141,479. Of those Prior to the formation of the PERS State and Local Govern- loans, $141,431 were converted to XI-F(1) debt and $48 was ment Rate Pool (SLGRP), the State and community colleges transferred as a liability related to the premiums and discounts were pooled together in the State and Community College on the XI-F(1) bonds. Pool (SCCP), and local government employers participated C. General Obligation Bonds XI-G in the Local Government Rate Pool (LGRP). Th ese two pools XI-G bonds, with eff ective yields ranging from 0.25 percent to combined to form the SLGRP eff ective January 1, 2002, at 7.0 percent, are due serially through 2042. During the fi scal which time a transitional, pre-SLGRP liability was created. Th e year ended June 30, 2014, the State did not issue any XI-G pre-SLGRP liability is essentially a debt owed to the SLGRP bonds on OUS’s behalf. by the SCCP employers. Th e balance of the pre-SLGRP pooled liability attributable to the State is being amortized over the D. General Obligation Bonds XI-Q period ending December 31, 2027. Th e liability is allocated XI-Q bonds, with eff ective yields ranging from 0.46 percent to by the State of Oregon, based on salaries and wages, to all 3.7 percent, are due serially through fi scal year 2036. During proprietary funds and the government-wide reporting fund in the fi scal year ended June 30, 2014, the State did not issue any the State Comprehensive Annual Financial Report. Interest XI-Q bonds on OUS’s behalf. expense was paid in the amount of $1,181 for June 30, 2014. Principal payments of $481 were applied to the liability for June 30, 2014.

2014 ANNUAL FINANCIAL REPORT 25 Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands)

9. PRIOR PERIOD RESTATEMENTS ment Board (Retirement Board) as required by Chapters 238 Th ere are no prior period restatements or corrections for PSU for and 238A of the ORS. An employee is considered vested and fi scal year 2014. eligible for retirement benefi ts if he or she has had a contribution in each of fi ve calendar years or has reached at least 50 10. INVESTMENT ACTIVITY years of age before ceasing employment. Investment Activity detail is as follows: Th e State of Oregon Public Employees Retirement System June 30, (PERS) is a single cost-sharing multi-employer defi ned benefi t 2014 plan and an agency multiple-employer pension plan consisting Internal Bank Investment Earnings 1,384 of multiple tiers of membership. Th e 1995 Oregon Legislature Royalties and Technology Transfer Income 636 enacted a law creating two tiers of PERS benefi ts. Employees Net Appreciation of Investments 355 hired into an eligible position prior to January 1, 1996 are Endowment Income 83 enrolled in Tier One, while employees hired into an eligible Total Investment Activity$ 2,458 position on or after January 1, 1996 but before August 29, 2003 are enrolled in Tier Two. 11. OPERATING EXPENSES BY NATURAL CLASSIFICATION Tier One members are eligible for retirement with unreduced Th e Statement of Revenues, Expenses and Changes in Net benefi ts at age 58 or at any age with 30 or more years of Position reports operating expenses by their functional service. Employees may retire after reaching age 55; however, classifi cation. Th e following displays operating expenses by benefi ts are reduced if retirement occurs prior to age 58 with natural classifi cation: less than 30 years of service. June 30, Tier Two members are eligible for retirement with unreduced 2014 benefi ts at age 60 or at any age with 30 or more years of Compensation and Benefits $ 291,432 service. Employees may retire after reaching age 55; however, Services and Supplies 114,778 benefi ts are reduced if retirement occurs prior to age 60 with Scholarships and Fellowships 34,858 less than 30 years of service. Depreciation and Amortization 24,442 Other Expenses 71 PERS employee contribution requirements are established by Total Operating Expenses$ 465,581 ORS 238A.330 and are credited to an employee’s account in the Individual Account Program, and may be amended by an act of the Oregon Legislature. PERS employer contribu- 12. GOVERNMENT APPROPRIATIONS tions are set by the PERS Board based on actuarial valuations Government appropriations comprised the following: performed in odd numbered years. Beginning July 1, 1979, the June 30, 2014 employee’s contribution rate of 6 percent has been paid by the employer, except for those employees represented by the Port- General Debt land State University Faculty Association, Local 3571 of the Operations Service Total American Federation of Teachers (ATF) union, who self-pay. State General Fund $ 58,265 $ 10,879 $ 69,144 Th e PSU employer contribution rates for Tier One and Two State Lottery Funding 1,106 1,779 2,885 for the year ended June 30, 2014 was 9.86 percent. Total Appropriations$ 59,371 $ 12,658 $ 72,029 Th e Retirement Bond Debt Service Assessment was authorized by the State of Oregon Legislature in 2003 to sell general obligation bonds in the amount of $2 billion to pay a PERS 13. EMPLOYEE RETIREMENT PLANS unfunded actuarial liability. Th is action reduced the PERS Portland State University, as a member university of the OUS, contribution rate for PERS covered employers in the State off ers various retirement plans to qualifi ed employees as de- actuarial pool in November 2003. scribed below. Th e Oregon Department of Administrative Services coordi- OREGON PUBLIC EMPLOYEES RETIREMENT SYSTEM/ OR- nates the debt service assessments to PERS employers to cover EGON PUBLIC SERVICE RETIREMENT PLAN the bond debt service payments. PERS employers are assessed Oregon Public Employees Retirement System (System) holds a percentage of PERS-subject payroll to fund the payments. assets in a pension trust provides a statewide defi ned benefi t Th e assessment rate is adjusted biennially over the life of the retirement plan in which PSU employees are eligible to partici- twenty-four year debt repayment schedule. pate. Th e plan is administered by the Public Employees Retire-

26 PORTLAND STATE UNIVERSITY Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands)

Th e payroll assessment for the pension obligation bond began ing PSU as a member university, as a stand-alone entity is not May 2004 and is currently at a rate of 6.33 percent. Payroll as- available. sessments for the fi scal year ended June 30, 2014 was $6,780. Th e System issues a separate, publicly available fi nancial Th e Oregon Public Service Retirement Plan (OPSRP) is report that contains audited fi nancial statements and required composed of a pension program and an individual account supplementary information. Th e report includes ten-year program (IAP). OPSRP defi ned benefi t component is part of historical trend information showing the progress made in the single cost-sharing defi ned benefi t plan administered by accumulating suffi cient assets to pay benefi ts when due. Th at PERS. IAP within the OPSRP is considered a defi ned contri- report may be obtained by writing to Fiscal Services bution plan for fi nancial reporting purposes. Th e 2003 Oregon Division, PERS, 11410 SW 68th Parkway, Tigard, OR 97223, Legislature enacted a law creating OPSRP. Employees hired or by linking on the Internet at oregon.gov/pers/docs/finan- into eligible positions on or after August 29, 2003 are enrolled. cial_reports/2012_cafr.pdf, or by calling 1-888-320-7377 or 1-503-598-7377 (in Portland Metro area). OPSRP members are eligible for retirement with unreduced benefi ts at age 65 or age 58 with 30 or more years of service. OPTIONAL RETIREMENT PLAN Employees may retire after reaching age 55; however, benefi ts Th e 1995 Oregon Legislature enacted legislation that autho- are reduced if retirement occurs prior to age 58 with less than rized OUS to off er a defi ned contribution retirement plan as 30 years of service. an alternative to PERS. Th e Board appointed a Retirement Plan Committee to administer the Optional Retirement Plan OPSRP contribution requirements are established by ORS and (ORP) and established trustees to manage plan assets placed may be amended by an act of the Oregon Legislature. OPSRP with mutual funds and insurance companies. Beginning April collects contributions from both employers and employees for 1, 1996, the ORP was made available to PSU unclassifi ed fac- the purpose of funding retirement benefi ts. Beginning July 1, ulty and staff who are eligible for PERS membership. Employ- 1979, the employee’s contribution rate of 6 percent has been ees choosing the ORP may invest the employee and employer paid by the employer except for those employees represented contributions in one of multiple investment companies. by the Portland State University Faculty Association, Local 3571 of the American Federation of Teachers (ATF) union, Th e ORP consists of three tiers. Membership under ORP Tier who self-pay. Th e PSU employer contribution rate for OP- One and Tier Two is determined using the same criteria as SRP for the year ended June 30, 2014 was 8.14 percent. PERS. Th e third tier is determined by membership under the OPSRP. Under the ORP Tier One, Tier Two and OPSRP PERS members as of January 1, 2004 have their employee Equivalent, the employee’s contribution rate is 6 percent and is contribution (paid by the employer) deposited to the defi ned paid by the employer except for those employees represented contribution portion of the OPSRP and their employer contri- by the Portland State University Faculty Association, Local bution credited to the defi ned benefi t portion of the OPSRP. 3571 of the American Federation of Teachers (ATF) union, Th ey continue to retain their existing PERS accounts and other who self-pay. Th e employer contribution rates for the ORP are benefi ts associated with PERS membership. as follows:

PSU employer contributions to PERS and OPSRP for the year 2014 ended June 30, 2014 was $9,247, equal to the required contri- ORP Tier One 16.50% butions for that year. ORP Tier Two 16.50% OPSRP Equivalent 6.42% An actuarial valuation of the System is performed every two years to determine the level of employer contributions. TEACHER’S INSURANCE AND ANNUITY ASSOCIATION/COL- Th e most recently completed valuation was performed as of LEGE RETIREMENT EQUITIES FUND December 31, 2013. Th e valuation included projected payroll Eligible unclassifi ed employees may participate in the Teacher’s growth at 3.75 percent. Th e pension benefi t obligation is a Insurance and Annuity Association and College Retirement standardized disclosure measure of the present value of pension Equities Fund (TIAA-CREF) retirement program, a defi ned benefi ts. It is adjusted for the eff ects of projected salary increas- contribution plan, on all salary in excess of forty-eight hundred es estimated to be payable in the future as a result of employee dollars per calendar year. Employee contributions are directed service to date. Th e actuarial accrued liability at December 31, to PERS on the fi rst forty-eight hundred dollars. Th e employer 2013, for PERS and OPSRP, determined through an actuarial contribution to TIAA-CREF is an amount suffi cient to provide valuation performed as of that date, was $58.6 billion and $1.8 an annuity pension equal to the employee’s contributions. To billion, respectively. PERS and OPSRP net assets available for participate in this retirement option, employees must have benefi ts on that date (valued at market) were $48.1 billion been hired on or before September 9, 1995. Th is plan was and $1.2 billion, respectively. Information for OUS, includ- closed to new enrollment at the time the ORP started in 1996.

2014 ANNUAL FINANCIAL REPORT 27 Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands)

SUPPLEMENTAL RETIREMENT PLAN (SRP) Funding Policy PSU’s current policy is to pay the implicit rate sub- PSU maintains an IRC Section 414(d) cash balance defi ned sidy on a pay-as-you-go basis. For fi scal year 2014, PSU paid health- benefi t plan to provide a specifi c benefi t value to the PSU uni- care insurance premiums of $36,759. Th e portion of the insurance versity president upon separation. Th e 414(d) plan is qualifi ed premiums attributable to the implicit rate subsidy was estimated to under IRC Section 401(a) as a governmental plan. As of June be $319 for the fi scal year ended 2014. 30, 2014, the plan was fully funded. Annual OPEB Cost and Net OPEB Obligation PSU’s annual OPEB SUMMARY OF PENSION PAYMENTS expense is calculated based on PSU’s annual required contribution PSU total payroll for the year ended June 30, 2014 was (ARC), an amount actuarially determined in accordance with the $201,213, of which $166,914 was subject to retirement parameters of GASB Statement 45. Th e ARC represents a level of contributions. Th e following schedule lists payments made by funding that, if paid on an ongoing basis, is projected to cover the PSU for the fi scal year: normal cost each year and to amortize any unfunded actuarial liabilities over a period not to exceed thirty years. June 30, 2014 As a % of As a % of Employer Covered Employee Covered Th e following table shows the components of PSU’s annual OPEB Contribution Payroll Contribution Payroll expense for the year, the amount actually contributed to the plan, PERS/OPSRP $ 9,247 5.54%$ 6,241 3.74% and changes in PSU’s net OPEB obligation: ORP 6,200 3.71% 3,581 2.15% June 30, TIAA-CREF 89 0.05% 89 0.05% 2014 SRP 138 0.08% - 0.00% Total $ 15,674 9.39%$ 9,911 5.94% Annual Required Contribution $ 617 Interest on Net OPEB Obligation 126 Adjustment to Annual Required Contribution (241) Of the employee share, the employer paid $5,921 of PERS/OP- Prior Period Adjustment (197) Annual OPEB Cost 305 SRP, $3,526 of ORP, and $89 of TIAA-CREF during the fi scal Contributions Made (319) year ended June 30, 2014. Increase in Net OPEB Obligation (14) Net OPEB Obligation - Beginning of Year 3,540 14. OTHER POSTEMPLOYMENT BENEFITS Net OPEB Obligation - End of Year $ 3,526 During the year ended June 30, 2014, PSU was a part of OUS as a Th e PSU annual OPEB cost, the percentage of annual OPEB participant in the defi ned benefi t postemployment health care plan. cost contributed to the plan, and the net OPEB obligation for the fi scal year ended June 30, 2014 was as follows: Plan Description PSU participates in a defi ned benefi t postem- Annual Percentage of Annual Net OPEB ployment healthcare plan, administered by the Public Employ- ees Benefi t Board (PEBB), which off ers medical, dental and vision Year Ended OPEB Cost OPEB Cost Contributed Obligation benefi ts to eligible retired state employees and their benefi ciaries. 2014$ 305 9%$ 3,526 Th e PEBB plan is an agent multiple-employer postemployment 2013 1,008 28% 3,540 healthcare plan. Chapter 243 of the ORS assigns PEBB the author- 2012 967 32% 2,980 ity to establish and amend the benefi t provisions of the PEBB plan. As the administrator of the PEBB plan, PEBB has the authority to determine postretirement benefi t increases and decreases. PEBB does Funding Status and Funding Progress. Th e funded status of the not issue a separate, publicly available fi nancial report. PSU OPEB plan for June 30, 2014 was as follows: June 30, Th e PEBB plan allows PSU employees retiring under PERS or 2014 OPSRP to continue their healthcare on a self-pay basis until eligible Actuarial Accrued Liabilities $ 5,052 for Medicare, usually at age 65. Th is plan creates an “implicit rate Actuarial Value of Plan Assets - subsidy” because the healthcare insurance premiums paid by PSU Unfunded Actuarial Accrued Liability $ 5,052 for its employees is based on a blended premium of both employees Funded Ratio 0.00% and retirees combined, which is a higher premium than would have Covered Payroll (active plan members) $ 166,914 been paid for employees alone. Unfunded Actuarial Accrued Liability as a Percentage of Covered Payroll 3.03% Th e PEBB plan is also off ered to retirees of other Oregon state agencies. Th erefore, the amounts presented in this note are limited Actuarial valuations, prepared biennially, involve estimates of to PSU’s share, estimated at 4.8 percent of the total PEBB plan costs the value of reported amounts and assumptions about the prob- attributable to the State of Oregon. Th is allocation was based on ability of events in the future. Amounts determined regarding health insurance premiums paid by state agencies during fi scal year the funded status of the plan and the annual required contribu- 2014.

28 PORTLAND STATE UNIVERSITY Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands) tions of the employer are subject to continual revision as actual tem’s broad scope of enterprise activities. Th e OUS Offi ce of Risk results are compared to past expectations and new estimates are Management manages the program in a transparent manner using made about the future. best practices and industry standards for risk fi nancing including risk retention and transfer, and risk controls while supporting an Accrual Methods and Assumptions Projections of benefi ts are enhanced culture of risk mitigation within the system. In the based on the substantive plan (the plan as understood by the policy year ending June 30, 2014 risk mitigation eff orts included employer and plan members) and include the types of benefi ts tightening review of claims and loss prevention eff orts which in force at the valuation date and the pattern of sharing benefi t resulted in a decrease of $3 million in case reserves. costs between PSU and the plan members to that point. Actuarial calculations refl ect a long-term perspective and In addition to the Offi ce of Risk Management the program employ methods and assumptions that are designed to reduce is comprised of the Risk Oversight Committee and the Risk short-term volatility in actuarial accrued liabilities and the Council. Th e Risk Oversight Committee has responsibility for actuarial value of assets. Signifi cant methods and assumptions overseeing the strategic direction of the program and the Risk were as follows: Council executes the program strategy. Th e Risk Oversight Com- June 30, 2014 mittee is comprised of representatives from each of the seven OUS Actuarial Valuation Date 7/1/2013 institutions. Th e fi nancing for this program is provided through Actuarial Cost Method Entry Age Normal the establishment of a Risk Fund consisting of three sub-funds for Amortization Method Level Percentage Amortization Period 15 Years (open) Casualty, Property, and Workers’ Compensation. Th e Risk Over- Investment Rate of Return 3.5% sight Committee has oversight responsibility for this fund. Projected Salary Increases 3.5% Initial Healthcare Inflation Rates 3.6% (medical), 2.2% (dental) During the year ending June 30, 2014 the Offi ce of Risk Man- Ultimate Healthcare Inflation Rates 5.4% (medical), 5.0% (dental) agement purchased excess commercial general liability insurance above the self-insurance layer among other underlying coverage as 15. FUNDS HELD IN TRUST BY OTHERS noted above. Th e total insurable value of property was re-assessed Funds held in trust by others, for which PSU is an income at $9 billion and included a $500 million limit with sub-limits for benefi ciary, are not recorded in the fi nancial records. Th e ap- business interruption, earth movement, and fl ood. In addition, proximate value of such trust funds at June 30, 2014 was $46. the universities applied a membership credit of over $190 towards seismic gas shut-off valves in 2013-2014 to help minimize fi re 16. RISK FINANCING damage in the event of an earthquake. Th e casualty program cov- PSU participates in the OUS Risk Management Fund managed ers general tort claims as well as director’s and offi cers, errors and by the OUS Offi ce of Risk Management. Th e following risks omissions, and employment liability. Limits of liability for this have been transferred to the OUS fund: program total $50 million and for general liability and educator’s legal liability this is an excess of over $1 million in the self-insured • Real property loss for university owned building, equipment, program. automobiles and other types of property PSU is charged an assessment to cover the OUS Risk Manage- • Tort Liability claims brought against PSU, its offi cers, em- ment Fund’s cost of servicing claims and payments based on ployees or agents the OUS Risk Allocation Model and actuarial estimates of the amounts needed to pay prior and current-year claims. • Tort liability claims brought against the universities, their offi cers, employees or agents 17. COMMITMENTS AND CONTINGENT • Workers’ compensation and employers liability LIABILITIES Outstanding commitments on partially completed and • Crime, Fiduciary planned but not initiated construction projects authorized by the Oregon State Legislature totaled approximately $22,760 at • Specialty lines of business including marine, medical practi- June 30, 2014. Th ese commitments will be primarily funded cums, international travel, fi ne art, aircraft, camps, clinics and from gifts and grants, bond proceeds, and other PSU funds. other items. Refer to the table accompanying this note for projects relating In July of 2012, in accordance with ORS 351.096, the Oregon to construction commitments as of June 30, 2014. State Board of Higher Education Finance & Administration PSU is contingently liable in connection with certain other Committee established the Oregon University System (OUS) claims and contracts, including those currently in litigation, Risk Management Program to protect the life safety, reputation, arising in the normal course of its activities. Management is of fi nancial, operations, and property risks associated with the Sys-

2014 ANNUAL FINANCIAL REPORT 29 Notes to the Financial Statements For the Year Ended June 30, 2014 (dollars in thousands) the opinion that the outcome of such matters will not have a which operates for the benefi t of the participating universities. material eff ect on the fi nancial statements. Under provisions of SB 270, PSU is required to participate PSU participates in certain federal grant programs. Th ese in the Trust until June 30, 2015. At that time, membership programs are subject to fi nancial and compliance audits by the in the Trust becomes optional. All assets and liabilities of the grantor or its representative. Such audits could lead to requests previously established OUS Risk Fund are transferred to the for reimbursement to the grantor for expenditures disallowed Trust on the eff ective date. Th e following risks have also been under terms of the grant. Management believes that disallow- transferred from the Fund to the Trust: ances, if any, will not have a material eff ect on the fi nancial • Real property loss for university owned building, equip- statements. ment, automobiles and other types of property Unemployment compensation claims are administered by the Oregon Employment Division pursuant to ORS Chapter • Tort liability claims brought against the universities, their 657. PSU reimburses the Oregon Employment Division on a offi cers, employees or agents quarterly basis for actual benefi ts paid. Each year resources are • Workers’ compensation and employers liability budgeted to pay current charges. Th e amount of future benefi t payments to claimants and the resulting liability to PSU can- • Crime, Fiduciary not be reasonably determined at June 30, 2014. • Specialty lines of business including marine, medical CONSTRUCTION COMMITMENTS AS OF JUNE 30, 2014 practicums, international travel, fi ne art, aircraft, camps, Total Completed Outstanding clinics and other items. Commitment to Date Commitment Campus Moves$ 3,628 $ 2,430 $ 1,198 Capital Repair 38,689 21,462 17,227 19. UNIVERSITY FOUNDATION Collaborative Life Science Building 49,537 48,903 634 Under policies approved by the Board, individual university Projects Budgets <$1 million 2,200 389 1,811 foundations may be established to provide assistance in fund Projects with <$500 thousand raising, public outreach and other support for the mission of remaining to be spent 7,713 7,092 621 Project Budgets <$1 million 2,010 741 1,269 PSU. Th e PSU Foundation is a legally separate, tax-exempt en- $ 103,777 $ 81,017 $ 22,760 tity with an independent governing board. Although PSU does not control the timing or amount of receipts from the founda- 18. SUBSEQUENT EVENTS tion, the majority of resources, or income thereon, that the BONDED INDEBTEDNESS foundation holds and invests are restricted to the activities of On July 29, 2014, the State issued on behalf of OUS $13,361 the university by the donors. Because these restricted resources in Lottery Bonds with an average interest rate of 5.0 percent to held by the foundation can only be used by, or for the benefi t refund $14,250 in Lottery Bonds with an average interest rate of, the university, the foundation is considered a component of 5.0 percent. Th e net proceeds of the bonds were $15,831 unit of PSU and is discretely presented in the fi nancial state- (after payment of $65 in underwriting costs and bond pre- ments. Th e fi nancial activity is reported for the year ended mium of $2,534). June 30, 2014. PSU’s portion of the refunding was $4,775 in new bonds During the year ended June 30, 2014 gifts of $10,096 were to refund $5,093 in previously issued debt. Th e refunding transferred from the university foundation to PSU. Th e PSU resulted in a diff erence between the reacquisition price and the affi liated foundation is audited annually and received an un- net carrying value of the old debt of $372 Th e refunding was modifi ed audit opinion. Please see the fi nancial statements for undertaken to reduce total debt service payments (principal the PSU component unit on pages 11 and 13 of this publica- and interest) over the next 12 years by $565 and resulted in an tion. economic gain of $469. Complete fi nancial statements for the foundations may be OREGON UNIVERSITY SYSTEM STRUCTURE CHANGES obtained by writing to the following: Eff ective July 1, 2014 PSU is an independent legal entity governed by the Board of Trustees of Portland State University. • Portland State University Foundation, 2125 SW Fourth See Note 1 for additional information about this change in Avenue, Suite 510, Portland, OR 97201 legal status.

RISK MANAGEMENT STRUCTURE CHANGES Eff ective as of July 1, 2014 the OUS Risk Fund (see Note 16) was transferred to the Public University Risk Management and Insurance Trust (Trust). Th e Trust is a separate legal entity

30 PORTLAND STATE UNIVERSITY Required Supplementary Information (dollars in thousands)

Funding Status of Other Postemployment Benefits Actuarial Accrued UAAL as a Actuarial Liability Unfunded Percentage of Value of (AAL)- AAL Funded Covered Covered Fiscal Year Assets Entry Age (UAAL) Ratio Payroll Payroll Ended (a) (b) (b-a) (a/b) (c) ((b-a)/c) 6/30/2010 - 6,994 6,994 0.0% 136,806 5.1% 6/30/2011 - 7,529 7,529 0.0% 145,061 5.2% 6/30/2012 - 7,461 7,461 0.0% 158,760 4.7% 6/30/2013 - 7,633 7,633 0.0% 161,216 4.7% 6/30/2014 - 5,052 5,052 0.0% 166,914 3.0%

2014 ANNUAL FINANCIAL REPORT 31 [Th is page intentionally left blank]

32 PORTLAND STATE UNIVERSITY For information about the fi nancial data included in this report, contact:

Offi ce of the President

Portland State University

Market Center Building

1600 SW 4th Avenue

Portland, OR 97201

503-725-4411 www.pdx.edu

Oregon University System 2013 Annual Financial Report

Eastern Oregon University | Oregon Institute of Technology | Oregon State University Portland State University | Southern Oregon University University of Oregon | Western Oregon University Oregon University System 2013 Annual Report

| TABLE OF CONTENTS |

State Board of Higher Education and OUS Executive Ofﬁ cers 1

System Universities and University Presidents 2

Message from the Interim Chancellor 3 Independent Auditor’s Report 8 Management’s Discussion and Analysis 10 Statements of Net Position – University System 18 Statements of Financial Position – Component Units 19 Statements of Revenues, Expenses and Changes in Net Position – University System 20 Statements of Activities – Component Units 21 Statements of Cash Flows – University System 22 Notes to the Financial Statements 24 Supplementary Schedules 52 Required Supplementary Information 68

Cover photo: SOU; small cover photos from leŌ — OIT Wilsonville, PSU, OSU, EOU, UO; photo to the right: EOU. | STATE BOARD OF HIGHER EDUCATION |

Matthew W. Donegan, Board President Portland Jill W. Eiland, Board Vice President Portland Lynda M. Ciuffetti Corvallis Orcilia Forbes Corvallis Allyn C. Ford Roseburg James L. Francesconi Portland Farbodd Ganjifard Corvallis Paul J. Kelly, Jr. Portland Brittany Kenison Portland James E. Middleton Bend Emily J. Plec Monmouth Kirk E. Schueler Bend David V. Yaden Lake Oswego

| OREGON UNIVERSITY SYSTEM EXECUTIVE OFFICERS |

Melody Rose Interim Chancellor Jay D. Kenton Vice Chancellor for Finance and Administration Karen Marrongelle Interim Vice Chancellor for Academic Strategies Ryan J. Hagemann Legal Counsel Michael J. Green Associate Vice Chancellor for Finance and Administration and Controller Patricia A. Snopkowski Chief Audit Executive Joseph P. Holliday Assistant Vice Chancellor for Student Success Initiatives Robert G. Kieran Assistant Vice Chancellor for Institutional Research and Planning Janice K. Lewis Assistant Vice Chancellor for Budget Operations Charles L. Triplett III Board Secretary | SYSTEM UNIVERSITIES |

Eastern Oregon University—EOU was founded in 1929 as a teachers college and today serves its regional mission through programs in the liberal arts; professional programs in business, education, and community service; and cooperative programs in agriculture, dental health and nursing. EOU is located in La Grande, Oregon.

Oregon Institute of Technology—OIT, the Northwest’s only polytechnic institution, was founded in 1947 and serves the state with programs in business, engineering and health technologies, and cooperative programs in dental health and nursing. OIT is located in Klamath Falls, Oregon and offers statewide opportunities with an expanding presence in the Portland metro area.

Oregon State University—OSU, one of only two universities in the country to hold land, space, sea, and sun grant designations, was founded in 1858 and provides programs in the liberal arts and sciences, and professional programs in agricultural sciences, business, education, engineering, forestry, health and human sciences, oceanography, pharmacy, and veterinary medicine. OSU is located in Corvallis, Oregon. OSU-Cascades Campus, in Bend, Oregon, opened in Fall 2001 as a branch campus on the site of its major partner, Central Oregon Community College.

Portland State University—PSU, located in downtown Portland, Oregon, is an urban university founded in 1946 and offers liberal arts and sciences programs and professional programs in business, education, engineering, health, performing arts, social work, and urban and public affairs.

Southern Oregon University—SOU, located in Ashland, Oregon, was founded in 1882 and provides liberal arts and sciences programs; professional programs in business, education, and performing arts; and a cooperative program in nursing.

University of Oregon—UO was founded in 1876 and is a major liberal arts and sciences university with professional programs in architecture and allied arts, business, education, journalism, law, music and performing arts, and planning and public policy. UO is located in Eugene, Oregon.

Western Oregon University—WOU was founded in 1856 as a teachers college and provides programs in liberal arts and sciences and professional programs in education, business, and public services; and a cooperative program in nursing. WOU is located in Monmouth, Oregon.

| UNIVERSITY PRESIDENTS |

Robert O. Davies Wim Wiewel Eastern Oregon University Portland State University Mark D. Weiss Portland Western Oregon University La Grande

Monmouth

Edward J. Ray Corvallis Oregon State University

Eugene

Bend Michael R. Gottfredson University of Oregon

Mary P. Cullinan Southern Oregon University

Klamath Falls Ashland Christopher G. Maples Oregon Institute of Technology

2 | Oregon University System | | MESSAGE FROM THE INTERIM CHANCELLOR |

This past year represents several historic and important milestones for the Oregon University System. Besides our continued growth in student enrollment and degrees, Oregon is being recognized nationally for its far-reaching higher education reform plan. These efforts are focused on maximizing institutional ﬂ exibility and coordination of the entire educational continuum, from Pre-K through graduate education, for a very important outcome: the success of all of our students in all of our diverse communities across Oregon.

In other words, it’s an exciting, vibrant period for OUS. From new administrative and operational func- UETTEN J tions already achieving cost savings, to meeting the state’s 40-40-20 goal by innovating in the classroom, HERYL the OUS is moving ahead to meet the needs of our students, universities, partners, and the state, as it also C BY works with state leaders on system governance. HOTO Improving Student Outcomes Yields High Returns P Interim Chancellor Melody Rose A source of pride for the state are the accessible, high quality academic programs offered at OUS’ seven universities and one branch campus. Amid enrollment and degree increases that lead most states, and state funding that trails most states, our faculty, staff and students have achieved at record levels in almost all regards. To do this takes a collective, common commitment to student success through affordable programs, a portfolio of diverse support services, and pathways to degrees defi ned by doorways not barriers. Those doorways have been built through collaborative programs within and among our universities, and also with our community college and PK-12 partners across the state. There is a shared understanding in Oregon, guided by our Governor’s and Legislature’s leadership, that the only way to increase success outcomes for students is to view their achievement as a continuum, from pre-Kindergarten through higher education. Through work by the Oregon Education Investment Board, the State Board of Higher Education, and System and University leaders, we now have a set of performance outcomes that will be used to assess and improve student success, leading to higher retention, more degrees, and students who contribute to the state’s vitality after they graduate and enter the workforce. Innovating in the classroom and with our PK-12 and community college partners has led to new highs in student attainment, now exceeding 20,000 degrees a year for OUS. This puts us on a good trajectory to meet the state’s 40-40-20 goal by 2025, bringing us to 40 percent of Oregonians with a bachelor’s degree or higher, 40 percent with an associate’s degree or meaningful certifi cate, and all Oregonians with a high school diploma. Yet there is recognition that the students who are now in the postsecondary pipeline will need a greater level of comprehensive support once they get to our universities as more of them will be fi rst generation college students from less advantaged backgrounds. Some students may be less prepared for the academic rigor of college. This takes more resources to ensure students persist and succeed, and get an equitable shot at achieving their American Dream. Led by the State Board of Higher Education, all of the campuses have developed plans for reaching their component of the 40-40-20 goal, aligned with achievement compacts with the state, on attaining student outcomes leading to degrees and success in the workplace. Within our campuses and through the System offi ce, OUS annually works with more than 200,000 PK- 12 students in almost 100 academic enrichment programs across the state. These important bridges to college and careers are an integral part of OUS’ mission, and are funded primarily through federal and philanthropic grants and in-kind and other contributions from our campuses. This support is recognition of the power of pre-college preparation programs in moving students forward, through and to a college degree. Other important PK-12 efforts include OUS leadership on the implementation of the Common Core State Standards, a national effort that builds a strong academic skill set with elementary and high school students, helping them be prepared for the academic rigor of college and be successful in the workplace. Combined with expanded dual enrollment programs, where students earn college credits while still in high school, freshmen are not only more prepared for the rigor of our universities, they also have a more affordable path to completion.

2013 | Annual Financial Report | 3 | MESSAGE FROM THE INTERIM CHANCELLOR — CONTINUED |

With almost half of our entering class each fall now made up of a proactive approach to higher education risk that is infl uencing community college transfers, OUS and the Department of Com- the culture of risk awareness throughout our institutions, while munity Colleges and Workforce Development (CCWD) continue also lowering costs. to help students to degree through collaborative programs that Other fi nance and administration programs and systems are ease transfer and increase success. For example, over the last year described later in the Annual Report, but the implementation of OUS and CCWD were one of fi ve state collaboratives awarded a OUS-administered programs once run by other state agencies is grant from the Lumina Foundation to institute Reverse Transfer, another source of pride. The tremendous systems and practices a new degree-attainment tool piloted and then fully instituted now in place are due to the collaborative effort within the OUS, statewide. For students who transfer to OUS before getting a and the sheer hard work it took to implement these effi ciencies. 2-year degree at a community college, Reverse Transfer awards My gratitude goes out to the Chancellor’s Offi ce staff and our the degree once the student accumulates the necessary credits at campus partners for making good on our promise of lower costs an OUS campus. This improves student retention and motivation and increased accountability and effi ciency for the Oregon public. to complete a bachelor’s degree, gives students another credential to help in their career, and gives the community college credit for Reform and Governance Changes Bring a New Focus the degree. Other strategies, including degree mapping and con- The assets and authorities within the Chancellor’s Offi ce that sidering students’ prior learning in awarding credit, are helping to facilitate student success and system effi ciency will transition to move students toward degree faster, more cost effectively, and in newly established entities beginning in mid-2014, based on laws a more supported fashion. passed in the 2013 Legislative Session. These entities include Operational Innovation Leads to Cost Savings, Effi ciencies institutional boards at Oregon State University, Portland State University and the University of Oregon; the Higher Education Enriching our system and campus operations with cost-effective, Coordinating Commission which will oversee postsecondary effi cient and sustainable programs and services has been a key fo- education in the state; a Shared Services facility serving campus cus over the last year. The new approaches, implemented through needs; and potentially other organizations, such as a new gov- legislation starting in early 2012, included developing our own ernance model for the OUS’ regional and technical universities, risk management, legal and treasury programs. These have not additional institutional boards, or other structures. only yielded cost savings, but also positive results in other ways as these programs are now specifi cally tailored to higher education. While some details of the new higher education landscape are not yet known, refi nement and details will be determined over For example, in the past OUS risk management was administered the next 12-18 months as working groups, the campuses, the and held in a pool with all other state agencies in the Depart- legislature and the Governor develop the optimal structure to ment of Administrative Services. With changes in law, OUS has fulfi ll the promise of the 40-40-20 goal: more highly educated established a strategic risk management function. This includes Oregonians to meet state workforce, community, and economic a three year strategic plan, several task forces to address specifi c needs statewide. risk areas, inclusion in like-higher education insurance pools, and This is an exciting time for higher education in Oregon. OUS is bringing a lot of assets to the table: high quality universities, faculty and staff; an excellent, diverse student body; and a collective desire to do better for students every day. Thank you to all of our colleagues for producing graduates who are contributing in meaningful, dynamic ways to Oregon’s economy and its prosperity.

Melody Rose Interim Chancellor

OSUOSU

4 | Oregon University System | | TOP CAMPUS ACCOMPLISHMENTS —CONTINUED |

• SOU recorded the second-highest enrollment in its 141 year history, 6,481 students, capping 40% growth over the previ- • The Provost’s offi ce launched reTHINK PSU, an initiative to ous four years. generate ideas on delivering an education that serves more students with better outcomes -- while containing costs • A student-led partnership with the Bonneville Environmen- -- through effective use of teaching, technology and com- tal Foundation enabled SOU to become the fi rst university munity engagement. Ten faculty winners received $3 million in the nation to balance 100% of its water use by restoring for projects that included developing online programs and water fl ow to Seven Mile Creek in the Klamath Basin. improving student advising. • SOU’s environmental commitments - especially SOU’s in- • U.S. News & World Report’s “Best Colleges 2013” named PSU vestment in clean energy - were highlighted in a video on the a “Top 10 Up-and-Coming National University” (“the most U.S. Department of Energy’s home page. promising and innovative changes in the areas of academics, • SOU archaeologists discovered a lost 19th century Indian faculty and student life.”). Other 2013 accolades included war battlefi eld near Roseburg. a Top 100 ranking from Diverse Magazine for the number of undergraduate and graduate degrees awarded to minor- • 1,356 students received degrees and certifi cates during ity students; and a 2013 Second Nature Climate Leadership SOU’s June 2013 commencement exercises. Award recognizing PSU’s commitment to sustainability.

• PSU was above target for increasing numbers of new under-

graduates, degrees awarded (6,180) – the most in the history of Portland State and the state of Oregon – retention and graduation rates, and student diversity. PSU is the only OUS

campus where new undergraduate admissions of students of color (28.3% in 2011-2012) exceeds that of the state’s public • The University of Oregon became a smoke- and tobacco- high school graduates (25.5% in 2010-2011). The recently free university in September 2012. The decision was made revamped Urban Honors program also doubled its enroll- to reduce the risks of second-hand smoke exposure and to ment in just one year. provide a healthier environment for students, faculty, staff and visitors. • Research expenditures at Portland State grew to $69.5 million, up from $64.8 million the previous year. Intellectual • The University of Oregon received a fi ve-year, $10.3 million property (IP) activity grew as well: four new patents were grant from the National Institutes of Health to launch a issued to PSU faculty, while University-owned IP generated systems biology research and education center, the UO’s Mi- $450,000 in licensing revenue – a four-fold increase in just crobial Ecology and Theory of Animals Center for Systems two years. The Portland State Business Accelerator is at ca- Biology. pacity, with more than 30 promising technology and science • Chemistry professor Geraldine “Geri” Richmond was startups, including spinoffs from all major Oregon research named by President Obama to serve as a National Science universities. Board member. • Fundraising efforts at PSU raised $29.3 million, a record • The 18-month, $15 million, three-story redesign of Allen amount and a nearly 50-percent increase over the prior year. Hall, home of the UO School of Journalism and Communi- Capital campaigns to renovate and expand the Peter W. Stott cation, opened for collaborative learning and innovation. Education Center and the School of Business Administra- tion made signifi cant progress toward goals of $20 million, • A new Student Veterans Center opened at the Erb Memo- with additional support coming from the Legislature’s capital rial Union to serve as a gathering place for student veterans construction budget, which fulfi lled requests to issue bond- and families. The UO has been honored as a military friendly ing authority. school as one of 16 university partners of the Pat Tillman Foundation.

6 | Oregon University System | CliftonLarsonAllen LLP www.cliftonlarsonallen.com

INDEPENDENT AUDITORS' REPORT

Members of the State Board of Higher Education

Report on the Financial Statements We have audited the accompanying financial statements of the business-type activities and the aggregate discretely presented component units of the Oregon University System (the System), as of and for the years ended June 30, 2013 and 2012, and the related notes to the financial statements, which collectively comprise the entity’s basic financial statements as listed in the table of contents.

Auditors’ Responsibility Our responsibility is to express opinions on these financial statements based on our audit. We did not audit the 2013 and 2012 financial statements of the discretely presented component units, which represent 100 percent of the assets, net position, and revenues of the aggregate discretely presented component units for 2013 and 2012. Those statements were audited by other auditors whose reports have been furnished to us, and our opinion, insofar as it relates to the amounts included for the aggregate discretely presented component units, is based solely on the reports of the other auditors. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement. The financial statements of the aggregate discretely presented component units were not audited in accordance with Government Auditing Standards.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinions.

Opinions In our opinion, based on our audit and the report of other auditors, the financial statements referred to above present fairly, in all material respects, the respective financial position of the business-type activities and the aggregate discretely presented component units of the Oregon University System as of June 30, 2013 and 2012, and the respective changes in financial position and cash flows thereof for the year then ended in accordance with accounting principles generally accepted in the United States of America.

8 | Oregon University System | Emphasis of Matter As discussed in Note 8 (K) and Note 9, the financial statements of the System were restated to reflect the System’s portion of the Oregon Public Employee Retirement System pre-State and Local Government Rate Pool liability.

Other Matters Required Supplementary Information Accounting principles generally accepted in the United States of America require that the management’s discussion and analysis on pages 10-17 and the schedule of funding progress of Other Post Employment Benefits on page 68 be presented to supplement the basic financial statements. Such information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board who considers it to be an essential part of financial reporting for placing the basic financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management’s responses to our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic financial statements. We do not express an opinion or provide any assurance on the information because the limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance.

Other Information Our audit was conducted for the purpose of forming opinions on the financial statements that collectively comprise the System’s basic financial statements. The supplementary schedules are presented for purposes of additional analysis and are not a required part of the basic financial statements.

The supplementary schedules are the responsibility of management and were derived from and relate directly to the underlying accounting and other records used to prepare the basic financial statements. Such information has been subjected to the auditing procedures applied in the audit of the basic financial statements and certain additional procedures, including comparing and reconciling such information directly to the underlying accounting and other records used to prepare the basic financial statements or to the basic financial statements themselves, and other additional procedures in accordance with auditing standards generally accepted in the United States of America by us and other auditors. In our opinion, based on our audit, the procedures performed as described above, and the reports of the other auditors, the supplementary schedules are fairly stated, in all material respects, in relation to the basic financial statements as a whole.

The Message from the Chancellor has not been subjected to the auditing procedures applied in the audit of the basic financial statements, and accordingly, we do not express an opinion or provide any assurance on it.

Other Reporting Required by Government Auditing Standards In accordance with Government Auditing Standards, we have also issued our report dated December 16, 2013, on our consideration of the System's internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the result of that testing, and not to provide an opinion on internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards in considering the System’s internal control over financial reporting and compliance. a Greenwood Village, Colorado December 16, 2013 2013 | Annual Financial Report | 9 | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Consolidating Statement of Net Position Eastern Oregon Oregon Oregon Institute of State As of June 30, 2013 University Technology University ASSETS Current Assets Cash and Cash Equivalents$ 377 $ 5,279 $ 52,195 Collateral from Securities Lending 529 881 11,012 Accounts Receivable, Net 5,114 3,350 81,135 Notes Receivable, Net 259 504 4,793 Inventories 599 81 1,893 Prepaid Expenses 11 2,122 4,313 Total Current Assets 6,889 12,217 155,341 Noncurrent Assets Cash and Cash Equivalents 14,025 4,161 82,665 Investments 5,996 7,934 130,615 Notes Receivable, Net 1,164 2,252 21,553 Due From Other OUS Funds and Entities - - - Capital Assets, Net of Accumulated Depreciation 73,062 98,665 789,244 Total Noncurrent Assets 94,247 113,012 1,024,077 TOTAL ASSETS$ 101,136 $ 125,229 $ 1,179,418

DEFERRED OUTFLOWS OF RESOURCES Accumulated Decrease in Fair Value of Derivatives - - 27

LIABILITIES Current Liabilities Accounts Payable and Accrued Liabilities$ 2,118 $ 2,204 $ 30,395 Deposits 364 141 5,384 Obligations Under Securities Lending 529 881 11,012 Current Portion of Long-Term Liabilities 2,399 1,459 22,811 Unearned Revenue 1,948 4,086 37,893 Total Current Liabilities 7,358 8,771 107,495 Noncurrent Liabilities Long-Term Liabilities 65,733 53,497 326,751 Due to Other OUS Funds and Entities 14,139 36,003 263,904 Total Noncurrent Liabilities 79,872 89,500 590,655 TOTAL LIABILITIES$ 87,230 $ 98,271 $ 698,150

DEFERRED INFLOWS OF RESOURCES Accumulated Increase in Fair Value of Derivatives - - -

NET POSITION Net Investment in Capital Assets$ 7,297 $ 13,258 $ 285,414 Restricted For: Nonexpendable Endowments 554 - 3,611 Expendable: Gifts, Grants, and Contracts 794 184 35,721 Student Loans 1,765 3,393 34,508 Capital Projects 1,376 2,234 36,188 Debt Service 1,613 835 4,353 Unrestricted 507 7,054 81,500 TOTAL NET POSITION$ 13,906 $ 26,958 $ 481,295

52 | Oregon University System | | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 24,048 $ 2,939 $ 71,729 $ 9,736 $ 36,103 $ - $ 202,406 6,101 1,065 12,221 1,905 - - 33,714 53,600 5,617 64,746 5,434 2,483 - 221,479 1,350 801 3,538 801 4,478 - 16,524 502 544 3,720 1,026 - - 8,365 1,747 20 4,022 118 12,651 (447) 24,557 87,348 10,986 159,976 19,020 55,715 (447) 507,045

43,178 24,959 58,682 7,704 106,069 - 341,443 55,458 11,216 134,673 16,642 2,183 - 364,717 6,072 3,236 16,584 3,600 37,910 - 92,371 - - - - 782,334 (782,334) - 457,638 83,826 1,131,326 106,641 1,130 - 2,741,532 562,346 123,237 1,341,265 134,587 929,626 (782,334) 3,540,063 $ 649,694 $ 134,223 $ 1,501,241 $ 153,607 $ 985,341 $ (782,781) $ 4,047,108

------27

$ 28,757 $ 3,329 $ 29,714 $ 5,447 $ 51,150 $ - $ 153,114 2,329 544 4,622 1,172 36,642 - 51,198 6,101 1,065 12,221 1,905 - - 33,714 11,453 2,512 19,880 2,172 59,761 - 122,447 24,477 2,830 53,100 2,494 - (447) 126,381 73,117 10,280 119,537 13,190 147,553 (447) 486,854

260,786 72,876 457,657 59,088 786631 - 2,083,019 146,509 19,806 254,204 47,769 - (782,334) - 407,295 92,682 711,861 106,857 786,631 (782,334) 2,083,019 $ 480,412 $ 102,962 $ 831,398 $ 120,047 $ 934,184 $ (782,781) $ 2,569,873

------

$ 78,136 $ 17,744 $ 478,995 $ 9,034 $ 48,106 $ - $ 937,984

1,286 1,812 7,412 2 2,108 - 16,785

(1,163) 992 25,279 (343) 2,984 - 64,448 8,254 4,016 25,292 6,566 7 - 83,801 27,025 3,231 48,383 2,442 (17,584) - 103,295 1,539 1,353 1,854 692 49,892 - 62,131 54,205 2,113 82,628 15,167 (34,356) - 208,818 $ 169,282 $ 31,261 $ 669,843 $ 33,560 $ 51,157 $ - $ 1,477,262

2013 | Annual Financial Report | 53 | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Consolidating Statement of Revenues, Expenses, and Changes in Net Position Eastern Oregon Oregon Oregon Institute of State For The Year Ended June 30, 2013 University Technology University OPERATING REVENUES Student Tuition and Fees, Net $ 13,934 $ 19,066 $ 228,436 Federal Grants and Contracts 1,880 2,190 165,544 State and Local Grants and Contracts 205 173 6,994 Nongovernmental Grants and Contracts 98 419 18,928 Educational Department Sales and Services 203 445 35,401 Auxiliary Enterprises Revenues, Net 6,975 6,950 124,422 Other Operating Revenues 610 236 7,655 Total Operating Revenues 23,905 29,479 587,380 OPERATING EXPENSES Instruction 16,833 21,854 218,011 Research 251 592 179,196 Public Service 1,992 256 75,395 Academic Support 5,389 6,259 56,501 Student Services 2,467 3,040 25,319 Auxiliary Programs 8,284 7,427 129,770 Institutional Support 5,578 5,433 56,572 Operation and Maintenance of Plant 3,078 3,217 30,653 Student Aid 5,036 4,641 28,326 Other Operating Expenses 3,517 3,023 46,559 Total Operating Expenses 52,425 55,742 846,302 Operating Income (Loss) (28,520) (26,263) (258,922) NONOPERATING REVENUES (EXPENSES) Government Appropriations 13,851 16,613 150,487 Grants 9,414 7,250 43,193 Investment Activity 323 253 15,591 Gain (Loss) on Sale of Assets, Net - - (66) Interest Expense (3,242) (3,116) (27,141) Other Nonoperating Items 408 3,569 43,127 Net Nonoperating Revenues (Expenses) 20,754 24,569 225,191 Income (Loss) Before Other Nonoperating Revenues (7,766) (1,694) (33,731) Capital and Debt Service Appropriations 4,254 2,669 19,250 Capital Grants and Gifts 34 785 17,105 Changes to Permanent Endowments - - 238 Transfers within OUS 1,159 (444) (2,352) Total Other Nonoperating Revenues 5,447 3,010 34,241 Increase (Decrease) In Net Position (2,319) 1,316 510 NET POSITION Beginning Balance (Restated) 16,225 25,642 480,785 Ending Balance$ 13,906 $ 26,958 $ 481,295

54 | Oregon University System | | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 174,346 $ 26,242 $ 344,314 $ 28,684 $ 105 $ - $ 835,127 48,354 2,293 95,157 9,351 4,431 (4,708) 324,492 4,675 564 1,822 1,189 (324) - 15,298 9,203 576 7,909 88 1,268 - 38,489 6,517 2,269 15,494 574 38,481 (38,372) 61,012 80,998 16,404 145,106 19,572 - (41) 400,386 131 1,195 10,818 2,025 3,753 - 26,423 324,224 49,543 620,620 61,483 47,714 (43,121) 1,701,227

157,376 29,911 239,858 33,593 1,182 - 718,618 47,764 888 71,235 2,547 8 (4,191) 298,290 9,706 3,067 37,674 468 5,095 - 133,653 32,897 7,353 47,212 7,215 - (15) 162,811 17,407 4,890 32,295 6,068 - - 91,486 83,172 17,500 164,860 22,613 - - 433,626 33,159 5,679 50,635 4,562 13,290 (26) 174,882 21,736 3,951 47,416 3,923 - - 113,974 32,314 6,903 15,902 7,720 - - 100,842 21,327 4,163 31,590 3,650 7,593 (517) 120,905 456,858 84,305 738,677 92,359 27,168 (4,749) 2,349,087 (132,634) (34,762) (118,057) (30,876) 20,546 (38,372) (647,860)

54,801 13,436 47,342 14,132 9,344 - 320,006 51,441 11,396 31,758 15,511 - - 169,963 2,062 462 17,228 480 (409) - 35,990 12 (2) 54 2 - - - (21,583) (3,175) (34,351) (4,425) (33,335) 38,372 (91,996) 2,015 2,902 58,077 368 7,607 - 118,073 88,748 25,019 120,108 26,068 (16,793) 38,372 552,036 (43,886) (9,743) 2,051 (4,808) 3,753 - (95,824) 13,369 4,744 13,599 3,848 (6,717) - 55,016 2,442 312 32,767 1,129 - - 54,574 - - 3 - - - 241 5,022 (227) 937 (462) (3,561) (72) - 20,833 4,829 47,306 4,515 (10,278) (72) 109,831 (23,053) (4,914) 49,357 (293) (6,525) (72) 14,007

192,335 36,175 620,486 33,853 57,682 72 1,463,255 $ 169,282 $ 31,261 $ 669,843 $ 33,560 $ 51,157 $ - $ 1,477,262

2013 | Annual Financial Report | 55 | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Consolidating Statement of Cash Flows Eastern Oregon Oregon Oregon Institute of State For the Year Ended June 30, 2013 University Technology University CASH FLOWS FROM OPERATING ACTIVITIES Tuition and Fees $ 14,934 $ 20,836 $ 233,930 Grants and Contracts 2,220 3,197 190,011 Educational Department Sales and Services 203 445 35,401 Auxiliary Enterprise Operations 7,055 7,042 122,451 Payments to Employees for Compensation and Benefits (33,415) (35,796) (551,911) Payments to Suppliers (12,733) (11,781) (205,989) Student Financial Aid (5,306) (4,686) (39,792) Other Operating Receipts 1,265 (774) 4,814 Net Cash Provided (Used) by Operating Activities (25,777) (21,517) (211,085) CASH FLOWS FROM NONCAPITAL FINANCING ACTIVITIES Government Appropriations 12,723 15,958 148,445 Grants 9,414 7,250 43,193 Private Gifts Received for Endowment Purposes - - 238 Other Gifts and Private Contracts 408 3,569 43,127 Net Agency Fund Receipts (Payments) (664) (796) (4,078) Net Transfers from (to) Other Funds and OUS Universities 2,914 8,812 15,312 Net Cash Provided (Used) by Noncapital Financing Activities 24,795 34,793 246,237 CASH FLOWS FROM CAPITAL AND RELATED FINANCING ACTIVITIES Debt Service Appropriations 4,254 2,669 19,250 Capital Grants and Gifts 34 786 15,104 Bond Proceeds from Capital Debt 27,687 24,756 68,668 Sales of Capital Assets - 116 257 Purchases of Capital Assets (11,542) (29,975) (71,459) Interest Payments on Capital Debt (3,242) (3,116) (27,312) Principal Payments on Capital Debt (8,791) (3,938) (45,222) Net Cash Provided (Used) by Capital and Related Financing Activities 8,400 (8,702) (40,714) CASH FLOWS FROM INVESTING ACTIVITIES Net Sales (Purchases) of Investments (678) (1,400) (6,347) Interest on Investments and Cash Balances 222 234 13,011 Net Cash Provided (Used) by Investing Activities (456) (1,166) 6,664 NET INCREASE (DECREASE) IN CASH AND CASH EQUIVALENTS 6,962 3,408 1,102 CASH AND CASH EQUIVALENTS Beginning Balance 7,440 6,032 133,758 Ending Balance$ 14,402 $ 9,440 $ 134,860

56 | Oregon University System | | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 185,413 $ 29,408 $ 352,731 $ 30,569 $ 207 $ - $ 868,028 66,252 3,301 91,467 10,566 5,494 (4,682) 367,826 6,517 2,269 15,494 574 38,481 (38,372) 61,012 85,905 16,625 138,729 19,581 - (41) 397,347 (286,399) (54,273) (489,672) (59,607) (10,703) - (1,521,776) (107,896) (20,312) (168,496) (17,705) 5,165 4,723 (535,024) (35,642) (6,898) (36,411) (8,894) (1,529) - (139,158) (7,198) 1,644 12,850 1,951 (2,756) - 11,796 (93,048) (28,236) (83,308) (22,965) 34,359 (38,372) (489,949)

54,099 13,167 46,761 13,659 15,194 - 320,006 51,441 11,396 31,758 15,511 - - 169,963 - - 3 - - - 241 2,015 2,902 58,077 368 7,607 - 118,073 (4,183) (1,395) (6,243) (912) 9,066 - (9,205) 8,674 5,520 (10,786) (2,366) (28,080) - - 112,046 31,590 119,570 26,260 3,787 - 599,078

13,369 4,744 13,599 3,848 (6,717) - 55,016 1,893 - 13,639 1,039 - - 32,495 36,292 31,699 48,929 15,056 197,497 - 450,584 1,388 243 927 225 - - 3,156 (34,365) (8,722) (62,571) (9,834) (174) - (228,642) (21,821) (3,175) (35,400) (4,425) (35,073) 38,372 (95,192) (38,999) (9,241) (42,749) (8,738) (188,117) - (345,795) (42,243) 15,548 (63,626) (2,829) (32,584) 38,372 (128,378)

(2,206) (785) 7,607 (251) 920 - (3,140) 1,890 322 15,190 474 1,086 - 32,429 (316) (463) 22,797 223 2,006 - 29,289 (23,561) 18,439 (4,567) 689 7,568 - 10,040

90,787 9,459 134,978 16,751 134,604 - 533,809 $ 67,226 $ 27,898 $ 130,411 $ 17,440 $ 142,172 $ - $ 543,849

2013 | Annual Financial Report | 57 | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Consolidating Statement of Cash Flows - Continued Eastern Oregon Oregon Oregon Institute of State For the Year Ended June 30, 2013 University Technology University

RECONCILIATION OF OPERATING LOSS TO NET CASH USED BY OPERATING ACTIVITIES Operating Income (Loss) $ (28,520) $ (26,263) $ (258,922) Adjustments to Reconcile Operating Loss to Net Cash Provided (Used) by Operating Activities: Depreciation Expense 3,146 3,776 47,061 Changes in Assets and Liabilities: Accounts Receivable 1,878 400 (2,590) Notes Receivable (5) 287 487 Inventories (31) 11 63 Prepaid Expenses 13 (176) (337) Accounts Payable and Accrued Liabilities (2,253) (430) 578 Long-Term Liabilities 96 300 1,245 Unearned Revenue (102) 579 1,330 NET CASH PROVIDED (USED) BY OPERATING ACTIVITIES$ (25,778) $ (21,516) $ (211,085)

NONCASH INVESTING, NONCAPITAL FINANCING, AND CAPITAL AND RELATED FINANCING TRANSACTIONS Capital Assets Acquired by Incurring Capital Lease Obligations $ 39 $ - $ - Capital Assets Acquired by Gifts in Kind - - 2,001 Increase in Fair Value of Investments Recognized as a Component of Investment Activity 101 19 2,580

58 | Oregon University System | | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ (132,633) $ (34,762) $ (118,058) $ (30,876) $ 20,546 $ (38,372) $ (647,860)

26,197 3,892 47,064 5,375 274 - 136,785

11,929 4,349 (7,115) 2,311 (6,285) - 4,877 522 (468) (581) (439) - - (197) (82) 46 (753) (12) - - (758) 1 26 1,966 128 (477) (26) 1,118 2,347 (1,127) (5,351) 583 20,160 - 14,507 (1,542) (15) 1,071 79 144 - 1,378 213 (177) (1,551) (114) (3) 26 201 $ (93,048) $ (28,236) $ (83,308) $ (22,965) $ 34,359 $ (38,372) $ (489,949)

$ - $ - $ 37 $ - $ - $ - $ 76 549 312 19,128 89 - - 22,079

172 140 2,038 5 (1,494) - 3,561

2013 | Annual Financial Report | 59 | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Consolidating Statement of Net Position Eastern Oregon Oregon Oregon Institute of State As of June 30, 2012 University Technology University ASSETS Current Assets Cash and Cash Equivalents$ 2,341 $ 2,192 $ 52,511 Collateral from Securities Lending 787 1,257 18,131 Accounts Receivable, Net 5,865 3,096 76,502 Notes Receivable, Net 313 575 5,151 Inventories 568 92 1,956 Prepaid Expenses 24 1,946 3,976 Total Current Assets 9,898 9,158 158,227 Noncurrent Assets Cash and Cash Equivalents 5,099 3,840 81,247 Investments 5,121 6,353 119,654 Notes Receivable, Net 1,105 2,468 21,682 Due From Other OUS Funds and Entities - - - Capital Assets, Net of Accumulated Depreciation 64,842 72,571 765,716 Total Noncurrent Assets 76,167 85,232 988,299 TOTAL ASSETS$ 86,065 $ 94,390 $ 1,146,526

DEFERRED OUTFLOWS OF RESOURCES Accumulated Decrease in Fair Value of Derivatives - - 54

LIABILITIES Current Liabilities Accounts Payable and Accrued Liabilities$ 4,547 $ 2,623 $ 32,536 Deposits 1,028 937 9,462 Obligations Under Securities Lending 787 1,257 18,131 Current Portion of Long-Term Liabilities 1,311 1,518 26,693 Unearned Revenue 2,050 3,507 36,563 Total Current Liabilities 9,723 9,842 123,385 Noncurrent Liabilities Long-Term Liabilities 47,829 32,320 298,177 Due to Other OUS Funds and Entities 12,288 26,586 244,233 Total Noncurrent Liabilities 60,117 58,906 542,410 TOTAL LIABILITIES$ 69,840 $ 68,748 $ 665,795

DEFERRED INFLOWS OF RESOURCES Accumulated Increase in Fair Value of Derivatives - - -

NET POSITION Net Investment in Capital Assets$ 9,417 $ 18,097 $ 311,660 Restricted For: Nonexpendable Endowments 555 - 3,373 Expendable: Gifts, Grants, and Contracts 840 264 30,148 Student Loans 1,700 3,501 34,062 Capital Projects (138) (1,441) 18,885 Debt Service 447 188 2,264 Unrestricted 3,404 5,033 80,393 TOTAL NET POSITION$ 16,225 $ 25,642 $ 480,785

60 | Oregon University System | | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 31,327 $ 4,361 $ 82,027 $ 9,142 $ 41,700 $ - $ 225,601 10,243 1,708 22,974 3,288 - - 58,388 64,827 9,697 57,049 7,272 2,048 - 226,356 1,604 697 5,488 842 4,711 - 19,381 420 590 2,967 1,014 - - 7,607 1,748 46 5,988 246 12,174 (473) 25,675 110,169 17,099 176,493 21,804 60,633 (473) 563,008

59,460 5,098 52,951 7,609 92,904 - 308,208 51,968 10,097 137,921 16,039 10,741 - 357,894 6,341 2,872 14,052 3,120 41,987 - 93,627 - - - - 751,671 (751,671) - 447,084 78,766 1,097,933 102,196 1,230 - 2,630,338 564,853 96,833 1,302,857 128,964 898,533 (751,671) 3,390,067 $ 675,022 $ 113,932 $ 1,479,350 $ 150,768 $ 959,166 $ (752,144) $ 3,953,075

- - 95 - - - 149

$ 23,435 $ 4,293 $ 36,483 $ 4,745 $ 32,728 $ - $ 141,390 6,512 1,939 10,865 2,084 17,367 - 50,194 10,243 1,708 22,974 3,288 - - 58,388 14,055 3,497 19,633 2,247 60,760 - 129,714 24,264 3,007 54,651 2,607 3 (473) 126,179 78,509 14,444 144,606 14,971 110,858 (473) 505,865

262,433 49,448 450,653 52,618 790,626 - 1,984,104 141,745 13,865 263,700 49,326 - (751,743) - 404,178 63,313 714,353 101,944 790,626 (751,743) 1,984,104 $ 482,687 $ 77,757 $ 858,959 $ 116,915 $ 901,484 $ (752,216) $ 2,489,969

------

$ 107,633 $ 18,413 $ 448,227 $ 8,350 $ 5,938 $ - $ 927,735

1,285 1,812 7,409 2 2,110 - 16,546

(1,151) 988 25,660 446 2,351 - 59,546 8,516 4,257 25,135 6,122 (18) - 83,275 6,588 4,571 35,852 3,970 (6,288) - 61,999 676 1,072 1,251 222 46,999 - 53,119 68,788 5,062 76,952 14,741 6,590 72 261,035 $ 192,335 $ 36,175 $ 620,486 $ 33,853 $ 57,682 $ 72 $ 1,463,255

2013 | Annual Financial Report | 61 | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Consolidating Statement of Revenues, Expenses, and Changes in Net Position Eastern Oregon Oregon Oregon Institute of State For The Year Ended June 30, 2012 University Technology University OPERATING REVENUES Student Tuition and Fees, Net $ 15,329 $ 16,039 $ 202,358 Federal Grants and Contracts 1,897 945 166,811 State and Local Grants and Contracts 1,174 (130) 7,167 Nongovernmental Grants and Contracts 82 475 19,708 Educational Department Sales and Services 203 447 31,770 Auxiliary Enterprises Revenues, Net 6,596 7,176 109,139 Other Operating Revenues 320 339 9,189 Total Operating Revenues 25,601 25,291 546,142 OPERATING EXPENSES Instruction 16,629 22,243 192,750 Research 330 623 172,976 Public Service 1,937 519 81,588 Academic Support 5,266 4,791 52,767 Student Services 2,352 2,775 24,119 Auxiliary Programs 8,530 8,310 119,013 Institutional Support 5,184 4,740 51,947 Operation and Maintenance of Plant 2,899 2,596 30,353 Student Aid 5,456 3,973 26,257 Other Operating Expenses 3,147 3,374 46,720 Total Operating Expenses 51,730 53,944 798,490 Operating Income (Loss) (26,129) (28,653) (252,348) NONOPERATING REVENUES (EXPENSES) Government Appropriations 13,506 15,290 143,027 Grants 9,204 6,710 41,231 Investment Activity 97 103 7,603 Gain (Loss) on Sale of Assets, Net - 11 92 Interest Expense (3,018) (3,027) (26,743) Other Nonoperating Items 12 1,520 41,741 Net Nonoperating Revenues (Expenses) 19,801 20,607 206,951 Income (Loss) Before Other Nonoperating Revenues (6,328) (8,046) (45,397) Capital and Debt Service Appropriations 3,294 1,840 15,896 Capital Grants and Gifts - 2,845 21,126 Changes to Permanent Endowments - - 140 Transfers within OUS 259 (365) (5,856) Total Other Nonoperating Revenues 3,553 4,320 31,306 Increase (Decrease) In Net Position (2,775) (3,726) (14,091) NET POSITION Beginning Balance (Restated) 19,000 29,368 494,876 Ending Balance$ 16,225 $ 25,642 $ 480,785

62 | Oregon University System | | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 176,584 $ 27,620 $ 323,569 $ 28,590 $ - $ - $ 790,089 52,519 1,971 99,566 8,975 5,720 (6,220) 332,184 7,609 806 6,189 1,193 614 - 24,622 9,510 699 7,479 124 1,004 - 39,081 5,680 1,975 13,935 649 39,522 (39,474) 54,707 69,289 18,802 132,834 21,320 - - 365,156 6,388 811 10,964 1,827 2,966 - 32,804 327,579 52,684 594,536 62,678 49,826 (45,694) 1,638,643

156,883 30,255 225,627 32,796 1,107 - 678,290 50,224 875 77,610 2,651 17 (5,999) 299,307 10,107 2,996 38,304 551 5,525 - 141,527 33,517 7,011 42,924 6,864 - - 153,140 16,906 4,734 31,169 5,926 - - 87,981 70,633 18,040 149,045 23,860 - - 397,431 28,098 5,456 53,193 4,257 13,196 (27) 166,044 22,043 3,522 42,781 3,917 - - 108,111 31,133 6,831 14,457 7,236 1 - 95,344 20,068 4,113 26,629 4,222 375 (221) 108,427 439,612 83,833 701,739 92,280 20,221 (6,247) 2,235,602 (112,033) (31,149) (107,203) (29,602) 29,605 (39,447) (596,959)

55,124 12,973 44,810 13,808 9,294 - 307,832 51,498 11,454 32,607 14,980 - - 167,684 1,112 160 13,100 263 8,947 - 31,385 (311) (1) (122) (130) (877) - (1,338) (20,892) (3,171) (32,254) (4,560) (35,811) 39,447 (90,029) (2,563) 3,362 55,373 871 (3,922) - 96,394 83,968 24,777 113,514 25,232 (22,369) 39,447 511,928 (28,065) (6,372) 6,311 (4,370) 7,236 - (85,031) 11,381 4,035 11,148 3,149 (1,627) - 49,116 5,096 2,373 15,891 672 36 - 48,039 - - 19 - - - 159 (7,838) (1,166) (4,718) (605) 20,217 72 - 8,639 5,242 22,340 3,216 18,626 72 97,314 (19,426) (1,130) 28,651 (1,154) 25,862 72 12,283

211,761 37,305 591,835 35,007 31,820 - 1,450,972 $ 192,335 $ 36,175 $ 620,486 $ 33,853 $ 57,682 $ 72 $ 1,463,255

2013 | Annual Financial Report | 63 | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Consolidating Statement of Cash Flows Eastern Oregon Oregon Oregon Institute of State For the Year Ended June 30, 2012 University Technology University CASH FLOWS FROM OPERATING ACTIVITIES Tuition and Fees $ 15,201 $ 15,804 $ 212,592 Grants and Contracts 3,069 3,021 194,331 Educational Department Sales and Services 203 447 31,770 Auxiliary Enterprise Operations 6,521 7,031 108,796 Payments to Employees for Compensation and Benefits (33,360) (34,774) (517,577) Payments to Suppliers (7,067) (12,832) (206,880) Student Financial Aid (5,755) (4,166) (37,357) Other Operating Receipts (37) 616 7,443 Net Cash Provided (Used) by Operating Activities (21,225) (24,853) (206,882) CASH FLOWS FROM NONCAPITAL FINANCING ACTIVITIES Government Appropriations 13,073 15,130 140,943 Grants 9,204 6,710 41,231 Private Gifts Received for Endowment Purposes - - 140 Other Gifts and Private Contracts 12 1,520 41,741 Net Agency Fund Receipts (Payments) 387 650 4,735 Net Transfers from (to) Other Funds and OUS Universities (604) (1,070) (8,189) Net Cash Provided (Used) by Noncapital Financing Activities 22,072 22,940 220,601 CASH FLOWS FROM CAPITAL AND RELATED FINANCING ACTIVITIES Debt Service Appropriations 3,294 1,840 15,896 Capital Grants and Gifts - 2,703 18,272 Bond Proceeds from Capital Debt 18,403 3,382 70,903 Sales of Capital Assets 30 1,210 2,245 Purchases of Capital Assets (9,959) (6,932) (99,684) Interest Payments on Capital Debt (3,018) (3,027) (27,123) Principal Payments on Capital Debt (19,478) (3,277) (66,102) Net Cash Provided (Used) by Capital and Related Financing Activities (10,728) (4,101) (85,593) CASH FLOWS FROM INVESTING ACTIVITIES Net Sales (Purchases) of Investments (2,880) (6,107) (87,715) Interest on Investments and Cash Balances 138 111 8,770 Net Cash Provided (Used) by Investing Activities (2,742) (5,996) (78,945) NET INCREASE (DECREASE) IN CASH AND CASH EQUIVALENTS (12,623) (12,010) (150,819) CASH AND CASH EQUIVALENTS Beginning Balance 20,063 18,042 284,577 Ending Balance $ 7,440 $ 6,032 $ 133,758

64 | Oregon University System | | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 172,079 $ 27,077 $ 319,985 $ 28,390 $ - $ - $ 791,128 62,831 3,535 120,012 10,532 7,160 (6,193) 398,298 5,680 1,975 13,936 649 39,521 (39,474) 54,707 68,470 18,629 132,025 21,046 - - 362,518 (278,403) (54,251) (467,101) (57,661) (9,674) - (1,452,801) (97,601) (16,331) (177,638) (23,288) (14,042) 3,219 (552,460) (33,975) (6,903) (34,232) (8,562) (1,538) - (132,488) 3,254 503 12,033 2,234 3,012 - 29,058 (97,665) (25,766) (80,980) (26,660) 24,439 (42,448) (502,040)

54,458 11,944 43,594 13,649 15,041 - 307,832 51,498 11,454 32,607 14,980 - - 167,684 - - 19 - - - 159 (2,563) 3,362 55,373 871 (3,922) - 96,394 3,210 795 4,668 1,014 12,863 - 28,322 (11,033) (1,527) (13,845) (713) 36,981 - - 95,570 26,028 122,416 29,801 60,963 - 600,391

11,381 4,035 11,148 3,149 (1,627) - 49,116 4,787 2,231 14,137 552 35 - 42,717 57,655 19,683 64,884 7,443 (112,928) - 129,425 9,464 3 406 48 (7,483) - 5,923 (27,499) (6,748) (131,354) (7,109) (15) - (289,300) (20,936) (3,171) (34,993) (4,560) (34,982) 39,448 (92,362) (56,653) (20,372) (62,419) (8,116) 51,271 - (185,146) (21,801) (4,339) (138,191) (8,593) (105,729) 39,448 (339,627)

(49,723) (7,296) (111,449) (15,975) (51,986) 171,330 (161,801) 1,181 216 13,659 264 58,754 - 83,093 (48,542) (7,080) (97,790) (15,711) 6,768 171,330 (78,708) (72,438) (11,157) (194,545) (21,163) (13,559) 168,330 (319,984)

163,225 20,616 329,523 37,914 148,163 (168,330) 853,793 $ 90,787 $ 9,459 $ 134,978 $ 16,751 $ 134,604 $ - $ 533,809

2013 | Annual Financial Report | 65 | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Consolidating Statement of Cash Flows - Continued Eastern Oregon Oregon Oregon Institute of State For the Year Ended June 30, 2012 University Technology University

RECONCILIATION OF OPERATING LOSS TO NET CASH USED BY OPERATING ACTIVITIES Operating Income (Loss) $ (26,129) $ (28,653) $ (252,348) Adjustments to Reconcile Operating Loss to Net Cash Provided (Used) by Operating Activities: Depreciation Expense 3,275 2,902 46,083 Changes in Assets and Liabilities: Accounts Receivable (847) 120 8,126 Notes Receivable 63 (129) 1,084 Inventories (39) 358 (453) Prepaid Expenses (18) (1,754) 1,277 Accounts Payable and Accrued Liabilities 2,446 475 (11,338) Long-Term Liabilities (114) 191 1,107 Unearned Revenue 138 1,637 (420) NET CASH PROVIDED (USED) BY OPERATING ACTIVITIES$ (21,225) $ (24,853) $ (206,882)

NONCASH INVESTING, NONCAPITAL FINANCING, AND CAPITAL AND RELATED FINANCING TRANSACTIONS Capital Assets Acquired by Incurring Capital Lease Obligations $ 15 $ - $ - Capital Assets Acquired by Gifts in Kind - 143 2,855 Increase in Fair Value of Investments Recognized as a Component of Investment Activity (41) (8) (892)

66 | Oregon University System | | SUPPLEMENTARY SCHEDULES | (DOLLARS IN THOUSANDS)

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ (112,033) $ (31,149) $ (107,203) $ (29,602) $ 29,605 $ (39,447) $ (596,959)

22,644 4,054 40,953 4,783 269 - 124,963

(13,535) (1,433) (2,258) (126) (135) - (10,088) 523 231 1,305 248 - - 3,325 6 70 (547) 31 - - (574) (31) (13) (1,244) (25) 573 (28) (1,263) 4,618 2,083 (15,806) (2,034) (5,835) (3,000) (28,391) 2,396 153 (669) 14 (41) - 3,037 (2,253) 238 4,489 51 3 27 3,910 $ (97,665) $ (25,766) $ (80,980) $ (26,660) $ 24,439 $ (42,448) $ (502,040)

$ - $ - $ - $ - $ - $ - $ 15 309 142 1,754 119 - - 5,322

(69) (56) (808) (2) 9,191 - 7,315

2013 | Annual Financial Report | 67 | REQUIRED SUPPLEMENTARY INFORMATION | (DOLLARS IN THOUSANDS)

Funding Status of Other Postemployment Benefits Actuarial Accrued UAAL as a Actuarial Liability Unfunded Percentage Value of (AAL)- AAL Funded Covered of Covered Fiscal Year Assets Entry Age (UAAL) Ratio Payroll Payroll Ended (a) (b) (b-a) (a/b) (c) ((b-a)/c) 6/30/2008$ - $ 81,908 $ 81,908 0.0%$ 535,865 15.3% 6/30/2009 - 81,908 81,908 0.0% 535,865 15.3% 6/30/2010 - 41,250 41,250 0.0% 660,903 6.2% 6/30/2011 - 41,250 41,250 0.0% 660,903 6.2% 6/30/2012 - 42,593 42,593 0.0% 730,999 5.8% 6/30/2013 - 44,109 44,109 0.0% 817,315 5.4%

68 | Oregon University System | For information about the ﬁ nancial data included in this report, contact:

Michael J. Green, CPA Associate Vice Chancellor for Finance and Administration and Controller Oregon University System PO Box 488 Corvallis, OR 97339-0488 541-737-3636

You may view fi nancial reports at www.ous.edu/dept/cont-div/accounting-reporting/annualfi nreport or visit the OUS home page at www.ous.edu Back cover photo: OSU Oregon University System www.ous.edu; 541-737-3636 Offi ce of the Chancellor Controller’s Division PO Box 488, Corvallis, OR 97339-0488 © 2013 Oregon University System

Oregon University System - 2012 Annual Financial Report

Eastern Oregon University | Oregon Institute of Technology | Oregon State University Portland State University | Southern Oregon University Oregon University of Oregon | Western Oregon University University System Oregon University System 2012 Annual Report

| TABLE OF CONTENTS|

State Board of Higher Education and OUS Executive Ofﬁ cers 1

System Universities and University Presidents 2

Message from the Chancellor 3

Independent Auditor’s Report 8 Management’s Discussion and Analysis 10 Statements of Net Assets – University System 16

Statements of Financial Position – Component Units 17 Statements of Revenues, Expenses and Changes in Net Assets – University System 18 Statements of Activities – Component Units 19 Statements of Cash Flows – University System 20 Notes to the Financial Statements 22

Supplementary Schedules 48 Independent Auditor’s Report on Internal Control Over Financial Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards 65

Cover photo, graduaƟ on— EOU; small cover photos from leŌ —OIT, PSU, WOU, OSU, WOU | S TATE BOARD OF HIGHER EDUCATION | Matthew W. Donegan, Board President Portland Jill W. Eiland, Board Vice President Portland Lynda M. Ciuffetti Corvallis Brianna R. Coulombe Eugene Orcilia Zúñiga Forbes Corvallis Allyn C. Ford Roseburg James L. Francesconi Portland Farbodd Ganjifard Corvallis Paul J. Kelly, Jr. Portland James E. Middleton Bend Emily J. Plec Monmouth Kirk E. Schueler Bend David V. Yaden Lake Oswego

| OREGON UNIVERSITY SYSTEM EXECUTIVE OFFICERS | George Pernsteiner Chancellor Jay D. Kenton Vice Chancellor for Finance and Administration Melody Rose Vice Chancellor for Academic Strategies Ryan G. Hagemann Legal Counsel Michael J. Green Associate Vice Chancellor for Finance and Administration and Controller Patricia A. Snopkowski Chief Audit Executive Joseph P. Holliday Assistant Vice Chancellor for Student Success Initiatives Robert G. Kieran Assistant Vice Chancellor for Institutional Research and Planning Janice K. Lewis Assistant Vice Chancellor for Budget Operations Karen A. Marrongelle Assistant Vice Chancellor for Academic Standards and Collaborations Charles L. Triplett III Board Secretary

Students on PlunkeƩ lawn— SOU | SYSTEM UNIVERSITIES |

Oregon State University—OSU, one of only two universities in the country to hold land, space, sea, and sun grant designations, was founded in 1858 and provides programs in the liberal arts and sciences, and professional programs in agricultural sciences, business, education, engineering, forestry, health and human sciences, oceanography, pharmacy, and veterinary medicine. OSU is located in Corvallis, Oregon. OSU- Cascades Campus, in Bend, Oregon, opened in Fall 2001 as a branch campus on the site of its major partner, Central Oregon Community College.

Portland State University—PSU, located in downtown Portland, Oregon, is an urban university founded in 1946 and offers liberal arts and sciences programs and professional programs in business, education, engineering, health, performing arts, social work, and urban and public affairs.

Southern Oregon University—SOU, located in Ashland, Oregon, was founded in 1882 and provides liberal arts and sciences programs; professional programs in business, education, and performing arts; and a cooperative program in nursing.

University of Oregon—UO was founded in 1876 and is a major liberal arts and sciences university with professional programs in architecture and allied arts, business, education, journalism, law, music and performing arts, and planning and public policy. UO is located in Eugene, Oregon.

| UNIVERSITY PRESIDENTS |

Robert O. Davies Wim Wiewel Eastern Oregon University Portland State University Mark D. Weiss Portland Western Oregon University La Grande

Monmouth

Edward J. Ray Corvallis Oregon State University

Eugene

Bend Michael R. Gottfredson University of Oregon

Mary P. Cullinan Southern Oregon University

Klamath Falls Ashland Christopher G. Maples Oregon Institute of Technology

2 | Oregon University System | | MESSAGE FROM THE CHANCELLOR |

The past year has been one marked by a combination of hard work, diligence, and innovation as we set about planning and implementing several major efforts in the Oregon University System: 1. Implementing the new operational freedoms and ﬂ exibilities provided by Senate Bill 242 2. Meeting the 40-40-20 statewide educational attainment goal 3. Developing system-wide and campus Achievement Compacts 4. Implementing the new 2013-2015 Budget Process, and 5. Finalizing the State Board of Higher Education’s proposal on Governance and Institutional Boards.

One of these efforts alone would have been enough to keep the OUS fully engaged, so effectively man- ChancellorChllG George PernsteinerP i aging through all of these sizable efforts is a tribute to the quality and dedication of our staff, the State Board of Higher Education, and all of our universities. Senate Bill 242: Signifi cant Gains in Operational Control and Management After the extraordinary passage of Senate Bill 242 in 2011, the Oregon University System immediately began the multi-faceted process of implementing the new legal and operational authorities within the legislation. Transforming OUS from a state agency to a public university system has provided an umbrella under which it can more effectively operate, both collectively as a unifi ed system, and individually for each of the seven campuses. Recognizing how differently public universities are organized and operate from state agencies is a key component of Senate Bill 242. Over that last year, OUS worked very hard on all of the details of separating from the Department of Administrative Services and from the Department of Justice. This began with extensive planning to move legal services from DOJ to the OUS, and then to implementation, including developing precepts, policies, and procedures defi ning legal services, and hiring campus- and System Offi ce-based attorneys to replace the services provided by the DOJ. The benefi ts of this transition have already included faster turnaround times for legal services; lower hourly costs; consistency in legal decision making through collaboration among the OUS institutions; and specifi c higher education expertise of all attorneys now working for the OUS. Another major component of the roll out of SB 242 was developing a new risk management structure and plan in order to separate from the state agency pool so that the OUS can better control costs, and be in a pool with other similar institutions in higher education rather than the general state agency pool. This involved defi ning and beginning operation of a risk management offi ce, developing specifi c OUS policies and procedures, and the formation of the OUS Risk Council. Even though this process has just occurred, the OUS is estimating several million dollars in savings over the fi rst year of implementation, as well as overall greater effectiveness and control throughout the risk management process. The third major component of SB 242 work over the last year has been the OUS’ review of healthcare options and its Optional Retirement Plan. The legislation directed the OUS to convene a committee representing management and employees, both represented and unrepresented, to evaluate options for continued participation in the Public Employees’ Benefi t Board (PEBB), transfer of employee participation to the Oregon Educators Benefi t Board (OEBB), or participation in other alternative group health and welfare insurance benefi t plans. The recommendations of the committee are to be reported to the legislature prior to December 1, 2012. Over the last year, the committees working on recommendations, representative of the campus communities, have worked collectively and with the advice of external experts, to draft a set of comprehensive recommendations. The goal is to enable OUS to better meet the healthcare and retirement needs of its employees while also lowering benefi ts costs; and to improve the stability and performance of the Optional Retirement Plan by allowing it to operate using defi ned contribution plan best practices while preserving the benefi ts of current participants. Operational Accountability: Aligned with the SB 242 work are other on-going efforts begun over the past year in the fi nance and administration areas that will enable the OUS to manage its operations in a proactive and diligent manner. This included an on-going analysis of Shared Services to determine the current and potential cost savings and other benefi ts of shared services provided by the system offi ce or a designated campus. A major capacity planning effort was also underway over the last year and is continuing to determine both the academic program and physical capacity (facilities) at each of the OUS institutions in order to ensure adequate space for current and anticipated demand as the System works to achieve its critical 40-40-20 attainment goal (see below). Discussions are also underway to develop a fi ve-year fi nancial projection model for planning purposes for the System overall, and specifi c to each campus as a way to determine any fi nancial, operational or academic changes needed in order to ensure strong campuses able to serve the diverse needs of our students and campus communities.

2012 | Annual Financial Report | 3 | MESSAGE FROM THE CHANCELLOR — CONTINUED | 40-40-20: A Compact to Meet Oregon’s Educa- opportunities. Each campus will also have specifi c outcome areas tion and Economic Needs related to their mission and program focus. In 2011, Oregon’s Legislature adopted a clear and ambitious goal New Budget Process Tied to Outcomes: A major component for the State, known as the “40-40-20”, which states that by 2025 of the Achievement Compacts is a new way of presenting budget all adult Oregonians will hold a high school diploma or equiva- information, again focused on outcomes. Budgets will be tied to lent, 40% of them will have an associate’s degree or a meaning- achievement of the Compacts, after an initial implementation ful postsecondary certifi cate, and 40% will hold a bachelor’s or period of a few years, and increases in outcomes for students. advanced degree. Leaders across the state have been working to Budget proposals are reviewed by “Buying Teams” who deter- improve Oregon’s educational attainment rates in this direction mine the effi cacy of budget proposals in each of the education for many years, but the passage of the goal into law through sectors; and the extent to which the outcomes are aligned across Senate Bill 253 prompted a new drive for action and change. the entire education continuum. While there has been much To launch OUS’ effort to design an implementation strategy to praise for the new system, it was an accelerated process and relied meet this goal, it convened more than 300 education, business, on an exceptional effort from the OUS staff to develop bud- nonprofi t and policy leaders from across Oregon and the nation gets in this new way, while also having to present the budget in on November 1, 2011 for a day-long symposium, “From Goal to the traditional fashion for the upcoming biennium, the latter of Reality: Achieving 40-40-20 in Oregon.” The day highlighted the which will be eliminated after this biennium. Implementing new innovative thinking, initiatives, and challenges which are ahead of policy while retiring the old demonstrates the depth and talents us in achieving the goal, and which can help guide Oregon’s next of all of the employees in the System offi ce, and is something for decisions and conversations about improving educational attain- which we are exceptionally proud. ment levels in the state. Addressing Preparation and Performance: Along with the A profound sense of urgency is shared by all education sectors Compacts, OUS is working on other implementation efforts that in the state, from K-12 to community colleges and the university will increase performance and effi ciencies in instructional delivery system, to achieve 40-40-20. The multi-faceted goal is recognized and outcomes. The Degree Qualifi cations Profi le is a project that as an economic imperative, an investment in each individual’s will defi ne what associate’s and bachelor’s degrees mean for stu- success, a means for economic mobility, and to spur civic and dents and employers. This effort addresses both quality and mar- economic contributions to the state and its industries in a global ketability of degrees, and will help students with decreasing their economy. The urgency is also a demographic imperative: to make time to degree and thus improving affordability. Common Core the necessary changes to expand educational attainment signifi - State Standards is a cross sector effort that is being implemented cantly for Oregon’s growing and most underserved populations; by Oregon and many other states, and which adopts a common and to protect and cultivate opportunity for all Oregonians and set of academic standards that if achieved by students, will help to invest in the broad societal benefi ts of quality education. ensure their preparation for and success in college. Lastly, the legislatively mandated Task Force on Higher Education Student Achievement Compacts: The State Board of Higher Educa- & Institutional Success is identifying barriers to student suc- tion is working across the OUS to develop a roadmap of defi ned cess, and effective practices to reduce/eliminate these. The cross steps and actions that will enable the system to reach the im- sector group is gathering input from statewide stakeholders, and portant 40-40-20 attainment goal. A major component of the making recommendations for funding models to further increase goal are the Achievement Compacts for all education sectors, student success. which were developed collaboratively with the Oregon Education Investment Board. The Compacts move accountability measure- Governance in the OUS: Keeping “System-ness” ment from tracking inputs, such as enrollment, to examining in the System outcomes, such as the number of degrees produced, broken There is a movement in higher education in Oregon and other down by those awarded to underrepresented minorities, to rural states to allow for some campuses to establish institutional boards Oregonians, and to Oregonians overall. Not only will OUS place to handle certain strategic, academic and operational decisions, a primary focus in its Compact on bachelor’s and advanced de- rather than these authorities being assigned to a statewide board. grees, but will also develop joint strategies to assist the communi- To determine the viability of allowing some campuses in the ty colleges in achieving their goal of 40; as well as placing a focus OUS to do this, the State Board of Higher Education worked on educator preparation, engagement with K-12, and enhancing over the last year to comprehensively consider this issue. The the K-12 pipeline. Some of the key outcome areas besides bach- Board consulted extensively with national experts in higher edu- elor’s and advanced degrees are employer satisfaction; employ- cation and state systems, with university presidents, with students ment of graduates; alumni satisfaction; degrees in high need and other campus community members, with policy makers, and areas – such as STEM and health professions; sponsored research with leaders in business and other sectors. expenditures; degrees awarded to transfer students; and student engagement in internships and other community-based learning

4 | Oregon University System | | TOP CAMPUS ACCOMPLISHMENTS |

At the end of the study period, the Board developed a detailed proposal on the authorities that an institutional board would have, what would be shared between the State Board and campus-based board, and what would remain with the State Board. The proposal was presented to the Special Committee on University Governance convened by the Legislature and they are using the Board’s proposal and its components to help guide their ﬁ nal legislative concept to the full Legislature in late 2012. At this • A new collaboration called Eastern Promise was launched to juncture there are two campuses who have expressed interest in create more early college experiences for students in Eastern establishing institutional boards. They feel that this type of board Oregon. It is guided by EOU in conjunction with the Inter- would enable them to increase fundraising capacity, and to move Mountain Education Service District, Blue Mountain and more quickly on a variety of academic and operational deci- Treasure Valley community colleges. sions. The challenge for the state at this time is to ensure that the • Associate professor of business Ted Takamura was rec- implementation of institutional boards, should this occur, would ognized for his contributions to student learning with the not diminish in any way the achievement of statewide goals, nor 2012 Excellence in Teaching Award from the International negatively impact the campuses who do not establish institutional Assembly for Collegiate Business Education. boards. • EOU’s literary publication “basalt” won an Oregon Literary Embracing Reform Fellowship grant for its two most recent issues featuring the It is a very exciting time for all of education in Oregon. Through photography of Terry Toedtemeier with an accompanying the implementation of the Achievement Compacts, the drive essay by James Lavadour, and a memorial edition honoring towards the 40-40-20 goal, and the need to control costs in order EOU faculty member Kathelene Galloway. to ensure affordability and access, the OUS is part of a reform • The Learning Center celebrated 25 years assisting students movement that will ensure greater levels of student success. As through Disability Services, the Writing Center, Online Writ- President John F. Kennedy said, “Change is the law of life. And ing Lab, individual tutoring, group study sessions and labs. those who look only to the past or present are certain to miss the future.” Our future in Oregon relies on today’s students of • An endorsement in agriculture science and technology was all ages and all backgrounds to have access to a high quality, high added to the Master of Arts in Teaching program as an op- value higher education that has solid connections to K-12 and tion for OSU students to complete their graduate degree in community colleges. This is our target. This is our mission. This La Grande. is our future.

George Pernsteiner Chancellor

• OIT and Klamath Community College (KCC) formed a new partnership to allow current students who began their educational careers at KCC to be awarded degrees from the community college for work completed at Oregon Tech. Known as a “reverse transfer,” the initiative is new for Oregon universities and community colleges, and this agreement will serve as the “beta” test for other institutions across the state. • Oregon Tech introduced a new Bachelor of Applied Science (BAS) in its Technology and Management degree program. It is designed for students who have earned an Associate of Science (AS) or Associate of Applied Science (AAS) in a vocational or technical career ﬁ eld and want to obtain a bachelor degree for career enhancement. Students who pursue the BAS complete a broad general education core plus advanced courses in business, management, accounting, Cascades Hall - OSU Cascades Campus 2012 | Annual Financial Report | 5 | TOP CAMPUS ACCOMPLISHMENTS —CONTINUED |

and information technology designed to complement their 12, OSU hired 83 new tenure track faculty from prestigious associate-level technology courses. universities across the world. Of this year’s entering freshman class, 39 percent have a GPA of 3.75 or higher; 170 • Oregon Tech Civil Engineering faculty member Charles were ranked No. 1 in their high school graduating class; 13 “C.J.” Riley, Ph.D. was awarded the 2012 American Society were National Merit Award winners; and 73 are Presidential of Civil Engineering ExCEED New Faculty Excellence in Scholar Award recipients. Teaching Award. Representatives from ASCE commented that they were particularly impressed with Riley’s outstanding • Enrollment continues to set new records every year at Or- teaching record as a new faculty member, his contributions egon State. Nearly 22,000 students were enrolled at the main to the academic and surrounding community, and his proven campus for Fall Term 2011. A total of just more than 26,000 commitment to education. students are expected to enroll for Fall Term 2012 at Oregon State’s Corvallis campus, at OSU-Cascades and through • Oregon Tech Men’s Basketball Team earned the 2012 NAIA Oregon State’s E-campus on-line academic classes. Division II National Championship in March. The team was ranked number two and defeated top-ranked Northwood University, Florida. Oregon Tech has earned three national titles over the years and is tied with Bethel, Indiana for most national titles earned in the NAIA Division II. The 34 victo- ries in 2012 is a new school record for wins in a season. • Oregon Tech earned the number eight spot among baccalaureate colleges in the western region in the 2012 US News & • PSU awarded more than 6,400 degrees and certifi cates in World Report “Best of Colleges” edition, and placed among 2011-12 year (and 5,700 in 2010-11)—the most in the history the top 60 engineering bachelors and masters universities in of Oregon. the nation. It ranked among the best schools in the nation on the Forbes “Top Colleges” list. And Bloomberg Busi- • Portland State University was featured in The Princeton nessweek ranked Oregon Tech third in Oregon for return on Review’s “The Best 376 Colleges: 2012 Edition” and “2012 investment. Guide to 322 Green Colleges,” as well as U.S. News & World Report’s “2012 America’s Best Colleges” and “2012 Best Graduate Schools,” which noted PSU’s ethnic and economic diversity, its student success programs and its freshman retention rate. • PSU’s School of Business Administration also got special notice this year, with its MBA program being ranked 14th on a list of the top-100 graduate business programs in the world and fi rst among programs with fewer than 100 students by • The Campaign for OSU, having easily surpassed its initial The Aspen Institute’s Beyond Grey Pinstripes list. goal of $625 million and a secondary goal of $850 million, in March 2012 set a new goal of raising $1 billion to benefi t • Already the state’s most ethnically diverse campus, PSU students, faculty and academic programs at the university. To welcomed a nearly 25 percent increase in Latino students date, the Campaign has raised more than $851 million, and and its largest ever number of international students (1,800) $141 million in scholarships, fellowships and student awards. in 2011-12. Portland State educates the most low-income students, fi rst-generation students, military veterans, and the • OSU faculty and researchers in 2011-12 generated the sec- largest number of older, non-traditional students of any of ond highest total of research dollars in the university’s his- the seven OUS institutions. tory. Led by a 42 percent increase in grants from the private sector, Oregon State generated $281 million during the past • PSU had a milestone year of fundraising and research suc- year. cess in 2011-12. The university received more than $19.7 million in gifts, a 12 percent increase over the previous year and • First Lady Michelle Obama gave the annual commencement a 37 percent increase since 2010. Research expenditures also address in Reser Stadium on June 17, 2012, drawing a crowd grew to an estimated $67.4 million, up from $64.8 million in of more than 30,000 people. The 2012 Commencement 2010-11 and $58.2 million in 2009-10. exercise featured Oregon State’s largest ever graduating class -- nearly 5,000 students. • Oregon State is increasingly a destination for excellence for tenure track faculty and high-achieving students. In 2011-

6 | Oregon University System | CliftonLarsonAllen LLP www.cliftonlarsonallen.com

Independent Auditors’ Report

Members of the Oregon Board of Higher Education: We have audited the accompanying financial statements of the business-type activities and aggregate discretely presented component units of the Oregon University System (the System), as of and for the year ended June 30, 2012, which collectively comprise the System’s basic financial statements as listed in the table of contents. These financial statements are the responsibility of the System’s management. Our responsibility is to express an opinion on these financial statements based on our audit. We did not audit the 2012 financial statements of the discretely presented component units, which represent 100% of the total assets, net assets and revenues of the aggregate discretely presented component units. Those financial statements were audited by other auditors whose reports thereon have been furnished to us, and our opinion, insofar as they relate to the amounts included for the discretely present component units, are based on the reports of the other auditors. The financial statements of the System as of and for the year ended June 30, 2011, were audited by other auditors whose report dated October 31, 2011, expressed an unqualified opinion on those financial statements.

We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. The financial statements of the aggregate discretely presented component units were not audited in accordance with Government Auditing Standards. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management, as well as evaluating the overall financial statement presentation. We believe that our audit and the reports of the other auditors provide a reasonable basis for our opinion.

In our opinion, based on our audit and the reports of the other auditors, the financial statements referred to above present fairly, in all material respects, the respective financial position of the business-type activities and the aggregate discretely presented component units of the Oregon University System as of June 30, 2012, and the respective changes in financial position and cash flows, where applicable, thereof for the year then ended, in conformity with accounting principles generally accepted in the United States of America.

In accordance with Government Auditing Standards, we have also issued a report dated October 31, 2012 on our consideration of the System’s internal control over financial reporting and on our tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on the internal control over financial reporting or on compliance. That report is an integral part of an audit performed in accordance with Government Auditing Standards and should be considered in assessing the results of our audit.

8 | Oregon University System | Accounting principles generally accepted in the United States of America require that the management’s discussion and analysis and the Schedule of Funding Progress, as listed in the table of contents, be presented to supplement the basic financial statements. Such information, although not a part of the basic financial statements, is required by the Governmental Accounting Standards Board, who considers it to be an essential part of financial reporting for placing the basic financial statements in an appropriate operational, economic, or historical context. We have applied certain limited procedures to the required supplementary information in accordance with auditing standards generally accepted in the United States of America, which consisted of inquiries of management about the methods of preparing the information and comparing the information for consistency with management’s responses to our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic financial statements. However, we did not audit the information and express no opinion on it.

Our audit was conducted for the purpose of forming opinions on the financial statements that collectively comprise the System’s basic financial statements. The 2012 supplementary schedules listed in the table of contents are presented for purposes of additional analysis and are not a required part of the basic financial statements. The supplementary schedules are the responsibility of management and were derived from and relate directly to the underlying accounting and other records used to prepare the financial statements. The information has been subjected to the auditing procedures applied in the audit of the basic financial statements and certain additional procedures, including comparing and reconciling such information directly to the underlying accounting and other records used to prepare the financial statements or to the financial statements themselves, and other additional procedures in accordance with auditing standards generally accepted in the United States of America. In our opinion, the information is fairly stated, in all material respects, in relation to the basic financial statements as a whole. The 2011 supplementary information, as listed in the table of contents, was subjected to the auditing procedures applied in the 2011 audit of the basic financial statements by other auditors, whose report on such information stated that it was fairly stated in all material respects in relation to the 2011 basic financial statements as a whole. a Austin, Minnesota October 31, 2012

2012 | Annual Financial Report | 9 | SUPPLEMENTARY SCHEDULES |

Consolidating Statement of Net Assets Eastern Oregon Oregon Oregon Institute of State As of June 30, 2012 University Technology University ASSETS Current Assets Cash and Cash Equivalents$ 6,084 $ 8,167 $ 138,702 Collateral from Securities Lending - - - Accounts Receivable, Net 5,431 3,095 64,031 Accounts Receivable from Component Units - (159) 10,387 Notes Receivable, Net 313 575 5,151 Inventories 568 92 1,956 Prepaid Expenses 24 1,946 3,976 Total Current Assets 12,420 13,716 224,203 Noncurrent Assets Cash and Cash Equivalents 5,099 3,840 81,247 Investments 1,296 246 31,560 Notes Receivable, Net 1,104 2,469 21,682 Due From Other OUS Funds and Entities - - - Capital Assets, Net of Accumulated Depreciation 64,842 72,571 765,715 Total Noncurrent Assets 72,341 79,126 900,204 TOTAL ASSETS$ 84,761 $ 92,842 $ 1,124,407

LIABILITIES Current Liabilities Accounts Payable and Accrued Liabilities$ 5,166 $ 3,197 $ 40,242 Deposits 409 363 6,545 Obligations Under Securities Lending - - - Current Portion of Long-Term Liabilities 1,203 1,459 25,613 Unearned Revenue 2,051 3,508 31,774 Total Current Liabilities 8,829 8,527 104,174 Noncurrent Liabilities Long-Term Liabilities 43,520 29,058 251,610 Due to Other OUS Funds and Entities 12,288 26,586 244,233 Total Noncurrent Liabilities 55,808 55,644 495,843 TOTAL LIABILITIES$ 64,637 $ 64,171 $ 600,017

NET ASSETS Invested in Capital Assets, Net of Related Debt$ 11,485 $ 19,460 $ 323,782 Restricted For: Nonexpendable Endowments 554 - 3,373 Expendable: Gifts, Grants, and Contracts 1,043 389 37,933 Student Loans 1,700 3,500 34,062 Capital Projects (138) (1,440) 18,884 Debt Service 14 29 181 Unrestricted Net Assets 5,466 6,733 106,175 TOTAL NET ASSETS$ 20,124 $ 28,671 $ 524,390

48 | Oregon University System | Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 80,019 $ 12,480 $ 191,241 $ 24,772 $ 84,139 $ (277,564) $ 268,040 - - - - 58,388 58,388 64,160 8,668 47,875 7,113 7,797 208,170 - - 7,959 - - 18,187 1,604 697 5,488 842 4,711 19,381 420 589 2,968 1,013 - 7,606 1,749 46 5,987 246 19,889 (8,188) 25,675 147,952 22,480 261,518 33,986 174,924 (285,752) 605,447

59,460 5,098 52,950 7,610 50,465 265,769 2,200 1,799 26,295 64 10,741 283,693 357,894 6,341 2,872 14,052 3,121 41,986 93,627 - - - - 751,671 (751,671) - 447,084 78,766 1,097,933 102,197 1,230 2,630,338 515,085 88,535 1,191,230 112,992 856,093 (467,978) 3,347,628 $ 663,037 $ 111,015 $ 1,452,748 $ 146,978 $ 1,031,017 $ (753,730) $ 3,953,075

$ 27,472 $ 5,347 $ 43,615 $ 5,885 $ 49,003 $ 179,927 2,475 885 3,733 944 1,093 16,447 - - - - 58,388 58,388 13,504 3,220 18,603 2,105 61,647 127,354 24,264 3,007 54,651 2,607 1,586 $ (2,059) 121,389 67,715 12,459 120,602 11,541 171,717 (2,059) 503,505

235,448 42,937 410,206 46,881 825,276 1,884,936 141,745 13,865 263,700 49,326 - (751,743) - 377,193 56,802 673,906 96,207 825,276 (751,743) 1,884,936 $ 444,908 $ 69,261 $ 794,508 $ 107,748 $ 996,993 $ (753,802) $ 2,388,441

$ 116,035 $ 20,699 $ 457,007 $ 9,642 $ (30,375) $ 927,735

1,285 1,812 7,409 2 2,111 16,546

1,415 1,145 30,987 892 2,391 76,195 8,516 4,257 25,135 6,122 (18) 83,274 6,588 4,571 35,852 3,970 (6,288) 61,999 9 42 35 64 52,745 53,119 84,281 9,228 101,815 18,538 13,458 $ 72 345,766 $ 218,129 $ 41,754 $ 658,240 $ 39,230 $ 34,024 $ 72 $ 1,564,634

2012 | Annual Financial Report | 49 | SUPPLEMENTARY SCHEDULES |

Consolidating Statement of Revenues, Expenses, and Changes in Net Assets Eastern Oregon Oregon Oregon Institute of State For The Year Ended June 30, 2012 University Technology University OPERATING REVENUES Student Tuition and Fees, Net $ 15,421 $ 16,087 $ 202,573 Federal Grants and Contracts 1,897 2,351 170,951 State and Local Grants and Contracts 1,173 (130) 7,708 Nongovernmental Grants and Contracts 82 476 20,603 Educational Department Sales and Services 203 447 31,770 Auxiliary Enterprises Revenues, Net 6,596 7,185 109,245 Other Operating Revenues 320 339 9,189 Total Operating Revenues 25,692 26,755 552,039 OPERATING EXPENSES Instruction 16,718 22,346 193,636 Research 330 625 173,714 Public Service 1,950 520 81,878 Academic Support 5,301 4,808 53,066 Student Services 2,367 2,791 24,262 Auxiliary Programs 8,548 8,339 119,439 Institutional Support 5,299 4,762 52,258 Operation and Maintenance of Plant 2,915 2,615 30,463 Student Aid 5,456 3,972 26,257 Other Operating Expenses 3,149 3,399 47,032 Total Operating Expenses 52,033 54,177 802,005 Operating Loss (26,341) (27,422) (249,966) NONOPERATING REVENUES (EXPENSES) Government Appropriations 13,505 15,290 143,027 Grants 9,204 6,710 41,232 Investment Activity 97 104 7,603 (Loss) Gain on Sale of Assets, Net - 11 92 Interest Expense (2,855) (2,890) (24,270) Other Nonoperating Items 12 1,520 42,336 Net Nonoperating Revenues 19,963 20,745 210,020 Income (Loss) Before Other Nonoperating Revenues (6,378) (6,677) (39,946) Capital and Debt Service Appropriations 2,860 1,679 13,811 Capital Grants and Gifts - 1,439 14,954 Additions to Permanent Endowments - - 140 Transfers within OUS 2,246 866 4,363 Total Other Nonoperating Revenues 5,106 3,984 33,268 Increase (Decrease) In Net Assets (1,272) (2,693) (6,678) NET ASSETS Beginning Balance 21,396 31,364 531,068 Ending Balance$ 20,124 $ 28,671 $ 524,390

50 | Oregon University System |

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 178,131 $ 27,870 $ 324,442 $ 29,920 $ 794,444 52,811 2,161 105,064 8,975 $ 5,720 $ (6,221) 343,709 7,683 806 6,201 1,193 616 25,250 9,577 699 7,933 124 1,003 40,497 5,680 1,975 13,935 649 39,522 (39,474) 54,707 69,726 18,816 132,949 21,397 - 365,914 6,387 811 10,964 1,827 2,967 32,804 329,995 53,138 601,488 64,085 49,828 (45,695) 1,657,325

157,752 30,460 227,624 32,967 1,108 682,611 50,409 879 78,408 2,664 17 (6,000) 301,046 10,154 3,015 38,986 553 5,527 142,583 33,699 7,051 43,510 6,902 - 154,337 17,032 4,761 31,486 5,964 - 88,663 71,248 18,107 149,627 23,994 - 399,302 28,354 5,739 61,999 4,340 13,265 (26) 175,990 22,091 3,547 32,327 3,959 - 97,917 31,134 6,831 14,490 7,236 1 95,377 21,445 4,113 27,209 5,520 375 (221) 112,021 443,318 84,503 705,666 94,099 20,293 (6,247) 2,249,847 (113,323) (31,365) (104,178) (30,014) 29,535 (39,448) (592,522)

55,124 12,974 44,810 13,808 9,294 307,832 51,498 11,454 32,607 14,979 - 167,684 1,112 160 13,100 263 8,946 31,385 (311) (1) (122) (130) (877) (1,338) (19,558) (2,857) (29,980) (4,240) (35,757) 39,448 (82,959) (2,563) 3,362 55,374 871 (3,923) 96,989 85,302 25,092 115,789 25,551 (22,317) 39,448 519,593 (28,021) (6,273) 11,611 (4,463) 7,218 - (72,929) 10,715 3,005 9,932 2,991 4,123 49,116 4,663 2,184 9,928 672 35 33,875 - - 19 - - 159 (512) 940 1,650 343 (9,968) 72 - 14,866 6,129 21,529 4,006 (5,810) 72 83,150 (13,155) (144) 33,140 (457) 1,408 72 10,221

231,284 41,898 625,100 39,687 32,616 1,554,413 $ 218,129 $ 41,754 $ 658,240 $ 39,230 $ 34,024 $ 72 $ 1,564,634

2012 | Annual Financial Report | 51 | SUPPLEMENTARY SCHEDULES |

Consolidating Statement of Cash Flows Eastern Oregon Oregon Oregon Institute of State For the Year Ended June 30, 2012 University Technology University CASH FLOWS FROM OPERATING ACTIVITIES Tuition and Fees $ 15,384 $ 16,003 $ 213,379 Grants and Contracts 3,920 3,253 198,899 Educational Department Sales and Services 204 441 31,858 Auxiliary Enterprise Operations 6,513 7,005 109,532 Student Loan Collections 309 327 5,373 Payments to Employees for Compensation and Benefits (32,841) (34,456) (511,820) Payments to Suppliers (2,641) (10,990) (201,881) Student Financial Aid (5,755) (4,166) (37,357) Student Loan Issuance and Costs (217) (445) (3,612) Other Operating Receipts (3,952) 245 4,909 Net Cash Used by Operating Activities (19,076) (22,783) (190,720) CASH FLOWS FROM NONCAPITAL FINANCING ACTIVITIES Government Appropriations 13,506 15,290 143,027 Grants 9,204 6,710 41,231 Private Gifts Received for Endowment Purposes - - - Other Gifts and Private Contracts 351 1,956 42,270 Net Agency Fund Receipts (Payments) (244) 398 (2,856) Net Transfers from (to) Other Funds and OUS Universities (248) 80 (137) Net Cash Provided by Noncapital Financing Activities 22,569 24,434 223,535 CASH FLOWS FROM CAPITAL AND RELATED FINANCING ACTIVITIES Capital Appropriations - - - Debt Service Appropriations 2,861 1,680 13,812 Capital Grants and Gifts - 1,439 14,954 Bond Proceeds from Capital Debt - - 2,000 Sales of Capital Assets 30 662 1,788 Purchases of Capital Assets (10,352) (6,932) (98,973) Interest Payments on Capital Debt (3,103) (3,001) (24,589) Principal Payments on Capital Debt (2,892) (1,645) (15,717) Net Cash Provided (Used) by Capital and Related Financing Activities (13,456) (7,797) (106,725) CASH FLOWS FROM INVESTING ACTIVITIES Net Sales (Purchases) of Investments 946 - 701 Interest on Investments and Cash Balances 137 111 8,581 Interest Income from Securities Lending - - - Interest Expense from Securities Lending - - - Net Cash Provided (Used) by Investing Activities 1,083 111 9,282 NET DECREASE IN CASH AND CASH EQUIVALENTS (8,880) (6,035) (64,628) CASH AND CASH EQUIVALENTS Beginning Balance 20,063 18,042 284,577 Ending Balance$ 11,183 $ 12,007 $ 219,949

52 | Oregon University System |

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 172,289 $ 27,285 $ 322,851 $ 29,444 $ (455) $ 796,180 62,700 3,740 130,546 10,473 7,179 $ (6,220) 414,490 5,701 1,976 14,072 650 39,522 (39,448) 54,976 68,957 18,513 134,215 21,263 - 365,998 1,406 580 4,038 808 - 12,841 (277,144) (53,445) (462,427) (56,948) 6,546 (1,422,535) (78,363) (13,699) (169,518) (22,931) (66,802) 6,220 (560,605) (33,975) (6,903) (34,233) (8,562) (1,538) (132,489) (995) (413) (3,159) (731) - (9,572) (1,997) (608) 1,991 1,922 2,974 5,484 (81,421) (22,974) (61,624) (24,612) (12,574) (39,448) (475,232)

55,124 12,972 44,810 13,809 9,294 307,832 51,498 11,454 32,608 14,979 - 167,684 - - 13 - - 13 6,734 3,091 53,311 643 95 108,451 (1,539) (190) (2,678) (111) (3,419) (10,639) (14,959) 61 (9,386) (139) 24,728 - 96,858 27,388 118,678 29,181 30,698 - 573,341

------10,715 3,006 9,932 2,991 (2,224) 42,773 17,151 2,184 9,561 672 34 45,995 - - 2,000 - - 4,000 343 5 866 179 877 4,750 (27,704) (6,878) (133,587) (7,078) (15) (291,519) (27,883) (2,990) (28,721) (4,610) (31,799) 39,448 (87,248) (13,030) (3,997) (16,271) (2,521) (2,303) (58,376) (40,408) (8,670) (156,220) (10,367) (35,430) 39,448 (339,625)

45 1,002 177 - 1,760 (109,234) (104,603) 1,181 216 13,658 265 1,986 26,135 - - - - 188 188 - - - - (188) (188) 1,226 1,218 13,835 265 3,746 (109,234) (78,468) (23,745) (3,038) (85,331) (5,533) (13,560) (109,234) (319,984)

163,224 20,616 329,522 37,915 148,164 (168,330) 853,793 $ 139,479 $ 17,578 $ 244,191 $ 32,382 $ 134,604 $ (277,564) $ 533,809

2012 | Annual Financial Report | 53 | SUPPLEMENTARY SCHEDULES |

Consolidating Statement of Cash Flows - Continued Eastern Oregon Oregon Oregon Institute of State For the Year Ended June 30, 2012 University Technology University

RECONCILIATION OF OPERATING LOSS TO NET CASH USED BY OPERATING ACTIVITIES Operating Loss $ (26,341) $ (27,422) $ (249,966) Adjustments to Reconcile Operating Loss to Net Cash (Used) Provided by Operating Activities: Depreciation Expense 3,276 2,902 46,083 Changes in Assets and Liabilities: Accounts Receivable (3,726) (199) 24,509 Notes Receivable 62 (128) 1,080 Inventories (39) 359 (452) Prepaid Expenses (18) (636) 1,064 Accounts Payable and Accrued Liabilities 3,408 1,142 (5,354) Long-Term Liabilities 4,160 736 9,265 Deposits 4 7 64 Unearned Revenue 138 456 (17,013) NET CASH USED BY OPERATING ACTIVITIES$ (19,076) $ (22,783) $ (190,720)

54 | Oregon University System |

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ (113,323) $ (31,365) $ (104,178) $ (30,014) $ 29,535 $ (39,448) $ (592,522)

22,644 4,054 40,953 4,783 268 124,963

(19,450) (2,569) 4,766 (172) (774) 2,385 522 246 9,473 247 - 11,502 6 69 (548) 31 - (574) (31) (12) (1,242) (27) (3,154) (4,056) 12,043 1,358 (9,649) (834) 14,738 16,852 18,704 4,979 8,530 1,335 (53,354) (5,645) 132 27 61 - - 295 (2,668) 239 (9,790) 39 167 (28,432) $ (81,421) $ (22,974) $ (61,624) $ (24,612) $ (12,574) $ (39,448) $ (475,232)

$ - $ - $ - $ - $ - $ - $ 15 309 142 3,495 120 - - 7,064

(69) (56) (808) (2) 9,191 - 7,315

2012 | Annual Financial Report | 55 | SUPPLEMENTARY SCHEDULES |

Consolidating Statement of Net Assets Eastern Oregon Oregon Oregon Institute of State As of June 30, 2011 University Technology University ASSETS Current Assets Cash and Cash Equivalents$ 8,217 $ 12,868 $ 155,758 Collateral from Securities Lending - - - Accounts Receivable, Net 4,585 2,823 71,779 Accounts Receivable from Component Units - 234 10,765 Notes Receivable, Net 270 531 5,079 Inventories 529 451 1,504 Prepaid Expenses 6 192 5,254 Total Current Assets 13,607 17,099 250,139 Noncurrent Assets Cash and Cash Equivalents 11,846 5,174 128,819 Investments 2,282 254 33,153 Notes Receivable, Net 1,211 2,385 22,838 Due From Other OUS Funds and Entities - - 50 Capital Assets, Net of Accumulated Depreciation 57,795 69,596 712,121 Total Noncurrent Assets 73,134 77,409 896,981 TOTAL ASSETS$ 86,741 $ 94,508 $ 1,147,120

LIABILITIES Current Liabilities Accounts Payable and Accrued Liabilities$ 1,707 $ 2,149 $ 44,962 Deposits 641 287 4,726 Obligations Under Securities Lending - - - Current Portion of Long-Term Liabilities 1,888 1,329 23,124 Unearned Revenue 1,913 1,871 36,983 Total Current Liabilities 6,149 5,636 109,795 Noncurrent Liabilities Long-Term Liabilities 46,045 30,216 259,640 Due to Other OUS Funds and Entities 13,151 27,292 246,617 Total Noncurrent Liabilities 59,196 57,508 506,257 TOTAL LIABILITIES$ 65,345 $ 63,144 $ 616,052

NET ASSETS Invested in Capital Assets, Net of Related Debt$ 10,210 $ 17,520 $ 305,123 Restricted For: Nonexpendable Endowments 554 - 3,233 Expendable: Gifts, Grants, and Contracts 1,274 837 41,671 Student Loans 1,670 3,473 33,494 Capital Projects 784 306 30,881 Debt Service 17 23 200 Unrestricted Net Assets 6,887 9,205 116,466 TOTAL NET ASSETS$ 21,396 $ 31,364 $ 531,068

56 | Oregon University System | Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 91,767 $ 14,603 $ 178,439 $ 26,118 $ 76,315 $ (168,330) $ 395,755 - - - - 253,626 253,626 50,614 7,235 42,491 6,987 7,660 194,174 12 - 11,084 - - 22,095 1,541 692 3,564 766 4,310 16,753 426 658 2,420 1,045 - 7,033 1,718 34 4,743 220 12,747 (501) 24,413 146,078 23,222 242,741 35,136 354,658 (168,831) 913,849

71,457 6,013 151,083 11,797 71,849 458,038 2,314 2,857 27,279 66 8,562 171,330 248,097 6,926 3,108 17,281 3,443 46,152 103,344 - - - - 768,435 (768,485) - 451,492 75,805 1,004,074 99,959 2,361 2,473,203 532,189 87,783 1,199,717 115,265 897,359 (597,155) 3,282,682 $ 678,267 $ 111,005 $ 1,442,458 $ 150,401 $ 1,252,017 $ (765,986) $ 4,196,531

$ 18,658 $ 2,081 $ 52,795 $ 6,808 $ 45,217 $ 3,000 $ 177,377 3,302 1,145 6,198 1,070 1,060 18,429 - - - - 253,626 253,626 11,260 2,394 18,133 2,024 66,082 126,234 26,516 2,768 50,161 2,558 - (501) 122,269 59,736 8,388 127,287 12,460 365,985 2,499 697,935

242,307 46,493 417,244 48,822 853,416 1,944,183 144,940 14,226 272,827 49,432 - (768,485) - 387,247 60,719 690,071 98,254 853,416 (768,485) 1,944,183 $ 446,983 $ 69,107 $ 817,358 $ 110,714 $ 1,219,401 $ (765,986) $ 2,642,118

$ 115,641 $ 20,781 $ 422,615 $ 11,766 $ (70,134) $ - $ 833,522

1,285 1,812 7,391 2 2,110 16,387

1,963 1,455 32,307 1,153 2,783 83,443 8,611 4,315 26,293 6,297 6 84,159 15,275 2,813 47,499 755 2,319 100,632 4 44 14 56 86,956 87,314 88,505 10,678 88,981 19,658 8,576 348,956 $ 231,284 $ 41,898 $ 625,100 $ 39,687 $ 32,616 $ - $ 1,554,413

2012 | Annual Financial Report | 57 | SUPPLEMENTARY SCHEDULES |

Consolidating Statement of Revenues, Expenses, and Changes in Net Assets Eastern Oregon Oregon Oregon Institute of State For The Year Ended June 30, 2011 University Technology University OPERATING REVENUES Student Tuition and Fees, Net $ 14,505 $ 14,582 $ 180,759 Federal Grants and Contracts 2,107 1,868 163,401 State and Local Grants and Contracts 941 201 5,173 Nongovernmental Grants and Contracts 60 2,843 20,436 Educational Department Sales and Services 244 357 28,659 Auxiliary Enterprises Revenues, Net 7,020 7,903 102,755 Other Operating Revenues 851 716 5,927 Total Operating Revenues 25,728 28,470 507,110 OPERATING EXPENSES Instruction 16,047 21,556 171,954 Research 344 319 167,352 Public Service 1,872 2,656 80,207 Academic Support 5,712 4,747 46,846 Student Services 2,423 2,384 21,576 Auxiliary Programs 8,103 10,339 111,550 Institutional Support 5,492 4,773 48,100 Operation and Maintenance of Plant 2,945 3,074 26,846 Student Aid 5,203 4,378 25,484 Other Operating Expenses 3,303 2,785 35,527 Total Operating Expenses 51,444 57,011 735,442 Operating Loss (25,716) (28,541) (228,332) NONOPERATING REVENUES (EXPENSES) Government Appropriations 16,759 19,714 167,277 Grants 8,721 6,161 36,828 Investment Activity 271 65 12,345 (Loss) Gain on Sale of Assets, Net (1) - 452 Interest Expense (2,525) (2,851) (21,670) Other Nonoperating Items 70 2,398 37,982 Net Nonoperating Revenues 23,295 25,487 233,214 Income (Loss) Before Other Nonoperating Revenues (2,421) (3,054) 4,882 Capital and Debt Service Appropriations 2,621 1,618 11,437 Capital Grants and Gifts - 75 9,796 Transfers within OUS 813 418 2,057 Total Other Nonoperating Revenues 3,434 2,111 23,290 Increase (Decrease) In Net Assets 1,013 (943) 28,172 NET ASSETS Beginning Balance 20,383 32,307 502,896 Ending Balance$ 21,396 $ 31,364 $ 531,068

58 | Oregon University System |

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 171,212 $ 24,942 $ 285,187 $ 28,665 $ 719,852 51,793 2,405 105,453 8,808 $ 5,800 $ (6,062) 335,573 4,396 265 3,801 2,067 2,195 19,039 11,588 872 8,794 (54) 219 44,758 5,854 2,619 17,958 668 37 56,396 67,038 18,019 126,616 19,952 - 349,303 6,190 1,028 8,249 1,648 2,797 27,406 318,071 50,150 556,058 61,754 11,048 (6,062) 1,552,327

150,647 28,300 205,185 31,484 1,094 626,267 47,152 980 82,767 3,538 - (5,387) 297,065 9,548 2,862 37,713 435 6,252 141,545 31,445 6,909 40,556 7,152 49 143,416 15,167 4,562 27,856 5,858 - 79,826 60,848 16,809 137,416 21,092 - 366,157 23,894 4,819 59,169 4,694 12,089 163,030 27,558 3,605 29,696 4,011 - 97,735 30,438 6,863 15,749 6,395 1 94,511 20,586 3,804 24,019 5,801 (823) (675) 94,327 417,283 79,513 660,126 90,460 18,662 (6,062) 2,103,879 (99,212) (29,363) (104,068) (28,706) (7,614) - (551,552)

73,005 16,663 66,528 18,478 8,321 386,745 48,262 10,534 29,061 12,970 - 152,537 730 361 14,079 101 3,561 31,513 (462) (4) (186) - - (201) (16,000) (2,779) (21,173) (3,826) (5,941) (76,765) 5,232 3,167 65,899 232 113 115,093 110,767 27,942 154,208 27,955 6,054 - 608,922 11,555 (1,421) 50,140 (751) (1,560) - 57,370 8,943 3,004 8,069 2,599 (1,605) 36,686 1,781 877 33,174 378 482 46,563 416 438 58 (202) (3,998) - 11,140 4,319 41,301 2,775 (5,121) - 83,249 22,695 2,898 91,441 2,024 (6,681) - 140,619

208,589 39,000 533,659 37,663 39,297 1,413,794 $ 231,284 $ 41,898 $ 625,100 $ 39,687 $ 32,616 $ - $ 1,554,413

2012 | Annual Financial Report | 59 | SUPPLEMENTARY SCHEDULES |

Consolidating Statement of Cash Flows Eastern Oregon Oregon Oregon Institute of State For the Year Ended June 30, 2011 University Technology University CASH FLOWS FROM OPERATING ACTIVITIES Tuition and Fees $ 14,260 $ 14,775 $ 170,262 Grants and Contracts 3,076 5,014 187,056 Educational Department Sales and Services 242 356 28,506 Auxiliary Enterprise Operations 7,039 7,961 102,096 Student Loan Collections 298 972 5,123 Payments to Employees for Compensation and Benefits (32,175) (35,512) (475,482) Payments to Suppliers (16,942) (12,193) (173,381) Student Financial Aid (5,528) (4,154) (35,888) Student Loan Issuance and Costs (223) (1,144) (3,634) Other Operating Receipts 2,584 676 4,108 Net Cash Used by Operating Activities (27,369) (23,249) (191,234) CASH FLOWS FROM NONCAPITAL FINANCING ACTIVITIES Government Appropriations 16,758 19,714 167,298 Grants 8,721 6,161 36,828 Other Gifts and Private Contracts 289 2,033 38,157 Net Agency Fund Receipts (Payments) 36 (207) 1,090 Net Transfers from (to) Other Funds and OUS Universities 8,560 - (4,164) Net Cash Provided by Noncapital Financing Activities 34,364 27,701 239,209 CASH FLOWS FROM CAPITAL AND RELATED FINANCING ACTIVITIES Capital Appropriations - - - Debt Service Appropriations 2,621 1,619 11,416 Capital Grants and Gifts - 75 9,823 Bond Proceeds from Capital Debt 10,855 2,739 72,719 Sales of Capital Assets 221 59 7,645 Purchases of Capital Assets (2,830) (2,779) (133,753) Interest Payments on Capital Debt (2,525) (2,851) (21,670) Principal Payments on Capital Debt (3,174) (1,558) (14,401) Net Cash Provided (Used) by Capital and Related Financing Activities 5,168 (2,696) (68,221) CASH FLOWS FROM INVESTING ACTIVITIES Net Sales (Purchases) of Investments 12 - - Interest on Investments and Cash Balances 79 29 7,501 Interest Income from Securities Lending - - - Interest Expense from Securities Lending - - - Net Cash Provided (Used) by Investing Activities 91 29 7,501 NET INCREASE (DECREASE) IN CASH AND CASH EQUIVALENTS 12,254 1,785 (12,745) CASH AND CASH EQUIVALENTS Beginning Balance 7,809 16,257 297,322 Ending Balance$ 20,063 $ 18,042 $ 284,577

60 | Oregon University System |

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ 172,396 $ 24,190 $ 287,948 $ 28,834 $ (304) $ 712,361 68,006 3,586 121,054 11,559 7,475 $ (6,062) 400,764 5,899 2,619 17,783 720 66 56,191 65,150 18,411 132,961 19,851 (1) 353,468 1,488 764 4,101 749 - 13,495 (259,984) (50,326) (432,312) (55,686) (9,399) (1,350,876) (106,420) (21,058) (133,655) (21,553) (1,089) 6,062 (480,229) (31,427) (6,784) (33,913) (7,296) (3,016) (128,006) (1,707) (726) (2,246) (590) (1) (10,271) 25,671 361 (1,467) 1,670 2,766 36,369 (60,928) (28,963) (39,746) (21,742) (3,503) - (396,734)

73,006 16,664 66,507 18,478 13,891 392,316 48,262 10,535 29,061 12,969 - 152,537 5,013 3,164 56,914 550 111 106,231 (393) 223 837 200 (6,374) (4,588) (11,360) 3,305 (60) (2,593) 6,312 - 114,528 33,891 153,259 29,604 13,940 - 646,496

- - 21 - (21) - 8,942 3,004 8,069 2,600 (526) 37,745 1,781 877 33,437 379 481 46,853 54,286 4,349 68,744 11,203 24,525 249,420 2,958 1,227 2,586 640 17 15,353 (62,098) (1,325) (224,581) (30,353) (897) (458,616) (16,001) (2,779) (21,173) (3,826) (4,491) (75,316) (10,558) (3,327) (12,033) (2,404) 4,458 (42,997) (20,690) 2,026 (144,930) (21,761) 23,546 - (227,558)

74 207 - - 1,897 (168,330) (166,140) 409 125 10,584 92 (4,731) 14,088 - - - - 736 736 - - - - (736) (736) 483 332 10,584 92 (2,834) (168,330) (152,052) 33,393 7,286 (20,833) (13,807) 31,149 (168,330) (129,848)

129,831 13,330 350,355 51,722 117,015 983,641 $ 163,224 $ 20,616 $ 329,522 $ 37,915 $ 148,164 $ (168,330) $ 853,793

2012 | Annual Financial Report | 61 | SUPPLEMENTARY SCHEDULES |

Consolidating Statement of Cash Flows - Continued Eastern Oregon Oregon Oregon Institute of State For the Year Ended June 30, 2011 University Technology University

RECONCILIATION OF OPERATING LOSS TO NET CASH USED BY OPERATING ACTIVITIES Operating Loss $ (25,716) $ (28,541) $ (228,332) Adjustments to Reconcile Operating Loss to Net Cash (Used) Provided by Operating Activities: Depreciation Expense 3,092 3,798 39,999 Changes in Assets and Liabilities: Accounts Receivable 418 419 613 Notes Receivable 389 279 644 Inventories (35) 217 86 Prepaid Expenses 43 (68) (3,427) Accounts Payable and Accrued Liabilities (134) 594 12,983 Long-Term Liabilities (5,554) (96) 1,263 Deposits - (14) 79 Unearned Revenue 128 163 (15,142) NET CASH USED BY OPERATING ACTIVITIES$ (27,369) $ (23,249) $ (191,234)

NONCASH INVESTING, NONCAPITAL FINANCING, AND CAPITAL AND RELATED FINANCING TRANSACTIONS Capital Assets Acquired by Incurring Capital Lease Obligations $ - $ - $ - Capital Assets Acquired by Gifts in Kind - 75 982 Increase in Fair Value of Investments Recognized as a Component of Investment Activity 192 37 4,835

62 | Oregon University System |

Portland Southern University Western Adjustments State Oregon of Oregon Chancellor's and Total University University Oregon University Office Eliminations OUS

$ (99,212) $ (29,363) $ (104,068) $ (28,706) $ (7,614) $ - $ (551,552)

22,037 4,158 36,545 3,832 264 113,725

6,050 (701) 510 710 (440) 7,579 48 169 9,620 43 - 11,192 (20) (68) (341) 10 - (151) (97) (18) (1,463) (38) (2,591) (7,659) (8,001) 58 23,259 (3,072) (1,775) 23,912 19,640 (3,242) 1,682 5,110 8,686 27,489 37 27 43 - 1 173 (1,410) 17 (5,533) 369 (34) (21,442) $ (60,928) $ (28,963) $ (39,746) $ (21,742) $ (3,503) $ - $ (396,734)

$ - $ - $ - $ 18 $ - $ - $ 18 228 106 1,683 5 - - 3,079

322 236 3,859 10 7,018 689 17,198

2012 | Annual Financial Report | 63 [This page intentionally left blank.]

64 | Oregon University System | CliftonLarsonAllen LLP www.cliftonlarsonallen.com

Independent Auditors’ Report on Internal Control Over Financial Reporting and on Compliance and Other Matters Based on an Audit of Financial Statements Performed in Accordance with Government Auditing Standards

Oregon State Board of Higher Education Eugene, Oregon

Oregon Secretary of State Audits Division Salem, Oregon

We have audited the financial statements of Oregon University System (System) and its aggregate discretely presented component units, as of and for the year ended June 30, 2012, which collectively comprise the System’s basic financial statements, and have issued our report thereon dated October 31, 2012. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Other auditors audited the financial statements of the discretely presented component units as described in our report on the System’s financial statements. The financial statements of the discretely presented component units were not audited in accordance with Government Auditing Standards.

Internal Control Over Financial Reporting

Management of the System is responsible for establishing and maintaining effective internal control over financial reporting. In planning and performing our audit, we considered System's internal control over financial reporting as a basis for designing our auditing procedures for the purpose of expressing our opinion on the financial statements, but not for the purpose of expressing an opinion on the effectiveness of the entity's internal control over financial reporting. Accordingly, we do not express an opinion on the effectiveness of the entity's internal control over financial reporting.

A deficiency in internal control exists when the design or operation of a control does not allow management or employees, in the normal course of performing their assigned functions, to prevent or detect and correct misstatements on a timely basis. A material weakness is a deficiency, or combination of deficiencies, in internal control, such that there is a reasonable possibility that a material misstatement of the entity's financial statements will not be prevented, or detected and corrected on a timely basis.

Our consideration of internal control over financial reporting was for the limited purpose described in the first paragraph of this section and was not designed to identify all deficiencies in internal control over financial reporting that might be deficiencies, significant deficiencies or material weaknesses. We did not identify any deficiencies in internal control over financial reporting that we consider to be material weaknesses, as defined above. 2012 | Annual Financial Report | 65 Compliance and Other Matters

As part of obtaining reasonable assurance about whether System's financial statements are free of material misstatement, we performed tests of its compliance with certain provisions of laws, regulations, contracts, and grant agreements, noncompliance with which could have a direct and material effect on the determination of financial statement amounts. However, providing an opinion on compliance with those provisions was not an objective of our audit, and accordingly, we do not express such an opinion. The results of our tests disclosed no instances of noncompliance or other matters that are required to be reported under Government Auditing Standards.

We communicated other matters which were noted during the course of the audit to management of the System, the Oregon State Board of Higher Education, and the Oregon Secretary of State Audits Division.

This report is intended solely for the information and use of the Oregon State Board of Higher Education, Oregon Secretary of State Audits Division, management and federal awarding agencies and pass-through entities, and is not intended to be and should not be used by anyone other than these specified parties. a

Austin, Minnesota October 31, 2012

66 | Oregon University System | For information about the ﬁ nancial data included in this report, contact:

Michael J. Green, CPA Associate Vice Chancellor for Finance and Administration and Controller Oregon University System PO Box 488 Corvallis, OR 97339-0488 541-737-3636

You may view fi nancial reports at www.ous.edu/dept/cont-div/accounting-reporting/annualfi nreport or visit the OUS home page at www.ous.edu Oregon University System www.ous.edu; 541-737-3636 Offi ce of the Chancellor Controller’s Division PO Box 488, Corvallis, OR 97339-0488 © 2012 Oregon University System Exhibit 4

2015 NWCCU Year Seven Self-Evaluation ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

Degree/Certificate Student Faculty Location Name Physical Street Address Name/Level Headcount Headcount ARGENTINA CIEE Buenos Aries FLACSO, Ayacucho 551 Tucumán 1966 1026 Buenos Aires, UG 0 ARGENTINA ARGENTINA Universidad Nacional de Cuyo, Centro Universitario, Cuidad de Mendoza, UG 0 Provincia de Mendoza, ARGENTINA and/or Universidad de Congreso, Colon 90 ARGENTINA PROGRAMA(M5500GEN), INTERNACIONAL Cuidad de Mendoza, Moreno ARGENTINA 642 Rosario 2000 ARGENTINA UG 3

ARGENTINA VARIOUS (IE3 INTERNSHIP) UG/GR 3

ASIA VARIOUS (SBA CHINA/VIETNAM) GR 18 1

ASIA VARIOUS (SBA JAPAN, CHINA, VIETNAM MIM PROGRAM) GR 34 2

AUSTRALIA University of Adelaide North Terrace Campus SA 5005 AUSTRALIA UG 0

AUSTRALIA Deakin University 221 Burwood Highway, Burwood, VIC 3220 UG 0

AUSTRALIA CIEE Study Centre Murdoch University Amenities Building Murdoch, WA UG 0 6150, AUSTRALIA AUSTRALIA James Cook University, 1 James Cook Dr, Douglas QLD 4811, AUSTRALIA UG 1

AUSTRALIA University of Sydney, City Road NSW 2006, Sydney AUSTRALIA UG 0

AUSTRALIA Bond University, 14 University Drive, Robina QLD 4226, AUSTRALIA UG 2

AUSTRALIA Univeristy of Macquarie NSW 2109, Sydney AUSTRALIA UG 1

AUSTRALIA Griffith University, Gold Coast Campus, Parklands Dr. Southport, QLD 4215, UG 0 Australia AUSTRALIA Tonia Gray University of Wollongong Faculty of Education, Building 13 UG 0 Recreation & Aquatic Centre Wollongong, NSW 2522, AUSTRALIA BELGIUM CIEE Brussels Boulevard Louis Schmidt 10, B-1040 Bruxelles BELGIUM UG 3

BONAIRE CIEE Research Station Bonaire Kaya Gob Debrot N. 21 Kralendijk UG 0 BONAIRE, NA BORNEO University of Malaysia, 88400 Kota Kinabalu, Sabah, Malaysia UG 15

BOSNIA Fra Andela Zvizdovica 1, 71000 Sarajevo, Bosnia and Herzegovina UG 1

BOTSWANA University of Botswana 4775 Notwane Rd, Gabarone BOTSWANA UG 0

BRAZIL CIEE Centro de Estudios Afro-Orientais, UFBA Praça Inocêncio de Oliveira, UG 2 nº 42 Largo 2 de Julho CEP: 40.060-055 Salvador – BAHIA, BRAZIL BRAZIL Pontifica Universidad Catolica de Sao Paulo, Rua Monte Alegre 984, Perdizes UG 0 Sao Paulo 05014-901 BRAZIL BRAZIL Pontifica Universidad Catolica de Rio de Janeiro, Rua Marques de Sao Vicente, UG 0 225-Gavea, Rio de Janeiro, RJ, 22451-900, Brazil BRAZIL Universidade Federal de Santa Catarina, Campus Universitario Reitor Joao UG 0 David Ferreira Lima-Trinidade, Florianopolis - SC, 88040-900, Brazil BRAZIL VARIOUS (IE3 INTERNSHIP) UG 1

CAMBODIA 92-94No. 92-94, Maha Vithei Samdech Sothearos, Phnom Penh, CAMBODIA UG 0

CAMBODIA UG 1 VARIOUS (IE3 INTERNSHIP) CAMBODIA VARIOUS UG 11 2

CENTRAL Various UG 24 AMERICA CHILE Universidad Andres Bello, Calle Fernanez Concha 700, Las Condes, Region UG 0 Metropolitana, Chile CHILE CIEE Diagonal Paraguay 265 Oficina 1701 Santiago, CHILE UG 0

CHILE VARIOUS (IE3 INTERNSHIP) UG/GR 0

CHILE CIEE-International Program of Student Exchange PIIE Universidad Catolica UG 0 de Valparaiso Avenida Brasil 2950 Valparaiso, CHILE CHINA CIEE Beijing Minzu University Foreign Student Dorm, Bei Pei Lou 27 South UG 0 Street of Zhong Guan Cun Beijing, 100081, PRC CHINA CIEE Nanjing Nanjing University, Zeng Xianzi Building #1026 18 Jin Yin UG 0 Jie, Shanghai Str Nanjing 210093, PRC CHINA UG 0 AHA Study Center 1239 Siping Road, Shanghai, P.R. China

1 Exhibit 4

2015 NWCCU Year Seven Self-Evaluation ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

CHINA CIEE Study Center at ECNU in Shanghai, China Global Education Building, UG 1 4F East China Normal University 3663 North Zhongshan Road, Putuo CHINA ShanghaiDistrict Shanghai University, 200062, 99 Shangda PRC Road, BaoShan District, Shanghai-200444, UG 0 China CHINA Beijing Language and Culture University 15 Xueyuan Road, Haidian District UG 1 Beijing, PRC 100083 CHINA Southwest University for Nationalities; Yihuan Lu South Sect 4, Chendu-China UG 1

CHINA VARIOUS (IE3 INTERNSHIP) UG/GR 0

CHINA Zhengzhou University No.100 of Science Road Zhengzhou City Henan UG 0 province PRC Postcode: 450001 CHINA Shanghai International Studies University, NO 550 Dalian West Road, UG 64 Hongkou District, Shanghai, 200083 PR China COSTA RICA CIEE APDO 43-5655 Monteverde, Puntarenas, Costa Rica UG 0

COSTA RICA Centro Comercial Plaza Heredia Universidad Nacional Heredia COSTA RICA UG 4

COSTA RICA Universidad Nacional de Costa Rica (UNA), Avenue 1 Calle 1, Heredia 86- UG 0 3000, Costa Rica COSTA RICA Oficina de USAC, Frente al Parque Lobo, Barrio El Carmen PO Box 360-5400, UG 0 Puntarenas, Costa Rica COSTA RICA Universidad de Costa Rica, San Ramon, Costa Rica UG 1

COSTA RICA Academia Centroamericana de Espanol, Av Central León Cortés Castro, Grecia GR 14 2 4100, Costa Rica COSTA RICA Santa Rosa, Turrialba. Address: 3 blocks East Iglesia de Santa Rosa, Santa UG 11 1 Rosa, Turrialba (COSTA RICA CAPSTONE) CUBA Casa de Africa, La Habana vieja, Havana Cuba UG 0

CUBA Centro Memorial Martin Luther King (CMMLK), 9609 53, La Habana 11400, UG 3 Cuba CYPRUS VARIOUS UG/GR 11 1

CZECH CIEE Study Center Prague K Rotunde 8 128 00 Praha 2-Vysehrad CZECH UG 2 REPUBLIC REPUBLIC CZECH Charles University, Ovocny trh 3-5, 116 36 Praha 1, Czech Republic UG 0 REPUBLIC DENMARK Danish Institute for Study Abroad Vestergade 7, 1456 Copenhagen UG 2 DENMARK DENMARK The Copenhagen Business School International Office Porcelaenshaven 26, UG/GR 2 1st Floor DK-2000 Frederiksberg DENMARK DOMINICAN CIEE: Santo Domingo Calle José Joaquín Pérez #106, Gazcue Santo UG 0 REPUBLIC Domingo, DOMINICAN REPUBLIC DOMINICAN CIEE: Service-Learning Program Campus de Santiago, PUCMM Santiago de UG 0 REPUBLIC los Caballeros DOMINICAN REPUBLIC EAST AFRICA Various UG 15

ECUADOR Coruña E13-85 y Zaldumbide La Floresta - Quito - Ecuador (SPEECH & LANG GR 8 3 PATHOLOGY) ECUADOR IPSL @ Universidad San Fransisco de Quito Via a Cumbaya Av. Diego de GR/UG 0 Robles y Via Interoceanica PO Box 17-1200-841 Quito, ECUADOR ECUADOR IPSL Service Learning @ Universidad de Espiritu Santo Km. 2.5 vía La Puntilla UG 0 - Samborondón, ECUADOR ECUADOR Universidad San Fransisco de Quito Via a Cumbaya Av. Diego de Robles y UG 2 Via Interoceanica PO Box 17-1200-841 Quito, ECUADOR ECUADOR VARIOUS (IE3 INTERNSHIP) UG/GR 2

ECUADOR GAIAS Office Universidad San Fransisco de Quito PO Box 17-12-841 UG 0 Quito, ECUADOR EGYPT Alexandria University, El-Guish Road, El-Shatby UG 0 Alexandria – 21526 EGYPT Office of International Student Services AUC New Cairo AUC Avenue, P.O. UG 0 Box 74 New Cairo 11835, EGYPT ENGLAND University of Brighton, Mihras House, Lewes Rd, Brighton BN2 4AT, United UG 0 Kingdom ENGLAND University of Bristol, Senate House Tyndall Ave, Bristol, BS8 1TH, United UG 0 Kingdom ENGLAND London Metropolitan University, 166-220 Holloway Rd, London N7 8DB, UG 0 United Kingdom ENGLAND CIEE London Study Center Council on International Educational Exchange UG 1 114 Cromwell Road London SW7 4ES, ENGLAND UK ENGLAND St Peter's College New Inn Hall Street Oxford ENGLAND UK OX1 2DL UG 1

2 Exhibit 4

2015 NWCCU Year Seven Self-Evaluation ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

ENGLAND Westminster: 309 Regent Street London, ENGLAND UK W1B 2UW UG 2

ENGLAND AHA International Centre 6 Great James St. London WC1N 3DA ENGLAND UG 2 UK ENGLAND London School of Economics, Houghton Street, London WC2A 2AE UK UG 0

ENGLAND University of Reading, Berkshire, United Kingdom UG 0

ENGLAND The University of Sheffield, Western Bank, Sheffield S10 2TN UK UG 1

ENGLAND VARIOUS (IE3 INTERNSHIP) UG 3

ENGLAND VARIOUS (GRAPHIC DESIGN IN ENGLAND) UG/GR 12 1

ETHIOPIA VARIOUS (SZYMONIAK - ENGINEERING) UG 5

FRANCE CIEE/CIREFE Université Rennes II Place du Recteur Henri le Moal 35043 UG 2 Rennes, CEDEX, FRANCE FRANCE CIEE:CPEC 37 bis rue du Sentier Bonne Nouvelle, Sentier, Bourse 75008 UG 0 Paris, FRANCE FRANCE VARIOUS UG/GR 1

FRANCE AHA (CIDEF -UCO) 3 place André-Leroy 49008 Angers cedex 01 FRANCE UG 6

FRANCE Centre Oregon – Lyon 2 16 Quia Claude Bernard 69007 Lyon, FRANCE UG 7 1

FRANCE Faculte des Lettres & Langues Universite de Poitiers 95 ave du Recteur UG 3 Pineau 86022 Poitiers FRANCE FRANCE Le Jardin du Couvent, No 9 Ave Albert 1er, 83630 Aups, France UG 6 2

FRANCE Euromed Management Domaine de Luminy - BP 921 13 288 Marseille GR 6 cedex 9, Marseille, FRANCE FRANCE Institut Mediterraneen de langues, 29 Rue Maguelone, Montpellier, 34000 UG 0 France FRANCE University of Pau, Avenue de L'Universite, 64012, Pau, France UG 3

GERMANY Oregon Study Center University of Tübingen Hölderlinstr.11 72074 Tübingen UG 4 GERMANY GERMANY Oregon Study Center University of Tübingen Hölderlinstr.11 72074 Tübingen UG 4 GERMANY GERMANY VARIOUS (SBA SUSTAINABILITY) GR 6 1

GERMANY Technische Universität Chemnitz, Straße der Nationen 62, 09107 Chemnitz UG/GR 0 GERMANY GERMANY Akademisches Auslandsamt Universitatsring 15 D-54286 Trier GERMANY GR 1

GERMANY Leuphana University Lueneburg, Scharnhorstrasse 1, 21335 Lueneburg, UG 1 Germany GERMANY Freie Universität Berlin Habelschwerdter Allee 45 14195 Berlin GERMANY UG 3

GERMANY Freie Universität Berlin Habelschwerdter Allee 45 14195 Berlin GERMANY UG 0

GHANA The Aya Centre Private Mail Bag L 73, University of Ghana, Legon, GHANA UG 0

GHANA University of Ghana, Legon Boundary, Accra, Ghana UG 0

GREECE Athens Centre 48 Archimidous St. 11636 Athens, GREECE UG 2 1

HUNGARY CIEE Study Center Fovam Ter 8, 1093 Budapest, HUNGARY UG 0

HUNGARY Tisza Lajos krt. 103, H-6725 Szeged, HUNGARY UG 0

INDIA Various UG 12

INDIA CIEE Study Center TF #1, Near Ladies Hostel University of Hyderabad UG 0 Gachibowli, Hyderabad 500046, INDIA INDIA Lady Doak College, PT Rajan Road, Chinna Chockikulam, Chockikulam GR 6 Madurai, Tamil Nadu 625002, INDIA 0452 2530527 (SVC LEARNING INDIA) INDIA VARIOUS UG/GR 1

INDIA VARIOUS UG 0

INDIA VARIOUS (IE3 INTERNSHIP) UG/GR 1

3 Exhibit 4

2015 NWCCU Year Seven Self-Evaluation ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

INDIA Christ University, Hosur Road, Bangalor, Karnataka, 560029, India UG 0

INDIA Prin. L. N. Welingkar Institute of Management Development & Research UG 0 Lakhamshi Napoo Road, Near Matunga (Central Rly.),Mumbai- 400 019 INDIA IRELAND CIEE- Council on International Educational Exchange DCU- Dublin City UG 3 University Glasnevin, Dublin 9, REPUBLIC OF IRELAND IRELAND Burren College of Art, Newtown Castle, Ballyvaughan, Co. Clare, UG 0 IRELAND IRELAND University College Cork, College Rd Co., Cork, IRELAND UG 1

IRELAND National University of Ireland, University Road, Galway, Ireland UG 2

IRELAND University of Limerick, Castletroy, Limerick Co., Limerick, IRELAND UG 1

IRELAND VARIOUS (IE3 INTERNSHIP) UG 2

ISRAEL University of Haifa, Mount Carmel, Haifa 31905 ISRAEL UG 1

ISRAEL Hebrew University of Jerusalem Rothberg International School Boyar UG 1 Building Mount Scopus, Jerusalem 91905, ISRAEL ISRAEL Birzeit University, PO Box 14, Birzeit, West Bank, Palestine, UG 1

ITALY CIEE Italia Via Aldighieri, 10 44100 Ferrara, ITALY UG 0

ITALY Siena Italian Studies Strada Massetana, 38/40 53100 Siena ITALY GR/UG 11

ITALY AHA International La Lizza 10 53100 Siena, ITALY UG 1

ITALY AHA MACERATA PROGRAM Via Crescimbeni, 5 62100 MACERATA, ITALY UG 1

ITALY Universita degli Studi di Napoli L'Orientale Via Partenope 10/A con accesso UG 0 alla Via Chiatamone 61/62, 80121 NA ITALY Universita Torino, Via Ventimiglia, 115, 10126, Torino, Italy UG 1

ITALY Universita Degli Studi Della Tuscia, Via San Camillo de Lellis, Viterbo, Italy UG 0

ITALY Mediterranean Center for Arts and Sciences UG 1 Via Roma 129, JAPAN CIEE96100 Study Siracusa Center, Tokyo Sophia University Building 11, Room 108 7-1 UG 0 Kioi-cho, Chiyoda-ku Tokyo 102-8554, JAPAN JAPAN Akita International University 193-2 Okutsubakidai, Yuwa, Akita City Akita UG 0 Prefecture 010-1211, JAPAN JAPAN Aoyama Gakuin University 4-4-25 Shibuya Shibuya-ku Toyko 150-8366 UG 1 JAPAN JAPAN Oregon Japan Study Center Waseda University 1-7-14 4F Nishiwaseda UG 3 Shinjuku-ku Tokyo 169-0051 JAPAN JAPAN Hokkaido University Kita 8, Nishi 5 Kita-ku, Sapporo, JAPAN UG/GR 0

JAPAN Kansai Gaidai University 16-1 Nakamiyahigashino-cho, Hirakata-shi Osaka UG 5 573-1001 JAPAN JAPAN Nagasaki University, 852-8102 Nagasaki Prefecture, Nagasaki, Japan UG 0

JAPAN Hiroshima University, 1-1-89, 730-0053, Japan UG 0

JAPAN Toyama University for International Studies Higashi-kuromaki 65-1 UG 1 Toyama City, JAPAN 930-1292 JAPAN Waseda University 1-7-14 4F Nishiwaseda Shinjuku-ku Tokyo 169-0051 UG 2 JAPAN JORDAN CIEE Study Center Language Center #207 University of Jordan Amman UG 1 11942, JORDAN JORDAN 60 Damascus Street Abdoun Amman 11118 JORDAN UG 0

JORDAN North Gate, University of Jordan, CGE Jordan PO Box 2719 Amman, 11941 UG 1 Jordan JORDAN Qasid Arabic Institute, 22 Quenn Rania Street, Amman, 11196, Jordan UG 1

KOREA Ewha Womans University 11-1 Daehyun-dong, Sudaemoon-gu Seoul 120- UG 0 750, REPUBLIC OF KOREA KOREA Yonsei University 262-Seongsanno, Seodaemun-gu Seoul 120-749, UG 4 REPUBLIC OF KOREA KOREA Soonchunhyang University 646 Eupnae-ri, Shinchang-myun Asan, UG 4 Chungnam 336-745, REPUBLIC OF KOREA KOREA University of Ulsan 93 Daehak-ro Nam-gu, Ulsan 680-749 KOREA UG 0

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2015 NWCCU Year Seven Self-Evaluation ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

KOREA Various UG/GR 15

KOREA Hanyang University 17 Haengdang-dong, Seongdong-gu Seoul, 133-791 UG 3 REPUBLIC OF KOREA MEXICO CIEE Guanajuato Sopeña No. 9 Col. Centro Guanajuato, GTO 36000 UG 0 MEXICO MEXICO Universidad Autonoma de Yucatan Edificio Central, Calle 60 NO 491-A por 57, UG 0 Merida, Ycatan, MEXICO MEXICO Office of International Affairs Tecnológico de Monterrey, Campus UG 0 Guadalajara Ave. General Ramón Corona #2514 Col. Nuevo México MEXICO Office45201. of Zapopan, International Jalisco Programs MEXICO Tecnológico de Monterrey, Campus UG 0 Cuernavaca Autopista del Sol Km. 104 + 060 Real del Puente C.P. 62790 MEXICO UniversidadXochitepec, MorelosAutónoma MEXICO de Querétaro Centro Universitario, Cerro de las UG 6 Campanas s/n C.P. 76010 Santiago de Querétaro, Qro. México MEXICO Instituto Welte de Estudios Oaxaquenos, 203 Emiliano Carranza, Colonia UG/GR 4 Reforma, Oaxaca, Oaxaca, Mexico (FIELD STUDIES) MEXICO Universidad de las Américas Puebla. Sta. Catarina Mártir. Cholula, Puebla. UG/GR 0 C.P. 72810. México MEXICO VARIOUS UG/GR 0

MOROCCO The Arabic Language Institute in Fez B.P. 2136 Fez 30000, MOROCCO UG 1

MOROCCO Universite Mohammed V Souissi BP 8007 N. U. Agdal Rabat MOROCCO UG 0

MOROCCO VARIOUS UG 0

NEPAL VARIOUS UG 0

NETHERLANDS CIEE Amsterdam Prins Hendrikkade 134 1011 AR Amsterdam THE UG 1 NETHERLANDS NETHERLANDS Delf University of Technology, Mekelweg 5, 2628 CD Delft, Netherlands UG/GR 8 1

NETHERLANDS CIEE Amsterdam Prins Hendrikkade 134 1011 AR Amsterdam THE UG 0 NETHERLANDS NETHERLANDS University of Gronningen PO Box 72 9700 AB Gronningen, NETHERLANDS UG 0

NETHERLANDS The Hague University of Applied Sciences, Johanna Westerdijkplein 75, 2521 UG 0 EN Den Haag, Netherlands NEW ZEALAND University of Auckland, Private Bag 92019, Auckland 1142 NEW ZEALAND UG 2

NEW ZEALAND Harbour City Tower Room 519 29 Brandon Street Wellington NEW UG 0 ZEALAND NEW ZEALAND Massey University, Tennent Dr. , Palmerston North 4474, New Zealand (main UG 1 campus) NEW ZEALAND The University of Otago PO Box 56 Dunedin, 9054 NEW ZEALAND UG 0

NEW ZEALAND The University of Otago PO Box 56 Dunedin, 9054 NEW ZEALAND UG 0

NICARAGUA VARIOUS (SUSTAINABLE INTL COMMUNITY DEVELOPMENT) UG/GR 9 1

NICARAGUA VARIOUS (GLOBALIZATION AND NICARAGUA) UG 13 1

NICARAGUA Hotel Royal Inn Reparto San Juan Calle Esperanza, No.553 Managua, UG/GR 9 2 Nicaragua (GLOBAL HEALTH & AGING) NICARAGUA VARIOUS (IE3 INTERNSHIP) UG 1

NORWAY University of Oslo, PO Box 1072 Blindern, 0316 Oslo, Norway UG 1

OMAN Noor Majan Training Institute, 696 Postal Code 511, Ibri, Oman UG 1

PANAMA VARIOUS (CASCADES TO COAST) GR 8 1

PERU CIEE Alcanfores 1255 Dpto.701 Miraflores Lima, PERU 18 UG 0

PERU VARIOUS UG/GR 0

POLAND CIEE Training Center for Foreign Students Warsaw School of Economics UG 0 Al. Niepodleglosci 162 02‑554 Warsaw, POLAND PORTUGAL Universidade Nova de Lisboa Campus de Campolide 1099-085 Lisboa UG 1 PORTUGAL QATAR/SAUDI VARIOUS (GLOBAL COMMERCE & CULTURE IN THE MIDDLE EAST) UG/GR 12 2 ARABIA

5 Exhibit 4

2015 NWCCU Year Seven Self-Evaluation ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

ROMANIA VARIOUS (IE3 INTERNSHIP) UG 1

RUSSIA CIEE Center for Russian Language and Culture St. Petersburg State UG 4 University Universitetskaia Naberezhnaia 7-9 199034 St. Petersburg, RUSSIA RUSSIA UG 0 125040, Moscow, Leningrad Prospekt 17, International University in Moscow RUSSIA Russian State Pedagogical University of A.I. Gertsen, UL Kazanskaya, 6, UG 3 191186 St Petersburg, RUSSIA RUSSIA KORA CENTER FOR RUSSIAN LANGUAGE, VLADIMIR, RUSSIA UG 7

RUSSIA VARIOUS (MOSCOW ART THEATRE) UG 1

SCOTLAND University of Glasgow, Glasgow G12 8QQ, SCOTLAND, UK UG 1

SCOTLAND Glasgow School of Art, Glasgow G36RQ, SCOTLAND, UK UG 0

SCOTLAND VARIOUS UG/GR 0

SCOTLAND University of St. Andrews, Saint Andrews, Fife KY16 9AJ, Scotland UG 1

SCOTLAND University of Stirling, Stirling FK9 4LA, Scotland UG 0

SEMESTER AT VARIOUS UG 3 SEA SENEGAL CIEE Study Center Km 6, Avenue Cheikh Anta Diop BP 16423, Dakar UG 0 Fann, SENEGAL SENEGAL VARIOUS UG 0

SENEGAL VARIOUS (IE3 INTERNSHIP) UG/GR 0

SOUTH AFRICA CIEE International Academic Programs Office University of Cape Town UG 1 Private Bag, Rondebosch, 7701 SOUTH AFRICA SOUTH AFRICA Stellenbosch University, Private Bag X1, Matieland, 7602, Stellenbosch, UG 0 SOUTH AFRICA SOUTH AFRICA VARIOUS (IE3 INTERNSHIP) UG/GR 4

SOUTH AMERICA VARIOUS UG 13

SOUTH PACIFIC VARIOUS UG 26

SOUTHEAST VARIOUS UG 9 ASIA SPAIN ALBA Study Abroad in Barcelona C/ Ronda Sant Pere 23, Principal 3 08010 UG 6 Barcelona SPAIN SPAIN CIEE - Colegio de Trinitarios Universidad de Alcala Calle Trinidad, 1 UG 0 28801 Alcala de Henares, SPAIN SPAIN CIEE - Universitat Illes Balears Antonia Ferriol, CIEE Ed. Jovellanos Ctra. UG 1 Valldemossa km 7.5 07122 Palma de Mallorca, (Baleares) – SPAIN SPAIN CIEE ESCI Office Pg. Pujades, 1. 08003 Barcelona SPAIN UG 2

SPAIN CIEE Study Center Palacio C/Muñoz y Pabón, 9 41004 Seville, SPAIN UG 3

SPAIN CIEE. Aulario II Universidad de Alicante San Vicente del Raspeig 03690 UG 0 Alicante, SPAIN SPAIN C/Luis Treillard 4, 8-C 33405 Salinas, Asturias SPAIN UG 3 1

SPAIN Universidad Rey Juan Carlos, Camino del Molino, s/n, 28943 Fuenlabrada, UG 0 Madrid, Spain SPAIN Universidad Carlos III de Madrid, C/ Madrid, 126 - 28903 GETAFE (MADRID) UG 0 SPAIN SPAIN AHA International - Segovia Paseo del Salón, s/n 40001 Segovia SPAIN UG 0

SPAIN University of Cantabria, Av los Castros, 39005 Santander, Cantabria, SPAIN UG 8

SPAIN University of Alicante, Carretera de San Vicente del Raspeig, s/n, 03690, UG 3 Alicante, Spain SPAIN Universidad del País Vasco / Euskal Herriko Unibertsitatea Barrio Sarriena s/n UG 0 48940 Leioa, Bizkaia (Campus Gipuzkoa) SPAIN Universidad del País Vasco / Euskal Herriko Unibertsitatea Barrio Sarriena s/n UG 0 48940 Leioa, (Campus Bizkaia) SPAIN VARIOUS (IE3 INTERNSHIP) GR/UG 0

SPAIN Various (ARCHITECTURE AND URBANISM) UG/GR 16 2

6 Exhibit 4

2015 NWCCU Year Seven Self-Evaluation ACADEMIC CREDIT COURSES OFFERED AT SITES OUTSIDE THE UNITED STATES

SPAIN VARIOUS (CULTURE AND CIVILIZATION) UG 9 1

SWEDEN Uppsala University, Box 256, 751 05 Uppsala, SWEDEN UG 1

SWEDEN Linnaeus University, Nygatan 18B, 392 34 Kalmar, Sweden UG 0

TAIWAN National Sun Yat-Sen University 70 Lien-hai Road Kaohsiung 804, TAIWAN UG 2 ROC TAIWAN NO.64,Sec.2,ZhiNan Rd.,Wenshan District,Taipei City 11605,Taiwan (R.O.C) UG 0

TANZANIA VARIOUS UG 0

TANZANIA CIEE Study Center at University of Dar Es Salaam College of Arts and Social UG 0 Sciences 1st Floor Office # 15 PO Box 35817 Dar Es Salaam, TANZANIA THAILAND VARIOUS UG/GR 1

THAILAND VARIOUS GR/UG 1

THAILAND CIEE-Thailand 973/1 Moo 12, Tambol Sila Amphur Muang Khon Kaen UG 1 40000 THAILAND THAILAND Office of International Affairs Payap University Amphur Muang Chiang Mai UG 0 50000 THAILAND THAILAND University of Chiang Mai, 239 Huay Kaew Road, Muang District, Chiang Mai, UG 0 Thailand TURKEY Bogazici University 34342 Bebel/Istanbul TURKEY UG 3

TURKEY CIEE c/o International Exchange Office Koç University Yurt Müdürlüğu UG 0 Rumelifeneri Yolu 34450 Sarıyer, Istanbul TURKEY UAE & SAUDI University of Sharjah, PO Box 27272, Sharjah, UAE UG 0 ARABIA UKRAINE VARIOUS (IE3 INTERNSHIP) UG 1

USA VARIOUS Indigenous America UG 3

Fall 2011 NWCCU Year 1 Chapter One: Mission, Core Theme, and Expectations

2011 Year One Report Shawn Smallman, Office of International Affairs (co-chair) Kathi A. Ketcheson, Office of Institutional Research & Planning (co-chair)

2010-2011 Accreditation Advisory Committees Core Theme Development Committee Lois Davis, President’s Office Carol Mack, Office of Academic Affairs Cynthia Brown, Maseeh College of Engineering and Computer Science Michael Flower, University Studies & Honors Mark Wubbold, Finance and Administration Robert Halstead, Office of Academic Affairs

Core Theme Advisory Committee Melody Rose, Office of Academic Programs & Instruction Dan Fortmiller, Office of Student Affairs Jackie Balzer, Enrollment Management & Student Affairs Robert Halstead, Office of Academic Affairs Tom Bielavitz, University Library Fu Li, Electrical and Computer Engineering Eileen Brennan, School of Social Work Kristi Yuthas, School of Business Administration Rick Johnson, Graduate School of Education Ellen Bassett, Toulan School of Urban Studies & Planning Mark Wubbold, Finance and Administration Jeffrey Gerwing, College of Liberal Arts and Sciences Kevin Hill, College of Liberal Arts and Sciences Melissa Thompson, College of Liberal Arts and Sciences Joel Bluestone, School of Fine and Performing Arts Molly Griffith, School of Extended Studies Nick Rowe, Student Representative Michael Flower, Faculty Senate Representative

Core Theme Subgroups

Community Engagement & Civic Leadership Kevin Kecskes, Center for Academic Excellence Mark Wubbold, Finance and Administration Jonathan Fink, Research & Strategic Partnerships

Student Success Sukhwant Jhaj, University Studies & Office of Academic Affairs 263

Dan Fortmiller, Office of Student Affairs Leslie McBride, Center for Academic Excellence

Innovative Research and Scholarship DeLys Ostlund, Office of Graduate Studies Mark Sytsma, Research & Strategic Partnerships

Educational Opportunity Randy Hitz, Graduate School of Education Jilma Meneses, Office of Diversity & Inclusion Chas Lopez, Office of Diversity & Inclusion Gil Latz, Office of International Affairs

264

Fall 2012 NWCCU Year 3 Chapter Two: Resources and Capacity

Steering Committee: Melody Rose, Academic Programs and Instruction Kathi Ketcheson, Office of Institutional Research and Planning Robert Halstead, Office of Academic Affairs

Working Groups: 2.A – Governance Donna Bergh, Office of Academic Affairs Carol Mack, Office of Academic Affairs David Reese, Office of General Counsel Lois Davis, President’s Office Gwen Shusterman, Faculty Senate

2.B – Human Resources Cathy LaTourette, Office of Human Resources Chas Lopez, Office of Global Diversity & Inclusion

2.C – Educational Resources Melody Rose, Office of Academic Affairs Steven Harmon, Office of Academic Affairs Yves Labissiere, University Studies Ann Marie Fallon, University Honors Delys Ostlund, Office of Graduate Studies Kristen Pedersen, School of Extended Studies Cheryl Livneh, Graduate School of Education

2.D – Student Support Resources Dan Fortmiller, Enrollment Management and Student Affairs Jackie Balzer, Enrollment Management and Student Affairs Sukhwant Jhaj, University Studies/Office of Academic Affairs Robert Mercer, College of Liberal Arts and Sciences

2.E – Library and Information Resources Lynn Chmelir, University Library Tom Bielavitz, University Library Kathleen Merrow, University Honors and Library Committee Gary Brown, Center for Online Learning

2.F – Financial Resources Monica Rimai, Office of Finance and Administration 266

Mark Wubbold, Office of Finance and Administration Kevin Reynolds, Office of Academic Affairs Sukhwant Jhaj, PSU Budget Committee Member

2.G – Physical and Technological Infrastructure Sharon Blanton, Office of Information Technologies John MacLean, Facilities and Planning Robyn Pierce, Facilities and Planning

2011-2012 Faculty Review Committee: Martha Balshem, College of Liberal Arts and Sciences Tom Bielavitz, University Library Michael Clark, College of Liberal Arts and Sciences Michael Flower, College of Liberal Arts and Sciences Darrell Grant, School of Fine and Performing Arts David Hansen, School of Business Administration Jean Henscheid, Graduate School of Education Bowen McBeath, School of Social Work Masami Nishishiba, College of Urban and Public Affairs Al Fitzpatrick, PSU Advocates Alumni Association Kimberly Cooper-Jaqua, Foundation Board Member Christopher Broderick – University Relations

President’s Executive Committee: Wim Wiewel, President’s Office Lois Davis, President’s Office David Reese, Office of General Counsel Françoise Aylmer, University Development Monica Rimai, Office of Finance and Administration Jackie Balzer, Enrollment Management and Student Affairs Jilma Meneses, Office of Global Diversity and Inclusion Jon Fink, Research and Strategic Partnerships Sona Andrews, Office of Academic Affairs

266

Fall 2015 NWCCU Year 7 Chapter Three - Five

Steering Committee: Matthew Carlson, College of Liberal Arts and Sciences (co-chair) Robert Halstead, Office of Academic Affairs (co-chair) Margaret Everett, Office of Graduate Studies Kathi Ketcheson, Office of Institutional Research and Planning Janelle Voegele, Office of Academic Innovations Chaz Lopez, Global Diversity and Inclusion Dan Zalkow, Finance and Administration Cindy Skaruppa, Enrollment Management and Student Affairs Lois Davis, President’s Office Tom Bielavitz, Library Gina Greco, PSU Faculty Senate Jasime Keith, Student

Working Groups: Standard Three – Planning and Implementation Margaret Everett, Office of Graduate Studies (chair) Lois Davis, President’s Office Mark Wubbold, President’s Office Laura Nissen, School of Social Work Mirela Blekic, University Studies

Standard Four – Effectiveness and Improvement Janelle Voegele, Office of Academic Innovations (chair) Rowanna Carpenter, University Studies Vicki Wise, Enrollment Management and Student Affairs James McNames, Maseeh College of Engineering & Computer Science

Standard Five – Mission Fulfillment, Adaptation, and Sustainability Kathi Ketcheson, Office of Institutional Research and Planning (chair) Alan Finn, Finance and Administration Mark Sytsma, Research and Strategic Partnerships Michele Gamburd, Faculty Senate Budget Committee Barbara Brower, Educational Policy Committee

External Review Dedra Daehn, Oregon Health & Sciences University

268

OAA Administrative Leadership Team: Sona Andrews, Office of Academic Affairs Elena Andresen, School of Public Health Initiative Robert Bucker, College of the Arts Shelly Chabon, Office of Academic Affairs Margaret Everett, Graduate Studies & International Affairs Randy Hitz, Graduate School of Education Sukhwant Jhaj, Office of Academic Affairs Scott Marshall, Office of Academic Affairs and School of Business Administration Karen Marrongelle, College of Liberal Arts and Sciences Marilyn Moody, University Library Laura Nissen, School of Social Work Steve Percy, College of Urban and Public Affairs Ren Su, Maseeh College of Engineering and Computer Science

President’s Executive Committee: Wim Wiewel, President’s Office Sona Andrews, Office of Academic Affairs Françoise Aylmer, University Development/Foundation Lois Davis, President’s Office Jon Fink, Research and Strategic Partnerships Jon Fraire, Enrollment Management and Student Affairs Chas Lopez, Office of Global Diversity and Inclusion David Reese, Office of General Counsel Kevin Reynolds, Office of Finance and Administration

268