Board of Regents

February 2015

February 13, 2015

9:00 a.m. - 12:00 p.m.

Boardroom, McNamara Alumni Center BOR - FEB 2015

1. Approval of Minutes - Action

Draft December Minutes - Page 4

2. Report of the President

Docket Item Summary - Page 44

3. Report of the Chair

Docket Item Summary - Page 45

4. Consent Report - Review/Action

Docket Item Summary - Page 46

Gift Report - Page 47

Summary of Expenditures - Page 77

5. 2014 University Plan, Performance, and Accountability Report - Action

Docket Item Summary - Page 80

Resolution - Page 81

Report Summary - Page 82

Report - Page 86

6. Board of Regents Policy: Appointments to Organizations and Boards - Action

Docket Item Summary - Page 187

Revised Policy - Page 188

7. Resolution Related to the Reorganization of UMore Park Development Project - Review/Action

Docket Item Summary - Page 192

Resolution - Page 195

Presentation - Page 198

8. Overview of the Governor's Blue Ribbon Committee on the University of Minnesota Medical School and Resolution Related to FY 2016-17 Biennial Budget Request - Review/Action

Docket Item Summary - Page 212

Resolution - Page 213

Presentation - Page 215

9. Economic Development: How the University is Enhancing Industry Partnerships

Docket Item Summary - Page 225

Presentation - Page 227

10. Update on NCAA Reforms

Docket Item Summary - Page 240

Presentation - Page 241

11. Report of the Committees

Docket Item Summary - Page 260

DRAFT

UNIVERSITY OF MINNESOTA BOARD OF REGENTS

MINUTES

BOARD OF REGENTS MEETINGS

AND

COMMITTEE MEETINGS

December 11-12, 2014

Office of the Board of Regents

600 McNamara Alumni Center

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UNIVERSITY OF MINNESOTA BOARD OF REGENTS

Litigation Review Committee December 2, 2014

A meeting of the Litigation Review Committee of the Board of Regents was held on Tuesday, December 2, 2014 at 1:30 p.m. in Room 215A, Morrill Hall.

Regents present: David McMillan, presiding; Richard Beeson, and Dean Johnson (by phone).

Staff present: President Eric Kaler; General Counsel William Donohue and Executive Director Brian Steeves.

Others present: Amy Phenix, and Tracy Smith.

The meeting convened in public session at 1:30 p.m.

RESOLUTION TO CONDUCT NON-PUBLIC MEETING OF THE LITIGATION REVIEW COMMITTEE

At 1:34 p.m. a motion was made and seconded that the following resolution be approved:

WHEREAS, based on advice of the General Counsel, the Board of Regents Litigation Review Committee has balanced the purposes served by the Open Meeting Law and by the attorney-client privilege, and determined that there is a need for absolute confidentiality to discuss litigation strategy in particular matters involving the University of Minnesota;

NOW, THEREFORE, BE IT RESOLVED, that in accordance with Minn. Stat. § 13D.01, Subd. 3 and 13D.05 Subd. 3(b), a non-public meeting of Litigation Review Committee be held on Tuesday, December 2, 2014 at 1:30 p.m. in Room 215A, Morrill Hall, for the purpose of discussing attorney-client privileged matters including the following:

I. West Bank ground contamination claims

The committee voted unanimously to approve the resolution.

The meeting adjourned at 2:03 p.m.

BRIAN R. STEEVES Executive Director and Corporate Secretary

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UNIVERSITY OF MINNESOTA BOARD OF REGENTS

Special Committee on Academic Medicine December 11, 2014

A meeting of the Special Committee on Academic Medicine of the Board of Regents was held on Thursday, December 11, 2014 at 8:00 a.m. in the West Committee Room, 600 McNamara Alumni Center.

Regents present: Linda Cohen, presiding; Richard Beeson, Thomas Devine, John Frobenius, Dean Johnson, and David McMillan.

Staff present: President Eric Kaler; Chancellor Lendley Black, Vice Presidents Brooks Jackson and Richard Pfutzenreuter; Executive Director Brian Steeves; and Associate Vice President Terry Bock.

THE FUTURE OF GRADUATE MEDICAL EDUCATION AND ITS FINANCING

Vice President Jackson introduced John Andrews, Associate Dean for Graduate Medical Education, Medical School, to provide an overview of the University’s Graduate Medical Education (GME) programs and discuss the implications of a recent Institute of Medicine (IOM) report that called for major reform to the nation’s GME system, as detailed in the docket.

Andrews shared that the University has 85 accredited GME programs, with 910 trainees. He reminded the committee that the number of residency positions supported by Medicare was capped in 1997 at 1,091 positions locally. He added that in 2014-15, 1,275 positions were offered locally, with those above the cap supported by area hospitals. Nationally, more than 9,000 residency positions above the federal cap are supported by hospitals and other funding sources.

Andrews reported that in 2012 an IOM committee was tasked with evaluating the GME program with a goal of improving training, increasing capacity, and meeting the needs of an increasingly diverse population. The committee considered the funding and governance structures of GME, the residency pipeline, geographic distribution of generalist and specialist clinicians, the roles of providers, and relevant federal statutes and regulations in order to develop recommendations that would ensure rational, efficient, and effective use of public funds while producing a better-prepared physician workforce.

Andrews detailed the five recommendations set forth in the IOM report: • Maintain Medicare GME support at the current aggregate amount. • Build a GME policy and financing infrastructure. • Create a Medicare GME fund with two subsidiary funds, an operational fund and a transformation fund. • Modernize GME payment methodology by redirecting the funding to the medical schools or sponsoring organizations, rather than to the hospitals. • Maintain state discretion of GME funding, with federal mandates to enhance transparency and accountability.

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Andrews characterized the resulting report as thoughtful and informative, but noted that the reaction was mixed among many medical associations.

In response to a question from Regent Frobenius, Andrews offered that a number of entities are currently debating the actual workforce needs of the state. He stressed that it is not clear that there is truly a shortage in the workforce and that as reform changes the way health care is delivered, the expected workforce needs continue to evolve. Residency openings are primarily set by historic precedent and the current needs of the hospitals, but are not necessarily the right number for each profession.

TRENDS AND IMPACT OF HEALTH CARE REFORM ON CLINICAL EDUCATION

Vice President Jackson introduced Mark Rosenberg, Vice Dean for Education, Medical School; Marilyn Speedie, Dean, College of Pharmacy; and Connie Delaney, Dean, School of Nursing, to provide an overview of the University’s health professional programs and discuss the implications of health care reform on clinical education and training.

Rosenberg shared that health care reform is leading to new models of care such as telehealth, which can provide access to specialists or emergency care in rural communities; a movement to population health, which takes into account social determinants; and a greater emphasis on preventive services. He stressed that preparing medical students to succeed in this environment requires effective partnerships with health care organizations and community programs.

Speedie asserted that pharmacists are positioned to play a major role in health care reform as they typically are the most accessible health care provider, drug therapy is the most cost- effective mode of treatment, and pharmacists have already expanded their roles on the health care team with documented positive financial and health outcomes. She shared that 88 percent of their pharmacy students who go into practice remain in Minnesota. She also outlined curriculum revisions taking place within the college to better integrate courses and prepare students to participate in collaborative care settings. Speedie cautioned that while demand in Minnesota is moderate, it is important to determine whether demand is stable before increasing the size of the program.

Delaney reported that the national goal is to have 80 percent of practicing nurses hold a Bachelors of Science in Nursing by 2020, but the current ratio in Minnesota is the reverse. The strategy to address this disparity has been to transition nurses with two-year degrees into bachelors programs. Delaney noted that the School of Nursing is prepared to double or triple the size of its program over the next two years but is challenged by a shortage of preceptors and faculty. In order for programs to grow without compromising quality, additional support is needed for clinicians to become preceptors. In addition, the school must increase enrollment in the PhD in Nursing program as well as the compensation packages for nursing faculty, and increase the amount of classroom, simulation, and clinical learning space.

In response to questions and comments from Regents, Jackson invited John Andrews, Associate Dean for Graduate Medical Education, Medical School, to respond. Andrews reported that much of the specialty training is supported by Medicare, private funds, or through practice revenue, as fellows have completed their residencies and many are practicing while completing their additional training. He stated that the Medical School currently spends around $2 million yearly to support clinical training in addition to GME funding through Medicare.

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HEALTH WORKFORCE ISSUES: HOW MINNESOTA IS RESPONDING

Vice President Jackson and Terry Bock, Associate Vice President, Academic Health Center, presented the University’s Healthy Minnesota initiative and other state initiatives underway to address Minnesota’s health workforce needs, as detailed in the docket.

Jackson indicated Minnesota’s Workforce challenges are due to an aging population, the increasing demand for services as more people are insured under the Affordable Care Act (ACA), and significant health disparities within Minnesota’s increasingly diverse population. In light of this, he noted that the key challenges to addressing the state’s workforce needs are determining whether, in fact, there are workforce shortages and in what fields or areas of the state. He explained that different workforce models yield different projections as health care delivery changes to include an expanded primary care role for advanced practice nurses and physician assistants.

Bock cited a dozen groups and organizations within Minnesota that have been studying these issues and working on recommendations. One, the Legislative Health Care Workforce Commission, is trying to bring the health and human services and higher education committees of the legislature together to discuss how to both project and fund Minnesota’s future health workforce needs.

Bock shared several common themes emerging across all of the groups, including: increased loan forgiveness programs; public/private partnerships for clinical training; initiatives to attract more students into primary care; focus on disparities in rural Minnesota and the underserved urban population; greater focus on the state’s mental health needs and elderly population; and initiatives to increase diversity of the health care workforce.

Jackson outlined the University’s efforts to address Minnesota’s workforce needs through the Healthy Minnesota Initiative that is part of the University’s legislative request. He highlighted a few specific portions of the plan such as revamped curriculum and clinical training programs to incorporate new models of health promotion and care; targeted investments to accelerate research in chronic diseases and conditions; and the creation of a Minnesota Electronic Health Library to provide access to licensed, evidence-based, clinical care resources for all Minnesotans.

In response to a question from Regent Frobenius, Jackson commented that the ACA would drive dramatic and fast change when fully adopted. He suggested that the IOM report arguing against a physician shortage was correct, especially as the role of other health care professionals expands. He argued that the problem is more a matter of geographic and specialty maldistribution, so changes to GME that allow the Academic Health Center more control to determine and train the types of physicians needed in Minnesota would be helpful.

UPDATE ON GOVERNOR’S COMMITTEE ON THE UNIVERSITY OF MINNESOTA MEDICAL SCHOOL

Vice President Jackson invited Larry Pogemiller, Chair of the Governor’s Committee on the University of Minnesota Medical School and Commissioner, Minnesota Office of Higher Education, to provide an update on the committee’s progress, the direction of its discussions and next steps, as detailed in the docket.

Pogemiller walked through the Governor’s Executive Order, outlining the committee's charge to: • Ensure the Medical School’s national preeminence.

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• Sustain the University’s national leadership in health care research, innovation, and service delivery. • Expand the University’s clinical services to strengthen its ability to serve as a statewide health care resource. • Address the state’s health workforce needs to serve Minnesota’s broad continuum of health care needs.

Pogemiller shared a working document outlining the programs and initiatives discussed by the committee. He emphasized that the document was meant to be inclusive of all ideas discussed at the committee, and priorities would have to be identified from that list – either by the committee or the governor.

He highlighted a much-discussed proposal to embark on hires of up to 10 clusters of 10 faculty each over a 10-year period in areas of national prominence and greatest need for the state. This proposal would seek to improve the University’s NIH ranking from 26th into the top decile over an eight-year period. He added that the committee was interested in clinical services and new ways of delivering healthcare.

Pogemiller noted that capital needs were also identified and recorded in a separate document provided to the committee. He stressed that this was not to presuppose the content of future University bonding requests, but to give a sense of how potential investments connect operationally to capital investments.

He concluded that a draft report would be circulated to committee members in December and a final report would be adopted following a final committee meeting in early January.

In response to a question from Regent Beeson, Jackson provided additional detail around the cluster hire proposal, including implementation steps and the expected impact for the both the Medical School and economic development in the state.

In response to a question from Regent Frobenius, Pogemiller responded that this issue does have bipartisan support but that there are really two camps – one that believes progress will be made through research, and the other that is focused more on solving health care delivery and workforce issues. He stated that the committee is working to find what intersections exist and could generate broad support, both by the state and in generating private sector interest and funding as well.

The meeting adjourned at 10:56 a.m.

BRIAN R. STEEVES Executive Director and Corporate Secretary

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Year 2014-15

UNIVERSITY OF MINNESOTA BOARD OF REGENTS

Audit Committee December 11, 2014

A meeting of the Audit Committee of the Board of Regents was held on Thursday, December 11, 2014, at 8:00 a.m. in the East Committee Room, 600 McNamara Alumni Center.

Regents present: Laura Brod, presiding; Clyde Allen, Peggy Lucas, Abdul Omari, and Patricia Simmons.

Staff present: Chancellor Fred Wood; Senior Vice President and Provost Karen Hanson; Vice Presidents Richard Pfutzenreuter and Scott Studham; General Counsel William Donohue; Executive Director Brian Steeves; and Associate Vice Presidents Gail Klatt and Michael Volna.

Student Representatives present: Tyler Ebert and Jesse Mara.

INSTITUTIONAL RISK PROFILE

Regent Brod presented the Institutional Risk Profile (profile), as detailed in the docket.

Brod explained that the profile is the culmination of two years of work by the committee. While the end product is important, the process was just as important. She noted that the process helped highlight and identify risks across the entire institution, while giving the committee insight into how senior leaders identify and think about risks. Brod reminded the committee that not all of the risks presented to the group over the past two years appear on the profile. Rather, it maps those risks that are top of mind from a governance perspective.

Regent Simmons commented that some items on the profile are actionable, while others are more like principles, which require a different approach. She noted that making sure that those items are understood and kept at the forefront is just as important as creating an action plan to mitigate risk.

Associate Vice President Klatt added her thanks to senior leaders for their help in facilitating the process. The profile will be reviewed again in two to three years.

Brod asked that Regents use the profile in their work.

EXTERNAL AUDITOR REPORT

Associate Vice President Volna introduced Kristen Vosen and Judith Dockendorf from Deloitte and Touche LLP (Deloitte) to present the external auditor’s opinion on the University’s fiscal year 2014 financial statements and other required audit communications, as detailed in the docket.

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DRAFT Vosen reported that Deloitte had issued an unqualified opinion for 2014. She summarized the key financial information and major elements of the audit as well as procedures used to complete the review. Dockendorf stated that the audit highlighted several of the University’s accomplishments, including a strong net asset position, a diverse revenue base, and strong investment performance. Vosen noted the continued challenges related to public funding and increasing costs.

In response to a question from Regent Simmons, Vosen agreed that perceptions related to higher education cost is a continuing challenge, but the high quality education being delivered by the University continues to attract students. She noted that while the University has focused on controllable costs and those costs are trending downward, some costs, like information technology infrastructure, continue to increase and are difficult to control.

Regent Allen noted that the dialogue around the topic of increasing higher education costs has become difficult given the misinformation and complexity of the topic. He expressed concern that the University has to find a method to change the conversation.

INFORMATION ITEMS

Associate Vice President Klatt referred the committee to the information items contained in the docket materials, which included:

• Report of Engagements with Audit Firms. • Semi-Annual Controller’s Report.

In response to questions from Regents Brod and Simmons, Associate Vice President Volna agreed that it is important to understand and monitor the percentage of audit and non-audit work being performed by the external auditor. He explained that his office runs inquiries to catch when audit firms are being used for non-audit work, but that given the size of the institution it is possible for a firm to be hired and start billing without that connection being known. Volna proposed that when future approvals for non-audit work are brought before the committee, he would include the nature and type of work being proposed and how much business to date has been contracted with that specific firm.

INSTITUTIONAL COMPLIANCE OFFICER SEMI-ANNUAL REPORT

Regent Brod invited Lynn Zentner, Director, Office of Institutional Compliance (OIC), to present the institutional compliance officer semi-annual report, as detailed in the docket.

Zentner provided an overview of OIC’s activities. In that overview, she:

• Detailed efforts undertaken by the University to ensure safety on all campuses. This included a review of the explosion that took place in a laboratory at Smith Hall on the Twin Cities campus and an update on the additional requirements put in place in response to the Violence Against Women Act and revised federal regulations issued in October 2014. • Described the importance of risk assessments, highlighting three that have been or are currently underway to evaluate and manage risk in the context of information security. • Identified the continued work to reach full compliance with the Payment Card Industry Data Security Standards. • Reported on the conflict of interest disclosures required nationally and by the University. • Noted revisions to federal agency policies that may create new compliance challenges.

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DRAFT • Outlined reviews of human subject clinical trials being performed by the Association for the Accreditation of Human Research Protection Programs and the Minnesota Legislative Auditor. • Explained the compliance-related training and education performed by OIC, and summarized the UReport statistics for calendar year 2014.

In response to a question from Regent Simmons, General Counsel Donohue explained that the Minnesota Legislative Auditor is looking at the records of the Institutional Review Board with the University’s consent and cooperation. The investigation stemmed from requests from legislators and the University felt it was a fair request. The University can consent or not to any investigation by the Legislative Auditor.

In response to a question from Student Representative Mara, Zentner explained that OIC strives to meet and exceed the standards under the law regardless of the topic. The current focus around sexual assault is on training and awareness, but the Office of Equal Opportunity and Affirmative Action is dedicating significant resources and attention to the issue.

UNIVERSITY OF MINNESOTA DATA SECURITY STRATEGY

Regent Brod invited Vice President Studham and Chief Information Security Officer Brian Dahlin to present the University’s data security strategy, as detailed in the docket.

Studham reviewed the September discussion, the type of adversary faced by the University, the information security terms that would be used, and the significant security information challenges faced by the Office of Information Technology (OIT).

Dahlin explained that the current focus is to establish a system of controls, based on risk management, that becomes part of the culture. He summarized the changes for University information security, a new data classification, and the transition for the information security program.

Studham explained the security framework approach. He described the benefits of the framework, noting where the University falls in the level of maturity of the program. OIT is modeling the program on principles in internationally accepted security framework, and Studham expressed his confidence in the strategy and focus, while noting that more progress is needed to grow and formalize the program. He emphasized that the University is among the leaders in the Big Ten.

In response to a question from Regent Brod, Studham asserted that OIT has the necessary policies needed to carry forward their work and that there is no need for a Board level policy.

In response to a question from Regent Allen, Studham explained that a few systems are air gapped, or physically separated, from the rest of the network. The air gapped systems fall under specific federal grant requirements and are monitored by a federal officer to ensure compliance. Dahlin added that OIT does detect attacks, both from outside of the University and by errors caused by phishing.

In response to a question from Regent Simmons, Studham agreed that using a risk management approach helps create the right controls for the right level of security. Overly stringent controls can be just as detrimental as a lack of controls.

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DRAFT The meeting adjourned at 9:51 a.m.

BRIAN R. STEEVES Executive Director and Corporate Secretary

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Year 2014-15

UNIVERSITY OF MINNESOTA BOARD OF REGENTS

Academic & Student Affairs Committee December 11, 2014

A meeting of the Academic & Student Affairs Committee of the Board of Regents was held on Thursday, December 11, 2014 at 10:15 a.m. in the East Committee Room, 600 McNamara Alumni Center.

Regents present: Patricia Simmons, presiding; Linda Cohen, Thomas Devine, Peggy Lucas, and Abdul Omari.

Staff present: Chancellors Lendley Black, Jacqueline Johnson, Stephen Lehmkuhle, and Fred Wood; Senior Vice President and Provost Karen Hanson; Executive Director Brian Steeves.

Student Representatives present: Hannah Keil and Callie Livengood.

STRATEGIC ISSUES RELATED TO THE 2014 UNIVERSITY PLAN, PERFORMANCE, AND ACCOUNTABILITY REPORT

Provost Hanson introduced the discussion on strategic issues related to the 2014 University Plan, Performance and Accountability Report. Hanson invited each system campus chancellor to share performance and accountability information from their campus.

Chancellor Fred Wood described the culture of care at the University of Minnesota Crookston (UMC). UMC uses personal advising to learn what motivates students and works to engage them in activities that match their interests. He talked about UMC addressing cost and access through its online offerings. He noted that online classes are taught by the same instructors using the same curriculum as on-campus courses to maintain their high quality.

University of Minnesota Duluth (UMD) Chancellor Lendley Black told the committee about the addition of a merit scholarship targeted to middle income families to address cost and access. He also shared UMD’s “Live like a Student Now” campaign, which uses a website, workshops, and one-on-one counseling to help students become more financially literate. Black discussed steps to advance UMD’s status as a major campus for research activities, including a focus on freshwater research and interdisciplinary research collaborations with the Natural Resources Research Institute, the Great Lakes Maritime Research Institute, and the Twin Cities campus.

Provost Hanson spoke of efforts on the Twin Cities campus to address both real and perceived barriers for students and faculty trying to conduct interdisciplinary research. She indicated that to truly become a University that addresses society’s grand challenges, it is imperative the administrative structure does not hinder, and also actively supports, the collaboration and boundary crossing researchers are interested in exploring.

Chancellor Jacqueline Johnson noted that the University of Minnesota Morris (UMM) faces the challenge of articulating the value of a liberal arts education at a time when a cultural bias against the liberal arts defines it as irrelevant, impractical and elitist. Johnson shared results of a 2013 study of American CEOs in which 93 percent said a demonstrated capacity to think critically, communicate clearly and solve complex problems is more important than the undergraduate major. The same study endorsed education practices that encourage students

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DRAFT to conduct research, use evidence-based analysis, gain in-depth knowledge in analytic problem solving and communication skills, and apply that knowledge in real-world settings. Johnson shared three examples of student projects at Morris that develop those skills.

University of Minnesota Rochester (UMR) Chancellor Stephen Lehmkuhle described a future in which knowledge accrues so quickly that learning can not only be about content. He suggested that students will have to learn their own ways of thinking and problem solving to build their capacity to develop the foundational skills (such as resilience, teamwork, communication, and inter-cultural competencies) that will allow them to continually transform themselves to succeed in jobs that don’t yet exist.

In response to questions and comments from Regents, the chancellors shared efforts to address the achievement gap and access in their communities. Chancellors Wood and Black both discussed the holistic admissions review process used to identify students with high potential for success despite a modest academic record. Hanson added that potential is really relative to opportunities, context, and environment and that is why each campus employs a holistic review process. She indicated that the better predictors of potential are indications that applicants have taken advantage of any opportunities they have had, which can vary tremendously from student to student.

In response to a question from Regent Omari, Hanson noted that while most of the University’s direct efforts to reach capable, low-income students take place in secondary schools, the University has a responsibility to conduct research on strategies for impacting the achievement gap at all age levels, from pre-K through grade 12.

In response to a question from Regent Devine, Johnson commented that the University could better showcase opportunities that currently exist – such as inter-university transfers that allow a student to take their financial aid package with them to another campus – to allow students to shape their education by spending a semester at different University campus.

TWIN CITIES UNDERGRADUATE EDUCATION UPDATE

Provost Hanson invited Robert McMaster, Vice Provost and Dean of Undergraduate Education, to report on the status of undergraduate education on the Twin Cities campus, as detailed in the docket.

McMaster reported that for Fall 2014, incoming class size continues to be steady, though transfers were down overall. Of the incoming freshman class, fewer students were from reciprocity states than in past years. He commented that admissions looked more closely at high school rank this year during the admissions review.

McMaster noted that inter-university transfers were also down. He added that it is unclear whether more students are choosing to stay at their current campus or transferring outside the University system.

He shared that the first-year retention rate was 92.6 percent, exceeding the goal of 90 percent set by the Board. He also noted that the University has closed the gap between the first-year retention rate of students of color and all other domestic students. McMaster stated the four- year graduation rate was 60.9 percent, just passing the goal of 60 percent.

McMaster outlined various initiatives aimed at undergraduate students over the past year, including changes to welcome week and a new look at second-year students. He also updated the committee on the increase in students of color in the University Honors Program and both

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DRAFT the growth and high retention of students involved in the President’s Emerging Scholars Program.

In response to a question from Regent Devine, McMaster responded that it is difficult to quantify the role of advising in relation to graduation and retention rates because advising is not consistent across colleges.

In response to a question from Regent Cohen, McMaster commented that the grand challenges courses currently offered were Honors courses, but that they are being expanded to other programs. In addition, new courses are being developed.

In response to a comment from Student Representative Livengood, McMaster cited program offerings and family or financial reasons as the most common reasons that students transfer.

ALUMNI ASSOCIATION PLANS FOR ENGAGEMENT

Lisa Lewis, President and CEO, University of Minnesota Alumni Association (UMAA), shared goals, areas of growth, opportunities, and next steps for the Alumni Association, as detailed in the docket.

Lewis shared that UMAA’s key goals are to enrich the lives of alumni, support student success, and advance the value of every University of Minnesota degree. Currently, 43% of alumni are engaged, meaning that they exhibit behaviors – such as event attendance or athletic and performance tickets – that show an interest in the University.

She described survey results indicating that alumni are looking for access to University information and resources, career and networking services, and lifelong learning opportunities. In response, UMAA has instituted some new programs, such as the Alumni Webinar Series, that allow alumni to engage on their terms. The first webinar attracted 465 participants, which far exceeded expectations.

Additional growth areas include a new electronic newsletter, monthly events email showcasing campus events, and additional connections through select corporate networks and a new Alumni Entrepreneurs Network.

Lewis provided examples of successful programs at other campuses that UMAA is exploring as future opportunities. These include establishing a connection with students before graduation; offering career services and networking support; and expanding and tailoring networking internationally, by interest, and within large employers, rather than by graduation year.

She emphasized the importance of generating additional revenue and exploring new funding models in order to expand programming. She stressed that UMAA will continue conversations with the University about potential funding models, reallocating existing resources to high- priority areas and expanding programs as additional revenue is generated.

In response to a question from Regent Lucas, Lewis shared that on average, alumni associations have one staff person per 10,000 alumni, which equates to a staff size of 44 for UMAA. She noted that UMAA currently has a staff of just over 20.

In response to a question from Regent Omari, Lewis reported that each school has alumni relations officers operating independently through the deans. They coordinate with UMAA but are not yet operating with a shared strategy.

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CONSENT REPORT

A motion was made and seconded, and the committee unanimously recommended approval of the following, as described in the Consent Report:

• Request for Approval of New Academic Programs

§ Swenson College of Science and Engineering (Duluth campus)—Create M.S. degree in Chemical Engineering

§ College of Liberal Arts (Duluth campus)—Create undergraduate certificate in Museum Studies

§ College of Liberal Arts (Duluth campus)—Create minor in Ojibwe Language

§ Crookston campus—Create B.S. degree and minor in International Business and deliver the degree online

§ Crookston campus—Create B.S. degree and minor in English

• Request for Changes to Academic Programs

§ College of Education and Human Service Professions (Duluth campus)—Deliver the M.Ed. degree in Education online

§ Swenson College of Science and Engineering (Duluth campus)—Change the name of the minor in Electrical and Computer Engineering to Electrical Engineering

• Request for Approval of Discontinued Academic Programs

§ College of Education and Human Service Professions (Duluth campus)—Discontinue the minor in Communication Sciences and Disorders

§ College of Liberal Arts (Duluth campus)—Discontinue the Master of Advocacy and Political Leadership

§ School of Fine Arts (Duluth campus)—Discontinue the minor in Art

The meeting adjourned at 12:15 p.m.

BRIAN R. STEEVES Executive Director and Corporate Secretary

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Year 2014-15

UNIVERSITY OF MINNESOTA BOARD OF REGENTS

Finance Committee December 11, 2014

A meeting of the Finance Committee of the Board of Regents was held on Thursday, December 11, 2014 at 10:15 a.m. in the West Committee Room, 600 McNamara Alumni Center.

Regents present: David McMillan, presiding; Clyde Allen, Richard Beeson, Laura Brod, John Frobenius, and Dean Johnson.

Staff present: President Eric Kaler; Chancellors Lendley Black and Fred Wood; Vice Presidents Kathryn Brown, Richard Pfutzenreuter, Scott Studham, and Pamela Wheelock; General Counsel William Donohue; Executive Director Brian Steeves; and Associate Vice Presidents Gail Klatt, Stuart Mason, Julie Tonneson, and Michael Volna.

Student Representatives present: Tyler Ebert and Jordan Wente.

RESOLUTION RELATED TO ISSUANCE OF DEBT

Vice President Pfutzenreuter introduced Carole Fleck, Director of Debt Management, to present for review and action a resolution related to issuance of debt, as detailed in the docket.

Fleck explained that the administration is requesting authorization to issue debt to finance the additional principal amount of $17.1 million for the Combined Heat and Power Plant, Twin Cities campus (CHP).

Fleck noted that at its December 2013 meeting the Board approved the issuance of $83 million of debt for a project to update and expand the CHP. Total cost of the project was then estimated at approximately $96 million, with $10 million provided by a 2012 legislative appropriation, $3 million provided by Facilities Management R&R funding, and $83 million of University debt.

The estimated cost of the project has since increased by $17.1 million. The cost increase is due to delays in the permitting process, construction market cost escalation, additional complexity in the delivery of electricity to the campus, and unforeseen conditions. With approval of this resolution, the total amount of University debt authorized for this project will equal $100.1 million.

A motion was made and seconded, and the committee voted unanimously to recommend approval of the resolution related to issuance of debt.

ISSUES RELATED TO 2014 ANNUAL FINANCIAL REPORT

Vice President Pfutzenreuter invited Associate Vice President Volna to present the University’s annual financial report, as detailed in the docket.

Volna reported that Deloitte and Touche LLP issued an unqualified opinion on the audited financial statements. He explained that the net position of the University increased by $169.3

Finance Committee December 11, 2014 18 of 260 DRAFT million in FY 2014. Total net operating losses increased over FY 2013, but non-operating revenues were also up nearly $200 million. Volna noted that FY 2014 cash flow increased by $103.4 million from FY 2013, to a positive cash flow of $28.9 million. Total University assets increased by $176 million or 3.2 percent and total liabilities increased by $7 million or 0.4 percent. Revenues for FY 2014 totaled $3.4 billion and operating expenses totaled $3.3 billion.

In response to a question from Regent McMillan, Volna agreed that a large increase was reported as institutional support, which increased by $59.3 million over FY 2013. Volna explained that the increase was caused by the University of Minnesota Foundation-Minnesota Medical Foundation merger, fringe benefit pool under-recoveries, non-capitalized costs related to the Enterprise System Upgrade Program, a 2.5 percent salary increase for all employees, and other smaller increases. He noted that these items support the institution as a whole and are not purely administrative.

GASB 61 TREATMENT OF COMPONENT UNITS

Vice President Pfutzenreuter introduced Associate Vice President Volna to present information regarding GASB 61, as detailed in the docket.

Volna explained that entities like the University participate in a variety of business activities, such as public-private partnerships and joint ventures. Governmental Accounting Standards Board (GASB) Statement No. 61 provides guidance on the requirements for determining how to account for and report those types of activities in financial statements. Volna defined what a component unit is, reviewed the classification of component units, and identified the University’s component units by category.

In response to a question from Student Representative Wente, Volna indicated that the process to identify component units does include a level of subjectivity. Governmental entities try to apply it uniformly, but financial reporting is always open to interpretation. The University tries to be consistent across units.

UPDATE ON ENTERPRISE SYSTEMS UPGRADE PROGRAM

Vice President Pfutzenreuter invited Vice President Studham and Executive Program Director Dennis Wenzel, Enterprise Systems Upgrade Program (ESUP), to update the committee on ESUP status, as detailed in the docket.

Studham reviewed the purpose and background of ESUP and gave a status overview. He noted that ESUP is now entering its final phase, requiring the team to turn from the technological implementation to communication, change management, and user support. He warned that errors and bugs are inevitable, and the three weeks after the go-live date will produce some user frustration. The ESUP team is working to prepare faculty, staff, and students to make the transition.

Wenzel reported that the ESUP team had executed five dry-run deployment cycles with an additional dress rehearsal for the cutover between systems scheduled in January. Iterations of functional and system testing have also been completed, with additional testing planned through December. The primary application development activities are complete. The ESUP team is working to transfer knowledge from consultants to University staff and is launching the first training courses. The first go/no-go review with the Executive Oversight Committee has also been completed.

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In response to a question from Student Representative Ebert, Studham responded that information will be communicated to students when they need it. The ESUP team will use multiple platforms to reach students. Wenzel added that one team is focused solely on students, and the One Help phone line will be the single call center for students.

In response to a question from Regent Frobenius, Studham explained that the transition increases vulnerability to attack. The ESUP team is trying to bring up the systems in the most secure way possible and have hired outside consultants to attack the system to expose any vulnerabilities. He reiterated that while external validations have been made, there is an increased risk inherent in bringing a new system online.

In response to a question from Regent Beeson, Studham noted that the University has been able to retire some tertiary systems as it starts to move toward using ESUP. ESUP will also be less customized, allowing for better vendor support and greater University efficiency.

In response to a question from Regent Johnson, Studham indicated that ESUP would require minor upgrades every three years but that other systems will need to be upgraded sooner, including the research and facilities systems. He added that ESUP will need to be replaced in 10 to 15 years. What that system will look like and cost is difficult to predict given the ever- changing technological landscape.

In response to a question from Regent McMillan, Studham observed that during the go-live period, the worst-case scenario would be a major issue with either the payroll or student registration systems.

REPORT ON STATE OF MINNESOTA 2014-15 BIENNIAL APPROPRIATIONS AND PERFORMANCE

Vice President Pfutzenreuter invited Associate Vice President Tonneson and Lincoln Kallsen, Director of Financial Analysis, to present the Report on State of Minnesota 2014-15 Biennial Appropriations and Performance, as detailed in the docket.

Kallsen reminded the committee of the history behind the performance measures, reviewed applicable Minnesota Law, and defined the five performance measures as agreed upon with the Minnesota Office of Higher Education. The performance measures are: 1. Improve graduation rates for low-income students. 2. Improve graduation rates, more generally. 3. Increase the total number of undergraduate STEM degrees. 4. Increase invention disclosures. 5. Decrease administrative costs by $15 million for FY 2014

Tonneson reported that the University achieved all five of the performance measures. She summarized the administrative cost reduction, breaking down the FY 2014 cost reduction of $18.8 million by staffing changes and operating reductions. Pfutzenreuter added that $20 million is planned for FY 2015, with the University likely to exceed that number.

In response to a question from Regent Allen, Kallsen concurred that the increased graduation rates shows the hard work of students, faculty, and staff. He noted that the University has gained quite a bit of ground and will need to keep that in mind when defining new goals.

In response to a question from Regent Brod, President Kaler noted that because the only way to measure year over year is to keep measures consistent, the definitions for the five performance

Finance Committee December 11, 2014 20 of 260 DRAFT measures would not change. He offered that the University’s measures are some of the best in the nation.

In response to a comment from Regent Frobenius, Kaler agreed that the University would stand firm if the Minnesota Legislature wanted to set accountability measures in areas that the Board does not agree with. He added that common ground exists with the legislature, which the University can build upon without eroding its constitutional autonomy.

A motion was made and seconded, and the committee voted unanimously to recommend that the Board accept the report and direct the administration to forward it to the State of Minnesota.

CONSENT REPORT

Vice President Pfutzenreuter presented the Consent Report, as detailed in the docket:

General Contingency:

• There are no items requiring approval this period.

Purchase of Goods and Services $1,000,000 and Over:

• To HealthPartners Administrators, Inc. for the estimated amount of $12,702,141 for administering self-funded medical insurance coverage and to provide stop loss insurance for Twin Cities and Duluth graduate assistants, residents, fellows, and interns for an initial contract for a two-year period, with four one-year options to renew for the University of Minnesota Office of Human Resources Employee Benefits and Office of Student Health Benefits. These services are funded on an annual basis through the University and participant contributions. Vendor was selected through a competitive process. • To Illumina, Inc. for $5,000,000 for manufacturer reagents and instrumentation service agreements as needed for the period of December 15, 2014, through June 30, 2016, for the Genomics Department core facility, University of Minnesota Genomics Center (UMGC). The reagents from Illumina will be purchased with departmental funds. As an Internal Service Organization (ISO), UMGC will order reagents as needed for expression, genotyping, and next-generation sequencing projects provided to University researchers. See docket documentation regarding basis for vendor selection. • To Oracle Corporation for $21,474,400 for all current Oracle products for support and maintenance for the period December 15, 2014, through May 30, 2020, for the Office of Information Technology (OIT). OIT funds these product support and software updates to ensure continuous operation of mission critical functions. The expense will be covered from OIT’s central O&M funds. The FY 2015 budget includes planning and funding for this expense. • To ServiceNow.com for an estimated $1,200,000 for an online IT service management tool with 1,050 licenses, and support and maintenance for the period June 20, 2014, through June 19, 2016, for the Office of Information Technology (OIT). OIT funds this subscription, product support and software updates to ensure continuous operation of mission critical functions. The expense will be covered from OIT’s central O&M funds. The FY 2015 budget includes planning and funding for this expense. Vendor was selected through a competitive process. • To UnitedHealthCare Global (formerly FrontierMEDEX) for the estimated amount of $1,310,520 for medical, natural disaster and political evacuation coverage for UPlan participants, residents, fellows, interns, graduate assistants and students for an initial contract period of one year with five one-year options to renew for the University of

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Minnesota Office of Human Resources Employee Benefits and Office of Student Health Benefits. These services are funded on an annual basis through the University and participant contributions. Vendor was selected through a competitive process.

A motion was made and seconded, and the committee voted unanimously to recommend approval of the Consent Report.

INFORMATION ITEMS

Vice President Pfutzenreuter referred the committee to the Information Items contained in the docket:

• Quarterly Investment Advisory Committee Update • Quarterly Asset Management Report

The meeting adjourned at 12:00 p.m.

BRIAN R. STEEVES Executive Director and Corporate Secretary

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Year 2014-15

UNIVERSITY OF MINNESOTA BOARD OF REGENTS

Facilities & Operations Committee December 11, 2014

A meeting of the Facilities & Operations Committee of the Board of Regents was held on Thursday, December 11, 2014 at 2:00 p.m. in the West Committee Room, 600 McNamara Alumni Center.

Regents present: Clyde Allen, chair, Linda Cohen, Thomas Devine, Dean Johnson, Peggy Lucas, and Abdul Omari.

Staff present: President Eric Kaler; Chancellors Lendley Black, Jacqueline Johnson, Stephen Lehmkuhle, and Fred Wood; Vice Presidents Richard Pfutzenreuter and Pamela Wheelock; Executive Director Brian Steeves; and Associate Vice Presidents Michael Berthelsen and Gail Klatt.

Student Representatives present: Hannah Keil and Callie Livengood.

CAPITAL BUDGET AMENDMENTS

A. Steam Line Replacement – Duluth Campus

A motion was made and seconded to recommend approval of the following action:

On recommendation of the President and the Vice President for University Services, the FY 2014 Capital Budget is amended to include the following project:

• UMD Steam Line Replacement – Duluth Campus • Scope of Project: Replace existing steam line, add a new condensate line, replace unsuitable soil and add third steam line expansion loop. • Master Plan: The project is in compliance with the UMD Utility Master Plan and the 2013 Master Plan Update • Cost Estimate: $2,100,000 • Capital Funding: UMD Facilities Management Utility Infrastructure

Vice President Wheelock introduced Suzanne Smith, Assistant Vice President for Capital Planning & Project Management, to review the project. Smith explained that the existing steam line buried between the UMD Heating Plant and the Sports and Health Center - one of three main campus distribution lines – cracked, allowing heat to escape and ground water to infiltrate the piping bundle. She added that the escaping heat has damaged the surrounding soil. The poor soil conditions, addition of a third steam line expansion loop, new condensate line, and increased market value of construction have contributed to an increase in the project scope and cost.

The committee voted unanimously to recommend approval of the Capital Budget Amendment for the Steam Line Replacement – Duluth Campus.

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B. Bee Discovery and Pollinator Center – Landscape Arboretum

A motion was made and seconded to recommend approval of the following action:

On recommendation of the President and the Vice President for University Services, the FY 2014 Capital Budget is amended to include the following project:

• Bee Discovery and Pollinator Center – Landscape Arboretum • Scope of Project: New construction at Red Barn Farm Garden site of 6,700 square feet with specialty spaces for central exhibits, teaching/gathering, honey extraction, and greeter stations. Associated 4,500 square feet of outside space for Apiary live demonstration, pollinator garden and outdoors exhibitions. Extension of utilities from Highway 11. • Master Plan: The project is in compliance with the Landscape Arboretum 2013 Master Plan. • Cost Estimate: $6,382,000 • Capital Funding: MN Landscape Arboretum Foundation

Vice President Wheelock introduced Suzanne Smith, Assistant Vice President for Capital Planning & Project Management, to review the project. Smith explained that the Bee Discovery and Pollinator Center would showcase the importance of bee health and biodiversity and create a year-round public education facility for University experts to bring their research to the public in a landscape context. She reported that the project is fully funded by the Landscape Arboretum Foundation.

In response to a question from Regent Johnson, Wheelock explained that the Bee Discovery and Pollinator Center was designed and programmed in concert with the Bee Laboratory that was funded as part of the 2014 Capital Request.

The committee voted unanimously to recommend approval of the Capital Budget Amendment for the Bee Discovery and Pollinator Center – Landscape Arboretum.

C. Parking Lot Removal and Site Improvements – Rochester Campus

A motion was made and seconded to recommend approval of the following action:

On recommendation of the President and the Vice President for University Services, the FY 2014 Capital Budget is amended to include the following project:

• Parking Lot Removal and Site Improvements – Rochester Campus • Scope of Project: Replace the existing parking lot at 6th Street SW and Broadway South, with prairie grasses, shrubs, trees, and an ornamental fence. • Master Plan: The project is in compliance with the Rochester Campus 2014 Master Plan • Cost Estimate: $585,000 • Capital Funding: City of Rochester/University of Minnesota Rochester

Vice President Wheelock introduced Suzanne Smith, Assistant Vice President for Capital Planning & Project Management, to review the project. Smith shared that the site, currently a vacant and unattractive parking lot, will form the northeast boundary of the future campus. She explained that in partnership with the City of Rochester, the University of Minnesota

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Rochester has committed to improving the site by replacing the lot with landscaping and an ornamental fence.

The committee voted unanimously to recommend approval of the Capital Budget Amendment for the Parking Lot Removal and Site Improvements – Rochester Campus.

D. Combined Heat & Power Plant – Twin Cities Campus

A motion was made and seconded to recommend approval of the following action:

On recommendation of the President and the Vice President for University Services, the FY 2014 Capital Budget is amended to include the following project:

• Combined Heat & Power Plant – Twin Cities Campus • Scope of Project: Address known issues with the project site, demolition, facility structure, and building systems, and replenish the project contingency. • Master Plan: The project is consistent with these March 2009 Twin Cities Campus Master Plan Guiding Principles. Five: Steward historic building and landscapes. Nine: Optimize the use of campus land and facilities and apply best practices. Ten: Develop a campus that is environmentally and operationally sustainable. • Cost Estimate: $17,100,000 • Capital Funding: University Debt

Vice President Wheelock reminded the committee that it had previously reviewed the proposed amendment and then introduced Suzanne Smith, Assistant Vice President for Capital Planning & Project Management, and Michael Berthelsen, Associate Vice President, Facilities Management, to outline the project. Berthelsen reviewed that the University is at risk for a shortage in firm boiler capacity relative to wintertime peak steam demand and its current reliance on a single site for steam generation. He emphasized the importance of this project for increasing reliability and its cost-saving capacity. Smith reported that hazardous material abatement was completed and the public comment period for the air permit closed in November.

Regent Lucas shared that she had toured the site, as well as the Pillsbury Mill project site, and found the cost increases to by typical given the project type and scope.

The committee voted unanimously to recommend approval of the Capital Budget Amendment for the Combined Heat & Power Plant – Twin Cities Campus.

SCHEMATIC PLANS

A. Tate Science and Teaching Renovation – Twin Cities Campus

A motion was made and seconded to recommend approval of the following actions:

The schematic plans for the Tate Science and Teaching Renovation, Twin Cities Campus are approved and the appropriate administrative officers authorized to proceed with the award of contracts, the development of construction documents, and construction.

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Vice President Wheelock invited Suzanne Smith, Assistant Vice President for Capital Planning & Project Management, and Steven Crouch, Dean, College of Science and Engineering, to present the schematic plans, as detailed in the docket.

Smith explained that the project would include renovation and construction totaling 230,049 gross square feet of research and teaching labs, classrooms, offices, and support space for the School of Physics and Astronomy and the Department of Earth Sciences. She shared that the project scope includes rehabilitation of the building exterior, hazardous materials abatement, modernized mechanical, plumbing, and electrical systems, and the addition of an accessible entry.

Crouch noted that the building will house the theoretical physicists not relocated to the Physics and Nanotechnology building, as well as the Department of Earth Sciences that is currently located in six different buildings. He added that the renovation will allow Physics and Earth Sciences to be competitive in recruiting and retaining the highest-quality faculty and graduate students, as well as attract research support.

The committee voted unanimously to recommend approval of the schematic plans for the Tate Science and Teaching Renovation – Twin Cities Campus.

B. Aquatic Invasive Species Lab – Twin Cities Campus

A motion was made and seconded to recommend approval of the following actions:

The schematic plans for the Aquatic Invasive Species Lab, Twin Cities Campus are approved and the appropriate administrative officers authorized to proceed with the award of contracts, the development of construction documents, and construction.

Vice President Wheelock invited Suzanne Smith, Assistant Vice President for Capital Planning & Project Management, and Greg Cuomo, Associate Dean for Research, College of Food, Agriculture, and Natural Resource Sciences, to present the schematic plans, as detailed in the docket.

Cuomo reported that the project would provide a unique facility to study aquatic invasive species in a secure, modern research environment. Smith shared that the renovation will encompass 10,170 square feet in the existing Engineering and Fisheries Laboratory to provide aquatic holding and effluent treatment, biological lab/research facilities, office and support space, upgrades to the building systems, as well as ADA and code upgrades.

The committee voted unanimously to recommend approval of the schematic plans for the Aquatic Invasive Species Lab – Twin Cities Campus.

C. Wellness Center – Crookston Campus

A motion was made and seconded to recommend approval of the following actions:

The schematic plans for the Wellness Center, Crookston Campus are approved and the appropriate administrative officers authorized to proceed with the award of contracts, the development of construction documents, and construction.

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Vice President Wheelock invited Suzanne Smith, Assistant Vice President for Capital Planning & Project Management, and Chancellor Fred Wood, to present the schematic plans, as detailed in the docket.

Wood reported that the existing Sports Complex is inadequate to serve the needs of a four-year college. He explained that the general student population has only minimal access to the current recreation and fitness facilities due to heavy usage by the athletic teams, and emphasized its importance particularly in a small community with fewer recreation options for students.

Smith shared that construction of the 37,726 square foot Wellness Center building will create a two-court gymnasium, running track, classroom, fitness/cardio area, general locker rooms, and a multipurpose room for group exercise. The building will be connected to the existing Sports Complex by an enclosed skyway.

Regent Devine commended the students for agreeing to a fee increase and effectively lobbying at the legislature for project funding.

The committee voted unanimously to recommend approval of the schematic plans for the Wellness Center – Crookston Campus.

OPTIMIZING THE UNIVERSITY’S PHYSICAL ASSETS: SYSTEM-WIDE CAMPUS INFRASTRUCTURE

Vice President Wheelock introduced Michael Berthelsen, Associate Vice President, Facilities Management; Jerome Malmquist, Director of Energy Management, Facilities Management; John Rashid, Associate Director of Building Operations, Project Management, Grounds & Fleet Services, Duluth Facilities Management; and Chancellor Jacqueline Johnson, University of Minnesota Morris, to report on system-wide campus infrastructure.

Berthelsen shared that decisions and actions related to the maintenance and enhancement of infrastructure services are evaluated using the guiding principles of sustainability, cost effectiveness, and reliability; as well as the following strategic considerations:

• Critical infrastructure reaching the end of its useful life. • Opportunities to leverage expertise and resources across the system. • Partnership with adjacent communities. • Engagement with regulators and legislators on policy and law. • Utilize climate action plan to inform priorities and work plans. • When and why to utilize District Utility approaches.

Berthelsen noted that a new Electrical Master Plan has been completed for the Crookston campus to convert the campus to a more reliable distribution system. Phase 1 of the project will begin in 2015.

Rashid detailed two infrastructure projects on the Duluth campus. One, the addition of a third chiller, installed last summer and expected to be fully operational for summer 2015, will provide air conditioning to the remaining 40 percent of campus that was not previously air conditioned. The second project, the steam line repair discussed as a capital budget amendment, will fix a major leak and significantly reduce energy consumption.

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Johnson told the committee about the dual-fuel system planned for the Morris campus, expected to be operational in fall 2015, which will mitigate the risk of natural gas price fluctuation and support reliability and sustainability. She also highlighted the installation of a 20 KW solar PV array that provides power for the campus' Green Prairie Living Learning Community.

Malmquist outlined several utilities infrastructure renewal projects that will need to be addressed on the Twin Cities campus, including:

• Replacement of approximately 20 percent of electrical distribution cabling that is nearing the end of its reliable service life. • Addition of a third electrical substation, as the two current facilities do not have any available feeders or breakers to support new facilities. • Rehabilitation of 10 out of 12 steam shafts that connect tunnels with the buildings on the surface. • Replacement of several production chillers and cooling towers that are near or past reliable service life span. • Renewal of two Mississippi River stormwater outfalls owned by the University. • Building automation systems infrastructure upgrades to increase reliability, occupant comfort, and energy efficiency.

Berthelsen also shared ongoing efforts to manage energy consumption and reported that steam and electrical consumption has been steadily decreasing over the last five years. He reviewed data showing that the University consumes less energy that its peers, particularly when normalized for cold-weather days.

In response to questions and comments from Regents, a discussion ensued regarding the total cost and yearly commitment for maintenance and renewal. Berthelsen explained that projects are outlined in a Utility Master Plan and are largely funded by a portion of utility rates set aside for capital investment. He indicated that most projects in the Utility Master Plan have been completed as outlined, and it is time for an update to the plan. Vice President Richard Pfutzenreuter added that including renewal funding as part of the University’s operating request is another strategy for addressing future needs in this area.

REAL ESTATE TRANSACTIONS

A. Sale of 51.72 Acres, Carver County – Landscape Arboretum

A motion was made and seconded to recommend approval of the following action:

On recommendation of the President and the Vice President for University Services, the appropriate administrative officers are authorized to execute the appropriate documents providing for the following real estate transaction:

• The subject property is located south of West 82nd Street in Chaska, along the southerly border of the Landscape Arboretum. The property consists of 51.72 acres of vacant land. • Basis for Request: The subject property and an additional parcel totaling 18.13 acres at the Landscape Arboretum were identified for sale in late 2012 in conjunction with identifying funding sources for the planned purchase of 78.13 acres for expansion of the Landscape Arboretum. As a result of the sale listing for

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the 51.72 acres, Peachtree Arboretum, LLC submitted an offer to purchase the property for residential development. • Detail of Transaction: The sale price will be $1,702,500 with one half of the purchase price ($851,250) paid in cash at closing, and the balance of the purchase price ($851,250) paid on a three-year contract for deed with an interest rate of 3.25%. The closing date is 12 months following purchase agreement execution, but can be extended up to one year in 6-month increments with additional earnest money deposits by the buyer. The initial earnest money deposit paid by the buyer at purchase agreement execution will be $60,000 and goes hard 6 months after payment. If the buyer opts to extend the closing date twice, additional earnest money deposits of $80,000 and $110,000, respectively, will be due; each additional earnest money deposit goes hard 60 days after payment.

The committee voted unanimously to recommend approval of the real estate transaction for the sale of 51.72 acres in Carver County at the Landscape Arboretum.

B. Purchase of Block 31, Regents Addition, Hennepin County – Twin Cities Campus

A motion was made and seconded to recommend approval of the following action:

On recommendation of the President and the Vice President for University Services, the appropriate administrative officers are authorized to execute the appropriate documents providing for the following real estate transaction:

• The subject property consists of 14 separate tax parcels totaling 2.29 acres bounded by Huron Boulevard SE, Essex Street SE, Erie Street SE, and Fulton Street SE. The subject property is the block located directly east of Block 12 of Baker’s Addition where the new Ambulatory Care Center is being constructed. • Basis for Request: The subject property is included within the master plan boundary of the Twin Cities-Minneapolis-East Bank Campus, and designated for future campus expansion. CPM Development, the seller of the subject property, approached the University offering the sale of the entire block after purchasing 3 of the 14 parcels and executing purchase agreements or purchase options for all remaining parcels in the block, with closing to occur when the property can be conveyed in vacant condition. • Detail of Transaction: The purchase price for the subject property will be $25,800,000. The transaction will include a $1,000,000 broker fee paid by the University and an $800,000 donation to the University by the seller, for a net to the University of $26,000,000. The transaction will involve two closings. The first closing will occur on or before January 9, 2015 and will cover the property at 1014, 1018, and 1022 Essex Street SE. The portion of the purchase price attributed to these three properties, which were acquired by CPM Development for development of an extended-stay hotel, for which all required approvals by the City of Minneapolis were granted, is $6,607,200. The closing on the balance of Block 31 is expected to occur on or before September 1, 2015 and will cover the property at 1000 and 1010 Essex Street SE, 509, 513, 521, and 523 Erie Street SE, 1001 and 1007 Fulton Street SE, and 514, 520 and 524 Huron Boulevard SE. The portion of the purchase price attributed to these 11 properties totals $19,192,800.

In response to questions from Regents, Susan Weinberg, Director of Real Estate, noted that the price equated to approximately $250 per square foot. She reported that the University will pay CPM Development a premium of 8-15 percent on some of the properties, but that many of the

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The committee voted unanimously to recommend approval of the real estate transaction for the purchase of Block 31, Regents Addition, Hennepin County – Twin Cities Campus.

CONSENT REPORT

Vice President Wheelock presented the Consent Report, as detailed in the docket:

• Facilities Management recommends replacement of the 20-ton, air-cooled chiller used to cool Eastcliff following a Facility Condition Assessment conducted in July 2014. The cost to procure and install the new chiller has been estimated at $40,000 plus project administration and permitting costs. The project will be funded with budgeted Repair and Replacement funds. The Eastcliff Technical Advisory Committee and Eastcliff Advisory Board reviewed the project and unanimously recommend its approval.

A motion was made and seconded and the committee voted unanimously to recommend approval of the Consent Report.

INFORMATION ITEMS

Vice President Wheelock referred committee members to the following information items:

• Lease for 15,726 Rentable Square Feet at 2609 Territorial Road, Saint Paul (Twin Cities Campus) • Planned Sale of 2642 University Avenue, Saint Paul (Twin Cities Campus) • Capital Planning and Project Management Semi-Annual Report

The meeting adjourned at 3:40 p.m.

BRIAN R. STEEVES Executive Director and Corporate Secretary

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Year 2014-15

UNIVERSITY OF MINNESOTA BOARD OF REGENTS

Faculty & Staff Affairs Committee December 11, 2014

A meeting of the Faculty & Staff Affairs Committee of the Board of Regents was held on Thursday, December 11, 2014 at 2:00 p.m. in the East Committee Room, 600 McNamara Alumni Center.

Regents present: John Frobenius, presiding; Richard Beeson, Laura Brod, David McMillan and Patricia Simmons.

Staff present: Chancellor Lendley Black; Vice Presidents Kathryn Brown and Scott Studham; Executive Director Brian Steeves; and Associate Vice Presidents Terry Bock and Gail Klatt.

Student Representatives present: Emily Caldis and Jesse Mara.

UPDATE ON JOB FAMILY REDESIGN

Vice President Brown invited Sheila Reger, Consulting Team Manger, to give an update on the Job Family Redesign, as detailed in the docket.

Reger reviewed the redesign project and timeline. She noted that the project includes review of most civil service and professional and administrative positions on all campuses. This includes approximately 10,500 employees. Of the 18 job families, 14 have been completed. The project is anticipated to be complete by Spring 2015. Reger also outlined the impacts of the study for employees and managers.

Reger highlighted the Human Resources job family, showing what the job family looked like before the project and what the job family now looks like. She pointed out to the committee that there are two pathways, one for managers and one for contributors. Often within the University, the path to promote an employee was by assigning them other employees to supervise. Under the new job family, contributors can be promoted and recognized for their achievement, but remain a contributor.

In response to a question from Regent Frobenius, Reger explained that after the job family study 2.2 percent of employees have been below the minimum salary range and just over 1 percent have been over the maximum range that they were placed in. Employees who fall below the range are brought up to the bottom of the range. Salaries of employees above the maximum are frozen for three years or until the range rises to meet them.

In response to a question from Regent Beeson, Reger stated the project is looking to meet the needs of the units. Some employees’ titles may move down a hierarchy, while others will move up based on a better understanding of the responsibilities and needs for that position.

BUSINESS PROCESS IMPORVEMENTS FROM ENTERPRISE SYSTEMS UPGRADE

Regent Frobenius invited Vice President Brown to present the business process improvement results from the Enterprise System Upgrade Program (ESUP), as detailed in the docket.

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Brown explained that the PeopleSoft Human Resources Management System would be upgraded to the most recent version. She noted that this upgrade will mark a move from a heavily customized system to an off-the-shelf solution, allowing for better vendor support on regulatory and compliance issues. Brown outlined other changes that include a central access portal, consolidated reporting, streamlined business processes, better infrastructure, and improved tertiary systems.

Brown outlined the major changes that would be included in ESUP and the most significant cultural changes that would be created. She commented that the increased focus on data integrity and data management would create better data for analysis. Brown also highlighted the new MyU portal, which is intended to create a more user-friendly access point for students, faculty, and staff.

Brown emphasized that the Office of Human Resources (OHR) was working across the University to help manage change. A coordinated change management, communications, and training effort is underway that includes using OHR leads across units and ensuring a strong partnership between OHR and the Office of Budget and Finance.

HUMAN RESOURCES NEEDS IN THE ACADEMIC HEALTH CENTER

Vice President Brown introduced Associate Vice President Bock and Dorothy Cottrell, Director, Academic Health Center (AHC) Human Resources, to discuss the HR needs in the AHC, as detailed in the docket.

Bock summarized the composition and programs of the AHC; identified the six schools within the AHC; and explained the balance between the educational and outreach missions, along with the clinical services provided. Cottrell detailed the size of the AHC faculty and staff, noting the portion of the staff that includes the University of Minnesota Physicians.

Bock and Cottrell identified and reviewed seven key HR challenges facing the AHC: 1. Recruitment and retention of faculty and staff. 2. Faculty development and support. 3. Academic supervisory, management, and leadership development. 4. Supporting the respective roles of tenured and clinical faculty. 5. Managing the complex HR relationships between the University and clinical practice. 6. Increasing the diversity of the AHC faculty and staff. 7. Employee engagement.

In response to a question from Regent Beeson, Bock commented that there are many variations in how medical schools are managed across the country. Medical school faculty members, when performing their educational responsibilities, are supervised by their department chair. When faculty members are performing their clinical work, University of Minnesota Physicians leadership supervises them. Those two supervisory roles are linked and factor into the annual evaluation of the faculty member. Bock noted that this is a complex operational situation and that a number of initiates have been created to align and streamline supervision of faculty.

In response to a question from Regent McMillan, Bock acknowledged that there is a great deal of competition for AHC faculty members, including other universities, health systems and biomedical research companies. For those individuals focused on being faculty members, the AHC has advantages – its breadth; the combined academic, clinical, and research mission; and the Twin Cities location. The University’s benefits and HR policies that accommodate differing work styles and work life balance are additional advantages. The most successful hires are made when hiring clusters of faculty members or single faculty members into programs that are nationally ranked.

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In response to a question from Regent Simmons, Bock shared that only 20 percent of National Institute of Heath (NIH) grants are being funded, creating significant competition. The AHC is developing more mentoring and training to grow its pipeline of researchers aimed at when researches are able to secure significant NIH funding.

In response to a question from Regent Frobenius, Bock explained that the AHC must grow its clinical practice to regain some of its 100 lost faculty positions. The University also is looking to the state for increased funding. Bock noted that the loss of those faculty positions has also had a profound impact on the amount of grant funding flowing into the AHC; the current faculty are being asked to increase research by 10 percent.

In response to a question from Regent Brod, Bock noted that the AHC is not experiencing a mass exodus of faculty as there was in the 1990s. Many departing faculty members are retiring. The AHC does lose some faculty members to other institutions, and Brown added that one way to improve retention rates is to bring in high-achieving, field-shaping faculty members via cluster hires, while ensuring that HR policies help to streamline and simplify the process.

CONSENT REPORT

Vice President Brown presented for review and action the Consent Report, which included the following item:

• Conferral of tenure for outside hire.

A motion was made and seconded and the committee voted unanimously to recommend approval of the Consent Report.

INFORMATION ITEMS

Vice President Brown referred the committee to the information items contained in the docket materials, which included:

• Personnel highlights. • University highlights. • Faculty and staff activities and awards.

The meeting adjourned at 3:53 p.m.

BRIAN R. STEEVES Executive Director and Corporate Secretary

Faculty & Staff Affairs Committee December 11, 2014 33 of 260 DRAFT

Year 2014-15

UNIVERSITY OF MINNESOTA BOARD OF REGENTS

Board of Regents December 12, 2014

A meeting of the Board of Regents of the University of Minnesota was held on Friday, December 12, 2014 at 9:00 a.m. in the Boardroom, 600 McNamara Alumni Center.

Regents present: Richard Beeson, presiding; Clyde Allen, Laura Brod, Linda Cohen, Thomas Devine, John Frobenius, Dean Johnson, Peggy Lucas, David McMillan, Abdul Omari, and Patricia Simmons.

Staff present: President Eric Kaler; Chancellors Lendley Black, Jacqueline Johnson, Stephen Lehmkuhle, and Fred Wood; Senior Vice President and Provost Karen Hanson; Vice Presidents Kathryn Brown, Brian Herman, Richard Pfutzenreuter, Scott Studham, and Pamela Wheelock; General Counsel William Donohue; Executive Director Brian Steeves; and Associate Vice Presidents Gail Klatt and Michael Volna.

REMEMBERANCE OF REGENT DAVID LARSON

Chair Beeson acknowledged the death of Regent David Larson in late October. Beeson reflected on Larson’s service to the University and the State of Minnesota. Other Regents and President Kaler shared their thoughts and memories.

APPROVAL OF MINUTES

A motion was made and seconded, and the Board of Regents voted unanimously to approve the minutes of the following meetings:

Audit Committee Work Session – October 9, 2014 Special Committee on Academic Medicine – October 9, 2014 Facilities & Operations Committee – October 9, 2014 Faculty & Staff Affairs Committee – October 9, 2014 Academic & Student Affairs Committee – October 9, 2014 Finance Committee – October 9, 2014 Board of Regents – October 9, 2014 Board of Regents – October 10, 2014

REPORT OF THE PRESIDENT

President Kaler updated the Board on the Twin Cities Strategic Plan. Dean Mary Nichols, College of Continuing Education, has agreed to coordinate the implementation efforts already underway. Kaler noted that academic and support units have been asked to align their existing priorities and plans with the new strategic plan and that alignment will be reinforced in the budget process. A continuity team will be formed to shape implementation priorities and develop benchmarks for success. A focus on achieving the plan’s broader goals of institutional transformation will also be a top priority.

Board of Regents December 12, 2014 34 of 260 DRAFT

Kaler reflected on recent election results, the upcoming biennial budget and capital budget requests, and a new session of the Minnesota Legislature. He indicated a willingness to work with the governor and the legislature. With the new majority leadership in the House of Representatives, an increased focus on greater Minnesota is expected. Kaler reminded the Board that the biennial budget request seeks to strengthen the University’s statewide partnerships to advance health care delivery and training, mining research and rural economic development, and community vitality.

Kaler detailed additional work being done around campus climate. The University was awarded the Higher Education Excellence in Diversity Award for the third straight year, but he noted that more work needs to be done. The Campus Climate Workgroup sponsored four participatory sessions on the Twin Cities campus called “World Cafes” to gain input from students, staff and faculty. The Workgroup members researched best practices, evaluated existing qualitative and quantitative data about student, faculty and staff experiences, and are finalizing their report and recommendations.

A copy of the Report of the President is on file in the Board Office.

REPORT OF THE CHAIR

Chair Beeson noted several activities and events in which Regents have engaged: the annual Medical Staff meeting; the 125th Anniversary Gala for the School of Dentistry; the University of Minnesota Duluth Chancellor’s Gala; and the grand opening of the Gore Annex of Amundson Hall on the Twin Cities campus.

Beeson acknowledged Regent Emeritus Elton Kuderer, who passed away November 20, 2014. Kuderer served on the Board of Regents from 1987 to 1993 and was its chair for one term. Beeson extended his deepest sympathies to Regent Emeritus Kuderer’s family.

A copy of the Report of the Chair is on file in the Board Office.

RECEIVE AND FILE REPORTS

Chair Beeson noted the receipt and filing of the Quarterly Report of Grant and Contract Activity, the Annual Financial Report, and the Annual Eastcliff Report.

CONSENT REPORT

Chair Beeson presented for action the Consent Report as described in the docket materials, including:

• Report of the All-University Honors Committee recommendation forwarded to the Board of Regents in a letter from President Kaler dated December 4, 2014. • Summary of Gifts through October 31, 2014. • Report of the Special Naming Committee recommendation forwarded to the Board of Regents in a letter from Chair Beeson dated December 4, 2014.

A motion was made and seconded, and the Board of Regents voted unanimously to approve the Consent Report.

Board of Regents December 12, 2014 35 of 260 DRAFT

REPORT OF THE FACULTY CONSULTATIVE COMMITTEE

Professor Rebecca Ropers-Huilman, Chair of the Faculty Consultative Committee (FCC), reported on the committee’s recent activities. Topics included equity and diversity, inequities in salary by college, enriching the faculty by recruiting and retaining a diverse faculty, graduate education, the new administrative structure for the graduate school, and the need for a more family-friendly environment for faculty.

In response to a question from Regent Omari, Ropers-Huilman reported that the shared governance structure of the University is quite robust and strong. Faculty, staff and students are engaged. There is room for improvement and one of the conversations that the FCC will have in the spring will be around shared governance and ways to enhance communication across the University Senate.

2014 UNIVERSITY PLAN, PERFORMANCE, AND ACCOUNTABILITY REPORT

Chair Beeson invited President Kaler and Senior Vice President and Provost Hanson to present the 2014 University Plan, Performance & Accountability Report (Report) for review, as detailed in the docket materials.

Hanson offered examples from the past year of how students, faculty, staff, and alumni are fulfilling the University’s threefold mission of education, research and discovery, and outreach and public service.

In response to a question from Regent Simmons, Kaler explained that the metrics contained in the 2014-15 biennial appropriations and performance goals and presented in the Finance Committee are being kept separate from the Report. While meeting those metrics is an achievement that the University plans to share with the state, he noted that this Report is required under the University’s charter and it is important to keep the two separate given their different purposes.

In response to a question from Regent McMillan, Hanson agreed that it is more difficult to gather objective metrics around the outreach and public service mission since much of that work is subjective. However, examples like the ones provided, help to show the success of the outreach mission of the University.

The 2014 University Plan, Performance, and Accountability Report will return for action at a future Board of Regents meeting.

ANNUAL REPORT ON THE STATUS OF UNIVERSITY RESEARCH AND COMMERCIALIZATION OF INTELLECTUAL PROPERTY

Chair Beeson invited Vice President Brian Herman to present the annual report on the status of University research and commercialization of intellectual property, as detailed in the docket materials.

Herman reported that University of Minnesota faculty and staff competed successfully for $741 million in externally sponsored research awards in FY 2014, an increase of 6.8 percent from FY 2013. Sources of federal research funding have remained relatively constant, with the National Institutes of Health and National Science Funding accounting for the majority of the University’s federal funding.

Board of Regents December 12, 2014 36 of 260 DRAFT

Herman added that for FY 2013-14, federal research and development funds increased by 1.1 percent; during the same period, the University increased its funding from federal research by 2.4 percent.

Data comparing schools in the Committee on Institutional Cooperation (CIC) group over the past five years show that the University ranks third among CIC institutions for total awards received. Herman pointed out that the top two schools, the University of Wisconsin Madison and the University of Michigan, saw decreases in their total awards.

Herman reported that the institution continues to be successful in technology commercialization. A record 15 start-up companies were launched in the past year. He cited the University’s achievement of an increase of three percent in invention disclosures. That three-percent increase was one of the goals included in the biennial appropriations performance goals with the State of Minnesota. Herman observed that one area of future opportunity is Non-Glaxo revenue. The Office for Technology Commercialization has put in place several new programs designed to significantly increase opportunities for entrepreneurship and technology commercialization.

In national and international rankings, the University maintained its ninth position among public universities according the Higher Education Research and Development Survey. Herman noted that for the first time in its history, the University ranked in the top 25 on all nine indicators used in the 2013 Center for Measuring University Performance. He also outlined new opportunities for investment in innovation and summarized the initial success of the first year of MnDRIVE and grant-in-aid programs.

In response to a question from Regent Simmons, Herman explained that that the new federal budget provides little increase in research funding and that those increases do not account for inflation. He warned that while the University is currently using institutional funds to replace losses in federal funding, that model is not sustainable. The University will continue to build private relationships and is also looking at philanthropy to help make up the gap.

In response to a question from Regent Devine, Herman explained that one way the Office of the Vice President for Research (OVPR) is addressing the gap in researching funding is through the three-percent solution. The three-percent solution would reallocate 3 percent of OVPR operations and maintenance apportionment to provide funds for investment back into the systemwide research strategic plan. This process would be through a competitive, peer- reviewed application. In addition, OVPR is looking for substantial returns from MnDRIVE; President Kaler added that given the initial results of MnDRIVE, a proposal to expand it will likely be recommended for inclusion in the University’s FY 2018-19 biennial request.

In response from a comment from Regent McMillan, Herman agreed that the University is expanding its outreach to the business community across the state. Businesses have shown excitement around the University’s focus on public-private partnerships. Herman noted that some companies have asked for ways to co-locate individuals on campus, for adjunct appointments, or other methods for creating open, engaged partnerships.

In response to a question from Regent Lucas, Herman explained that 21 percent of grant-in-aid funds have been allocated in the humanities. He noted that while this area of research is not as large, the support given is critical to be successful in these fields.

Board of Regents December 12, 2014 37 of 260 DRAFT

ANNUAL FINANCIAL REPORT

Chair Beeson invited Vice President Pfutzenreuter and Associate Vice President Volna to present the University’s Annual Financial Report, as detailed in the docket materials.

Volna reported that Deloitte and Touche LLP issued an unqualified opinion on the audited financial statements. He explained that the net position of the University increased by $169.3 million in FY 2014. The total net operating losses increased over FY 2013, but non-operating revenues were also up nearly $200 million. Volna noted that FY 2014 cash flow increased by $103.4 million from FY 2013, to a positive cash flow of $28.9 million. Total University assets increased by $176 million or 3.2 percent and total liabilities increased by $7 million or 0.4 percent. Revenues for FY 2014 totaled $3.4 billion and operating expenses totaled $3.3 billion.

Volna reviewed the balance sheet, revenues, operating expenses, and cash flows, and discussed the University’s component units.

RESOLUTION RELATED TO ALCOHOLIC BEVERAGE SALES AT KIRBY STUDENT CENTER

Chair Beeson introduced Chief of Staff Amy Phenix to present the proposed resolution related to alcoholic beverage sales at the Kirby Student Center, Duluth campus, for review and action, as detailed in the docket materials.

Phenix explained that state statute authorizes the Board of Regents to hold liquor licenses for events at Northrop Auditorium, TCF Bank Stadium, and no more than seven other on-campus locations. The University currently holds liquor licenses for Northrop, Les Bolstad Golf Course, Morris Student Center, TCF Bank Stadium, Williams Arena, Mariucci Arena, and the Minnesota Landscape Arboretum.

Phenix noted that the University established the Alcohol License Oversight Committee (ALOC) in 2012 to ensure a thorough process for evaluating venues that could be licensed to best achieve the University’s commitment and policy goals. The ALOC has representatives from Contract Administration, Office of Risk Management, Office of Student Affairs, Office of the General Counsel, and Office of the President. The ALOC recommended to the president that the University should apply to the State of Minnesota for an alcohol license for Kirby Student Center.

In response to a question from Regent Johnson, Phenix responded that the Kirby Student Center would not have to obtain a license from the city of Duluth since the University applies for the license directly from the state.

The Board of Regents voted unanimously to approve the Resolution Related to Alcoholic Beverage Sales at Kirby Student Center, as follows:

WHEREAS, the University of Minnesota (“University”) has important policy and educational interests in controlling the consumption, use, and sale of alcoholic beverages on its campuses; and

WHEREAS, Board of Regents policy prohibits the sale of alcoholic beverages on University property except when authorized by license, approved by the Board of Regents, and sold and served in accordance with applicable law; and

WHEREAS, the consumption of alcoholic beverages for social and celebratory purposes on University property is permitted only when authorized by the President or delegate in accordance with administrative policy; and

Board of Regents December 12, 2014 38 of 260 DRAFT

WHEREAS, state legislation authorizes the Board of Regents to hold liquor licenses for events at Northrop Auditorium, TCF Bank Stadium, and at no more than seven other locations within the boundaries of the University; and

WHEREAS, the Board of Regents currently holds liquor licenses for Northrop, TCF Bank Stadium, Williams Arena, Mariucci Arena, the University of Minnesota Landscape Arboretum; Les Bolstad Golf Course, and the Morris Student Center; and

WHEREAS, the University established the Alcohol License Oversight Committee to ensure a thorough process for evaluating venues that could be licensed to best achieve the University’s policy goals and commitment to safety and make recommendations on potential licensees to the president; and

WHEREAS, the University recommends allowing alcoholic beverage sales at other locations on its campuses where it is culturally and programmatically appropriate and consistent with the University’s long standing commitment to promoting a healthy and safe living and learning environment for its students, employees and visitors, and emphasizes the University’s important policy and educational interests in controlling the sale of alcoholic beverages on campus; and

WHEREAS, the sale of alcoholic beverages on campus will be done in accordance with all applicable laws, served only by appropriately trained persons, and with appropriate enforcement and monitoring mechanisms.

NOW, THEREFORE, BE IT RESOLVED, that the Board of Regents, according to its policy, Alcoholic Beverages on Campus, approves alcoholic beverage sales at the following location:

• Kirby Student Center.

BE IT FURTHER RESOLVED, that the Board of Regents authorizes the submission of liquor license applications in accordance with law for the above-referenced location.

BOARD OF REGENTS POLICY: APPOINTMENTS TO ORGANIZATIONS AND BOARDS

Chair Beeson invited Executive Director Brian Steeves to present for review proposed amendments to Board of Regents Policy: Appoints to Organizations and Boards, as detailed in the docket materials.

Steeves explained that the proposed amendments seek to update the policy to reflect changes and additions to selected organizations and boards. The changes also provide a simplified method for certain appointments to reach the Board.

Regent Frobenius expressed concern that the nominating committee that recommends appointments to University of Minnesota Health and Fairview Health Services would be eliminated. Frobenius stressed the important work of the committee to screen candidates before making recommendations to the Board.

Board of Regents Policy: Appointments to Organizations and Boards will return for action at a future Board of Regents meeting.

Board of Regents December 12, 2014 39 of 260 DRAFT

REPORT OF THE FACULTY & STAFF AFFAIRS COMMITTEE

Regent Frobenius, Chair of the committee, reported that the committee voted unanimously to recommend:

a) Approval of the Consent Report for the Faculty & Staff Affairs Committee as presented to the committee and described in the December 11, 2014 committee minutes.

The Board of Regents voted unanimously to approve the recommendations of the Faculty & Staff Affairs Committee.

Frobenius reported that the committee also received an update on the job family redesign, discussed business process improvements from the Enterprise Systems Upgrade Program, and discussed human resources needs in the Academic Health Center.

REPORT OF THE FINANCE COMMITTEE

Regent McMillan, Chair of the committee, reported that the committee voted unanimously to recommend:

a) Approval of the Consent Report for the Finance Committee as presented to the committee and described in the December 11, 2014 committee minutes.

b) Approval of a Resolution Related to Issuance of Debt, as follows:

WHEREAS, it has been proposed that the University proceed with a plan of financing which involves, among other things, the issuance and sale of indebtedness (such indebtedness, whether issued in the form of bonds, notes, commercial paper or such other form of indebtedness as may be designated by the University, the “Debt”), the proceeds of which are to be used to finance University capital projects which may include purchases of land and buildings, construction and remodeling projects, and the acquisition and installation of equipment, as well as the costs of issuance of the Debt;

WHEREAS, the Debt will be issued pursuant to an Indenture of Trust between the University and a bank or trust company acting as trustee or pursuant to an Order of the University;

WHEREAS, the Indenture of Trust or Order pursuant to which Debt will be issued will contain the terms of such Debt and agreements and covenants of the University with respect to the payment of the principal of, premium, if any, and interest on such Debt;

WHEREAS, the principal amount of the Debt authorized will be the amount of the Debt outstanding at any time, and not an aggregate principal amount;

NOW, THEREFORE, BE IT RESOLVED by the Board of Regents of the University of Minnesota (Board) as follows:

1. To provide funds to finance capital projects which may include purchases of land and buildings, construction and remodeling projects, and the acquisition and installation of equipment, as well as the costs of issuance of such financing, the Board hereby authorizes the sale and issuance of Debt in the principal amount of up to $17,100,000. The Debt may be issued in one or more series and shall mature (or if commercial paper, shall have an amortization schedule terminating) not later than the

Board of Regents December 12, 2014 40 of 260 DRAFT date that is 25 years after the date of issuance of each series. The Treasurer is authorized to determine whether or not the Debt shall be issued as general obligations of the University and whether or not the Debt shall be tax-exempt under Section 103 of the Internal Revenue Code of 1986, as amended.

2. The purchases of land and buildings, construction and remodeling projects, or acquisition of equipment to be financed by the proceeds of the Debt shall be those the source of funding of which is so designated by the Board of Regents or by the Treasurer as part of the University’s capital planning process.

3. The Debt may be sold in either a negotiated sale or a competitive process, as determined by the Treasurer. The Treasurer is authorized to negotiate and approve the terms and conditions of the appropriate agreement or agreements with financial advisors, banks, investment banking firms, or other financial institutions, including the terms and conditions upon which their services will be rendered and the terms and conditions upon which the Debt will be sold and issued. The Treasurer is further authorized to negotiate and approve the terms and conditions of any credit support or liquidity facility for any series of Debt and any interest rate swap agreement or other agreement for the purpose of hedging the University’s interest rate risk with respect to any series of Debt. Such agreements shall be in the form and contain such rights, obligations, covenants, agreements, representations and warranties of the University as are approved by the Treasurer and the General Counsel.

4. In connection with the issuance of any series of Debt, the President and Treasurer are authorized to execute and deliver on behalf of the University the Indenture of Trust or Order or any supplement or amendment thereto under which the Debt is to be issued in the form and containing such covenants, agreements, representations and warranties as is approved by the Treasurer and the General Counsel, and the Secretary and Treasurer are authorized to execute and deliver the Debt in accordance with such Indenture of Trust or Order or any supplement or amendment thereto. The signatures of the Secretary and/or Treasurer on the documents evidencing the Debt may be by facsimile.

5. The President and Treasurer are authorized to execute and deliver a purchase agreement with the initial purchaser or purchasers of any series of Debt in the form and containing such covenants, agreements, representations and warranties of the University as are approved by the Treasurer and General Counsel.

6. The Treasurer is authorized to approve the Preliminary Official Statement, final Official Statement, Offering Memorandum, Offering Circular, or other offering material or any supplements or amendments thereto to be prepared and distributed to any purchaser or potential purchaser of a series of Debt, and the President is authorized to execute and deliver the final Official Statement or any supplements or amendments thereto. In the case of the sale of any series of Debt in a competitive process, the Treasurer is authorized to approve the Notice of Sale and any amendment thereto.

7. The appropriate University officers are authorized to execute and deliver all other documents, certificates and to take such action as may be necessary or appropriate in connection with the issuance and sale of the Debt.

8. The Secretary and other officials of the University are authorized and directed to prepare and furnish to any purchasers of the Debt certified copies of all proceedings and records of the University as may be required or appropriate to evidence the facts relating to the legality of the Debt as such facts appear from the books and

Board of Regents December 12, 2014 41 of 260 DRAFT

records in the officers’ custody and control or as otherwise known to them; and all such certified copies, certificates and affidavits, including any heretofore furnished, shall constitute representations of the University as to the truth of all statements contained therein.

9. The execution of any document by the appropriate University officers herein authorized shall be conclusive evidence of the approval of such documents in accordance with the terms hereof. In the absence of the President or Treasurer, any Indenture of Trust, Order, final Official Statement, purchase agreement or any other document to be executed by the President or Treasurer in connection with the Debt may be executed by the Chair or Vice Chair instead of the President and by the Secretary instead of the Treasurer.

c) Approval of the Report on State of Minnesota 2014-15 Biennial Appropriations and Performance Goals and direct the administration to forward it to the State of Minnesota.

The Board of Regents voted unanimously to approve the recommendations of the Finance Committee.

McMillan reported that the committee also discussed issues related to the 2014 Annual Financial Report, reviewed GASB 61 treatment of component units, and heard an update on the Enterprise Systems Upgrade Program.

REPORT OF THE ACADEMIC & STUDENT AFFAIRS COMMITTEE

Regent Simmons, Chair of the committee, reported that the committee voted unanimously to recommend:

a) Approval of the Consent Report for the Academic & Student Affairs Committee as presented to the committee and described in the December 11, 2014 committee minutes.

The Board of Regents voted unanimously to approve the recommendations of the Academic & Student Affairs Committee.

Simmons reported that the committee also discussed strategic issues related to the 2014 University Plan, Performance, and Accountability Report; received an update on Twin Cities undergraduate education; and heard the Alumni Association’s plan for engagement.

REPORT OF THE AUDIT COMMITTEE

Regent Brod, Chair of the committee, reported that the committee reviewed the institutional risk profile, received the external auditor report and the institutional compliance officer semi- annual report, and discussed the University’s data security strategy.

REPORT OF THE FACILITIES & OPERATIONS COMMITTEE

Regent Allen, Chair of the committee, reported that the committee voted unanimously to recommend:

Board of Regents December 12, 2014 42 of 260 DRAFT

a) Approval of amendments to the FY 2015 Capital Budget as presented to the committee and described in the December 11, 2014 minutes:

1. Steam Line Replacement, Duluth campus. 2. Bee Discovery and Pollinator Center, Landscape Arboretum. 3. Parking Lot Removal and Site Improvements, Rochester campus. 4. Combined Heat and Power Plant, Twin Cities campus.

b) Approval of Schematic Plans for the following projects as presented to the committee and described in the December 11, 2014 minutes:

1. Wellness Center, Crookston campus. 2. Tate Science and Teaching Renovation, Twin Cities campus. 3. Aquatic Invasive Species Lab, Twin Cities campus.

c) Approval of the following real estate transactions as presented to the committee and described in the December 11, 2014 minutes:

1. Sale of 51.72 acres of land in Carver County, Landscape Arboretum. 2. Purchase of Block 31, Regents Addition, Hennepin County, Twin Cities campus.

d) Approval of the Consent Report for the Facilities & Operations Committee as presented to the committee and described in the December 11, 2014 committee minutes.

The Board of Regents voted unanimously to approve the recommendation of the Facilities & Operations Committee.

Allen reported that the committee also discussed a report on systemwide campus infrastructure.

REPORT OF THE LITIGATION COMMITTEE

Regent McMillan, Chair of the committee, reported that pursuant to notice sent by the University, the Litigation Review Committee met on December 2, 2014. A resolution was considered and passed that authorized the closing of the meeting. In the closed meeting a discussion was held of matters subject to the attorney-client privilege.

REPORT OF THE SPECIAL COMMITTEE ON ACADEMIC MEDICINE

Regent Cohen, Chair of the committee, reported that the committee discussed the future of graduate medical education and its financing; reviewed trends and impact of health care reform on clinical education; considered health workforce issues and how Minnesota is responding; and received an update on the governor’s committee on the University of Minnesota Medical School.

The meeting adjourned at 11:56 a.m.

BRIAN R. STEEVES Executive Director and Corporate Secretary

Board of Regents December 12, 2014 43 of 260 BOARD OF REGENTS DOCKET ITEM SUMMARY

Board of Regents February 13, 2015

Agenda Item: Report of the President

Review Review + Action Action X Discussion

This is a report required by Board policy.

Presenters: President Eric W. Kaler

Background Information

It is customary for the President to report on items of interest to the University community at each Board of Regents meeting.

44 of 260 BOARD OF REGENTS DOCKET ITEM SUMMARY

Board of Regents February 13, 2015

Agenda Item: Report of the Chair

Review Review + Action Action X Discussion

This is a report required by Board policy.

Presenters: Regent Richard Beeson

Background Information

It is customary for the Chair to report on items of interest to the University community at each Board of Regents meeting.

45 of 260 BOARD OF REGENTS DOCKET ITEM SUMMARY

Board of Regents February 13, 2015

Agenda Item: Consent Report

Review X Review + Action Action Discussion

This is a report required by Board policy.

Presenters: Regent Richard Beeson

Purpose & Key Points

To seek Board of Regents approval of items in the Consent Report, as required in Board of Regents Policy: Reservation and Delegation of Authority.

Items for consideration:

A. Report of the All-University Honors Committee The President recommends approval of the All-University Honors Committee recommendations forwarded to the Board of Regents in a letter dated February 5, 2015.

B. Gifts The President recommends approval of the Summary Report of Gifts to the University of Minnesota through December 31, 2014 (attached).

C. Summary of Expenditures The President recommends approval of the Summary of Expenditures report (attached).

President’s Recommendation

The President recommends approval of the Consent Report.

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76 of 260 UNIVERSITY OF MINNESOTA BOARD OF REGENTS SUMMARY OF EXPENDITURES GENERAL OPERATIONS & MAINTENANCE FUND SIX MONTHS ENDING DECEMBER 31, 2014

FY 2015 FY 2014

Budgeted Actual Budgeted Actual Revenues / Revenues / Percentage Revenues / Revenues / Percentage Expenditures Expenditures Expended Expenditures Expenditures Expended

Beginning Balance $ 305,374 $ 319,047 $ 291,768 $ 313,134 (Prior Year Carryforward)

Revenues

Total Allocation $ 879,537 $ 879,537 $ 849,567 $ 849,567 Net Transfers $ - $ - $ - $ -

Total Resources $ 1,184,911 $ 1,198,584 $ 1,141,335 $ 1,162,701

Expenditures

Salaries $ 539,605 $ 259,215 48.0% $ 502,238 $ 242,155 48.2%

Fringe Benefits $ 178,246 $ 84,090 47.2% $ 174,200 $ 82,288 47.2%

Supplies, Equipment, $ 187,021 $ 79,953 42.8% $ 180,889 $ 89,748 49.6% Board Expenses, etc.

Total Expenditures $ 904,872 $ 423,259 46.8% $ 857,327 $ 414,191 48.3%

Ending Balance $ 280,039 $ 775,326 $ 284,008 $ 748,510

77 of 260 UNIVERSITY OF MINNESOTA PRESIDENT'S OFFICE SUMMARY OF EXPENDITURES GENERAL OPERATIONS AND MAINTENANCE FUND 6 MONTHS ENDING DECEMBER 31ST, 2014 (Unaudited)

CURRENT YEAR PRIOR YEAR

CURRENT REVENUES/ CURRENT REVENUES/ BUDGET EXPENDITURES BUDGET EXPENDITURES 2014/2015 YTD 2014/2015 2013/2014 YTD 2013/2014

Beginning Balance (Prior Year Carry forward) $520,545 $645,365 $654,748 $654,748

Revenues

Total Year Allocation $3,271,893 $3,271,893 $3,278,256 $3,278,256

Total Resources $3,792,438 $3,917,258 $3,933,004 $3,933,004

Expenditures

President's Office Salaries $1,681,138 $826,091 $1,640,247 $820,080

President's Office Fringe Benefits $690,019 $267,899 $654,796 $274,871

Supplies, Expense, Equipment Ofc of the President-General Operations $135,202 $87,639 $173,604 $109,131

President's Travel&External Relations $31,000 $17,928 $23,800 $10,551

Academic/Programmatic Initiatives $335,897 $410,087 $431,851 $243,922

University Wide Memberships $334,212 $351,213 $334,212 $349,015

Earned retirement benefit payment* $175,000

Sub Total Expenditures-President's Ofc $3,207,468 $1,960,857 $3,258,510 $1,982,570

Eastcliff Management Office Salaries $51,736 $20,377 $51,575 $17,608

Eastcliff Management Office Fringe Benefits $10,967 $3,874 $11,145 $2,885

Supplies, Expense, Equipment Eastcliff Management Ofc-General Operations $7,904 $9,232 $8,299 $4,841

Sub Total Expenditures-Eastcliff $70,607 $33,483 $71,019 $25,335

Total Expenditures $3,278,075 $1,994,340 $3,329,529 $2,007,905

Ending Balance $514,363 $1,922,918 $603,475 $1,925,100

*Contractual obligation to Mark Yudof; transferred to OHR

78 of 260 University of Minnesota Facilities Management and President's Office Summary of Expenditures for Eastcliff General Operations and Maintenance Fund 6 Months Ending December 31st, 2014 (unaudited)

CURRENT YEAR PRIOR YEAR

FM Eastcliff Eastcliff event FM Eastcliff Eastcliff event Management Management TOTAL Management Management TOTAL 2014/15 2014/15 2013/14 2013/14

Beginning Balance (Prior Year Carry forward) $0 $238,061 $238,061 $181,662 $181,662

Revenues

Total Year Allocation $259,686 $68,619 $328,305 $258,945 $87,847 $346,792

Transfer from Office of the President $0 $0

Transfer from the general contingency fund $0 $0

Transfer from Central Reserves $0 $0

Total Resources $259,686 $306,680 $566,366 $258,945 $269,509 $528,454

Expenditures

Salaries and Fringe Benefits $19,638 $24,251 $43,889 $27,869 $20,493 $48,362

Supplies, Expense, Equipment $135,893 $9,232 $145,125 $163,586 $4,841 $168,427

Transfer to FM $0 $0

Transfer to/(from) the Eastcliff Project Reserve $0 $0

Total Expenditures $155,531 $33,483 $189,014 $191,455 $25,335 $216,790

Ending Balance $104,155 $273,197 $377,352 $67,490 $244,174 $311,664

79 of 260 BOARD OF REGENTS DOCKET ITEM SUMMARY

Board of Regents February 13, 2015

Agenda Item: 2014 University Plan, Performance, and Accountability Report

Review Review + Action X Action Discussion

X This is a report required by Board policy.

Presenters: President Eric W. Kaler Karen Hanson, Senior Vice President for Academic Affairs and Provost

Purpose & Key Points

The annual University Plan, Performance, and Accountability Report provides the Board of Regents with the information needed to fulfill its accountability role.

Throughout the year, the report is used by the Board and others as a reference guide to the University’s progress toward strategic goals. This year’s report highlights quantitative and qualitative data that demonstrate the University’s success in remaining accessible, attracting outstanding students, offering a great student experience, graduating students prepared for success, conducting breakthrough research, engaging with communities, and being a productive and efficient organization.

Background Information

In 2000, the Board approved the creation of the University Plan, Performance, and Accountability Report . In its resolution, the Board noted that it “…holds itself accountable to the public for accomplishing the mission of the University” and that the report was to become the principal annual documentation of that accountability. The first report was published in 2001. In 2014, the Board revised the timetable for the production of the report to each December. The 2014 edition is the 13 th edition produced for the Board.

The Board reviewed the report at its December 12, 2014 meeting.

80 of 260

REGENTS OF THE UNIVERSITY OF MINNESOTA

RESOLUTION RELATED TO UNIVERSITY PLAN, PERFORMANCE, AND ACCOUNTABILITY REPORT

WHEREAS, the president of the University and the Board of Regents (Board) are entrusted with the responsibility in their oversight of the University to be good stewards of the public interest, resources, and facilities; and

WHEREAS, it is the responsibility of the Board, in cooperation with the president, to articulate the directions and priorities of the institution; identify and analyze the critical issues and challenges confronting the University; assess its operations; and evaluate the performance and success of its colleges and campuses; and

WHEREAS, it was resolved that the University Plan, Performance, and Accountability Report (Report) shall include the priorities of the institution; statistical profiles of the University at the campus level; selected statistics related to system trends; University-wide strategies to achieve goals; summaries of accomplishments and investments; progress in institutional performance measures; and summaries of special institutional studies and reports; and

WHEREAS, on the recommendation of the senior vice president for academic affairs and provost, the president of the University requests the Board accept the 2014 Report; and

NOW, THEREFORE, BE IT RESOLVED that the Board accepts the 2014 Report as submitted by the administration.

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!"#$%"#$&&"''()*"+ • The Arches Program provides applicants the • Crookston currently offers 13 of its 29 majors fully opportunity to meet Duluth campus admission online as well as on campus, and half of all degree- standards by completing specific courses and program seeking students are online students (p. 42). requirements offered by Lake Superior College. • Rochester’s unique academic program makes the Ninety percent of fall 2013 participants enrolled as campus accessible to a wider range of students than full-time UMD students in spring 2014 (p. 33). many health sciences programs (p. 47). • The total amount of gift aid to undergraduate students on the Twin Cities campus has increased while the total amount of student loans has decreased (p. 26).

• In fall 2014, 18 percent of Morris students are American Indian students—the highest percentage of Native students at a four-year, non-tribal institution in the upper Midwest—and 42 percent of Crookston students are the first in their family to attend college (pp. 37, 42) 82 of 260 !"##$%&'($)*+*,-$ ƐƚƵĚĞŶƚƐƐŚŽǁĞĚĂŶ "./,"0/$123$*4$5%65

!"#$%%&$'%#()%*%$+,-+.#*%),"+%*/ • The average ACT composite scores for the incoming • Seventy-three percent of new students surveyed in fall Twin Cities class have improved significantly over the 2014 indicated that attending Crookston was their first past ten years, from 25.1 to 27.9. New fall 2014 honors choice (p. 43). students showed an average ACT of 32.3 (p. 27). • Ninety-three graduate • Total enrollment on the Duluth campus has grown students on the Twin 7.3 percent over the past ten years (p. 33). Cities campus are National Science • In spring 2014, two Morris students earned Foundation Fellows, recognition, one as a Truman Scholar and one as a an all-time high Udall Scholar. These prestigious awards are given to (p. 54). only a handful of undergraduates across the country each year (p. 38). !"#(00"&#$#.&"$%#*%),"+%#"12"&-"+'"/ • Twin Cities undergraduate teaching facilities have been which has more than a dozen high-tech, active-learning improved with state-of-the-art classrooms, including classrooms (p. 28). the Science Teaching and Student Services Building, • A new Residential Curriculum Model was launched in all residence halls and apartment communities on the Twin Cities campus, based on five elements of well- being (p. 28).

• The Duluth campus received recognition in 2014 as a Military Friendly Campus (p. 34).

• The Morris campus offers the same focused experience as the upper Midwest’s many excellent private liberal arts colleges, but at half or a third of the price (p. 39). 83 of 260 dŚĞhŶŝǀĞƌƐŝƚLJŝƐĐĞůĞďƌĂƟŶŐ ƌĞĐŽƌĚŐƌĂĚƵĂƟŽŶƌĂƚĞƐŽŶ !""#$!%&'()(*

• Crookston’s focus on experiential learning means students learn concepts and actively apply them through projects, simulations, field trips, site visits, community engagement and service learning projects, and interactions with professionals in the field (p. 44).

• Success coaches on the Rochester campus meet regularly with students to provide support resources (p. 47).

!"#$%&'(&)"#*)('"+)*#,%",&%"'#-.%#*(//"**0 • The University is celebrating record graduation rates or in graduate or professional school one year after on all campuses (pp. 29, 34, 40, 46, 49). graduation (p. 39).

• Retention rates for students of color on the Twin • One hundred percent of Rochester’s 2014 Bachelor of Cities campus have improved significantly, and for Science in Health Professions graduates passed their the fall 2013 entering class, are comparable to those exams and are employed in their chosen fields (p. 48). for other students (p. 29). • The University trains nearly 80 percent of the state’s • In 2014, the Duluth and Crookston campuses dentists; more than half of the state’s advance practice conferred a record number of undergraduate degrees. nurses and nursing faculty; two thirds of the state’s Duluth awarded 34 percent more degrees and pharmacists; and 70 percent of the state’s medical Crookston 110 percent more compared to ten years school graduates (p. 57). ago (pp. 35, 45). • Graduation rates for all health professions programs • Ninety-six percent of Morris students who graduated exceed 85 percent (p. 58). in 2013 indicated that they were employed and/

84 of 260 !"#$%&'($)#*+",-).+%(/.#+"0",+$.#).,)#1%2"0#(0#3%+4,+'5 • Annually, the University spends over $800 million on • Minnesota Innovation Partnerships (MN-IP) has led to research with an economic impact of $8.6 billion a year more than 130 agreements with over 90 companies (p. 67). for the Minneapolis-St. Paul metro areas (p. 65). • In the first year of the Minnesota Discovery, Research • A University record 15 startups were launched during and Innovation Economy (MnDRIVE) initiative, fiscal year 2014, the fifth consecutive year of launching a $34.5 million has been authorized for more than record number of startups (p. 67). 120 projects (p. 68). !"#"&/,/"#46).#$%11(&6)6"05 • Morris students conduct community-based research • The Mobile Dental Clinic travels into underserved and statistical analysis for real-world issues through the communities throughout the state (p. 73). Center for Small Towns (p. 39). • The Center for Transportation Studies partnered with • The Resilient Communities Project partners with one Metro Transit to develop “super hybrid” buses (p. 74). community each year on projects that meet community- identified sustainability needs (p. 72). !"#,+"#,#7+%'($)62"8#"336$6"&)#%+/,&69,)6%&5 • The 2013 employee engagement survey showed that • The “It All Adds Up” campaign has avoided 73 percent of faculty and staff feel committed and dedicated $7.6 million per year in energy costs (p. 83). to the University, results comparable to or better than the • After two years, the University has achieved norms for high-performing global companies (p. 78). $35.8 million toward its committed $90 million • The UPlan health insurance program has saved goal of administrative cost reductions (p. 86). $32 million in costs since 2006 (p. 79).

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88 of 260 89 of 260 Table of Contents

ϭ/ŶƚƌŽĚƵĐƟŽŶ ...... 1 5 Research and Discovery ...... 64

2 An Accountable University ...... 3 6 Outreach, Service, and Engagement ...... 69 3 Planning for Success ...... 6 Twin Cities Campus ...... 7 ϳKƉĞƌĂƟŽŶĂůdžĐĞůůĞŶĐĞ͗ &ĂĐƵůƚLJĂŶĚ^ƚĂī ...... 76 Duluth Campus ...... 10 Morris Campus ...... 13 ϴKƉĞƌĂƟŽŶĂůdžĐĞůůĞŶĐĞ͗ KƌŐĂŶŝnjĂƟŽŶ ...... 82 Crookston Campus ...... 17 Rochester Campus ...... 21 9 Appendices Appendix A: Key Links ...... 87 ϰĚƵĐĂƟŽŶ ...... 23 Appendix B: Board of Regents ...... 89 Undergraduate Education ...... 25 Appendix C: Senior Leadership ...... 90 Twin Cities Campus...... 25 Appendix D: Tables and Figures ...... 91 Duluth Campus...... 31 Morris Campus...... 37 Crookston Campus ...... 42 Rochester Campus...... 47 Graduate Education ...... 50 Professional Education ...... 56

90 of 260 91 of 260 /ŶƚƌŽĚƵĐƟŽŶ

/ŶƚƌŽĚƵĐƟŽŶ ͞dŽďĞŶĞĮƚƚŚĞƉĞŽƉůĞŽĨƚŚĞƐƚĂƚĞ͕ƚŚĞŶĂƟŽŶ͕ĂŶĚƚŚĞǁŽƌůĚ͟

University Mission hŶŝǀĞƌƐŝƚLJKǀĞƌǀŝĞǁ The University of Minnesota, founded in the belief The University of Minnesota, founded in 1851, seven that all people are enriched by understanding, is years before the territory of Minnesota became a state, dedicated to the advancement of learning and the LV0LQQHVRWD¶VÀDJVKLSDQGODQGJUDQWXQLYHUVLW\DQG search for truth; the sharing of this knowledge one of its most important assets, as well as a powerful through education for a diverse community; and resource for the region, the nation, and the world. WRWKHDSSOLFDWLRQRIWKLVNQRZOHGJHWREHQH¿WWKH 7KH8QLYHUVLW\LVFRPSRVHGRI¿YHFDPSXVHV people of the state, the nation, and the world. with distinct roles, each campus contributing to —University mission the University’s mission: the Twin Cities campus, where the University originated; the Duluth campus, This mission, carried out on multiple campuses and which joined the University in 1947; the Morris throughout the state, is threefold: campus, which became a system campus in 1960; the Providing an extraordinary education that generates Crookston campus, added in 1966; and the Rochester knowledge, understanding, and creativity. We seek to campus, which was designated a system campus develop students who become leading scientists and in 2006. The University is the state’s only research teachers, engineers and artists, health and business university, and the Twin Cities campus is among the professionals and who contribute to their communities nation’s most comprehensive institutions—one of only at every level. four campuses that have agricultural programs as well as an academic health center with a major medical Conducting breakthrough research that moves us school. forward. Our researchers improve our understanding of the world and how we work and live. The University is the state’s economic and intellectual engine. As a top research institution and one of Partnering with communities to advance research, only 62 members of the prestigious Association of share knowledge, and provide students with powerful America Universities, it serves as a magnet and a academic experiences that address the challenges of a means of growth for talented people, a place where diverse and changing world. LGHDVDQGLQQRYDWLRQVÀRXULVKDQGZKHUHGLVFRYHULHV To support this mission effectively, the University is and services advance Minnesota’s economy and committed to: TXDOLW\RIOLIH$V0LQQHVRWD¶VODQGJUDQWLQVWLWXWLRQ the University is strongly connected to Minnesota’s Employing world-class faculty and staff who are communities, large and small, partnering with the innovative, energetic, and dedicated to the highest SXEOLFWRDSSO\LWVUHVHDUFKIRUWKHEHQH¿WRIWKHVWDWH standards of excellence. and its citizens. Stewarding an outstanding organization that is responsible with resources, dedicated to measuring and improving performance, and aligned to support the University’s core functions of teaching, research, and outreach.

92 of1 260 /ŶƚƌŽĚƵĐƟŽŶ Governance and Leadership the master’s degree; and the Twin Cities campus is The University is governed by a Board of Regents accredited to grant doctoral and professional degrees elected by the Minnesota Legislature (See discussion (See accreditation discussion on page 5). on page 3 and list of current Regents in Appendix B). The president and vice presidents serve as the Enrollment senior leaders of the University and the Twin Cities Total enrollment at the University’s campuses for campus, which avoids the added administrative cost IDOOZDV6L[W\IRXUSHUFHQWRIUHJLVWHUHG RIDVHSDUDWH³V\VWHP´RI¿FH'LUHFWOHDGHUVKLSIRU VWXGHQWVZHUHXQGHUJUDGXDWHV1RQGHJUHHVHHNLQJ the remaining campuses is provided by four campus students represented nearly ten percent of total chancellors (See list of senior leaders in Appendix C). enrollment. In 2013–14, the University granted 10,514 bachelor degrees, 3,474 master’s degrees, 962 doctoral ĐĐƌĞĚŝƚĂƟŽŶ degrees, and 834 traditional professional degrees All campuses of the University of Minnesota operate (M.D., D.V.M., D.D.S., Pharm.D., J.D., L.L.M.). with the accreditation of the Higher Learning Commission of the North Central Association of Colleges and Schools. The Twin Cities campus has been accredited continuously since 1913. The Duluth campus has been accredited since 1968, while the 0RUULVDQG&URRNVWRQFDPSXVHVZHUH¿UVWDFFUHGLWHG in 1970 and 1971. The Rochester and Twin Cities campuses are accredited jointly. Each campus is accredited to offer the bachelor’s degree; the Twin Cities and Duluth campuses are accredited to offer

2 93 of 260 /ŶƚƌŽĚƵĐƟŽŶ

An Accountable University

͙͞΀dŚĞƌĞŐĞŶƚƐƐŚĂůů΁ŵĂŬĞĂƌĞƉŽƌƚĂŶŶƵĂůůLJ͕ƚŽƚŚĞ>ĞŐŝƐůĂƚƵƌĞ͙ĞdžŚŝďŝƟŶŐƚŚĞƐƚĂƚĞ ĂŶĚƉƌŽŐƌĞƐƐŽĨƚŚĞhŶŝǀĞƌƐŝƚLJ͙ĂŶĚƐƵĐŚŽƚŚĞƌŝŶĨŽƌŵĂƟŽŶĂƐƚŚĞLJŵĂLJĚĞĞŵƉƌŽƉĞƌ͕ ŽƌŵĂLJĨƌŽŵƟŵĞƚŽƟŵĞďĞƌĞƋƵŝƌĞĚŽĨƚŚĞŵ͘͟ ͶhŶŝǀĞƌƐŝƚLJĐŚĂƌƚĞƌ͕ϭϴϱϭdĞƌƌŝƚŽƌŝĂů>ĂǁƐ͕ŚĂƉƚĞƌϯ͕^ĞĐƟŽŶϭϲ

Since the University’s inception over 160 years ago, elected by the Legislature.” Later sections delineate public and University leaders have established and VSHFL¿FSRZHUVWR³HQDFWODZVIRUWKHJRYHUQPHQWRI FRQWLQXRXVO\UHDI¿UPHGDSULQFLSOHRIDFFRXQWDELOLW\ the University”; “regulate the course of Instruction” Accountability for an institution as important and and confer degrees and diplomas; regulate and complex as the University of Minnesota, however, prescribe tuition and fees; and select, manage, and has myriad forms and interpretations. For some, control all University lands. accountability requires a discussion about the These twelve regents—eight of whom are elected to University’s ability to address its mission. For others, represent Minnesota’s eight congressional districts accountability may necessitate a precise accounting and four who are elected at large—represent the RIUHYHQXHDQGH[SHQGLWXUHVDQDVVXUDQFHRIHI¿FLHQW interests and needs of the state and the citizens of and competent management of institutional resources, Minnesota and, on their behalf, hold the University’s or records and institutional data about students and senior leadership and administration accountable. The performance. Yet others may argue that accountability Board’s fundamental accountability documents are the is best met by examining leadership and its ability to University Plan, Performance, and Accountability employ strategies that advance a vision. Still others Report (www.academic.umn.edu/accountability); the understand accountability in terms of return on University Operating Budget (www.budget.umn.edu/ investment and so look for evidence of direct impacts document.htm); and the University Capital Budget to the State of Minnesota and it citizens. (www.cppm.umn.edu/master_planning.html). The University’s leaders take seriously this Other accountability activities at this level include responsibility to be accountable, in all of the ways the president’s report to the Regents at each of their mentioned above. Among the participants engaged regular board meetings, as well as monthly, quarterly, in the University’s accountability relationships are its and annually mandated reports to the Board on topics Board of Regents, senior leaders and internal units, such as student admissions and progress, faculty faculty, state and federal authorities, citizen and promotion and tenure, tuition rates, the independent QRQSUR¿WRUJDQL]DWLRQVDFFUHGLWDWLRQDVVRFLDWLRQVDQG auditors’ report, real estate transactions, gifts, asset multiple media organizations. management, purchases of goods and services over $1 million, new and changed academic programs, University of Minnesota academic unit strategic plans, NCAA reports on Board of Regents VWXGHQWDWKOHWHVDQGSUHVLGHQWLDOSHUIRUPDQFH reviews. Such reports and presentations are archived Chapter 3 of Minnesota’s 1851 Territorial Laws on the Board of Regents website. HVWDEOLVKHGWKH8QLYHUVLW\RI0LQQHVRWDDQGVSHFL¿HG that “[t]he government of this University shall be vested in a board of twelve regents, who shall be

94 of3 260 /ŶƚƌŽĚƵĐƟŽŶ Major, University-level KĸĐĞĂŶĚWƌŽŐƌĂŵZĞƉŽƌƚƐ ĐĐŽƵŶƚĂďŝůŝƚLJĐƟǀŝƟĞƐ In addition to the major reports prepared at the institution level by senior leaders for the Board Senior leaders engage in reporting, communications, RI5HJHQWVDQGRWKHUDXGLHQFHVRWKHURI¿FHVDQG and other activities that address the University’s programs across the University produce reports or accountability responsibility. Select examples include: other accountability communications for an array • The President’s annual State of the University of stakeholders. These include reporting done by address. University research centers, such as the Center for • Studies such as the University’s Economic Impact Urban and Regional Affairs on the Twin Cities study (impact.umn.edu), which showed that the campus (www.cura.umn.edu/publications/reporter) University creates $8.6 billion in total economic or the Precambrian Research Center on the Duluth impact annually. campus (www.d.umn.edu/prc/annualreports); key administrative or student services areas, such as • Annual Report of University research activity 2ULHQWDWLRQDQG)LUVW

4 95 of 260 /ŶƚƌŽĚƵĐƟŽŶ

/ŶƐƟƚƵƟŽŶĂůĂŶĚWƌŽŐƌĂŵ The University Plan, ĐĐƌĞĚŝƚĂƟŽŶ Performance, and One tool that holds the University accountable for Accountability Report academic quality is accreditation. Accreditation is As noted earlier, Board of Regents operations policy the process of assuring and advancing the quality of LGHQWL¿HVWKLVUHSRUWDVRQHRIWKUHHIXQGDPHQWDO higher education institutions’ campuses, departments, accountability and planning documents. It reports on and programs through reviews by outside agencies. WKH8QLYHUVLW\¶VHIIHFWLYHQHVVLQIXO¿OOLQJLWVPLVVLRQ Two types of accreditation, with varied breadth, apply while the operating and capital budgets report on the to the University. 8QLYHUVLW\¶V¿VFDOPDQDJHPHQW 7KH¿UVWW\SHRIDFFUHGLWDWLRQUHYLHZVDQHQWLUHKLJKHU 6SHFL¿FDOO\WKH8QLYHUVLW\3ODQ3HUIRUPDQFHDQG education institution and its programs for quality. Accountability Report: Each University of Minnesota campus operates with full accreditation at the institutional level by the • articulates the mission and vision of the Higher Learning Commission of the North Central University; Association of Colleges and Schools. • LGHQWL¿HVFULWLFDOLVVXHVDQGFKDOOHQJHV The second type of accreditation involves evaluations confronting the University; by a specialized accrediting body associated with a • illustrates and analyzes longitudinal trends in key QDWLRQDOSURIHVVLRQDORUJDQL]DWLRQRUZLWKDVSHFL¿F areas; discipline. At the University, over 200 academic • provides a means for comparisons with peer programs are accredited by bodies such as the institutions; and American Bar Association, Accreditation Board for Engineering and Technology, National Association of • LGHQWL¿HVDUHDVIRUFRQWLQXHGZRUN Schools of Music, National Council for Accreditation The pages that follow align and connect to the of Teacher Education, and Accreditation Council for mission of the University. Chapter 3 describes some Graduate Medical Education. of the planning underway at each campus to ensure future success and excellence. Chapters 4, 5, and 6 Media and the General Public GLVFXVVWKH8QLYHUVLW\¶VHIIHFWLYHQHVVLQIXO¿OOLQJ WKHIXQGDPHQWDOODQGJUDQWPLVVLRQRIWHDFKLQJ Media organizations, such as the Minnesota Daily, research, and outreach. Chapters 7 and 8 address the Pioneer Press, Star Tribune, and Minnesota Public University’s effectiveness in supporting that mission Radio, play an important role in holding the University E\HPSOR\LQJZRUOGFODVVIDFXOW\DQGVWDIIDQG accountable. The Minnesota Data Practices Act stewarding an outstanding organization. is a set of laws designed to ensure that the media and members of the general public have access to public records of government bodies at all levels in Minnesota. This access positions other parties to engage the University, to raise questions, and to verify information.

96 of5 260 Planning for Success

Each of the University’s campuses has a distinctive Planning history and strategy for contributing to the University’s mission and vision in the way that best serves its students, the region, and the state. Together, the Twin Cities, Crookston, Duluth, Morris, and Crookston Rochester campuses contain a rich variety of academic departments and degree programs, all of them Duluth essential components of the University system. The strengths of each campus complement one another and contribute to meeting the educational and Morris workforce needs of the state. The following sections Twin Cities summarize how each campus is planning for success in achieving the University’s mission summarized on page 1. Links to comprehensive campus strategic Rochester planning documents are listed in Appendix A.

6 97 of 260 Planning

dǁŝŶŝƟĞƐĂŵƉƵƐ Founded Student Enrollment (Fall 2014) 1851 Undergraduate 30,135 (59%) Graduate 12,711 (25%) Leadership Professional 3,733 (7%) Eric W. Kaler, President Non-degree 4,568 (9%) Karen Hanson, Senior Vice President for Academic A!airs Total 51,147 and Provost Employees (Fall 2014) Colleges and Schools Direct Academic Providers 5,491 (24%) Carlson School of Management Fellows, Trainees, and Students 5,847 (26%) Center for Allied Health Programs in Academic Jobs College of Biological Sciences Higher Education Mission Support 3,516 (15%) College of Continuing Education Intercollegiate Athletics 99 (<1%) College of Design Facilities-Related Jobs 1,219 (5%) College of Education and Human Development Organizational Support 5,768 (25%) College of Food, Agricultural and Natural Resource Sciences Leadership 989 (4%) College of Liberal Arts Total Employees 22,929 College of Pharmacy College of Science and Engineering ĞŐƌĞĞƐǁĂƌĚĞĚ;ϮϬϭϯʹϭϰͿ College of Veterinary Medicine Bachelor’s 7,594 (60%) Humphrey School of Public A!airs Master’s 3,269 (26%) Law School Doctoral & Professional 1,794 (14%) Medical School Total 12,657 School of Dentistry School of Nursing Campus Physical Size (2013) School of Public Health Minneapolis ĞŐƌĞĞƐͬDĂũŽƌƐKīĞƌĞĚ Number of Buildings 162 Assignable Square Feet 10,938,740 149 undergraduate degree programs; 171 master’s degree programs; 100 doctoral degree programs; and 5 professional St. Paul programs in law, dentistry, medicine, pharmacy, and Number of Buildings 99 veterinary medicine Assignable Square Feet 2,509,299 ƵĚŐĞƚdžƉĞŶĚŝƚƵƌĞƐ;ϮϬϭϯʹϭϰͿ $3.0 billion

98 of7 260 Planning at the University of in a vibrant metropolitan area and state—to work with many industry and community partners DŝŶŶĞƐŽƚĂdǁŝŶŝƟĞƐ to tackle big challenges and to provide engaged learning opportunities to students. In fall 2014, the Board of Regents adopted a new strategic plan for the Twin Cities campus. The plan • Promoting excellence and rejecting was developed with broad input over many months complacency at all levels of the institution—to

Planning E\DPHPEHUZRUNJURXSDQGH[WHQGHGWHDPVRI ensure that all policies and practices support a faculty, staff, and students. It will be a framework culture of achievement that will produce the best for programmatic and operational decision making UHVHDUFKWHDFKLQJDQGHQJDJHPHQWLQIXO¿OOPHQW over the next decade, guiding strategies to achieve of the University’s mission. new excellence and impact in research, teaching, and Implementation of the plan is underway and will outreach. continue through 2015 and beyond, with goals The plan builds directly on the strengths of the incorporated into academic planning by the Provost Twin Cities campus as Minnesota’s globally and deans. The goals of the plan will be connected in engaged research university and one of only a few a variety of ways with academic and administrative PDMRUODQGJUDQWUHVHDUFKLQVWLWXWLRQVVLWXDWHGLQD units across campus and with the plans of the major metropolitan area. It recognizes the special Crookston, Duluth, Morris, and Rochester campuses. opportunities and responsibilities the campus has University leaders will engage both campus and to bring its resources more powerfully to bear on external stakeholders in discussing progress toward “grand challenges”—the most pressing and complex JRDOVDQGLQUH¿QLQJWKHIUDPHZRUNDVDG\QDPLF challenges of our state and world. roadmap for the future. The plan’s four supporting goals aim to reinvigorate 7RMXPSVWDUWLQVWLWXWLRQDOWUDQVIRUPDWLRQWKUHH SURJUDPVDQGDFWLYLWLHVIRUWKHEHQH¿WRIVWXGHQWVDQG LQLWLDOJUDQGFKDOOHQJHWRSLFVKDYHEHHQLGHQWL¿HG the state. The plan does not prescribe new directions as examples of strong efforts already underway that for all aspects of colleges, programs, and disciplines, KDUQHVV8QLYHUVLW\H[SHUWLVHDFURVVPDQ\¿HOGVRI but suggests strategies to enhance the quality and knowledge: impact of research, teaching, and outreach based on a • Ensuring sustainable, healthy, secure food; range of special opportunities and strengths. • Advancing industry while conserving the Those goals are: environment and addressing climate change; and • Combining exceptional research and curricular • Building vibrant communities that enhance human strengths of the Twin Cities campus more SRWHQWLDODQGFROOHFWLYHZHOOEHLQJLQDGLYHUVHDQG broadly and deeply to address “Grand changing society. Challenges”—through more ambitious and The plan recommends a set of criteria for the innovative collaborations across disciplines as evaluation and selection of additional grand challenges well as through new learning and career pathways that will be embraced as institutional priorities. A that prepare students to be leaders, innovators, and collaborative process for selection will be developed as global citizens. part of implementation strategies. • 5HFUXLWLQJDQGUHWDLQLQJ¿HOGVKDSLQJ researchers and teachers—to advance excellence The plan’s emphasis on ambition, innovation, and in research, outreach and engagement and to LPSDFWUHÀHFWVWKHGXDOUROHRIWKH8QLYHUVLW\RI SURYLGHZRUOGFODVVHGXFDWLRQDOH[SHULHQFHV 0LQQHVRWD7ZLQ&LWLHVDVERWK0LQQHVRWD¶VODQG for graduate, professional, and undergraduate grant university, dedicated to serving the public students. JRRGDQGLWVGHVLJQDWHGÀDJVKLSUHVHDUFKLQVWLWXWLRQ charged with positioning Minnesota at the forefront of • Expanding campus-community collaborations emerging knowledge and educating the highly skilled to leverage the unique location of the campus workers, professionals, and leaders of the state. 8 99 of 260 ŽŵƉĂƌŝƐŽŶ'ƌŽƵƉ/ŶƐƟƚƵƟŽŶƐ 7DEOHVKRZVWKHYDULDQFHDPRQJWKHHOHYHQ To assist with campus planning and assessing success, schools across type, scope, size, and students. It is WKH7ZLQ&LWLHVFDPSXVKDVLGHQWL¿HGWHQSXEOLF important to note that this comparison group includes research universities for primary comparison. While the very best public research universities in the United Planning these institutions are among the most similar in size States. By choosing this peer group, the University and complexity to the Twin Cities campus and the intentionally measures itself against the highest best available for comparison, the institutions have standards in the nation. VLJQL¿FDQWGLIIHUHQFHVWKDWVKRXOGEHQRWHG

dĂďůĞϯͲϭ͘ŽŵƉĂƌŝƐŽŶŐƌŽƵƉŝŶƐƟƚƵƟŽŶƐ͕dǁŝŶŝƟĞƐĐĂŵƉƵƐ

TYPE SCOPE SIZE STUDENTS

/ŶƐƟƚƵƟŽŶ/ŶĐůƵĚĞƐ͗ Enrollment (9) City State Top-10 Percent /ŶƐƟƚƵƟŽŶ Land Size Pop. Faculty R&D HSR in-state Grant Agricult. Law Med. Under- Grad. & (10) (11) (2) (3) College School School Hospital grad. Prof. (12) (13)

56,387 Ohio State U.– Large 11.5 2,726 $767 54% 88% Columbus 41,877 13,329 Penn. State U.– 45,783 Small 12.7 (4) (5) (5) 1,763 $780 41% 70% University Park 38,547 6,591

U. of California– Mid- 35,899 (1) 37.3 1,373 $730 98% 89% ĞƌŬĞůĞLJ size 25,774 10,125 U. of California– 41,341 (1) Large 37.3 1,776 $1,010 97% 94% Los Angeles 27,938 13,400

U. of Florida– Mid- 49,913 18.8 (6) 2,913 $697 77% 97% Gainesville size 31,023 17,137 U. of Illinois– 44,520 Small 12.8 (7) 1,837 $584 54% 91% Urbana-Champaign 31,260 12,239

Mid- 43,426 U. of Michigan– 9.9 2,808 $1323 84%* 66% Ann Arbor size 27,774 15,447 h͘ŽĨDŝŶŶĞƐŽƚĂʹ 51,853 Large 5.3 (6) 2,533 $826 44% 74% dǁŝŶŝƟĞƐ 30,375 17,384 U. of Texas– 51,112 Large 25.1 (8) (8) 1,956 $622 72% 95% ƵƐƟŶ 39,215 12,231

42,568 U. of Washington– Large 6.7 1,109 $1,149 92%* 87% ^ĞĂƩůĞ 27,118 13,635

Mid- 42,820 U. of Wisconsin– 5.7 2,071 $1,170 56% 66% Madison size 29,118 11,957

1 The U.C. System is the land-grant university of California. 10 Faculty with tenure and tenure-track appointments, Fall 2011. ϮŝƚLJƐŝnjĞĞƐƟŵĂƚĞƐ͕h͘^͘ĞŶƐƵƐƵƌĞĂƵ͕ϮϬϭϬ͘  /ŶƚĞŐƌĂƚĞĚWŽƐƚƐĞĐŽŶĚĂƌLJĚƵĐĂƟŽŶĂƚĂ^LJƐƚĞŵ͘ ϯ^ƚĂƚĞƉŽƉƵůĂƟŽŶŝŶŵŝůůŝŽŶƐ͕h͘^͘ĞŶƐƵƐƵƌĞĂƵ͕ϮϬϭϬ͘ 11 Research and design expenditures in millions of dollars, HERD Survey, 4 The Penn State U. Law School is located on the Dickinson campus.  &zϮϬϭϮ͘EĂƟŽŶĂů^ĐŝĞŶĐĞ&ŽƵŶĚĂƟŽŶ͘ 5 The Penn State U. Medical School is located on the Hershey campus. 12 First-year students with high school rank (HSR) in the top 10 percent of ϲ,ŽƐƉŝƚĂůĂĸůŝĂƚĞĚǁŝƚŚďƵƚŶŽƚŽǁŶĞĚďLJĐĂŵƉƵƐ͘ ƚŚĞŝƌŐƌĂĚƵĂƟŶŐĐůĂƐƐ͕&ĂůůϮϬϭϮ͘/ŶƐƟƚƵƟŽŶĂůŽŵŵŽŶĂƚĂ^ĞƚƐ͘ 7 The U. of I. Medical Center is located on the Chicago campus. 13 Percentage of degree-seeking undergraduate students who are state 8 The U. of T. medical programs are located on several other campuses. ƌĞƐŝĚĞŶƚƐ͕ĞdžĐůƵĚŝŶŐŝŶƚĞƌŶĂƟŽŶĂůͬŶŽŶƌĞƐŝĚĞŶƚĂůŝĞŶƐƚƵĚĞŶƚƐ͕&Ăůů 9 Fall 2012 Enrollment. Total enrollment includes non-degree seeking ϮϬϭϮ͘/ŶƐƟƚƵƟŽŶĂůŽŵŵŽŶĂƚĂ^ĞƚƐ͘ students. Non-degree seeking students are excluded from Ύ WƌĞǀŝŽƵƐLJĞĂƌ͛ƐĮŐƵƌĞ͘ ƵŶĚĞƌŐƌĂĚƵĂƚĞĞŶƌŽůůŵĞŶƚĮŐƵƌĞƐ͘/ŶƐƟƚƵƟŽŶĂůŽŵŵŽŶĂƚĂ^ĞƚƐ͘

100 of9 260 Planning

ƵůƵƚŚĂŵƉƵƐ Founded Student Enrollment (Fall 2014) 1895—Normal School at Duluth Undergraduate 9,120 (82%) 1921—Duluth State Teachers College Graduate 715 (6%) 1947—University of Minnesota Duluth Professional* 355 (3%) Non-degree 903 (8%) Campus Leadership Total 11,093 Lendley (Lynn) Black, Chancellor *Granted by Twin Cities campus, delivered at Duluth campus. Colleges and Schools Employees (Fall 2014) College of Education and Human Service Professions Direct Academic Providers 675 (35%) College of Liberal Arts Fellows, Trainees, and Students 234 (12%) Continuing Education in Academic Jobs Labovitz School of Business and Economics Higher Education Mission Support 258 (13%) School of Fine Arts Intercollegiate Athletics 35 (2%) Swenson College of Science and Engineering Facilities-Related Jobs 149 (8%) Academic Partnerships Organizational Support 495 (26%) College of Pharmacy University Leadership 82 (4%) Medical School Total Employees 1,928 ĞŐƌĞĞƐͬDĂũŽƌƐKīĞƌĞĚ ĞŐƌĞĞƐǁĂƌĚĞĚ;ϮϬϭϯʹϭϰͿ 13 bachelor’s degrees in 82 majors; two-year program at the Bachelor’s 2,047 (91%) School of Medicine and College of Pharmacy; 21 gradu- Master’s 205 (9%) ate programs; participates in three all-university doctoral Doctoral 2 (0.1%) programs Total 2,254 Campus Physical Size (2013) Number of Buildings 81 Assignable Square Feet 1,894,875 ƵĚŐĞƚdžƉĞŶĚŝƚƵƌĞƐ;ϮϬϭϯʹϭϰͿ $219.6 million 10 101 of 260 Planning at the University of to balance tight resources, ensure quality degree programs, and keep the focus on its core mission. Minnesota Duluth

Natural Resources Research Planning The University of Minnesota Duluth (UMD) conducted a systematic planning process during the UMD serves the region and state as a leader in 2010–11 academic year to clarify its mission and to natural resources research. The Natural Resources identify a campus vision, core values, and goals. The and Research Institute (NRRI) provides applied UMD Strategic Plan is the product of an inclusive, research in natural resource areas to develop products, collaborative process involving the entire campus processes, and services of value to northern Minnesota as well as Duluth community leaders. An ongoing and the state. It also conducts research on natural Strategic Planning and Budget Committee has been resources to provide the tools, knowledge, and established as part of a new governance structure to H[SHULHQWLDOWUDLQLQJUHTXLUHGIRUVRXQGVKRUWDQG advise the Chancellor on campus strategic planning ORQJWHUPHQYLURQPHQWDODQGHFRQRPLFGHFLVLRQV and budget matters. The committee provides a channel NRRI employs about 150 scientists, engineers, and for campus constituencies to provide input into the business specialists and relies primarily on grants and strategic planning and budget processes and provide contracts to accomplish its program objectives, which advice, analysis, and assessment throughout the focus on three prime areas: minerals, forest products, process. and water and the environment. The plan articulates six goals to focus campus During its 30 years of operation, NRRI has become efforts for the next several years. The following three a prominent research and outreach arm of UMD, examples highlight a process and initiatives that UHVSHFWHGE\LQGXVWU\DQGDJHQF\SDUWQHUVVWDWHZLGH exemplify UMD’s strengths. and around the world for model research, innovation, and outreach. The Institute collaborates with its WƌŽŐƌĂŵWƌŝŽƌŝƟnjĂƟŽŶ partners (including industry, government, universities, UMD conducted a program prioritization exercise tribes, agencies, and communities) in fostering a during fall semester of 2013. This initiative provided VXVWDLQDEOHPRUHGLYHUVL¿HGHFRQRP\DQGDKHDOWK\ a comprehensive review of programs, courses, and environment. services that the UMD campus delivers in relation to how each aligns with the mission and how each In addition, the focus on freshwater research positions UMD for growth. The goal of the program education and outcomes continues to be a priority prioritization initiative is to manage and allocate of the Swenson College of Science and Engineering, FDPSXV¿QDQFLDOUHVRXUFHVWRPHHWWKHQHHGVRI80' Center for Water and the Environment, Large Lakes students and surrounding community. Observatory, and the Minnesota Sea Grant. The Minnesota Sea Grant facilitates research and outreach This initiative was timely given lower state funding, programs about Lake Superior and Minnesota’s inland DGHFOLQHLQQHZVWXGHQWHQUROOPHQWLQ¿VFDO\HDU waters. With an operating budget of approximately 2013, a challenging economy, and a shrinking $1.5 million, Minnesota Sea Grant’s staff members are Minnesota high school student population. Criteria dedicated to seeking and communicating information were developed collaboratively in alignment with to enhance Lake Superior and Minnesota’s inland UMD’s strategic plan—with an additional focus on aquatic resources and economies. ¿QDQFLDOVXVWDLQDELOLW\²DQGSURJUDPVZHUHHYDOXDWHG with respect to quality, demand, costs, revenue, EĂƟǀĞŵĞƌŝĐĂŶĚƵĐĂƟŽŶ productivity, and other key factors. UMD has a longstanding commitment to Native Data collected through the prioritization exercise will American education and has numerous programs be used for resource allocation, program improvement, supporting this priority, including Ojibwe language and as benchmarks for future decision making. revitalization, an undergraduate degree program in Continued prioritization efforts will allow the campus American Indian Studies, the American Indian Project

102 of11 260 in the Department of Social Work, and extensive practices serving Native American populations and programming in education, where UMD has become tribal governments. It focuses on tribal sovereignty, a leader in alternative teacher education models to federal Indian law, leadership, ethics, tribal accounting serve Native American populations. Recent additions and budgets, and tribal management. include an Ed.D. cohort with an indigenous focus and the Master of Tribal Administration and Governance ŽŵƉĂƌŝƐŽŶ'ƌŽƵƉ/ŶƐƟƚƵƟŽŶƐ

Planning 07$* ZKLFKJUDGXDWHGLWV¿UVWFRKRUWRIVWXGHQWV For purposes of planning and assessment, the Duluth in Spring 2013. MTAG is a hybrid program that meets campus revised its peer list in recent years to include on weekends and online, and was developed in full eleven higher education institutions as the primary collaboration and consultation with the American group for comparison. These institutions are listed in Indian tribes across Minnesota and Wisconsin. The 7DEOHDQGZHUHLGHQWL¿HGEDVHGRQWKHLUVLPLODU MTAG program is the only graduate degree program academic programs, enrollment, degrees awarded, in the United States that trains current and potential UHVHDUFKDFWLYLWLHVDQGWKHLU&DUQHJLH&ODVVL¿FDWLRQDV American Indian tribal leaders in management Master’s Medium Programs.

dĂďůĞϯͲϮ͘ŽŵƉĂƌŝƐŽŶŐƌŽƵƉŝŶƐƟƚƵƟŽŶƐ͕ƵůƵƚŚĐĂŵƉƵƐ TYPE SIZE STUDENTS Highest /ŶƐƟƚƵƟŽŶĂů City Size Degree Total Percent Percent Percent Control KīĞƌĞĚ Enrollment Undergrad. &ƵůůͲƟŵĞ In-state

CA Poly. State U.– Public Small Master's 18,679 95% 95% 89% San Luis Obispo

Post-Master's Public Mid-size 11,723 90% 86% 39% Col. of Charleston ĞƌƟĮĐĂƚĞ

Minnesota State U.– Public Small Doctorate 15,441 87% 79% 83% Mankato

South Dakota State U. Public Small Doctorate 12,583 88% 72% 61%

Southern Illinois U.– Public Mid-size Doctorate 14,055 81% 77% 92% Edwardsville

U. of Mass.–Dartmouth Public Mid-size Doctorate 9,210 82% 78% 96%

U. of Michigan– Public Large Doctorate 8,790 83% 58% 99% Dearborn

h͘ŽĨDŝŶŶĞƐŽƚĂʹ Public Large Doctorate 11,491 90% 86% 87% Duluth

U. of North Carolina– Public Large Doctorate 26,232 81% 76% 88% ŚĂƌůŽƩĞ

U. of Northern Iowa Public Mid-size Doctorate 12,273 87% 84% 92%

Western Michigan U. Public Mid-size Doctorate 24,598 79% 71% 92%

Post-Master's Public Mid-size 14,833 94% 90% 82% Western Washington U. ĞƌƟĮĐĂƚĞ

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DŽƌƌŝƐĂŵƉƵƐ Founded Employees (Fall 2014) 1910—University of Minnesota, West Central School of Direct Academic Providers 164 (38%) Agriculture Fellows, Trainees, and Students 2 (<1%) 1960—University of Minnesota Morris in Academic Jobs Higher Education Mission Support 29 (7%) Campus Leadership Intercollegiate Athletics 21 (5%) Jacqueline Johnson, Chancellor Facilities-Related Jobs 46 (11%) Divisions Organizational Support 143 (33%) University Leadership 28 (6%) Education Division Total Employees 433 Humanities Division Science and Mathematics Division ĞŐƌĞĞƐǁĂƌĚĞĚ;ϮϬϭϯʹϭϰͿ Social Sciences Division Bachelor’s 372 ĞŐƌĞĞƐͬDĂũŽƌƐKīĞƌĞĚ Campus Physical Size (2013) 34 undergraduate degree programs; 8 pre-professional Number of Buildings 36 programs Assignable Square Feet 599,432 Student Enrollment (Fall 2014) ƵĚŐĞƚdžƉĞŶĚŝƚƵƌĞƐ;ϮϬϭϯʹϭϰͿ Undergraduate 1,803 (95%) $47.2 million Non-degree 96 (5%) Total 1,899

104 of13 260 Planning at the University of SULPDULO\WKURXJKWKHRQVLWHJHQHUDWLRQRIKHDW and power. On average, 60% of campus electricity Minnesota Morris comes from wind; the combined heating and cooling system uses local biomass to heat and cool the campus The Morris campus’s strategic plan was approved and puts money back into the local economy. through its governance system in 2007, and has served as a guiding framework for campus initiatives since A new array of solar panels, funded through the Made Planning then. Recent reviews completed independently by the in Minnesota program and installed in fall 2014, will campus planning committee and leadership team show provide half of the electricity for the Morris campus’s that Morris has made progress toward or completed new residence hall, the Green Prairie Community. QHDUO\WZRWKLUGVRIWKHVSHFL¿FLWHPVLQFOXGHGLQ Morris students have led in the development of a the original plan. Select strategic accomplishments are recycling program and a cold weather composting described in the following sections. program. All these initiatives provide a demonstration and research platform for faculty and for students in Academic Center for Enrichment line with the Morris campus’s liberal arts mission. The Morris campus established a center for academic enrichment to promote undergraduate research, study Community Engagement abroad, an “honors” experience, and national student The campus engages its local communities in a variety scholarships. In the past several years, three Morris of ways, including through the Center for Small students have been named Truman scholars and two 7RZQVDQGWKHRI¿FHVRIFRPPXQLW\HQJDJHPHQWDQG have been named Udall scholars. Nearly half of Morris sustainability. VWXGHQWVSDUWLFLSDWHLQIDFXOW\PHQWRUHGXQGHUJUDGXDWH research or artistic production by the time they Plan for Future Success graduate and 46 percent have studied abroad. With these accomplishments in mind, the Morris Enrollment Goals campus plan for future success includes facilities renovation; enhanced efforts related to the retention The Morris campus has continued to increase and and graduation of a diverse student population; support its numbers of international students (now 9 “translation” of the liberal arts into meaningful work percent of the student population) and students of color experiences; continued attention to the support of (now 26 percent of the student population). faculty; creative uses of eLearning and technology WRHQKDQFHDQGH[SDQGWKHOLEHUDODUWVIDFHWR EĂƟŽŶĂůWƌŽĮůĞ face mission; expansion of the living and learning 7KH0RUULVFDPSXVKDVHOHYDWHGLWVQDWLRQDOSUR¿OHDV laboratory in the region; and realization of the a public liberal arts college as evidenced by national campus’s role in contributing to a resilient community rankings and by its receipt of several prestigious in the town of Morris. foundation grants—a Howard Hughes Medical Institute Grant to promote the success of students in &ĂĐŝůŝƟĞƐZĞŶŽǀĂƟŽŶ biology and a Margaret A. Cargill foundation grant Historic buildings: The Morris campus is listed to develop a leadership program with an emphasis on as a district on the national historic registry. Two sustainability. Two summer bridge programs support historic campus buildings have been renovated in the success of international students (STELLAR recent years to provide welcoming and functional SURJUDP DQG0RUULV¶VWZHQW\\HDUROG*DWHZD\ learning, research, and interaction spaces for campus program supports the success of entering students members. One of these buildings has achieved LEED from underrepresented groups. JROGVWDWXV

14 105 of 260 Education Asset Preservation and Replacement funds, Faculty Recruitment and repair and renovation funds to begin incremental Morris campus faculty salaries have remained PRGL¿FDWLRQVWRWKHVHEXLOGLQJV below their peer group averages for a number of

Learning commons: The campus plan includes years. Although funds have been reallocated in the Planning a renovation of the library to provide a learning past three years to address this issue, achieving commons—a center that provides research, competitive faculty salaries remains a campus priority. technological, and academic support for students in an In addition, the Morris campus has reached a level environment that supports collaboration and the use of of programmatic maturity that would permit the personal mobile devices. establishment of endowed professorships or chairs, particularly in signature areas and/or in areas where Wellness Center: The Morris campus’s physical there are large numbers of student majors—e.g., education center was built in the 1970s, when, before $PHULFDQ,QGLDQ6WXGLHV67(0¿HOGV(FRQRPLFV Title IX, only men’s sports were in emphasized. The campus’s case statement for philanthropic support The facility is not able to house the many female is expected to identify some of these opportunities. athletes who now participate in NCAA Division III sports programs. The campus plan includes facilities ELearning renovation that will repurpose the building with a The Morris campus is piloting a number of initiatives focus on wellness and student success for all. that use technology and eLearning to expand and HQKDQFHWKHFDPSXV¶VIDFHWRIDFHOLEHUDODUWVPLVVLRQ ZĞƚĞŶƟŽŶ and expects to continue this focus into the future. For The Morris campus’s value proposition is strong, example, in cooperation with the McPhail Institute supported by its place in the market alongside much in the Twin Cities, individual instrumental music more expensive private liberal arts colleges and by instructors are conducting some of their lessons from the advantages found in being part of the University the McPhail studios. This allows the Morris campus of Minnesota system. Recruiting and retaining WRUHWDLQKLJKO\TXDOL¿HGIDFXOW\IRUPXVLFOHVVRQ new students and moving them toward graduation instruction without requiring dangerous winter travel. are among the campus’s highest priorities. In the past two years, the campus has secured private Using interactive technology, the education program foundation funds to address student success and is enlisting the support of Minnesota teachers of the retention issues for those who have traditionally been year as mentors in a seminar setting for its prospective underrepresented in higher education, but there is teachers. And the Morris campus is part of a faculty more to be accomplished. collaboration supported by the TEAGLE Foundation whose purpose is the creation of online courses Translating the liberal arts: The Morris campus is in American Indian studies for campuses with a exploring an initiative that would better connect liberal VLJQL¿FDQWQXPEHURI1DWLYH$PHULFDQVWXGHQWV7KH arts and career goals beginning with registration grant supports both the creation of these courses and and continuing through commencement. The aim also the presence of on campus faculty mentors to of this program is to assist students in “translating” enhance the online experience. the liberal arts into meaningful workforce goals and further study in graduate and professional schools. džƉĂŶĚŝŶŐƚŚĞ>ŝǀŝŶŐͬ>ĞĂƌŶŝŶŐ>ĂďŽƌĂƚŽƌLJ Retaining a diverse student population: Although the Outdoor classroom: West central Minnesota provides retention and graduation gap between students of color DULFKODERUDWRU\IRU¿QGLQJVROXWLRQVWRDQXPEHU and white students is in fact smaller than the national of “grand challenges” that face not only the region average on the Morris campus, there is still work to be but also the nation. From invasive species to the done. To respond to this need, the campus is preparing impact of climate change to sustainable agriculture, a grant to be submitted in spring 2015 under the the size and location of the Morris campus positions federal TRIO Student Support Services program. it as a resource for addressing these issues. The Morris campus envisions the creation of an outdoor

106 of15 260 classroom, and a recent gift of land provides a FRPSRVWLQJLQLWLDWLYHDQGDFRPPXQLW\EDVHG springboard for a number of initiatives. LQYHVWRURZQHGSURMHFWWKDWZRXOGFUHDWHDVRODU garden. Resilient communities: In the spirit of fostering the creation of resilient communities, the campus has ŽŵƉĂƌŝƐŽŶ'ƌŽƵƉ/ŶƐƟƚƵƟŽŶƐ begun conversations with community leaders and For its planning purposes the Morris campus has private investors to explore ways in which the Morris

Planning LGHQWL¿HGKLJKHUHGXFDWLRQLQVWLWXWLRQVDVLWV community might develop as a demonstration platform FRPSDULVRQJURXS 7DEOH 7KHVHVFKRROVFRPH and model in much the same way that the campus closest to aligning with the Morris campus’ distinctive has. Under consideration currently is a partnership identity as a public liberal arts college. with the Morris Area Schools to expand the campus

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Highest /ŶƐƟƚƵƟŽŶĂů City Size Degree Total Percent Percent Percent Control KīĞƌĞĚ Enrollment Undergrad. &ƵůůͲƟŵĞ In-state

Albion Col. Private Small ĂĐŚĞůŽƌ͛Ɛ 1,382 100% 98% -

Coe Col. Private Small ĂĐŚĞůŽƌ͛Ɛ 1,364 100% 95% -

Concordia Col.–Moorhead Private Mid-Size Master's 2,598 99% 97% -

DePauw U. Private Small ĂĐŚĞůŽƌ͛Ɛ 2,336 100% 99% -

Gustavus Adolphus Col. Private Small ĂĐŚĞůŽƌ͛Ɛ 2,526 100% 98% -

Kalamazoo Col. Private Mid-Size ĂĐŚĞůŽƌ͛Ɛ 1,379 100% 99% -

Lycoming Col. Private Mid-Size ĂĐŚĞůŽƌ͛Ɛ 1,354 100% 99% -

Macalester Col. Private Large ĂĐŚĞůŽƌΖƐ 2,070 100% 98% -

Mass. Col. of Liberal Arts Public Small Master’s 1,600 89% 81% 75%

St. Mary's Col. of Maryland Public Small Master’s 1,901 98% 97% 85%

St. Olaf Col. Private Small ĂĐŚĞůŽƌ͛Ɛ 3,176 100% 98% -

SUNY at Purchase Col. Public Small Master’s 4,128 97% 90% 80%

U. of Virginia's Col. at Wise Public Small ĂĐŚĞůŽƌ͛Ɛ 2,420 100% 63% 94%

U. of Maine–Farmington Public Small Master's 2,028 93% 87% 82%

h͘ŽĨDŝŶŶĞƐŽƚĂʹDŽƌƌŝƐ Public Small Bachelor's 1,896 100% 93% 88%

U. of N.C.–Asheville Public Large Master's 3,693 98% 81% 86%

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ƌŽŽŬƐƚŽŶĂŵƉƵƐ Founded Employees (Fall 2014) 1905—Northwest School of Agriculture Direct Academic Providers 94 (33%) 1966—University of Minnesota Crookston Higher Education Mission Support 36 (13%) Intercollegiate Athletics 28 (10%) Campus Leadership Facilities-Related Jobs 28 (10%) Fred E. Wood, Chancellor Organizational Support 72 (26%) Departments University Leadership 23 (8%) Total Employees 281 Agriculture and Natural Resources Business ĞŐƌĞĞƐǁĂƌĚĞĚ;ϮϬϭϯʹϭϰͿ Liberal Arts and Education Bachelor’s 428 Math, Science and Technology Campus Physical Size (2013) ĞŐƌĞĞƐͬDĂũŽƌƐKīĞƌĞĚ Number of Buildings 39 29 undergraduate degree programs; 13 online majors, 2 Assignable Square Feet 442,100 academic programs o!ered in China ƵĚŐĞƚdžƉĞŶĚŝƚƵƌĞƐ;ϮϬϭϯʹϭϰͿ Student Enrollment (Fall 2014) $31 million Undergraduate 1,876 (66%) Non-degree 974 (34%) Total 2,850

108 of17 260 Planning at the University of Crookston is also an oasis of diversity in the region, enrolling students who come to campus from more Minnesota Crookston than 20 countries and 40 states. For fall 2014, HQUROOPHQWRIGRPHVWLFGHJUHHVHHNLQJVWXGHQWV The University of Minnesota Crookston is integral RIFRORULVRIRQFDPSXVHQUROOPHQWDQG WRWKH8QLYHUVLW\¶VVWDWHZLGHODQGJUDQWPLVVLRQ LQWHUQDWLRQDOVWXGHQWVDFFRXQWIRURIRQFDPSXV The college provides its unique contribution through GHJUHHVHHNLQJHQUROOPHQW7KLVDIIRUGVWKHFDPSXV Planning DSSOLHGFDUHHURULHQWHGOHDUQLQJSURJUDPVWKDW and community opportunities for multicultural combine theory, practice, and experimentation in a interaction and exchange. technologically rich environment. UMC connects its teaching, research, and outreach to serve the public The Crookston campus’s two major sources of revenue good. (campus mission adopted by the Board of are tuition and state support. Given current levels of Regents, May 2007) state support and a desire to limit tuition increases, the only options for increasing revenue are enrollment The Crookston campus serves as the face of the growth, additional grant funding, and greater University in northwest Minnesota and is an philanthropic support. While the campus exhibits important regional asset and hub of activity. The extraordinarily lean operations, campus units continue campus leverages its own resources with those of the WRH[SORUHZD\VWRJDLQHI¿FLHQFLHV5HFUXLWLQJDQG Northwest Research and Outreach Center, Extension, retention efforts need to be increasingly effective, the State Economic Development Administration highly targeted, and sustained from matriculation to Center, local business and industry, and the graduation. This is a heightened challenge because community to serve the region as well as the entire the number of Minnesota high school graduates is state. It also serves as a regional economic driver with projected to remain relatively low for the next several DVLJQL¿FDQWHFRQRPLFLPSDFWRIXSWRPLOOLRQ years. Additionally, recruitment strategies for online Crookston is distinctive within the University students will need to be equally targeted and effective V\VWHPIRUKDQGVRQH[SHULHQWLDOOHDUQLQJDIRFXV in an increasingly competitive market. on teaching and technology, online learning, direct career preparation including required internships, Campus Strategic Planning and exceptional niche programs. It contributes to In late 2013 and into 2014 the Crookston campus the University’s excellence with a small campus initiated a new round of strategic planning. The environment and online in ways that afford students Strategic Planning Leadership Team drafted three personalized attention and “face time” with faculty key documents (Future Business Model, Institutional and staff; multiple options for student leadership and Identity Statement, Strategy Screen) and recruited engagement through undergraduate research, clubs, faculty and staff to three strategic work group activities, and NCAA Division II athletics; and a initiatives: the Strategic Enrollment Management supportive learning environment where all students, Committee, the Strategic Philanthropic Engagement LQFOXGLQJ¿UVWJHQHUDWLRQOHVVSUHSDUHGDQGDWULVN and Regional Support Team, and the Strategic students, can realize their potential and thrive. Institutional Excellence Team. The campus has also broadened the strategic discussion and participation $QH[WHQVLRQRIWKHPRGHUQODQGJUDQWPLVVLRQRQOLQH across campus through the Faculty Assembly, Campus learning continues to be a strategic part of academic Assembly, the Crookston Student Association, and programming, and the Crookston campus serves as other venues such as open forums. Ultimately, the an eLearning leader within the University system. initiatives from these groups will be incorporated into The campus also maintains a strong commitment the work of existing campus units. WRRIIHULQJDWRSQRWFKUREXVWH[SHULHQFHIRUERWK residential and commuter students. A major focus of ^ƚƌĂƚĞŐŝĐŶƌŽůůŵĞŶƚDĂŶĂŐĞŵĞŶƚŽŵŵŝƩĞĞ strategic planning is to achieve a strong critical mass (SEMC) of students on campus while also growing online enrollment. The SEMC addresses the major challenge of how to achieve and maintain a critical mass of students on 18 109 of 260 campus while also growing online enrollment. Major is enhanced by engaging them in projects and SULRULWLHVLQFOXGHWKHGHYHORSPHQWRIDFDPSXVZLGH research studies related to economic development and VWUDWHJLFUHFUXLWPHQWDQGUHWHQWLRQSODQIRURQH entrepreneurship. Additionally, the Crookston campus

WKUHHDQG¿YH\HDUHQUROOPHQWWDUJHWVIRUERWKRQ is preparing to bring the Small Business Development Planning campus and online students. SEMC also will establish Center for Northwest Minnesota to campus in early HQUROOPHQWVWUDWHJLHVDQGWDFWLFVWRPHHWERWKVKRUW 2016. Key to this outcome will be the hiring of an WHUPDQGORQJWHUPHQUROOPHQWJRDOVDQGZLOOJXLGH individual to research, coordinate, organize, and lead action plans for key issues such as advising, students these efforts under the umbrella of the planned Center of color, transfer students, and online students. New for Rural Economic Development. Work is being done recruitment materials have been developed, new to identify grant resources to help fund this position. student orientation programs are being enhanced for transfer students, and a pilot mentoring program for ůŝŐŶŝŶŐĂŶĚŽŽƌĚŝŶĂƟŶŐǁŝƚŚƚŚĞdǁŝŶŝƟĞƐ new student athletes has been established. All units Campus Strategic Plan within Student Affairs are developing more effective The strategic initiatives from SPERS and SIET align DQGHI¿FLHQWZD\VWRHQVXUHWKDWRQOLQHVWXGHQWVKDYH well with strategic planning efforts on the Twin DFFHVVWRVLPLODUVHUYLFHDQGVXSSRUWDVRQFDPSXV Cities campus since they focus on engaging various students. communities in the region and leveraging support for the University system and the Crookston campus. Strategic Philanthropic Engagement and Regional The planned Center for Rural Economic Development Support (SPERS) Team will involve regional partners to stimulate and grow The major goal of SPERS is to enhance and leverage the entrepreneurial culture and economic vitality support for the Crookston campus by engaging various of northwest Minnesota and the state. Additional internal and external constituencies, including current opportunities for aligning and coordinating with students and their families, alumni, faculty, staff, the Twin Cities campus strategic plan reside in the business and industry, community members, and grand challenges and the other focus areas. With a donors to nurture a culture of philanthropy and pride. planning approach that addresses opportunities and Priority action items include outreach to alumni—of challenges as they arise, the Crookston campus’s next ERWKRQFDPSXVDQGRQOLQHSURJUDPV²DQGDVNLQJ big questions may well be: How will the Crookston them to serve as advocates to support the recruitment campus help the University of Minnesota system and retention of prospective and current students; the respond to the world’s grand challenges? How can development and promotion of greater connections to the Crookston campus recruit and retain the very best campus history, donor gifts, and the legacy of alumni; educators? How will the campus strive for excellence working with regional youth organizations such as and reject complacency? The Crookston campus’s +WRSURPRWHWKHFDPSXVDQGLWVSURJUDPVDQG Strategic Planning Leadership Team will consider increased sharing of the positive impact the campus these questions as part of its ongoing work over the has on the community, region, and state. academic year.

^ƚƌĂƚĞŐŝĐ/ŶƐƟƚƵƟŽŶĂůdžĐĞůůĞŶĐĞdĞĂŵ;^/dͿ ŽŵƉĂƌŝƐŽŶ'ƌŽƵƉ/ŶƐƟƚƵƟŽŶƐ The priority goal of SIET is to establish the 7KH&URRNVWRQFDPSXVKDVLGHQWL¿HGQLQHKLJKHU Crookston campus as a premier resource for rural education institutions as the primary comparison economic development. With the Center for Rural group for planning and assessment. The comparison Entrepreneurial Studies as well as the Economic LQVWLWXWLRQVZHUHLGHQWL¿HGEDVHGRQWKHLUVLPLODULWLHV Development Administration Center for the state of in academic programs, enrollment, rural setting, and Minnesota located on campus, the campus already other key characteristics. These institutions are listed KDVVLJQL¿FDQWUHVRXUFHVXSRQZKLFKWREXLOG%RWKRI LQ7DEOHZLWKWKHYDULDQFHDPRQJWKHPVKRZQ these organizations utilize University faculty, staff, and students as well as Extension professionals, and the educational experience of Crookston students

110 of19 260 dĂďůĞϯͲϰ͘ŽŵƉĂƌŝƐŽŶŐƌŽƵƉŝŶƐƟƚƵƟŽŶƐ͕ƌŽŽŬƐƚŽŶĐĂŵƉƵƐ TYPE SIZE STUDENTS

Highest /ŶƐƟƚƵƟŽŶĂů City Size Degree Total Percent Percent Percent Control KīĞƌĞĚ Enrollment Undergrad. &ƵůůͲƟŵĞ In-state

Planning ĞŵŝĚũŝ^ƚĂƚĞh͘ Public Small Master’s 5,027 95% 71% 89%

Dakota State U. Public Small Doctoral 3,110 92% 40% 69%

Delaware Valley Col. Private Small Master’s 2,205 88% 83% -

Northern State U. Public Small Master’s 3,449 86% 47% 78%

U. of Maine–Farmington Public Small Master’s 2,179 93% 87% 82%

h͘ŽĨDŝŶŶĞƐŽƚĂʹƌŽŽŬƐƚŽŶ Public Small Bachelor’s 2,764 100% 50% 67%

U. of Minnesota–Morris Public Small ĂĐŚĞůŽƌ͛Ɛ 1,896 100% 93% 88%

h͘ŽĨWŝƩƐďƵƌŐŚʹ:ŽŚŶƐƚŽǁŶ Public Small ĂĐŚĞůŽƌ͛Ɛ 2,932 100% 96% 94%

U. of Wisconsin–River Falls Public Small Master’s 6,443 94% 88% 43%

U. of Wisconsin–Stout Public Small Master’s 9,283 89% 77% 65%

^ŽƵƌĐĞ͗/ŶƚĞŐƌĂƚĞĚWŽƐƚƐĞĐŽŶĚĂƌLJĚƵĐĂƟŽŶĂƚĂ^LJƐƚĞŵ;/W^Ϳ ^ƚƵĚĞŶƚĚĂƚĂƌĞŇĞĐƚ&ĂůůϮϬϭϮĞŶƌŽůůŵĞŶƚ͕

20 111 of 260 Planning

ZŽĐŚĞƐƚĞƌĂŵƉƵƐ Founded Student Enrollment (Fall 2014) 2006 Undergraduate 469 (87%) Non-degree 15 (3%) Campus Leadership Graduate1 58 (10%) Stephen Lehmkuhle, Chancellor Total 542 Campus Academic Programs Employees (Fall 2014) Health Professions Direct Academic Providers 44 (35%) Health Sciences Fellows, Trainees, and Students 5 (5%) Biomedical Informatics and Computational Biology in Academic Jobs ĞŐƌĞĞƐͬDĂũŽƌƐKīĞƌĞĚ Higher Education Mission Support 14 (13%) Organizational Support 35 (32%) 1 baccalaureate degree o!ered in 2 academic programs University Leadership 11 (10%) 1 master’s degree o!ered in 1 academic program Total Employees 109 1 doctoral degree available in 1 academic program Academic Partnerships ĞŐƌĞĞƐ'ƌĂŶƚĞĚ;ϮϬϭϯʹϮϬϭϰͿ Labovitz School of Business and Economics, UMD B.S. (Health Science) 49 Clinical Laboratory Sciences, UMTC B.S. (Health Professions) 24 M.S. (Biomedical Informatics and 3 College of Education and Human Development, UMTC Computational Biology)1 School of Nursing, UMTC Occupational "erapy, UMTC Campus Physical Size (2013)2 School of Public Health, UMTC Number of Buildings 3 ĚƵĐĂƟŽŶĂůŽůůĂďŽƌĂƟŽŶƐ Assignable Square Feet 154,638 College of Science and Engineering, UMTC Land for Future Campus 2.65 acres Mayo School of Health Sciences ƵĚŐĞƚdžƉĞŶĚŝƚƵƌĞƐ;ϮϬϭϯʹϭϰͿ ŝŽŵĞĚŝĐĂů/ŶĨŽƌŵĂƟĐƐĂŶĚŽŵƉƵƚĂƟŽŶĂůŝŽůŽŐLJ $15.0 million Partnerships UMTC, Hormel Institute, Mayo Clinic, IBM, Cray Inc., 1An all-University graduate degree granted by the Twin Cities National Marrow Donor Program, Brain Sciences Center campus with the administrative home on the Rochester campus. 2All buildings are leased. 112 of21 260 Planning at the University of /ŶĚŝǀŝĚƵĂůŝnjĞĚĂƌĞ͕ƩĞŶƟŽŶ͕ĂŶĚ'ƵŝĚĂŶĐĞ The Rochester campus has designed a unique Minnesota Rochester advising and coaching relationship between a student Rapid changes in demographics and technology and a student success coach who remains in place are driving paradigm shifts in higher education, for the duration of the program. The campus has transforming how knowledge is created and DOVRGHSOR\HGDQHZVWDI¿QJPRGHOWKDWDOORZVIRU

Planning GLVVHPLQDWHGFKDQJLQJWKHSUR¿OHDQGWKHZD\VRI ubiquitous access to personalized attention and NQRZLQJDQGUHGH¿QLQJOHDUQLQJ(GXFDWRUVPXVW individualized instructional support both inside and prepare students for jobs that do not yet exist and that outside of the classroom. will continue to transform, to solve problems as yet unknown, and use technologies not yet invented. Ongoing Research on Learning The Rochester campus faculty are committed to Although there is much ambiguity about the future conducting learning research that will continue to impact of these paradigm shifts on higher education, shape the curriculum and student experiences to the Rochester campus has designed its programs, achieve student learning and development outcomes. VKDSHGWKHSUR¿OHRILWVIDFXOW\DQGVWDIIDQGPHW its space needs in new and innovative ways. As a ŽŶŶĞĐƚĞĚƵƌƌŝĐƵůĂƌdžƉĞƌŝĞŶĐĞƐ new campus, many of the innovations were driven The major focus of the Rochester campus learning by opportunities to explore different approaches to PRGHOLVRQFRQFHSWEDVHGOHDUQLQJDFKLHYHGWKURXJK learning, such as developing an integrated curriculum connections across courses in the curriculum, in by an interdisciplinary faculty housed in a single DGGLWLRQWRWKHGLVFLSOLQDU\EDVHGNQRZOHGJHOHDUQHG academic unit, or by connecting our students with in individual courses. existing assets in the community, such as establishing a partnership with the local YMCA to provide student ŽůůĂďŽƌĂƟǀĞƵůƚƵƌĞ recreational services. The connected curricular experiences are the product The Rochester campus now enters its next phase of collaboration by faculty and staff. The collaborative of growth and development. Its principle strategy culture extends beyond the classroom and the walls of will be to build on the innovations of the past seven Rochester campus to include the community. years. The emerging academic plan, entitled UMR 2.0: Optimizing Distinctiveness, will articulate a Community Immersion set of actions to optimize strengths and adapt to the The Rochester campus is integrated into the paradigm shifts underway in higher education. The community. The community connections deepen plan has six core areas of distinctiveness, described in the learning and development of students as well as the following sections. provide the physical space to teach, house, recreate, and provide health services for those students. ƵƐƚŽŵŝnjŝŶŐhŶĚĞƌŐƌĂĚƵĂƚĞ,ĞĂůƚŚĚƵĐĂƟŽŶ 7KHVHSURJUDPPDWLFDQGVHUYLFHEDVHGUHODWLRQVKLSV The Rochester campus has developed a curricular achieved by deep community connections will be VWUXFWXUHWKDWEOHQGVDSUHVFULEHGFRKRUWEDVHGVHW further optimized through building a “community RIORZHUGLYLVLRQFRXUVHVWKDWIRFXVRQIRXQGDWLRQDO campus” (see Envision UMR: A Campus Master GHYHORSPHQWVNLOOV7KHÀH[LEOHXSSHUGLYLVLRQFRXUVH Plan for the Next Chapter of Growth at www.cppm. structure culminates in a capstone experience, which umn.edu/assets/pdf/umr_master_plan2014.pdf). The enables the student, with the approval of the faculty, to campus master plan outlines a phased approach to design a learning experience tailored to achieve his or further embed the campus into the community, in her career aspirations. alignment with the city and Destination Medical Community plans for downtown development. This increases the density, proximity, and interactivity with FRPPXQLW\EDVHGSDUWQHUVWKHUHE\VWLPXODWLQJPRUH SURJUDPPDWLFFROODERUDWLRQDQGPRUHHI¿FLHQWXVHRI shared spaces. 22 113 of 260 ĚƵĐĂƟŽŶ

WƌŽǀŝĚŝŶŐ ĂŶ ĞdžƚƌĂŽƌĚŝŶĂƌLJ ĞĚƵĐĂƟŽŶ ƚŚĂƚ ŐĞŶĞƌĂƚĞƐ

ŬŶŽǁůĞĚŐĞ͕ ƵŶĚĞƌƐƚĂŶĚŝŶŐ͕ ĂŶĚ ĐƌĞĂƟǀŝƚLJ͘ tĞ ƐĞĞŬ ƚŽ

ĚĞǀĞůŽƉƐƚƵĚĞŶƚƐǁŚŽďĞĐŽŵĞůĞĂĚŝŶŐƐĐŝĞŶƟƐƚƐĂŶĚƚĞĂĐŚĞƌƐ͕

ĞŶŐŝŶĞĞƌƐĂŶĚĂƌƟƐƚƐ͕ŚĞĂůƚŚĂŶĚďƵƐŝŶĞƐƐƉƌŽĨĞƐƐŝŽŶĂůƐĂŶĚ

ǁŚŽĐŽŶƚƌŝďƵƚĞƚŽƚŚĞŝƌĐŽŵŵƵŶŝƟĞƐĂƚĞǀĞƌLJůĞǀĞů͘

114 of 260 Undergraduate, Graduate, ĂŶĚWƌŽĨĞƐƐŝŽŶĂůĚƵĐĂƟŽŶ

The University is committed to being accessible to The better the student learning experience, the a wide range of populations, attracting outstanding better chance these students will have to succeed. students, offering a great education, and graduating Higher graduation rates are important because they students prepared for success. demonstrate that more students have been empowered to make the contributions to society that the The University has been able to show increasing

ĚƵĐĂƟŽŶ University’s mission envisions. success with each of these priorities over the years. What may be just as important, however, is explaining The following discussions of the undergraduate, why University leaders identify these areas as graduate, and professional programs demonstrate the priorities. Why, for example, does the University importance the University and its campuses place on SURYLGH¿QDQFLDODLGVXSSRUWWRORZLQFRPHDQG providing an extraordinary education. PLGGOHLQFRPHIDPLOLHV":K\LVLWLPSRUWDQWWKDW PRUHDQGPRUHKLJKDELOLW\VWXGHQWVDUHFKRRVLQJWR enroll at the University instead of leaving the state? :K\LVLWLPSRUWDQWWKDWWKHIRXU¿YHDQGVL[\HDU XQGHUJUDGXDWHJUDGXDWLRQUDWHVDUHVLJQL¿FDQWO\KLJKHU on every campus than they were ten years ago? The answer is that success on each of these fronts is evidence of success toward achieving the University’s mission. An eduation at the University of Minnesota prepares students to be leaders, innovators, and global citizens. It is therefore crucial that students who have the ability WREHQH¿WIURPWKH8QLYHUVLW\¶VRSSRUWXQLWLHVKDYH access to the University.

24 115 of 260 Undergraduate ĚƵĐĂƟŽŶ dt/E/d/^DWh^ Maintaining Access to the ĚƵĐĂƟŽŶ The University’s commitment to the success of dǁŝŶŝƟĞƐĂŵƉƵƐ undergraduate students begins with outreach to The University maintains a strong commitment prospective students and extends through recruitment, to access to its degree programs—for Minnesota enrollment, retention, academic support, career resident students, for students from various economic services, graduation, and beyond. The University EDFNJURXQGVIRUVWXGHQWVRIFRORUDQGIRU¿UVW attracts outstanding undergraduate students, is generation students. Strategies to ensure access accessible to diverse students with a range of LQFOXGHWDUJHWHGUHFUXLWPHQWKROLVWLFQHHGEOLQG EDFNJURXQGVDQGSURYLGHVDZRUOGFODVVHGXFDWLRQDO review for admissions; and linking tuition strategies experience. Our graduates are positioned to be ZLWK¿QDQFLDODLGVWUDWHJLHVDQGHQUROOPHQWWDUJHWV productive employees, thoughtful citizens, and creative leaders in solving the challenges of the 21st Financially Accessible century. As a public institution, the University supports The foundational principles for developing enrollment DFFHVVIRUTXDOL¿HGVWXGHQWV5HYLHZRIDSSOLFDQWVIRU WDUJHWVIRUQHZ¿UVW\HDUDQGQHZWUDQVIHUVWXGHQWVRQ XQGHUJUDGXDWHDGPLVVLRQVLVQHHGEOLQGPHDQLQJWKDW the Twin Cities campus include the following: a student’s ability to pay is not a factor in determining admissibility. The University funds and administers • $GPLWVWXGHQWVZKRZLOOEHQH¿WIURPWKH DFRPSUHKHQVLYH¿QDQFLDODLGSURJUDPWDUJHWHGWR curriculum and who have a strong probability of GHJUHHVHHNLQJVWXGHQWVDQGWDLORUHGWRHDFKVWXGHQW¶V graduating in a timely manner. FLUFXPVWDQFHVLQFOXGLQJPHULWEDVHGDLGWRDWWUDFW • 3URYLGHDKLJKTXDOLW\HGXFDWLRQDQGVWXGHQW DQGVXSSRUWKLJKDFKLHYLQJVWXGHQWVDQGQHHGEDVHG experience. aid to maintain access for many talented students who • 5HPDLQDIIRUGDEOHWRDEURDGFURVVVHFWLRQRI otherwise would not be able to attend the University. students. 7RWDO¿QDQFLDOVXSSRUWWR7ZLQ&LWLHVXQGHUJUDGXDWH • Incorporate ethnic, social, economic, and GHJUHHVHHNLQJVWXGHQWVRYHUWKHSDVWWZR\HDUVLV geographic diversity. VXPPDUL]HGLQ7DEOH7KHGHFUHDVHLQWKHWRWDO • Be attentive to state, national, and global amount of loans over that period is notable, as is the workforce needs of the future. shift of the proportion of total aid to include more gift aid and less loan aid. • Enroll an appropriate balance of new high school students and transfer students. One measure of accessibility is the percentage of • Partner with other Minnesota higher education VWXGHQWVZKRDUHORZLQFRPHGH¿QHGDVIHGHUDO systems to advance the state’s common agenda, Pell Grant recipients. In 2013–14, 24 percent of all but maintain the University’s mission to provide GHJUHHVHHNLQJVWXGHQWVHQUROOHGRQWKH7ZLQ&LWLHV VWXGHQWVZLWKWKHRSSRUWXQLWLHVDQGEHQH¿WVRI FDPSXVZHUH3HOOUHFLSLHQWV/RRNLQJDWVSHFL¿F DWWHQGLQJDZRUOGFODVVUHVHDUFKLQVWLWXWLRQ groups of students: Minnesota resident students, 29 percent; freshmen, 21 percent; new transfer students, 29 percent. Those percentages have been relatively

116 of25 260 dĂďůĞϰͲϭ͘dŽƚĂůĮŶĂŶĐŝĂůƐƵƉƉŽƌƚƚŽdǁŝŶŝƟĞƐĐĂŵƉƵƐƵŶĚĞƌŐƌĂĚƵĂƚĞĚĞŐƌĞĞͲƐĞĞŬŝŶŐƐƚƵĚĞŶƚƐ͕ϮϬϭϮʹϭϯĂŶĚϮϬϭϯʹϭϰ Aid Year Aid Year Aid Category ϮϬϭϮʹϭϯ % of total ϮϬϭϯʹϭϰ % of total 'ŝŌŝĚ;ƐĐŚŽůĂƌƐŚŝƉƐ͕ǁĂŝǀĞƌƐͿ $136,325,366 40% $144,209,891 43% Student Employment (including Work Study) $26,098,619 8% $26,117,835 8% Loans (student and parent loans) $176,171,962 52% $168,267,646 49% Total $338,595,946 100% $338,595,372 100% ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

VWDEOHRYHUWKHSDVW¿YH\HDUV$QRWKHUPHDVXUHLVWKH majors not offered elsewhere in the state. Of the 8,685 SHUFHQWDJHRI¿UVWJHQHUDWLRQFROOHJHVWXGHQWVGH¿QHG new students enrolling on the Twin Cities campus in as neither parent having completed a college degree. In 2013–14, 5,552 were freshmen and 3,133 (36 percent)

ĚƵĐĂƟŽŶ ±SHUFHQWRIDOOGHJUHHVHHNLQJVWXGHQWVRQ were transfer students from outside the University. WKH7ZLQ&LWLHVFDPSXVZHUH¿UVWJHQHUDWLRQ/RRNLQJ Over 40 percent of these new transfer students are DWVSHFL¿FJURXSVRIVWXGHQWV0LQQHVRWDUHVLGHQW coming to the Twin Cities campus from Minnesota students, 32 percent; new freshmen, 24 percent; new State Colleges and Universities System institutions. transfer students, 40 percent. Transfer students add to the diversity of the Twin To assist Twin Cities campus students and their Cities campus. When compared to those who enter as parents with managing the costs of college, the freshmen, transfer students show higher proportions of University has increased its resources and educational ¿UVWJHQHUDWLRQVWXGHQWV$IULFDQ$PHULFDQVWXGHQWV SURJUDPPLQJRQ¿QDQFLDOOLWHUDF\LQFOXGLQJWKH LQWHUQDWLRQDOVWXGHQWVDQGROGHUWKDQWUDGLWLRQDO “Live Like a Student Now So You Don’t Have to FROOHJHDJHVWXGHQWV7KH8QLYHUVLW\IRFXVHVRQ Later” campaign. This program was recognized by the admitting transfer students who can be successful in President and First Lady at the College Opportunity completing a degree program, and considers students Summit held in Washington, D.C. in January 2014. for transfer admission once these students have a record of success in one or more years of college Welcome Week for new students includes a workshop courses that are transferable to the University. Transfer on money management, and the One Stop Student student graduation rates have been going up, just as Services website includes money management they have been for students admitted as freshmen. Of UHVRXUFHV$NH\SRLQWRIWKH¿QDQFLDOOLWHUDF\ the 7,594 undergraduate degrees awarded on the Twin messaging is that graduating in a timely manner is one Cities campus in 2013–14, 37 percent were awarded to of the best ways for students to manage the costs of students who had transferred to the campus. their education. Even before the recent media attention to student debt Accessible to Diverse Students loads, the University was tracking student debt and The University is committed to achieving excellence developing strategies to help students. As shown in with a diverse student body and maintaining a 7DEOHWUHQGVRYHUWKHSDVW¿YH\HDUVDUHPRYLQJLQ respectful, welcoming environment for all students. the right direction; the proportion of graduates with no This commitment encompasses diversity in many debt is increasing, and the average amount of loan debt IRUPVLQFOXGLQJJHRJUDSKLFRULJLQJHQGHUUDFLDO for those who have debt is stable. ethnic background, sexual identity, culture, disability, YHWHUDQVWDWXVDQGVRFLRHFRQRPLFEDFNJURXQG Accessible to Transfer Students Over 700 veterans are now enrolled on the Twin Educating transfer students is an important part of the &LWLHVFDPSXVDVGHJUHHVHHNLQJXQGHUJUDGXDWHV University’s service to the State of Minnesota, and 7KH8QLYHUVLW\9HWHUDQV6HUYLFHV2I¿FHDVVLVWVWKHVH particularly important for the Twin Cities campus, as students with admissions processes; transitioning WKHÀDJVKLSFDPSXVZKLFKRIIHUVPDQ\XQGHUJUDGXDWH from military life to the role of a student; certifying, 26 117 of 260 dĂďůĞϰͲϮ͘^ƚƵĚĞŶƚĚĞďƚƚƌĞŶĚƐ͕dǁŝŶŝƟĞƐĐĂŵƉƵƐ͕ϮϬϭϬʹϮϬϭϰ Bachelor’s Degree Recipients ϮϬϭϬʹϭϭ ϮϬϭϭʹϭϮ ϮϬϭϭʹϭϮ ϮϬϭϮʹϭϯ ϮϬϭϯʹϭϰ йŽĨĂĐŚĞůŽƌ͛ƐĞŐƌĞĞZĞĐŝƉŝĞŶƚƐǁŝƚŚŶŽƐƚƵĚĞŶƚĚĞďƚ 36% 34% 36% 38% 39% Average loan debt for those with debt $26,348 $27,086 $27,578 $27,158 $26,406 Median loan debt for those with debt $23,503 $24,337 $24,646 $24,594 $24,433

^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ ĚƵĐĂƟŽŶ DSSO\LQJDQGTXDOLI\LQJIRUYHWHUDQVEHQH¿WV seeking admission for fall 2005 to 44,761 for fall 2014. processing military leaves for those called to active During that same time period, the average ACT for the duty; and connecting with other campus opportunities QHZIUHVKPDQFODVVKDVLPSURYHGVLJQL¿FDQWO\IURP and resources. 25.1 to 27.9. From fall 2013 to fall 2014, the number of The large increase in numbers of applicants to the undergraduates of color on the Twin Cities campus Twin Cities campus can be attributed to a growing increased from 5,740 to 5,920 (from 19 percent awareness by prospective students and their families to 19.6 percent), and the number of international of the many improvements in undergraduate students increased from 2,642 to 2,787 (from 9 education on the Twin Cities campus. The academic percent to 9.2 percent). For fall 2014, the percentage SUHSDUHGQHVVDQGDELOLW\RIRXU¿UVW\HDUVWXGHQWV of undergraduate students from Minnesota was 66.2 and the diversity among those students enrich percent. Students from 50 states and 89 countries were the classroom experience and the campus social among the 30,135 undergraduates. environment. Enhanced national recruitment efforts have helped to offset the declining numbers While the percentage of Minnesota students has of Minnesota high school graduates, increase the been relatively consistent, there have been some geographic diversity of the student body, and to bring shifts in the geographic origin of other U.S. students. workforce talent into the state of Minnesota. The fall The percentage of students from reciprocity states 2014 freshman class includes students from 45 states (Wisconsin, North Dakota, and South Dakota) has and 41 countries. gone down, while the percentage from other states and outside the U.S. has increased. The increases in 7KHFDPSXVZLGH8QLYHUVLW\+RQRUV3URJUDPZKLFK the numbers of students from other regions of the started in the fall of 2008, provides an enriched 8QLWHG6WDWHVDQGIURPRWKHUFRXQWULHVUHÀHFWVWKH learning environment, challenging honors courses, University’s commitment to enhancing the campus LQGLYLGXDOL]HGDGYLVLQJDQGDFORVHNQLWFRPPXQLW\ community through the inclusion of young people RIVFKRODUV7KHVHKLJKDFKLHYLQJVWXGHQWVKDYH from differing countries, backgrounds, religions, and chosen to attend the Twin Cities campus over some experiences. of the nation’s most selective institutions. The 2,200 students in our Honors Program are a community ƩƌĂĐƟŶŐKƵƚƐƚĂŶĚŝŶŐ^ƚƵĚĞŶƚƐ RIKLJKDFKLHYLQJVWXGHQWVZKREHQH¿WIURPD challenging, interdisciplinary approach, with rigorous ƚŽƚŚĞdǁŝŶŝƟĞƐĂŵƉƵƐ KRQRUVFRXUVHVDQGFRFXUULFXODUH[SHULHQFHVWKDW +LJKDELOLW\VWXGHQWVLQFUHDVLQJO\VHHNWRDWWHQGWKH draw on the expertise of our faculty and staff across University of Minnesota Twin Cities, as evidenced by the comprehensive range of disciplines on our campus. the growing numbers of applications and the student 7KHSUR¿OHRIWKHQHZIDOO+RQRUVVWXGHQWV preparation metrics of the incoming freshman class. showed an average ACT of 32.3 and average high Applications for admission have more than doubled school rank of 96.9 percent. over the past decade, from 20,532 prospective students

118 of27 260 KīĞƌŝŶŐĂ'ƌĞĂƚ^ƚƵĚĞŶƚ • Understand the role of creativity, innovation, discovery, and expression across disciplines. džƉĞƌŝĞŶĐĞŽŶƚŚĞdǁŝŶ • Have acquired skills for effective citizenship and ŝƟĞƐĂŵƉƵƐ lifelong learning. The Twin Cities undergraduate educational experience Articulated learning outcomes are important as is special because of its unique position in the world of faculty develop curricula, plan courses, construct public higher education: learning activities, and assess the learning that occurs in every aspect of the student experience: classes, • As the state’s only research university and one of VHUYLFHOHDUQLQJUHVHDUFKRSSRUWXQLWLHVLQWHUQVKLSV the very best research universities in the nation. and learning abroad. These learning outcomes are • $VWKHVWDWH¶VSXEOLFODQGJUDQWXQLYHUVLW\ embedded within the liberal education courses, as well • Located in the state capital, which provides many as the courses students take in their major and minor opportunities for internships with state agencies. ¿HOGV ĚƵĐĂƟŽŶ • Situated in a vibrant metropolitan area, with Twin Cities undergraduate teaching facilities have remarkably beautiful parks, lakes, and rivers; a EHHQLPSURYHGZLWKVWDWHRIWKHDUWFODVVURRPV lively social and cultural environment; and many including the Science Teaching and Student Services Fortune 500 companies. %XLOGLQJZKLFKKDVPRUHWKDQDGR]HQKLJKWHFK DFWLYHOHDUQLQJFODVVURRPV5HVLGHQFHKDOOIDFLOLWLHV The University leverages these attributes to and programming have been recently enhanced as SURYLGHXQGHUJUDGXDWHVZLWKDZRUOGFODVVOHDUQLQJ well. Housing and Residential Life opened the new environment and student experience. The University is WK$YHQXH5HVLGHQFH+DOOLQFUHDVLQJWKHRQFDPSXV one of the most comprehensive in the world, offering housing capacity by 600 beds. A new Residential 149 baccalaureate degree programs in a wide range Curriculum Model was launched in all residence halls of areas: astrophysics, child psychology, American DQGDSDUWPHQWFRPPXQLWLHVEDVHGRQ¿YHHOHPHQWV Indian studies, entrepreneurial management, RIZHOOEHLQJFDUHHUVRFLDO¿QDQFLDOSK\VLFDODQG biomedical engineering, neuroscience, and music FRPPXQLW\DQGUHÀHFWLQJWKH8QLYHUVLW\¶VRQJRLQJ performance, to name just a few. Many students take commitment to student engagement, retention, even greater advantage of this breadth of opportunity graduation, and success. E\GRXEOHPDMRULQJRUE\FRPSOHWLQJDPLQRU7KH 131 minors offered include traditional disciplinary areas such as art history, biology, and mathematics, as WƌĞƉĂƌŝŶŐdǁŝŶŝƟĞƐĂŵƉƵƐ well as emerging and interdisciplinary areas such as Graduates for Success sustainability studies, product design, family violence The University is committed to providing students prevention, and international agriculture. ZLWKDGLVWLQFWLYHZRUOGFODVVOLEHUDOHGXFDWLRQDQG 7KH8QLYHUVLW\KDVDJUHHGXSRQFDPSXVZLGH ULJRURXVFRXUVHZRUNLQD¿HOGRIVWXG\,QLWLDWLYHV undergraduate student learning outcomes that expect, concerned with the student experience are focused on at the time of receiving a bachelor’s degree, students: enriching students’ knowledge, skills, and abilities and equipping them for the challenges of the future • &DQLGHQWLI\GH¿QHDQGVROYHSUREOHPV in a diverse, changing, global society. Undergraduate • Can locate and critically evaluate information. student retention rates, graduation rates, and the • Have mastered a body of knowledge and a mode number of degrees conferred are among the measures of inquiry. that the University uses to assess the extent to which the University is challenging, educating, and • Understand diverse philosophies and cultures graduating students. within and across societies. • Can communicate effectively.

28 119 of 260 ZĞƚĞŶƟŽŶĂŶĚ'ƌĂĚƵĂƟŽŶZĂƚĞƐ includes the most selective public research universities 7KH7ZLQ&LWLHVFDPSXVKDVPDGHVLJQL¿FDQWSURJUHVV in the country), as well as the other public Big over the last decade in improving undergraduate Ten Conference universities. While the table lists JUDGXDWLRQUDWHV5HWDLQLQJVWXGHQWVDIWHUWKHLU¿UVW graduation rates for classes matriculating in 2008 \HDULVWKH¿UVWVWHSWRZDUGWLPHO\JUDGXDWLRQ)LJXUH (the most recent data available for comparison), the $DQG)LJXUH% show the most recent results, most recent Twin Cities campus rates (displayed in with rates at their highest levels ever, including parentheses) suggest that the campus will rank even ¿UVW\HDUUHWHQWLRQQRZDWSHUFHQW$VDUHVXOW better when data for those classes become available for of this progress, the Twin Cities campus rates are comparision. competitive with comparable institutions. Table Retention rates for students of color have improved UDQNVWKHJUDGXDWLRQUDWHVRIWKH7ZLQ&LWLHV VLJQL¿FDQWO\DQGIRUWKHIDOOHQWHULQJFODVVDUH ĚƵĐĂƟŽŶ campus’ comparision group instititions (which comparable to those for other students. Retention UDWHVIRUORZLQFRPHVWXGHQWV )LJXUH& KDYHDOVR &ŝŐƵƌĞϰͲ͘&ŝƌƐƚͲLJĞĂƌƌĞƚĞŶƟŽŶƌĂƚĞƐŽĨĮƌƐƚͲƟŵĞ͕ĨƵůůͲ ƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕dǁŝŶŝƟĞƐĐĂŵƉƵƐ͕ĐůĂƐƐĞƐ LPSURYHGVLJQL¿FDQWO\DQGDUHQRZDERYHSHUFHQW ŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϯʹϮϬϭϯ Degrees Conferred 100% The Twin Cities campus has increased by more than 92.6% 25 percent the number of undergraduate degrees 90% awarded over the past decade, from 6,043 in 2003–04 86.2% 90.7% WRLQ± )LJXUH' :KLOHLWLVLPSRUWDQW

80% to track the total number of degrees conferred, in terms of contributing to the state’s educated work force, additional factors also need to be taken into 70% account. Accordingly, the Twin Cities campus is 2003 2005 2007 2009 2011 2013 ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

&ŝŐƵƌĞϰͲ͘&ŽƵƌͲ͕ĮǀĞͲ͕ĂŶĚƐŝdžͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞƐŽĨĮƌƐƚͲƟŵĞ͕ĨƵůůͲƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕dǁŝŶŝƟĞƐ ĐĂŵƉƵƐ͕ĐůĂƐƐĞƐŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϬʹϮϬϭϬ 4-year rates 5-year graduation rate 6-year graduation rate 78.7% 80% 75.7% 73.2% 68.9% 70.7% 70.7% 70% 66.6% 61.4% 64.3% 75.5% 74.7% 72.1% 60% 69.7% 65.2% 66.6% 67.0% 61.3% 50% 58.6% 56.2% 40% 30% 60.9% 54.5% 58.1% 59.1% 46.0% 47.3% 50.6% 20% 41.3% 45.6% 32.6% 37.1% 10% 0% 2000 2002 2004 2006 2008 2010 Year of Matriculation ΎZĂƚĞƐŝŶĐůƵĚĞŐƌĂĚƵĂƚĞƐǁŚŽƚƌĂŶƐĨĞƌƌĞĚƚŽĂŶŽƚŚĞƌhŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂĐĂŵƉƵƐ͘'ƌĂĚƵĂƟŽŶƌĂƚĞƐĚŝƐƉůĂLJĞĚŝŶdĂďůĞϰͲϯĂƌĞƚŚŽƐĞ ƌĞƉŽƌƚĞĚƚŽƚŚĞŶĂƟŽŶĂůĚĂƚĂďĂƐĞ;/W^Ϳ͕ǁŚŝĐŚĐŽƵŶƚƐŽŶůLJƐƚƵĚĞŶƚƐǁŚŽŵĂƚƌŝĐƵůĂƚĞĚĂƚĂŶĚŐƌĂĚƵĂƚĞĚĨƌŽŵƚŚĞƐĂŵĞĐĂŵƉƵƐ͘Ɛ ĂƌĞƐƵůƚ͕ƚŚĞƌĂƚĞƐƉƌĞƐĞŶƚĞĚŝŶƚŚĞĮŐƵƌĞĂďŽǀĞĚŝīĞƌƐůŝŐŚƚůLJƚŚĂŶƚŚŽƐĞĚŝƐƉůĂLJĞĚŝŶdĂďůĞϰͲϯ͘ ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ 120 of29 260 IRFXVLQJRQSURGXFLQJGHJUHHVWKDWUHÀHFWDEDODQFHRI dĂďůĞϰͲϯ͘ZĞƚĞŶƟŽŶ;ĐůĂƐƐŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϭϮͿĂŶĚ external demand, capacity, and resources. ŐƌĂĚƵĂƟŽŶ;ĐůĂƐƐŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϴͿƌĂƚĞƐƐŽƌƚĞĚďLJ ĨŽƵƌͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞ͕dǁŝŶŝƟĞƐĐĂŵƉƵƐĐŽŵƉĂƌŝƐŽŶ In response to changes in student interest and state and ŐƌŽƵƉĂŶĚŝŐdĞŶŽŶĨĞƌĞŶĐĞŝŶƐƟƚƵƟŽŶƐ national employment needs, the Twin Cities campus is now awarding substantially more degrees in science, 1st-year 4-year 'ƌĂĚƵĂƟŽŶ WHFKQRORJ\HQJLQHHULQJDQGPDWK 67(0 ¿HOGV ZĞƚĞŶƟŽŶ Rate From 2003–04 to 2013–14, the number of STEM Rate degrees increased by 54 percent, from 1,938 to 2,983. *U. of Michigan – Ann Arbor 97% 76% STEM degrees awarded includes all baccalaureate *U. of California – Los Angeles 96% 72% GHJUHHVLQVHYHUDOEURDGFDWHJRULHVDVGH¿QHGE\WKH 'HSDUWPHQWRI(GXFDWLRQ7KHVH67(0¿HOGVLQFOXGH Ύh͘ŽĨĂůŝĨŽƌŶŝĂʹĞƌŬĞůĞLJ 97% 72% agriculture, natural resources, engineering, computer *U. of Illinois – Urbana-Champaign 93% 69% sciences, biological sciences, physical sciences, *U. of Florida – Gainesville 96% 67% ĚƵĐĂƟŽŶ mathematics, and health professions. U. of Maryland – College Park 95% 67%

*Penn. State U. – Univ. Park 92% 66% &ŝŐƵƌĞϰͲ͘EĞǁĨƌĞƐŚŵĂŶƌĞƚĞŶƟŽŶďLJWĞůůƐƚĂƚƵƐ͕dǁŝŶ ŝƟĞƐĐĂŵƉƵƐ͕ϮϬϬϭʹϮϬϭϯ *Ohio State U. – Columbus 92% 61%

95% 93.2% /ŶĚŝĂŶĂh͘ʹůŽŽŵŝŶŐƚŽŶ 90% 60% Non-PELL Students 90.3% 90% 58% h͘ŽĨDŝŶŶĞƐŽƚĂʹdǁŝŶŝƟĞƐ 2 3 90% (93%) (61%)

85.2% 90.3% Ύh͘ŽĨtĂƐŚŝŶŐƚŽŶʹ^ĞĂƩůĞ1 92% 58% 85% PELL Students ZƵƚŐĞƌƐ͕^ƚĂƚĞh͘ŽĨEĞǁ:ĞƌƐĞLJʹ 91% 57% EĞǁƌƵŶƐǁŝĐŬ

80% 81.1% 81.3% *U. of Wisconsin – Madison 95% 56%

Michigan State U. – East Lansing 91% 54% 75% 2001 2003 2005 2007 2009 2011 2013 Ύh͘ŽĨdĞdžĂƐʹƵƐƟŶ 94% 52%

^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ U. of Iowa – Iowa City 86% 48%

WƵƌĚƵĞh͘ʹtĞƐƚ>ĂĨĂLJĞƩĞ 91% 46%

&ŝŐƵƌĞϰͲ͘hŶĚĞƌŐƌĂĚƵĂƚĞĚĞŐƌĞĞƐĂǁĂƌĚĞĚ͕dǁŝŶŝƟĞƐ U. of Nebraska – Lincoln 84% 33% ĐĂŵƉƵƐ͕ϮϬϬϯʹϮϬϬϰ͕ϮϬϭϯʹϮϬϭϰ ^ŽƵƌĐĞ͗ƐƐŽĐŝĂƟŽŶŽĨŵĞƌŝĐĂŶhŶŝǀĞƌƐŝƟĞƐĂƚĂdžĐŚĂŶŐĞ 8,000 ΎŽŵƉĂƌŝƐŽŶ'ƌŽƵƉ/ŶƐƟƚƵƟŽŶƐ 7,594 1ϮϬϬϳĚĂƚĂĨƌŽŵ/ŶƐƟƚƵƟŽŶĂůŽŵŵŽŶĂƚĂ^ĞƚƐƌĞƉŽƌƟŶŐ/W^ƌĂƚĞƐ 2 Most recent UM–TC 1st-LJĞĂƌƌĞƚĞŶƟŽŶƌĂƚĞ;ĐůĂƐƐŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϭϯͿ 3 Most recent UM–TC ĨŽƵƌͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞ;ĐůĂƐƐŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϭϬͿ 7,000

6,043 6,686 6,000

5,000 2004 2006 2008 2010 2012 2014

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30 121 of 260 Diversity DULUTH CAMPUS UMD has a commitment to equity and diversity and has placed a high priority on creating an environment Maintaining Access to the that is welcoming and respectful. A campus change Duluth Campus team was named and charged with developing FDPSXVZLGHDFWLRQSODQVDWDOOOHYHOVWRFUHDWHDPRUH īŽƌĚĂďůĞĐĐĞƐƐ inclusive environment for students, faculty, and staff. UMD is committed to ensuring affordable access for Efforts include increasing recruitment, retention, and students of all backgrounds and has expanded both support of diverse students, faculty, and staff; the PHULWDQGQHHGEDVHGVFKRODUVKLSVWRDWWUDFWWRS integration of cultural diversity, cultural competence, level students. Scholarships are offered to Minnesota and social justice topics into curriculum and campus ĚƵĐĂƟŽŶ VWXGHQWVZKRUDQNHLWKHU¿UVWRUVHFRQGLQWKHLUKLJK life; increased training and development opportunities school class. The University of Minnesota Promise that promote equity, diversity, and social justice; 6FKRODUVKLSJXDUDQWHHVDPXOWL\HDUVFKRODUVKLSIRU implementation and rigorous enforcement of policies Minnesota resident undergraduates with a family and procedures that advance cultural diversity and income of up to $100,000. UMD offers multiple social justice; and including progress on diversity ¿QDQFLDODLGVWUDWHJLHVVXFKDVVFKRODUVKLSVZRUN initiatives as an explicit part of performance reviews VWXG\DQGORDQV)XQGLQJKDVLQFUHDVHGVLJQL¿FDQWO\ of campus leadership. IRU¿QDQFLDODLGWRKHOSVWXGHQWVPDQDJHWKHFRVWRI UMD offers a wide variety of majors, minors WKHLUHGXFDWLRQ 7DEOH  and graduate programs that align with cultural In spring 2013, UMD was listed as one of the most competency and diversity education. Majors: affordable Minnesota colleges by The College American Indian Studies, Cultural Entrepreneurship, Database, a website dedicated to providing accurate French Studies, Hispanic Studies, Ojibwe Elementary and valuable college and career information. To be School Education, and Women’s Studies. Minors: included in this list, schools must have an annual African and African American Studies, American tuition rate below $20,000 and have new graduates Indian Studies, Cultural Studies, Deaf Studies, who earn more than $40,000 per year on average. Foreign Studies, French Studies, German Studies, According to The College Database, UMD students International Studies, Hispanic Studies, Tribal Law enter the workforce earning an estimated $42,300 per and Government, and Women’s Studies. Graduate \HDUDIWHUJUDGXDWLRQUDQNLQJLWDPRQJWKHWRS¿YHRI programs: Master of Advocacy and Public Leadership, DOO0LQQHVRWDSRVWVHFRQGDU\VFKRROV and Master of Tribal Administration and Governance. UMD’s Multicultural Living Community began in fall Table 4-4. Student aid trends, degree-seeking 2011. This opportunity is open to incoming freshman undergraduates, Duluth campus, 2003, 2008, 2013 LQWHUHVWHGLQHQJDJLQJLQFURVVFXOWXUDOGLDORJXHVDQG VHOIDZDUHQHVV6WXGHQWVFKRVHQWRSDUWLFLSDWHHQJDJH 2003 2008 2013 in opportunities to explore complex issues of identity 'ŝŌŝĚ $16.6m $24.2m $38.4m and ethnicity, cultural discovery, and learning about the experiences of others. Employment $3.5m $4.1m $4.5m /DVW\HDU80'DGGHGDFDELQHWOHYHOOHDGHUVKLS Loans $25.7m $53.7.m $67.8m position (Faculty Fellow) to facilitate campus Total Student Aid $48.9.m $85m $112.7m climate training and development for faculty, staff, administration, and students. The development % of Students 48% 48% 64% ZĞĐĞŝǀŝŶŐ'ŝŌŝĚ of internal capacity for ongoing training included the completion of four cohorts (72 faulty, staff, % of Students 56% 62% 66% Receiving Loans DQGDGPLQLVWUDWRUV LQDQLQWHQVLYHRIIFDPSXV Intercultural Leadership Development initiative. ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ 122 of31 260 Another four cohorts are planned for 2014–15. Internal dƌĂŶƐĨĞƌ^ƚƵĚĞŶƚ/ŶŝƟĂƟǀĞƐ capacity was also developed to provide the Equity and The Duluth campus is committed to increasing 'LYHUVLW\&HUWL¿FDWHIRUVWDIIDQGIDFXOW\DW'XOXWKD transfer student recruitment and academic success V\VWHPZLGHFHUWL¿FDWHSURJUDPWKDWZLOOEHRIIHUHGDW and has made a concerted effort over the past year UMD by UMD trainers. In addition to serving on the WREHFRPHDPRUH³WUDQVIHUIULHQGO\´LQVWLWXWLRQ Chancellor's Cabinet, the Faculty Fellow also serves including: DVFRFKDLURIWKH&DPSXV&OLPDWH&KDQJHSURFHVV (CCT). The CCT continued into its fourth year with 18 • Hosting meetings with community college unit change teams working on incorporating values of representatives from the Northeast Higher diversity, equity, and inclusion in every aspect of the Education District and with professional advisors institution. from community colleges in northern Minnesota to gather feedback to address transfer student needs. The Duluth campus values diversity as a means of • Joining 179 schools nationwide to participate in enriching the educational experience of all students the beta testing of new Transferology software for

ĚƵĐĂƟŽŶ and continues its strong commitment to building a prospective students and families. more diverse student body. Admissions and collegiate student affairs units continue to aggressively recruit • Partnering with Lake Superior College (LSC) on students of color. In addition, UMD’s Strategic Link, an experimental liaison initiative whereby Enrollment Management Council has developed an UMD and LSC provide an education pathway DFWLRQSODQWKDWSURYLGHVDPDFUROHYHODFFRXQWLQJRI for interested LSC students to complete their campus initiatives, outcomes, timelines, responsibility baccalaureate degree through UMD. centers, and results supporting enrollment goals • In fall 2014, launching the Connect initiative, for students of color. Over the past decade UMD DFDPSXVZLGHFUHGLWEDVHGSHHUPHQWRULQJ has experienced steady growth in the percentage of program that will pair current transfer students XQGHUUHSUHVHQWHGVWXGHQWVDVVKRZQLQ)LJXUH( with incoming transfer students to help smooth the transition to UMD. A comprehensive and systematic monitoring of this group is being Figure 4-E. Percent undergraduate students of color by fall developed to better understand and respond to ƚĞƌŵ͕ƵůƵƚŚĐĂŵƉƵƐ͕ϮϬϬϰʹϮϬϭϰ transfer student needs. 11% 10.7% • The Community College Partnerships Advisory 10% Council: recommends changes and strategies 8.9% for strengthening relationships between UMD 9% and its primary feeder community colleges and 8% 7.2% takes action to improve the quality of the transfer 7% experience for students. 6.3% 5.7% • Conducting an internal assessment of transfer 6% 5.5% student programs and services to support 5% UMD’s readiness for increased transfer student 2004 2006 2008 2010 2012 2014 enrollment. Resulting recommendations are ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ currently under review. • Identifying roadblocks to timely transfer credit evaluation processes and, in collaboration with UMD governance committees, implementing solutions. • Implementing the Arches Program, a collaboration started in Fall 2013 between UMD and LSC that SUHSDUHVVWXGHQWVIRUWKHULJRUVRIFROOHJHOHYHO coursework. Arches provides select applicants who 32 123 of 260 were denied admission to UMD the opportunity 7DEOHVKRZVWKDWWKHVHHIIRUWVKDYHUHVXOWHGLQWKH to meet standards for admission within just a number of new high school students entering UMD VHPHVWHURUWZRE\FRPSOHWLQJVSHFL¿FFRXUVHV rising over the last ten years. and program requirements offered by LSC. Ninety SHUFHQWRIIDOOSDUWLFLSDQWVHQUROOHGDVIXOO KīĞƌŝŶŐĂ'ƌĞĂƚ^ƚƵĚĞŶƚ time UMD students in spring 2014. džƉĞƌŝĞŶĐĞŽŶƚŚĞ ƩƌĂĐƟŶŐKƵƚƐƚĂŶĚŝŶŐ^ƚƵĚĞŶƚƐ Duluth Campus to the Duluth Campus /ŶƚĞƌŶĂƟŽŶĂůŝnjĂƟŽŶ Enrollment Management UMD, along with eight other institutions from across ĚƵĐĂƟŽŶ UMD is in its fourth year of a strategic enrollment the nation, participated in the American Council management (SEM) process. In fall 2013, the SEM on Education’s (ACE) 2012–14 Internationalization Council, which is responsible for recommending /DERUDWRU\&RKRUW$IRXUWHHQPHPEHU enrollment goals and monitoring progress in achieving Internationalization Leadership Team (ILT) conducted those goals, moved from being an ad hoc council a review of current international activities at UMD, to become a campus governance subcommittee of LGHQWL¿HGFDPSXVJRDOVDQGVWXGHQWOHDUQLQJ the Committee for Strategic Planning and Budget. outcomes related to internationalization, and develop a Through SEM, UMD has established ongoing systematic plan for comprehensive internationalization processes for analyzing internal and external at UMD. enrollment data, establishing and monitoring Building on that review, the ILT completed the enrollment goals, and identifying action steps required following tasks during 2013–14: to meet those goals. • During fall 2013, organized working groups to 7KH2I¿FHRI8QGHUJUDGXDWH$GPLVVLRQFRQWLQXHV develop visions, goals, and action steps in areas to employ new tools and strategies to increase the critical to internationalization; QXPEHURITXDOL¿HGDSSOLFDQWV$QHZ$GPLVVLRQV • sent two representatives to the cohort meeting in website was launched in September 2014, and over the Washington, DC in October 2014; last year, Admissions successfully implemented a new customer relationship management tool, resulting in • LGHQWL¿HGVWXGHQWOHDUQLQJRXWFRPHVDQGFDPSXV improved coordination of prospective student contacts. goals related to internationalization; • developed a systematic plan that included a vision 7KLVLQFOXGHVDUH¿QHGSURVSHFWLYHVWXGHQW and mission statement for internationalization; communication plan that reduces marketing expenses related to design, print, and postage, and actively • LGHQWL¿HGDFWLRQVWHSVWRDFKLHYHHDFKRIWKHVL[ employs a social media presence to engage and assist LGHQWL¿HGFDPSXVJRDOV prospective and incoming students.

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Percent Change Percent Change 2004 2009 2011 2012 2013 2009 to 2013 2004 to 2013 Undergraduate 8,850 9,422 9,782 9,452 9,239 -1.9 4.4% Graduate 661 769 765 753 781 1.6% 18.2% Non-degree 643 1,130 904 932 874 -3.3% 35.9% Total 10,154 11,321 11,451 11,137 10,894 -3.8% 7.3%

^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ 124 of33 260 • held three campus forums to obtain ideas also hosted the 2013 Northeast Regional meeting of and feedback related to goals and the plan for 9HWHUDQV$GPLQLVWUDWLRQEHQH¿WVFHUWLI\LQJRI¿FLDOV internationalization; and will do so again in 2014. Finally, UMD received • hosted a site visit for ACE representatives in recognition this year as a Military Friendly Campus. February 2014; • GHYHORSHGD¿QDOUHSRUWIRUFDPSXV Preparing Duluth Campus internationalization in March 2014; Graduates for Success • transmitted the plan and initial ideas for implementing the plan to the Executive Vice ZĞƚĞŶƟŽŶĂŶĚ'ƌĂĚƵĂƟŽŶ Chancellor for Academic Affairs and the 80'DFKLHYHGLWV¿YHDQGVL[\HDUHQUROOPHQW Chancellor in April 2014. JRDOVVHWE\WKH%RDUGRI5HJHQWV )LJXUH)DQG Selected recommendations and action steps are being )LJXUH* ,PSURYHPHQWVLQJUDGXDWLRQUDWHVKDYH implemented through the 2014–15 academic year. ĚƵĐĂƟŽŶ &ŝŐƵƌĞϰͲ&͘&ŝƌƐƚͲLJĞĂƌƌĞƚĞŶƟŽŶƌĂƚĞƐŽĨĮƌƐƚͲƟŵĞ͕ĨƵůůͲ Serving Veterans ƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕ƵůƵƚŚĐĂŵƉƵƐ͕ĐůĂƐƐĞƐ In 2013–2014 189 UMD students received Veteran’s ŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϯʹϮϬϭϯ $GPLQLVWUDWLRQ(GXFDWLRQDO%HQH¿WVDQGVXSSRUW 85% IURPWKH2I¿FHRIWKH5HJLVWUDUVWDII VWXGHQWV are veterans, 59 are dependents of veterans, and 43 80.5% 80% 78.6% National Guard or Reserves). The Veteran’s Club 80.7% is a popular spot for gathering and is conveniently FRORFDWHGZLWKWKH5HJLVWUDUVWDII7KUHHVWDIIIURP community agencies are scheduled to be available 75% to veterans on campus throughout the semester. UMD held a recognition event on Veteran’s Day and 70% 2003 2005 2007 2009 2011 2013 ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ &ŝŐƵƌĞϰͲ'͘&ŽƵƌͲ͕ĮǀĞͲ͕ĂŶĚƐŝdžͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞƐŽĨĮƌƐƚͲƟŵĞ͕ĨƵůůͲƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕ƵůƵƚŚĐĂŵƉƵƐ͕ ĐůĂƐƐĞƐŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϬʹϮϬϭϬ 4-year rates 5-year graduation rate 6-year graduation rate

70% 66.7% 65.5% 60.3% 60.4% 60% 57.2% 57.6% 59.6% 55.3% 56.1% 50% 60.9% 62.1% 60.7% 54.6% 40% 55.3% 54.3% 50.9% 49.9% 50.5% 51.9% 30%

20% 37.4% 37.5% 38.2% 30.6% 32.9% 26.1% 26.1% 25.9% 25.8% 28.8% 29.1% 10%

0% 2000 2002 2004 2006 2008 2010 Year of Matriculation ΎZĂƚĞƐŝŶĐůƵĚĞŐƌĂĚƵĂƚĞƐǁŚŽƚƌĂŶƐĨĞƌƌĞĚƚŽĂŶŽƚŚĞƌhŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂĐĂŵƉƵƐ͘'ƌĂĚƵĂƟŽŶƌĂƚĞƐĚŝƐƉůĂLJĞĚŝŶdĂďůĞϰͲϲĂƌĞƚŚŽƐĞ ƌĞƉŽƌƚĞĚƚŽƚŚĞŶĂƟŽŶĂůĚĂƚĂďĂƐĞ;/W^Ϳ͕ǁŚŝĐŚĐŽƵŶƚƐŽŶůLJƐƚƵĚĞŶƚƐǁŚŽŵĂƚƌŝĐƵůĂƚĞĚĂƚĂŶĚŐƌĂĚƵĂƚĞĚĨƌŽŵƚŚĞƐĂŵĞĐĂŵƉƵƐ͘Ɛ ĂƌĞƐƵůƚ͕ƚŚĞƌĂƚĞƐƉƌĞƐĞŶƚĞĚŝŶƚŚĞĮŐƵƌĞĂďŽǀĞĚŝīĞƌƐůŝŐŚƚůLJƚŚĂŶƚŚŽƐĞĚŝƐƉůĂLJĞĚŝŶdĂďůĞϰͲϳ͘ ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ 34 125 of 260 been achieved through a concerted effort to engage &ŝŐƵƌĞϰͲ,͘hŶĚĞƌŐƌĂĚƵĂƚĞĚĞŐƌĞĞƐĂǁĂƌĚĞĚ͕ƵůƵƚŚ students in planning their degree progress using tools ĐĂŵƉƵƐ͕ϮϬϬϰʹϮϬϭϰ such as the Academic Progress Auditing System, the 2,200 *UDGXDWLRQ3ODQQHUDQGWKH6WXGHQW6XFFHVV 2,047 5RDGPDSZKLFKHPSKDVL]HVFUHGLWJRDOVDQGVXFFHVV 1,950 oriented activities on the path to timely graduation.

During fall 2013, 68.4 percent of undergraduates were 1,700 1,783 enrolled in 15 or more credits, a key benchmark of 1,561 the Roadmap. This compares to 52.3 percent in 2006. 1,450 7DEOHVKRZVKRZWKH'XOXWKFDPSXVFRPSDUHV

to its peer group institutions, using rates for the class ĚƵĐĂƟŽŶ 1,200 matriculating in 2007, the most current data available. 2004 2006 2008 2010 2012 2014 ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ dĂďůĞϰͲϲ͘^ŝdžͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞƐ;ĐůĂƐƐŵĂƚƌŝĐƵůĂƟŶŐŝŶ ϮϬϬϳͿ͕ƵůƵƚŚĐĂŵƉƵƐĂŶĚĐŽŵƉĂƌŝƐŽŶŐƌŽƵƉŝŶƐƟƚƵƟŽŶƐ Improved graduation rates coupled with larger entering 6-year classes in 2008, 2009, and 2010 have led to a record /ŶƐƟƚƵƟŽŶĂů 'ƌĂĚƵĂƟŽŶ number of undergraduate degrees being conferred. As Rate Rank )LJXUH+VKRZV80'DZDUGHGSHUFHQWPRUH CA Poly. State U.–San Luis Obispo 70% 1 degrees in 2012–13 than in 2003–2004.

Western Washington U. 69% 2 Assessment of Student Learning Assessment at UMD is the ongoing, systematic U. of Northern Iowa 66% 3 process of collecting, analyzing, and using information about student learning to inform decisions about how Col. of Charleston 64% 4 WRLPSURYHOHDUQLQJ,WLQYROYHVFROOHFWLQJVWXGHQW OHDUQLQJGDWDIURPDFDGHPLFDQGFRFXUULFXODU h͘ŽĨDŝŶŶĞƐŽƚĂʹƵůƵƚŚ 59% 5 programs across campus, as evidence of achievement RIWKHQLQHLQVWLWXWLRQDOVWXGHQWOHDUQLQJRXWFRPHV South Dakota State U. 57% 6 (SLOs). UMD programs have completed the third Western Michigan U. 55% 7 year of student learning data collection for program decision making and improvement. h͘ŽĨE͘͘ʹŚĂƌůŽƩĞ 54% 8 The peer review rubric measures program assessment U. of Michigan–Dearborn 52% 9 activities along six domains at four levels (developing, approaching, at standard, and exceeds). The following Southern Illinois U.–Edwardsville 50% 10 UHSRUWV 7DEOH WKHUHVXOWVRIWKHPRVWUHFHQW review sessions compared to benchmarks set in 2011. Minnesota State U.–Mankato 49% 11

U. of Mass.–Dartmouth 49% 11

Comparison Group Average 59% -

See footnote on Figure 4-G. ^ŽƵƌĐĞ͗/ŶƚĞŐƌĂƚĞĚWŽƐƚƐĞĐŽŶĚĂƌLJĚƵĐĂƟŽŶĂƚĂ^LJƐƚĞŵ;/W^Ϳ

126 of35 260 Table 4-7. Percentage of reports at standard or higher, Duluth campus Learning Alignment of Meaningful Outcomes Measure Results Involvement Use of Analysis UMD SLO 2013 43% 62% 60% 22% 43% 73%

2012 22% 44% 57% 22% 33% 51% 2011 13% 33% 40% 10% 23% 30%

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• Domain 1—Learning Outcomes Statements: Programs are expected to report on all program A 30 percentage point increase in programs RXWFRPHVZLWKLQDWKUHH\HDUSHULRG7KHVHUHSRUWV considered at standard. contain information about how the program outcomes ĚƵĐĂƟŽŶ • Domain 2—Alignment of measure to outcome: contribute to the UMD SLOs, how learning was A 29 percentage point increase in programs PHDVXUHGKRZ³VDWLVIDFWRU\´ZDVGH¿QHGDQGOHYHOV considered at standard. DFKLHYHGZLWKLQGH¿QHGVDPSOHSRSXODWLRQV5HVXOWV of student learning data collection and analysis are • Domain 3—Assessment Results: A 20 percentage intended to inform programmatic decision making point increase in programs considered at standard. DQGLPSURYHPHQW²WKHVHIROORZXSDFWLRQVDUHDOVR • Domain 4—Meaningful/Faculty/Staff/Student included in the annual reports. Involvement: A 12 percentage point increase in programs considered at standard. • Domain 5—Use of Analysis: A 20 percentage point increase in programs considered at standard. • Domain 6—Connection to UMD SLOs: A 43 percentage point increase in programs considered at standard.

36 127 of 260 MORRIS CAMPUS Maintaining Access to the Designated the only public liberal arts college in the Morris Campus state by the Council of Public Liberal Arts Colleges, Enrollment Strategy the University of Minnesota Morris occupies a distinctive place in the landscape of higher education The Morris campus’s enrollment strategy develops and within the University system. With its focus on within the context of its 2007 strategic plan, with XQGHUJUDGXDWHVLQDUHVLGHQWLDOKXPDQVL]HGDQG VSHFL¿FJRDOVVHWWRLQFUHDVHUDFLDODQGHWKQLF FRPPXQLW\EDVHGVHWWLQJLWUHVHPEOHVWKHPDQ\ diversity and to increase the number of international private liberal arts colleges that permeate the upper students. In addition, the campus enrollment strategy Midwest. aims at recruiting and retaining a talented group of ĚƵĐĂƟŽŶ undergraduates—ACT average for entering students The campus mission unfolds within the context of has remained stable at 25 for at least ten years. WKHODQGJUDQWFKDUJHRIWKH8QLYHUVLW\RI0LQQHVRWD system: the Morris campus provides a rigorous Accessible to Minnesotans undergraduate liberal arts education, preparing its The Morris campus is accessible to Minnesota students to be global citizens who value and pursue students, many from traditionally underserved intellectual growth, civic engagement, intercultural backgrounds. Over 80 percent of Morris students competence, and environmental stewardship. As a are from Minnesota; about a third are from the SXEOLFODQGJUDQWLQVWLWXWLRQWKH0RUULVFDPSXVLV Twin Cities metropolitan area. The campus a center for education, culture, and research for the continues to serve students from Stevens County region, nation, and world. The campus is committed and the immediate region at approximately the same to outstanding teaching, dynamic learning, innovative percentage as it always has—however there are fewer faculty and student scholarship and creative activity, students in west central Minnesota than there were and public outreach. The residential academic setting when the Morris campus opened in 1960. fosters collaboration, diversity, and a deep sense of community. 2QHLQGLFDWRURIIDPLO\¿QDQFLDOQHHGLVIRXQGLQWKH QXPEHURI3HOOJUDQWUHFLSLHQWVRQDFDPSXVWKLUW\ On the Morris campus, classes are taught almost one percent of Morris students receive federal Pell H[FOXVLYHO\E\IXOOWLPHIDFXOW\PHPEHUVSHUFHQW JUDQWVVXSSRUWLQJVWXGHQWVZLWKKLJK¿QDQFLDOQHHG of whom have earned terminal degrees in their 2YHUDOOSHUFHQWRIVWXGHQWVUHFHLYH¿QDQFLDODLG ¿HOGV0RUULVFDPSXVIDFXOW\PHPEHUVDUHWDOHQWHG instructors and active in the production of scholarly Accessibility and Racial Diversity and artistic works. In the past four years, the more The Morris campus’s strategic plan set a goal of 25 than 100 Morris campus faculty members have percent students of color, and this fall that goal was authored 25 books and produced 400 refereed journal H[FHHGHG7ZHQW\VL[SHUFHQWRI0RUULVVWXGHQWVDUH articles, including some with students as coauthors. VWXGHQWVRIFRORU )LJXUH, ,QIDOOVWXGHQWV

128 of37 260 Figure 4-I. Percent undergraduate students of color by fall and tied to its history as an American Indian boarding ƚĞƌŵ͕DŽƌƌŝƐĐĂŵƉƵƐ͕ϮϬϬϱʹϭϯ VFKRRO7KHZDLYHU²WKRXJKSRVLQJD¿QDQFLDO 30% challenge for the campus—provides an attractive 26.3% LQFHQWLYHWRTXDOL¿HG1DWLYHVWXGHQWV DGPLWWHGZLWK 25% the same requirements as all students) to enroll and to 22.3% SHUVLVWZLWKHGXFDWLRQDOEHQH¿WIRUWKHVHVWXGHQWVDQG 20.2% 20% 18.8% 18.5% for the campus as a whole. 15.5% To provide support to students, the Morris campus’s 15% ¿QDQFLDODLGRI¿FHUHRUJDQL]HGLWVVHUYLFHVWREHFRPH WKHOHDGRI¿FHLQ800¶V³VWXGHQWRQHVWRS´ZLWK 10% FRXQVHORUVZKRZRUNRQHRQRQHZLWKVWXGHQWVDQG 2004 2006 2008 2010 2012 2014 WKHLUIDPLOLHVWRSURPRWHDQXQGHUVWDQGLQJRI¿QDQFLDO ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ aid—an especially important task given the high

ĚƵĐĂƟŽŶ Accessibility and Underserved Students SHUFHQWDJHRI¿UVWJHQHUDWLRQDQGKLJKQHHGVWXGHQWV )RUW\WZRSHUFHQWRIWKH0RUULVFDPSXV¶VQHZ the campus serves. ¿UVW\HDUVWXGHQWVZLOOEHWKH¿UVWJHQHUDWLRQRIWKHLU IDPLO\WRJUDGXDWHZLWKDIRXU\HDUEDFFDODXUHDWH ƩƌĂĐƟŶŐKƵƚƐƚĂŶĚŝŶŐ^ƚƵĚĞŶƚƐ degree, and approximately one third of Morris VWXGHQWVRYHUDOODUH¿UVWJHQHUDWLRQ,Q± to the Morris Campus two programs funded by the Great Lakes Guaranty The Morris campus attracts talented, intelligent Corporation provide academic coaching and support to students who want to make a difference in the world. students from traditionally underserved populations, As noted above, the campus is selective, with an LQFOXGLQJVWXGHQWVRIFRORU¿UVWJHQHUDWLRQDQGORZ average ACT score of 25 for entering students. This income students, to foster student success. number is noteworthy given the high percentage of Morris students from groups underrepresented in ĐĐĞƐƐĂŶĚīŽƌĚĂďŝůŝƚLJ higher education. (LJKW\¿YHSHUFHQWRI0RUULVVWXGHQWVUHFHLYHQHHG Morris students have earned a reputation as smart and EDVHGPHULWDQGRUGRQRUIXQGHG¿QDQFLDODLG7KH DFWLRQRULHQWHGH[FHOOLQJZLWKLQWKHFODVVURRPEXW 0RUULVFDPSXVRIIHUVWKUHHPHULWEDVHGVFKRODUVKLSV also taking their learning out into the world. Morris An “achievement” scholarship is awarded to students students are responsible for a number of successful who meet minimum standards. In addition, two LQLWLDWLYHVRQFDPSXVLQFOXGLQJWKHVWXGHQWUXQ scholarships are awarded based on previous academic recycling program; the composting initiative; the achievement and performance at a campus competitive green revolving fund, and the weekend bus that scholarship day; students who receive these transports students to and from the Twin Cities. scholarships enroll and persist at rates well above the Morris campus’s average for admitted students. Morris students win national awards—including the American Indian Science and Engineering Society In addition, a high number of Morris students “best chapter” award and the Association for the SHUFHQWLQ± EHQH¿WIURP83URPLVH Advancement of Sustainability in Higher Education Scholarships, and Morris campus gift dollars add student leadership award. In spring 2014, two Morris WRWKH¿QDQFLDOVXSSRUWIRUVWXGHQWV,Q± students earned recognition, one as a Truman Scholar over 400 students on the Morris campus received and one as a Udall Scholar. GRQRUIXQGHGVFKRODUVKLSVDQXPEHUWKDWKDVVWHDGLO\ increased. The Morris campus is nationally ranked by many national publications—including as a top ten public ,QDGGLWLRQWRWKHVRXUFHVRI¿QDQFLDOVXSSRUW liberal arts college for the 16th year in a row by US GHVFULEHGDERYHWKH0RUULVFDPSXVRIIHUVDIHGHUDOO\ News and World Reports; by the Princeton Review and PDQGDWHGDQGVWDWHVWDWXWH±VXSSRUWHG$PHULFDQ Sierra Club; as a higher education best buy by Forbes; Indian tuition waiver unique to the Morris campus 38 129 of 260 and most recently by Business Insider as one of the entities, such as the Schneider Trucking “Truckers and 104 “smartest” public schools in the country. Turnover” projects. Study abroad promotes not only the Morris campus’s KīĞƌŝŶŐĂ'ƌĞĂƚ^ƚƵĚĞŶƚ mission of providing an environment for the džƉĞƌŝĞŶĐĞŽŶƚŚĞ development of global citizenship, but also gives students experience and maturity that serves them Morris Campus ZHOOZKHQWKH\OHDYHWKHLQVWLWXWLRQ)RUW\VHYHQ The Morris campus offers a distinctive student percent of Morris students have studied abroad by the experience, preparing students for success time they graduate. and producing outcomes that matter. With its ĚƵĐĂƟŽŶ XQGHUJUDGXDWHUHVLGHQWLDOKXPDQVL]HGFRPPXQLW\ Preparing Morris Campus focus, the campus offers a distinctive value proposition as a public “private,” providing the same focused Graduates for Success experience as the upper Midwest’s many excellent 1LQHW\VL[SHUFHQWRI0RUULVVWXGHQWVZKRJUDGXDWHG private liberal arts colleges, but at half or a third the in 2013 indicated that they were employed and/ SULFHHYHQIDFWRULQJLQW\SLFDO¿QDQFLDODLGSDFNDJLQJ or in graduate or professional school one year after at the privates. The Morris campus’s ongoing efforts graduation; one third of Morris students proceed to create a model sustainable community make it an directly to graduate and professional school following exciting destination for young people poised to invent JUDGXDWLRQ)LJXUH-LQGLFDWHVWKDWWKHWRWDOQXPEHU a new future. of undergraduate degrees awarded is at its highest point in nearly ten years. With an average class size of 17 and a faculty/student ratio of 1:14, Morris students are taught exclusively The Morris campus continues to work to improve E\IXOOWLPHIDFXOW\²DIDFXOW\ZLWKWKH8QLYHUVLW\¶V JUDGXDWLRQDQGUHWHQWLRQUDWHV,QWKHSDVW¿YH\HDUV highest percentage of Horace T. Morse award winners WKH¿UVW\HDUUHWHQWLRQUDWHUHDFKHGDKLJKRI for excellence in undergraduate education. The most SHUFHQWZLWKD¿YH\HDUDYHUDJHRISHUFHQW )LJXUH recent National Survey of Student Engagement data .  show nearly half of Morris students participate in IDFXOW\PHQWRUHGUHVHDUFKDQGDUWLVWLFSURGXFWLRQ Graduation rates continue to be high, with over 50 by the time they graduate. Morris students serve percent of students graduating in four years. The 2012 as teaching assistants, are peer mentors and tutors, IRXU\HDUJUDGXDWLRQUDWHRISHUFHQWLVWKH0RUULV and make presentions at professional conferences campus’s highest on record, a 17 percent increase since alongside their faculty mentors. These experiences )LYHDQGVL[\HDUUDWHVDUHH[FHHGLQJSHUFHQW VHUYHDVDVSULQJERDUGIRUZRUNDQGSRVWEDFFDODXUHDWH )LJXUH/ 7DEOHVKRZVKRZWKH0RUULVFDPSXV education. compares to its peer group institutions, using rates for the class matriculating in 2007, the most current data Morris students are advised by faculty members, not available. by professional advisors, with a new master advisors program adding greater support for students and The Morris campus has high graduation rates faculty advisors. compared to its peers in the public sector and is working to reach the levels of its aspirational private The Morris campus has a robust service learning college peers who serve a more elite population. and engagement program, partnering with 40 area agencies and organizations to enrich student learning The Morris campus is implementing a series of and meet community needs. Cadres of students initiatives to increase student persistence and success, FRQGXFWFRPPXQLW\EDVHGUHVHDUFKDQGVWDWLVWLFDO expanding peer mentoring and academic alert analysis of real world issues for communities in the programs, and introducing individualized academic region through the Center for Small Towns; other success plans, and parallel major program planning. VWXGHQWVHQJDJHLQUHVHDUFKWKDWEHQH¿WVFRUSRUDWH

130 of39 260 &ŝŐƵƌĞϰͲ:͘hŶĚĞƌŐƌĂĚƵĂƚĞĚĞŐƌĞĞƐĂǁĂƌĚĞĚ͕DŽƌƌŝƐ &ŝŐƵƌĞϰͲ<͘&ŝƌƐƚͲLJĞĂƌƌĞƚĞŶƟŽŶƌĂƚĞƐŽĨĮƌƐƚͲƟŵĞ͕ĨƵůůͲ ĐĂŵƉƵƐ͕ϮϬϬϰʹϮϬϭϰ ƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕DŽƌƌŝƐĐĂŵƉƵƐ͕ĐůĂƐƐĞƐ 400 ŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϯʹϮϬϭϯ 372 100% 350 350 86.6% 87.4% 85%

81.2% 300 303 70%

250 2004 2006 2008 2010 2012 2014 55% ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ 2003 2005 2007 2009 2011 2013 ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ ĚƵĐĂƟŽŶ

&ŝŐƵƌĞϰͲ>͘&ŽƵƌͲ͕ĮǀĞͲ͕ĂŶĚƐŝdžͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞƐŽĨĮƌƐƚͲƟŵĞ͕ĨƵůůͲƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕DŽƌƌŝƐĐĂŵƉƵƐ͕ ĐůĂƐƐĞƐŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϬʹϮϬϭϬ

4-year rates 5-year graduation rate 6-year graduation rate

80% 71.8% 73.5% 67.1% 68.2% 70% 65.9% 66.4% 64.2% 62.2% 61.1% 71.9% 60% 68.7% 65.2% 63.7% 66.3% 62.5% 63.0% 61.8% 50% 57.1% 57.7% 40% 30% 56.1% 57.4% 53.2% 53.4% 47.4% 50.7% 49.6% 51.7% 20% 41.0% 44.4% 45.0% 10% 0% 2000 2002 2004 2006 2008 2010 Year of Matriculation ΎZĂƚĞƐŝŶĐůƵĚĞŐƌĂĚƵĂƚĞƐǁŚŽƚƌĂŶƐĨĞƌƌĞĚƚŽĂŶŽƚŚĞƌhŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂĐĂŵƉƵƐ͘'ƌĂĚƵĂƟŽŶƌĂƚĞƐĚŝƐƉůĂLJĞĚŝŶdĂďůĞϰͲϴĂƌĞƚŚŽƐĞ ƌĞƉŽƌƚĞĚƚŽƚŚĞŶĂƟŽŶĂůĚĂƚĂďĂƐĞ;/W^Ϳ͕ǁŚŝĐŚĐŽƵŶƚƐŽŶůLJƐƚƵĚĞŶƚƐǁŚŽŵĂƚƌŝĐƵůĂƚĞĚĂƚĂŶĚŐƌĂĚƵĂƚĞĚĨƌŽŵƚŚĞƐĂŵĞĐĂŵƉƵƐ͘Ɛ ĂƌĞƐƵůƚ͕ƚŚĞƌĂƚĞƐƉƌĞƐĞŶƚĞĚŝŶƚŚĞĮŐƵƌĞĂďŽǀĞĚŝīĞƌƐůŝŐŚƚůLJƚŚĂŶƚŚŽƐĞĚŝƐƉůĂLJĞĚŝŶdĂďůĞϰͲϴ͘ ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

40 131 of 260 dĂďůĞϰͲϴ͘^ŝdžͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞƐ;ĐůĂƐƐŵĂƚƌŝĐƵůĂƟŶŐŝŶ ϮϬϬϳͿ͕DŽƌƌŝƐĐĂŵƉƵƐĂŶĚĐŽŵƉĂƌŝƐŽŶŐƌŽƵƉŝŶƐƟƚƵƟŽŶƐ

6-year 'ƌĂĚƵĂƟŽŶ /ŶƐƟƚƵƟŽŶĂů /ŶƐƟƚƵƟŽŶĂů Rate Control Rank

Macalester Col. 87% Private 1

St. Olaf Col. 87% Private 1

Gustavus Adolphus Col. 82% Private 3 ĚƵĐĂƟŽŶ

St. Mary's Col. of Maryland 79% Public 4

DePauw U. 79% Private 4

Kalamazoo Col. 77% Private 6

Albion Col. 74% Private 7

Concordia Col.–Moorhead 71% Private 8

Coe Col. 67% Private 9

Lycoming Col. 64% Private 10

h͘ŽĨDŝŶŶĞƐŽƚĂʹDŽƌƌŝƐ 63% Public 11

SUNY at Purchase Col. 60% Public 12

U. of N.C.–Asheville 60% Public 12

Mass. Col. of Liberal Arts 57% Public 14

U. of Maine–Farmington 55% Public 15

U. of Virginia's Col. at Wise 43% Public 16

Comparison Group Average 71% - -

See footnote on Figure 4-L ^ŽƵƌĐĞ͗/ŶƚĞŐƌĂƚĞĚWŽƐƚƐĞĐŽŶĚĂƌLJĚƵĐĂƟŽŶĂƚĂ^LJƐƚĞŵ;/W^Ϳ

132 of41 260 from the Crookston campus’s small classes and CROOKSTON CAMPUS personalized and supportive environment. Maintaining Access to the Since it began offering baccalaureate degrees in 1993, the Crookston campus has drawn a steady Crookston Campus number of transfer students who are seeking the The Crookston campus attracts a diverse group of prestige of a University of Minnesota degree. The KLJKSRWHQWLDOVWXGHQWV²ERWKWUDGLWLRQDODQGQRQ graduation rate for these students is 62 percent. Due traditional—from across the state, country, and globe. WRKLVWRULFDOO\VWURQJUHODWLRQVKLSVZLWKWZR\HDU They typically choose Crookston because they seek a colleges, the Crookston campus has developed nearly supportive small campus experience or a personalized 100 articulation agreements with 26 community and online experience. The campus serves as an important technical colleges across the Upper Midwest. access point to University of Minnesota programs for The Crookston campus currently offers 13 of its 29 citizens living in northwest Minnesota. Accessibility PDMRUVIXOO\RQOLQHDVZHOODVRQFDPSXVDQG ĚƵĐĂƟŽŶ LVUHÀHFWHGLQHQUROOPHQWWUHQGVDQGWKH&URRNVWRQ SHUFHQWRIWRWDOGHJUHHVHHNLQJVWXGHQWHQUROOPHQW FDPSXVKDVPDLQWDLQHGDQHLJKW\HDUWUHQGRI LVFRPSRVHGRIRQOLQHVWXGHQWV )LJXUH1 7KHVH enrollment growth, with fall semester 2014 setting an online degree programs allow working professionals historic high of 1,876 undergraduate students. the opportunity to complete their bachelor’s degree $VVKRZQLQ)LJXUH0RI&URRNVWRQ¶VRQFDPSXV and advance within their career path when traditional GHJUHHVHHNLQJVWXGHQWVSHUFHQWLGHQWLI\ programs don’t meet their needs. Students attending themselves as students of color, and, based on country RQOLQHRYHUZKHOPLQJO\IDOOLQWRWKHQRQWUDGLWLRQDO RIFLWL]HQVKLS&URRNVWRQ¶VRQFDPSXVVWXGHQWV category. The average age of these students is 32, include representation from 21 countries (fall 2014). they are enrolled for an average of 9 credits, and are Recruitment of these students is part of an intentional currently employed. Most have already completed strategy that aligns with the Crookston campus’s core DVLJQL¿FDQWQXPEHURIFROOHJHFUHGLWV DQDYHUDJH values, which include diversity. of 83 transfer credits). While the majority are Minnesota residents (68 percent), there is rich diversity Figure 4-M. Percent undergraduate students of color by among Crookston’s online students, with 14 percent ĨĂůůƚĞƌŵ͕ƌŽŽŬƐƚŽŶĐĂŵƉƵƐ͕ϮϬϬϱʹϭϯ identifying as students of color and 22 countries 14.5% 15% 14.0% represented (fall 2014). ,QDGGLWLRQWRGHJUHHVHHNLQJVWXGHQWVWKH&URRNVWRQ 11.5% FDPSXVVHUYHVRWKHUQRQWUDGLWLRQDOVWXGHQWV&ROOHJH LQWKH+LJK6FKRRO &,+6 DQG3RVW6HFRQGDU\ 10% 8.7% Enrollment Option (PSEO) students are high school students earning college credit. They comprise 94 6.1% 8.1% SHUFHQWRI&URRNVWRQ¶V IDOO QRQGHJUHH students. Through these programs, the Crookston 5% campus helps make higher education accessible and 2004 2006 2008 2010 2012 2014 more affordable for them and their families. ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

For fall 2014, 42 percent of new high school graduates ƩƌĂĐƟŶŐKƵƚƐƚĂŶĚŝŶŐ^ƚƵĚĞŶƚƐ DWWHQGLQJWKH&URRNVWRQFDPSXVDUH¿UVWJHQHUDWLRQ to the Crookston Campus VWXGHQWV7KHVHVWXGHQWVEHQH¿WIURPWKHFDPSXV¶V personalized focus on teaching and advising as well The Crookston campus attracts outstanding students as its small class sizes and numerous leadership through its distinctive learning environments and RSSRUWXQLWLHV&RQGLWLRQDOO\DGPLWWHGDQGDWULVN academic programs. The Crookston campus’s VWXGHQWV²DQGHVVHQWLDOO\DOOVWXGHQWV²DOVREHQH¿W marketing theme “Small Campus. Big Degree.” is

42 133 of 260 &ŝŐƵƌĞϰͲE͘dŽƚĂůĞŶƌŽůůŵĞŶƚĂŶĚŽŶůŝŶĞĞŶƌŽůůŵĞŶƚ͕ƌŽŽŬƐƚŽŶĐĂŵƉƵƐ͕ĨĂůůϮϬϬϲʹϮϬϭϰ

Total Degree Seeking Students Student Seeking Degrees through Online Delivery 1876 1813 1802 1600 1462 935 1310 818 1207 1142 678 1056 471 355 262 149 93 ĚƵĐĂƟŽŶ 21

2006 2007 2008 2009 2010 2011 2012 2013 2014 ^ŽƵƌĐĞ͗hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂƌŽŽŬƐƚŽŶ reinforced by the reasons students give for choosing to but it is especially important to software engineering attend. Of the respondents to the new student survey students who use it to develop software and engage in in fall 2014, 85 percent indicated the size of campus UHVHDUFK$QGRQOLQHFRXUVHZRUNRIIHUVÀH[LELOLW\QRW was a reason for selecting the Crookston campus, 73 MXVWIRURQOLQHRQO\VWXGHQWVEXWDOVRIRURQFDPSXV percent indicated that the Crookston campus was their VWXGHQWVZLWKFODVVVFKHGXOHFRQÀLFWV ¿UVWFKRLFHFROOHJHDQGSHUFHQWLQGLFDWHGWKHW\SH To ensure that academic programs remain high of academic programs available was a reason. TXDOLW\DQGXSWRGDWHWKH&URRNVWRQFDPSXVKDV Distinctive majors attract excellent students. The implemented a revised, more robust program review Crookston campus offers several majors that are not process for its academic majors. Four majors are found elsewhere in the University system, including XQGHUUHYLHZLQ±WKH¿UVW\HDURIWKLVQHZ agricultural systems management, agronomy, applied process. The general education program is also being health, aviation, criminal justice, equine science, golf reviewed through 2015–16. During 2013–14, faculty and turf management, horticulture, manufacturing UHIUHVKHGSURJUDPOHYHOVWXGHQWOHDUQLQJRXWFRPHV management, quality management, and software in all programs, updated their assessment plans, HQJLQHHULQJ7KHSUHYHWHULQDU\RSWLRQLQDQLPDO DQGLGHQWL¿HGDVVHVVPHQWDFWLYLWLHVIRU± science and equine science has been growing for many Historically, each major has a Program Improvement years, drawing students from across the United States. Advisory Committee (PIAC), which meets annually It has also developed a distinctive measure of quality: or biannually and includes employers, alumni, faculty LQMXVWWKHSDVW¿YH\HDUVSHUFHQWRI&URRNVWRQ from other institutions, and students. Faculty use JUDGXDWHVZLWKDSUHYHWHPSKDVLVKDYHJRQHRQ feedback from these PIACs to ensure programs remain to veterinary school. More recently, the campus’s current with industry needs and trends. animal science major has developed an international The Crookston campus is working to expand reputation. Currently, 38 students from Brazil are educational options by utilizing existing programmatic WDNLQJFRXUVHVWKURXJKDRQH\HDUH[FKDQJHRIIHUHG strengths as well as existing faculty expertise to build by the Brazilian government, a program expected to on current offerings and offer an expanded array of FRQWLQXHIRU¿YH\HDUV majors. This will help drive additional enrollment Technology is embedded throughout the curriculum. through recruitment and retention, as new and The Crookston campus’s innovative and longstanding current students will have more choices. In 2013–14 laptop initiative puts computers in the hands of all three new majors were added: elementary education, IXOOWLPHRQFDPSXVVWXGHQWV$SLORWJURXSRI HQWUHSUHQHXUVKLSDQG¿QDQFH7KUHHDGGLWLRQDO students is evaluating a tablet/laptop hybrid computer. programs—English, international business, and A specialized informatics lab suite offers students the agricultural education—are expected to come before opportunity to work with emerging technologies. This the Board of Regents in 2014–15. lab is used by students from many different majors, 134 of43 260 KīĞƌŝŶŐĂ'ƌĞĂƚ^ƚƵĚĞŶƚ 1RUWKHUQ6XQ,QWHUFROOHJLDWH&RQIHUHQFH$OO Academic Team honors, recognizing 3.2 or higher džƉĞƌŝĞŶĐĞŽŶƚŚĞ GPAs. Students continue to cite Division II athletics Crookston Campus as a reason they choose to attend the Crookston FDPSXVDQGVWXGHQWDWKOHWHVFRPSULVHSHUFHQWRI Students receive outstanding support and have an &URRNVWRQ¶VRQFDPSXVHQUROOPHQW enriching experience through small class sizes, strong While Crookston faculty members’ primary focus is advising, experiential learning, and opportunities for on teaching, most also conduct research and engage in undergraduate research, among other factors. scholarship, frequently involving students in that work. The Crookston campus’s small class sizes offer Faculty mentorship, along with role modeling, offers students personalized attention and greater access students excellent graduate school preparation. There to faculty members for advising and mentorship. is growing interest in and support for undergraduate 3UHVHQWO\SHUFHQWRIRQFDPSXVFODVVHVKDYH research by faculty from all academic departments.

ĚƵĐĂƟŽŶ or fewer students. The largest class is 65 students, In addition to Undergraduate Research Opportunities and the average class size is 17. Online classes, Program projects, 21 Crookston Student Research and which average 23 students per class, still offer a very Creative Works projects were funded in 2013–14 (up personalized educational experience. from 11 in 2012–2013). Nine Crookston students have submitted proposals to present their projects at the Students continue to report high levels of satisfaction 2015 National Conference on Undergraduate Research. with academic advising. Recent National Survey Two faculty members are working to integrate active, of Student Engagement results indicate 54 percent ongoing research into the undergraduate curriculum RI¿UVW\HDUUHVSRQGHQWVUDWHWKHTXDOLW\RIWKHLU throughout all microbiology lab sections. Several interactions with their academic advisors as a 6 or 7 faculty members also engage in the scholarship of RQDSRLQWVFDOH  SRRUWR H[FHOOHQW 1RWDEO\ pedagogy. This applied research, which is often based 75 percent of senior respondents rate their Crookston in the faculty member’s discipline, contributes directly experience as a 6 or 7, and the mean of 5.9 in this to Crookston students’ learning experience while PHDVXUHLVVLJQL¿FDQWO\KLJKHUWKDQSHHULQVWLWXWLRQV also spreading valuable pedagogical insights through A longstanding hallmark of the Crookston campus publications and presentations. is its focus on experiential learning. Students learn In the area of internationalization of the curriculum, concepts and actively apply them through projects, the Crookston campus works closely with various VLPXODWLRQV¿HOGWULSVVLWHYLVLWVFRPPXQLW\ departments on the Twin Cities campus, including the engagement and service learning projects, and Global Programs and Strategy Alliance and the Center LQWHUDFWLRQVZLWKSURIHVVLRQDOVLQWKH¿HOG$Q for Teaching and Learning. Two biology faculty internship experience is required. Most academic members will mentor faculty in the 2014–15 cohort of majors have a corresponding student club or WKH8QLYHUVLW\ZLGH,QWHUQDWLRQDOL]LQJ7HDFKLQJDQG organization. These contribute to the student Learning Program. These same faculty members are experience by providing opportunities for student currently seeking grant funding to internationalize the interaction, community engagement, and professional/ Crookston campus’s entire biology program. career development. Many classes and student clubs also incorporate service projects working with the The Crookston campus has been recognized for FDPSXV¶V2I¿FHRI&RPPXQLW\(QJDJHPHQW,Q its quality programs by such organizations as U.S. 2013–14 Crookston students volunteered a total of News & World Report, which not only ranked the 11,113 hours of volunteer service. campus as #1 in the category Top Public Regional Colleges–Midwest for 2014 and 2015, but also ranked 1&$$'LYLVLRQ,,DWKOHWLFVSURYLGHVVWXGHQWDWKOHWHV Crookston online programs among the top quartile with balanced opportunities for academic excellence, in the category Best Online Bachelor’s Programs for leadership, and honing athletic skills. In 2013–14, 2014. The Midwest Higher Education Compact, in SHUFHQWRI&URRNVWRQ¶VVWXGHQWDWKOHWHVHDUQHG LWVUHSRUW³7KH(IIHFWLYHQHVVDQG(I¿FLHQF\RI 44 135 of 260 Postsecondary Institutions in Minnesota,” gave the as agriculture, natural resources, environmental Crookston campus an effectiveness rating of “Very sciences, software engineering, information High.” And the campus was listed among the top four technology, and biological and health sciences. colleges in Minnesota (and the top public college) for Work to improve graduation rates began before the campus safety by StateUniversity.com in 2013. 2006 strategic planning efforts established goals The Crookston campus received $10 million in WRLPSURYHWKHFDPSXV¶VIRXU¿YHDQGVL[\HDU funding in the Minnesota Legislature’s 2014 bonding graduation rates to 40, 50, and 55 percent. The campus bill for the $15 million Wellness Center. Scheduled met the goal of 50 percent of those entering in fall to be completed by fall 2016, the facility will aid in JUDGXDWLQJLQ¿YH\HDUV5HFHQWWUHQGVLQGLFDWH UHFUXLWPHQWDQGUHWHQWLRQHIIRUWVRIIHURQFDPSXV UDWHVDUHXSVLJQL¿FDQWO\IURPWKHHQWHULQJFODVVHVRI students an important space to develop wellness ±7KH¿UVW\HDUUHWHQWLRQUDWHLVKLJKHUWKDQ ĚƵĐĂƟŽŶ KDELWVDQGVXSSOHPHQWWKHH[LVWLQJOLYLQJOHDUQLQJ LWZDVWHQ\HDUVDJR )LJXUH3 ZKLOHWKHIRXU\HDU environment in many ways. A new major in exercise graduation rate of the entering class of 2010 more science and wellness that will take advantage of the than doubled that of the entering class of 2000 (Figure facility as a learning laboratory is under development. 4 7DEOHVKRZVKRZWKH&URRNVWRQFDPSXV compares to its peer group institutions, using rates Preparing Crookston Campus for the class matriculating in 2007, the most current data available. The most recent rates suggest that the Graduates for Success campus will rank better when data for those classes The Crookston campus continues to improve retention become available for comparision. and graduation rates, and students are positioned to Building on work by the 2006 strategic planning be successful and productive employees and citizens. Retention Committee, a new Strategic Enrollment Over the 2013–14 academic year, 428 students Management Committee (SEMC) has been charged graduated, the largest number in campus history with achieving and maintaining a critical mass )LJXUH2 7KLVZDVGXHWRLQFUHDVLQJHQUROOPHQW of students on campus while also growing online trends and work to improve retention and graduation enrollment. SEMC involves all campus units, and a rates that began prior to 2006. These efforts continue major goal of the 2014–15 academic year is for all WREHUHH[DPLQHGDQGUH¿QHG units to develop plans that contribute to recruitment There is a national and state interest in meeting and retention efforts. SEMC will also develop a workforce needs in science, technology, engineering, FDPSXVZLGHVWUDWHJLFUHFUXLWPHQWDQGUHWHQWLRQSODQ and math (STEM). In fall 2014, 66 percent of IRURQH\HDUWKUHH\HDUDQG¿YH\HDUHQUROOPHQW &URRNVWRQ¶VRQFDPSXVDQGSHUFHQWRIRQOLQH WDUJHWVIRUERWKRQFDPSXVDQGRQOLQHVWXGHQWVDQG VWXGHQWVZHUHHQUROOHGLQ67(0UHODWHGPDMRUVVXFK ZRUNWRUH¿QHHQUROOPHQWVWUDWHJLHVDQGWDFWLFV &ŝŐƵƌĞϰͲK͘hŶĚĞƌŐƌĂĚƵĂƚĞĚĞŐƌĞĞƐĂǁĂƌĚĞĚ͕ƌŽŽŬƐƚŽŶ &ŝŐƵƌĞϰͲW͘&ŝƌƐƚͲLJĞĂƌƌĞƚĞŶƟŽŶƌĂƚĞƐŽĨĮƌƐƚͲƟŵĞ͕ĨƵůůͲ ĐĂŵƉƵƐ͕ϮϬϬϰʹϮϬϭϰ ƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕ƌŽŽŬƐƚŽŶĐĂŵƉƵƐ͕ĐůĂƐƐĞƐ ŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϯʹϮϬϭϯ

450 428 80%

400 70.4% 350 70% 300 62.4% 67.8% 250 202 60% 200 239

150

100 50% 2004 2006 2008 2010 2012 2014 2003 2005 2007 2009 2011 2013 ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ 136 of45 260 &ŝŐƵƌĞϰͲY͘&ŽƵƌͲ͕ĮǀĞͲ͕ĂŶĚƐŝdžͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞƐŽĨĮƌƐƚͲƟŵĞ͕ĨƵůůͲƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕ƌŽŽŬƐƚŽŶ ĐĂŵƉƵƐ͕ĐůĂƐƐĞƐŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϬʹϮϬϭϬ 4-year rates 5-year graduation rate 6-year graduation rate

60% 52.2% 53.4% 51.7% 50% 46.6% 43.8% 41.1% 40.4% 50.3% 51.3% 50.0% 40% 38.8% 47.6% 41.7% 31.5% 39.3% 40.4% 30% 36.4% 38.6% 28.3% 42.5% 20% 38.4% 37.6% 33.5% 35.5% 34.7% 25.7% 25.3% 24.6% 10% 20.5% 23.0% ĚƵĐĂƟŽŶ

0% 2000 2002 2004 2006 2008 2010 Year of Matriculation ΎZĂƚĞƐŝŶĐůƵĚĞŐƌĂĚƵĂƚĞƐǁŚŽƚƌĂŶƐĨĞƌƌĞĚƚŽĂŶŽƚŚĞƌhŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂĐĂŵƉƵƐ͘'ƌĂĚƵĂƟŽŶƌĂƚĞƐĚŝƐƉůĂLJĞĚŝŶdĂďůĞϰͲϵĂƌĞƚŚŽƐĞ ƌĞƉŽƌƚĞĚƚŽƚŚĞŶĂƟŽŶĂůĚĂƚĂďĂƐĞ;/W^Ϳ͕ǁŚŝĐŚĐŽƵŶƚƐŽŶůLJƐƚƵĚĞŶƚƐǁŚŽŵĂƚƌŝĐƵůĂƚĞĚĂƚĂŶĚŐƌĂĚƵĂƚĞĚĨƌŽŵƚŚĞƐĂŵĞĐĂŵƉƵƐ͘Ɛ ĂƌĞƐƵůƚ͕ƚŚĞƌĂƚĞƐƉƌĞƐĞŶƚĞĚŝŶƚŚĞĮŐƵƌĞĂďŽǀĞĚŝīĞƌƐůŝŐŚƚůLJƚŚĂŶƚŚŽƐĞĚŝƐƉůĂLJĞĚŝŶdĂďůĞϰͲϵ͘ ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ dĂďůĞϰͲϵ͘^ŝdžͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞƐ;ĐůĂƐƐŵĂƚƌŝĐƵůĂƟŶŐ in 2007), Crookston campus and comparison group ŝŶƐƟƚƵƟŽŶƐ

6-year 'ƌĂĚƵĂƟŽŶ /ŶƐƟƚƵƟŽŶĂů Rate Rank

U. of Minnesota–Morris 63% 1

Delaware Valley Col. 57% 2

U. of Maine - Farmington 55% 3

h͘ŽĨWŝƩƐďƵƌŐŚʹ:ŽŚŶƐƚŽǁŶ 55% 4

U. of Wisconsin–Stout 54% 5

Northern State U. 54% 5

U. of Wisconsin–River Falls 51% 7

Dakota State U. 50% 8

ĞŵŝĚũŝ^ƚĂƚĞh͘ 48% 9

h͘ŽĨDŝŶŶĞƐŽƚĂʹƌŽŽŬƐƚŽŶ 44% 10

Comparison Group Average 54% -

See footnote on )LJXUH4 ^ŽƵƌĐĞ͗/ŶƚĞŐƌĂƚĞĚWŽƐƚƐĞĐŽŶĚĂƌLJĚƵĐĂƟŽŶĂƚĂ^LJƐƚĞŵ;/W^Ϳ 46 137 of 260 • Intentionality and coordination in the design and ROCHESTER CAMPUS assessment of the curriculum further enhances The University of Minnesota Rochester is distinctive student learning as faculty commit to “our in its approach to undergraduate education. With a curriculum” rather than “my course.” health sciences focus, students explore the wide array džƚƌĂŽƌĚŝŶĂƌLJƵƐƚŽŵŝnjĂƟŽŶ of healthcare career pathways while completing an As students emerge from their foundational learning LQQRYDWLYHLQWHJUDWHGFRPPRQFRUHLQWKHLU¿UVWWZR and development having participated in intentional years. This interdisciplinary, integrated coursework career pathway exploration, a customized learning includes mathematics, physics, chemistry, biology, experience occurs in their junior and senior Spanish, literature, philosophy, writing, and history.

years. During this culminating portion of their ĚƵĐĂƟŽŶ Students progress through this integrated coursework undergraduate experience, all students engage deeply WRZDUGGH¿QHGOHDUQLQJDQGGHYHORSPHQWRXWFRPHV LQFRPPXQLW\EDVHGOHDUQLQJDIWHUZKLFKWKH\ determine, propose, enact, and present a capstone KīĞƌŝŶŐĂ'ƌĞĂƚ^ƚƵĚĞŶƚ experience tailored to their emerging interests. Nearly džƉĞƌŝĞŶĐĞŽŶƚŚĞ half of our students study away during their capstone experiences. Though most complete a Bachelor of Rochester Campus Science in Health Sciences, other students at this level may apply for and complete our Bachelor of džƚƌĂŽƌĚŝŶĂƌLJŽƌĞƵƌƌŝĐƵůƵŵĂŶĚ Science in Health Professions (BSHP) in sonography, ZĞƐĞĂƌĐŚͲ&ƵĞůĞĚ/ŶƐƚƌƵĐƟŽŶ echocardiography, radiography, or respiratory care. Pedagogical decisions are made through a collective process, based on teaching and learning research: džƚƌĂŽƌĚŝŶĂƌLJdžƉĞĐƚĂƟŽŶƐĨŽƌ^ƵĐĐĞƐƐĂŶĚ • Flipped classrooms are the norm. Evidence-Driven Decisions This distinctive undergraduate educational journey is • 5LJRUEHJLQVRQGD\RQH)RUH[DPSOH¿UVW\HDU guided by a success coach, with student learning and students start with Organic Chemistry in a unique development outcomes assessed in both curricular model supported by UMR learning research. DQGFRFXUULFXODUHQGHDYRUV5HVXOWVRIUHVHDUFKRQ • 5HOHYDQFHDQGHI¿FLHQF\DUHVWDQGDUGDVOLEHUDO learning with students will soon be used to optimize education objectives are contextualized in the LGHQWL¿HGDUHQDVRIGLVWLQFWLYHQHVV health sciences. • Academic support is personal and available in the Maintaining Access to the -XVW$VNFHQWHUVWDIIHGE\WHDFKLQJDQGVXEMHFW matter specialists. Rochester Campus • Relationships are central. Student development Given the Rochester campus’s commitment to support is personal and available with the unique student success through personalized academic and Student Success coaching model. life coaching, the rigor of the Rochester campus is DFFHVVLEOHWRDZLGHUUDQJHRIVWXGHQWVWKDQPDQ\ • Collaborative teaching teams enhance student health sciences programs. learning and development. • Writing instruction is integrated in the curriculum The campus recruits, values, and remains accessible and supported by writing specialists. to students with interest and aptitude in the health sciences, including: • Collaborative and active learning are routine. • &RPPXQLW\EDVHGOHDUQLQJLVYDOXHGDQGWKXV • LQVWDWHDQGRXWRIVWDWHVWXGHQWV required. • ORZDQGPLGGOHLQFRPHVWXGHQWV • *UDQGFKDOOHQJHVRIVWFHQWXU\KHDOWKFDUHIUDPH • students of color student learning and development in and out of the classroom. 138 of47 260 • ¿UVWJHQHUDWLRQVWXGHQWV Figure 4-S. Percent undergraduate students of color by fall ƚĞƌŵ͕ZŽĐŚĞƐƚĞƌĐĂŵƉƵƐ͕ϮϬϬϱʹϭϯ • international students 20% 18.8% • transfer students 16.7%

The required student development courses support 15% the accessibility of our curriculum to both transfer

and traditional students. The path for transfer 10% students who wish to enter the Health Professions 5.3%

program has recently been enhanced, with a transfer 5% FRRUGLQDWRUVHUYLQJWKHLUVSHFL¿FQHHGV5HWHQWLRQ UDWHV DVVKRZQLQ)LJXUH5 DUHRQHLQGLFDWLRQRI 0% this accessibility and academic support. The Rochester 2009 2010 2011 2012 2013 2014 campus is committed to inclusivity, striving to ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ become a diversity pipeline for healthcare workforce ĚƵĐĂƟŽŶ development needs. VWXGHQWVZKRKDYHJUDGXDWHGLQRXU¿UVWWZRFODVVHV QHDUO\DOOKDYH³¿QLVKHGLQIRXU´DQLQLWLDWLYHDQG $VGHSLFWHGLQ)LJXUH6805LVPRYLQJVWHDGLO\ commitment that is core to the Rochester approach to toward our goal: a percentage of undergraduate XQGHUJUDGXDWHHGXFDWLRQ VHH)LJXUH8  students of color equal to or higher than the percentage of people of color in the general population Alumni of the Bachelor of Science in Health Sciences of Minnesota. are moving into incredibly diverse experiences following graduation, including but not limited to: Preparing Rochester Campus • Medical School Graduates for Success • Health Care Administration Two classes of students have now graduated from • Health Care Policy 5RFKHVWHU)LJXUH7LQGLFDWHVWKRVHJUDGXDWH • Veterinary School numbers, with increases expected each year. Of the • Varied Ph.D. Programs • Health Care Research &ŝŐƵƌĞϰͲZ͘&ŝƌƐƚͲLJĞĂƌƌĞƚĞŶƟŽŶƌĂƚĞƐŽĨĮƌƐƚͲƟŵĞ͕ĨƵůůͲ • Law School ƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕ZŽĐŚĞƐƚĞƌĐĂŵƉƵƐ͕ĐůĂƐƐĞƐ ŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϯʹϮϬϭϯ • Health Care Technology

100% • Pharmacy School • Physician Assistant School 90% • Public Health Education 81.9% 79.3% • Dental School 80% 78.6% • Naturopathic Medicine 70% • Sports Medicine • Medical Lab Science 60% 2009 2011 2013 One hundred percent of Bachelor of Science in Health ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ Professions graduates passed their exams and are HPSOR\HGLQWKHLUFKRVHQ¿HOGVRIHFKRFDUGLRJUDSK\ radiography, respiratory care, and sonography.

48 139 of 260 &ŝŐƵƌĞϰͲd͘hŶĚĞƌŐƌĂĚƵĂƚĞĚĞŐƌĞĞƐĂǁĂƌĚĞĚ͕ZŽĐŚĞƐƚĞƌ ĐĂŵƉƵƐ͕ϮϬϭϯʹϮϬϭϰ džƚƌĂŽƌĚŝŶĂƌLJ&ƵƚƵƌĞhDZϮ͘Ϭ 100 Having established a nationally distinctive undergraduate health sciences program in the 73 FDPSXV¶V¿UVWVHYHQ\HDUVWKH5RFKHVWHUFDPSXVZLOO 75 now work to remain agile, effective, and innovative LQDGGUHVVLQJWKHHYHUHYROYLQJVWFHQWXU\QHHGVLQ 49 50 higher education and healthcare. For example: • to further serve student learning and development, 25 the campus will explore additional avenues for SDUWQHUVKLSVWKDWVHUYHFRPPXQLW\EDVHGOHDUQLQJ ĚƵĐĂƟŽŶ and customized capstones; 0 • to further the individualized care of students, the 2013 2014 Rochester campus will document, assess, enhance, ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ and share its Student Success Coach model; • to further students’ academic achievement while &ŝŐƵƌĞϰͲh͘&ŽƵƌͲĂŶĚĮǀĞͲLJĞĂƌŐƌĂĚƵĂƟŽŶƌĂƚĞƐŽĨ addressing the challenges of higher education, the ĮƌƐƚͲƟŵĞ͕ĨƵůůͲƟŵĞƵŶĚĞƌŐƌĂĚƵĂƚĞƐƚƵĚĞŶƚƐ͕ZŽĐŚĞƐƚĞƌ ĐĂŵƉƵƐ͕ĐůĂƐƐĞƐŵĂƚƌŝĐƵůĂƟŶŐŝŶϮϬϬϵʹϮϬϭϬ Rochester campus will document, assess, enhance, and share its Collaborative and Integrated 4-year rates Teaching model; and • to share the Rochester campus story nationally and 70% 5-year graduation rate continue to grow, the campus will invite dialogue with other higher education innovators. 60% 60.0% 50%

40%

30% 50.0% 50.0% 20%

10%

0% 2009 2010 Year of Matriculation

*Rates include graduates who transferred to another University of Minnesota campus. ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

140 of49 260 Graduate ĚƵĐĂƟŽŶ

The strength of graduate education across the ZĞĐƌƵŝƟŶŐ,ŝŐŚůLJWƌĞƉĂƌĞĚĂŶĚ University system is a foundational element of the 8QLYHUVLW\¶VWKUHHIROGPLVVLRQ)URPDWWUDFWLQJ Diverse Students DQGUHWDLQLQJZRUOGFODVVIDFXOW\WRWDFNOLQJ

ĚƵĐĂƟŽŶ Graduate students form the core of each graduate society’s grand challenges, graduate programs and program. Strong cohorts are built on the reputation their students play a crucial role in achieving the of the academic program and the University, but also University’s strategic goals. RQFRPSUHKHQVLYHUHFUXLWPHQWHIIRUWVDXVHUIULHQGO\ Graduate students teach, conduct research, generate and responsive admission process, and competitive new knowledge, and participate in community ¿QDQFLDOSDFNDJHV engagement efforts every day. Faculty members Graduate student recruitment is predominantly the FLWHDGYLVLQJDQGZRUNLQJZLWKKLJKTXDOLW\ responsibility of the colleges, while the Graduate motivated graduate students as key reasons for 6FKRRODQGWKH2I¿FHIRU'LYHUVLW\LQ*UDGXDWH joining and staying at the University of Minnesota. Education (ODGE) serve as coordinators and Undergraduate students learn from and are often collaborators. The Graduate School maintains the inspired by experiences with graduate students in the central admission system that serves approximately classroom, on research teams, and through advising. 90 percent of all postbaccalaureate degree programs Postbaccalaureate graduates from the Twin Cities, delivered on the Twin Cities, Duluth, and Rochester Duluth, and Rochester campuses pursue a wide variety campuses. Improvements to the admissions system RIDFDGHPLFDQGQRQDFDGHPLFSRVLWLRQVZLWKPDQ\ in recent years include the conversion to a paperless RIWKHPEHFRPLQJOHDGHUVSHUIRUPLQJ¿HOGVKDSLQJ application process that permits immediate access work, and making enormously positive contributions WRHOHFWURQLFDSSOLFDWLRQVDVWUHDPOLQHGFKDQJHRI to the state of Minnesota and around the world. VWDWXVPRGXOHWRDOORZIRUPRUHHI¿FLHQWUHDGPLVVLRQ The primary responsibility of the Graduate School DQGFKDQJHRIGHJUHHREMHFWLYHDGGLWLRQRID is to ensure the quality of the graduate education constituent relationship management system to enterprise. The Graduate School and colleges, along support recruitment efforts and communication with with faculty and staff across the system, promote prospective students; and the implementation of academic excellence by: “AppReview,” designed to make the electronic review RIDSSOLFDWLRQVE\IDFXOW\PRUHHI¿FLHQWDQGVHFXUH • recruiting highly prepared and diverse students, The result is that the Graduate School is able to serve • supporting academic program review and more programs and process more applications (Table assessment,  ZLWKRXWLQFUHDVLQJDGPLQLVWUDWLYHH[SHQVHV • graduating students for success, and The University recognizes the value of building • providing an outstanding graduate student a diverse student population and an inclusive experience. environment. This diversity enables a variety of perspectives to enhance the learning experience for all students. Programs, colleges, ODGE, and the Graduate School work together to recruit 50 141 of 260 dĂďůĞϰͲϭϬ͘EƵŵďĞƌŽĨŶĞǁĂƉƉůŝĐĂƟŽŶƐƉƌŽĐĞƐƐĞĚďLJƚŚĞĐĞŶƚƌĂůŐƌĂĚƵĂƚĞĂĚŵŝƐƐŝŽŶƐLJƐƚĞŵ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ͕ ϮϬϬϴʹϮϬϭϰ ϮϬϬϴʹϬϵ ϮϬϬϵʹϭϬ ϮϬϭϬʹϭϭ ϮϬϭϭʹϭϮ ϮϬϭϮʹϭϯ ϮϬϭϯʹϭϰ Doctoral 7,576 6,780 7,727 7,821 7,975 7,546

Master’s 6,758 6,410 7,403 8,303 8,966 9,160 ĞƌƟĮĐĂƚĞ 110 92 110 87 87 120 Total 14,444 13,282 15,240 16,211 17,028 16,826 ^ŽƵƌĐĞ͗'ƌĂĚƵĂƚĞ^ĐŚŽŽů͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ͗

underrepresented students. While enrollment of The Graduate School is developing a new model for ĚƵĐĂƟŽŶ American Indian students has increased in part the administration of existing recruitment fellowship because of new programs such as the Master’s of funds. Discussions will continue in the coming year Tribal Administration and Governance on the Duluth with a focus on identifying ways to encourage colleges campus, the decline in African American student to offer fellowship packages with competitive stipend HQUROOPHQWLVDQXUJHQWLVVXH )LJXUH9DQG)LJXUH OHYHOVDQGEHQH¿WV : (IIHFWLYH¿VFDO\HDUWKHUHZLOOEHDQ 11 percent increase in funding for the Diversity of ^ƵƉƉŽƌƟŶŐĐĂĚĞŵŝĐWƌŽŐƌĂŵ Views and Experiences (DOVE) Fellowship intended for incoming graduate students (U.S. citizens or ZĞǀŝĞǁĂŶĚƐƐĞƐƐŵĞŶƚ permanent residents) from underrepresented groups. Regular review and assessment is necessary to The Graduate School concentrated its training grant understand how well the University is building, commitments to emphasize additional traineeship maintaining, and improving graduate programs in VORWVDLPHGDWXQGHUUHSUHVHQWHGSUHGRFWRUDOVWXGHQWV DQHYHUFKDQJLQJKLJKHUHGXFDWLRQHQYLURQPHQW7KH The Campus Wide Recruitment Council includes 35 4XDOLW\0HWULFV$OORFDWLRQ3ODQLPSOHPHQWHGLQ members who meet several times a year to share ideas LQFOXGHVDVHWRIQDWLRQDOO\UHFRJQL]HGVWXGHQW and best practices in recruiting strategies, with an based measures that are applicable to all disciplines, emphasis on underrepresented groups. including time to degree, completion rate, attrition pattern, and placement record. These quality measures In spring 2014, the University subscribed to the are then taken into account in distributing funding *5(6HDUFK6HUYLFHWKDWLGHQWL¿HV*5(WHVWWDNHUV to the colleges. Individual graduate programs (Ph.D., who are domestic underrepresented students along M.S., M.A., and M.F.A degrees) are invited to submit with their graduate degree interests. Through this comments on these data, document the ways they service, the University is able to obtain a list of compare to similar programs across the country, and prospective students who are U.S. citizens and are indicate programmatic elements not readily measured, either Hispanic/Latino, American Indian, Asian, such as achievements and awards of their students and %ODFN1DWLYH+DZDLLDQRURWKHU3DFL¿F,VODQGHU graduates. Following the review of program metrics This allows individual programs to create customized and narratives, academic leadership from the Twin communications for prospective applicants, and to Cities and Duluth campuses meet to discuss strengths initiate and monitor contact automatically. and weaknesses of their programs in order to inform 7KH8QLYHUVLW\¶VDELOLW\WRRIIHUFRPSHWLWLYH¿QDQFLDO planning. packages for doctoral students plays a critical role In addition, the Graduate School and the College of LQUHFUXLWLQJKLJKFDOLEHUKLJKSRWHQWLDOVWXGHQWV Education and Human Development have collaborated After the Graduate School recruitment fellowship to pilot and promote the Graduate Review and fund was decentralized to the colleges, some college Improvement Process (GRIP) project. More than 20 and faculty leaders have encountered challenges in graduate programs have engaged in GRIP, which PDNLQJPXOWL\HDURIIHUVDQGDFFHSWLQJWKHULVNLQ places evaluation in the hands of faculty and students, making more offers than there are available funds. ZLWKDVWXGHQWFHQWHUHGDQGDFWLRQRULHQWHGDSSURDFK 142 of51 260 &ŝŐƵƌĞϰͲs͘ŽĐƚŽƌĂůĞŶƌŽůůŵĞŶƚďLJƌĂĐĞͬĞƚŚŶŝĐŝƚLJ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ͕ϮϬϬϴʹϮϬϭϯ 5,790 5,658 3,213 3,208 1,827 1,668 292 250 136 129 123 114 67 51 ĚƵĐĂƟŽŶ 2008---2013 2008---2013 2008---2013 2008---2013 2008---2013 2008---2013 2008---2013 American ƐŝĂŶͬ ůĂĐŬ Hispanic White International Overall Indian Hawaiian ^ŽƵƌĐĞ͗'ƌĂĚƵĂƚĞ^ĐŚŽŽů͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

&ŝŐƵƌĞϰͲt͘DĂƐƚĞƌ͛ƐĞŶƌŽůůŵĞŶƚďLJƌĂĐĞͬĞƚŚŶŝĐŝƚLJ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ͕ϮϬϬϴʹϮϬϭϯ 8,739 7,591 6,225 4,952 1,284 1,029 467 442 274 224 167 154 123 58

2008---2013 2008---2013 2008---2013 2008---2013 2008---2013 2008---2013 2008---2013 American ƐŝĂŶͬ ůĂĐŬ Hispanic White International Overall Indian Hawaiian ^ŽƵƌĐĞ͗'ƌĂĚƵĂƚĞ^ĐŚŽŽů͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

that provides a holistic program review. The goal is to program outcomes. The Graduate School has created capture the distinctive measures of quality in different guidelines, templates, and resources to assist all disciplines and encourage improvement. graduate programs across the system in establishing learning goals. Approximately 70 directors of graduate Efforts to articulate graduate student learning goals studies attended two workshops on student learning began in fall 2012. In 2013–14, ten pilot programs goals in spring 2014. Additional workshops are on the Twin Cities, Duluth, and Rochester campuses planned, and there is an expectation that Twin Cities VXFFHVVIXOO\LGHQWL¿HGJRDOVDQGGHYHORSHGVWUDWHJLHV campus graduate programs will have learning goals to achieve them. Several broad common goals in documented by the end of 2014. graduate education include expert knowledge, research skills, and communication abilities. The next step in this assessment effort will be to measure

52 143 of 260 Tracking Career Placement market. The Graduate School works collaboratively with staff and faculty across the University on a series Historically, career trajectory and achievements of of programming and services in response to those graduates have been strong and visible indicators LGHQWL¿HGQHHGV of academic program quality. However, accurately tracking alumni and maintaining a database of 'ƌĂĚƵĂƟŶŐ^ƚƵĚĞŶƚƐĨŽƌ^ƵĐĐĞƐƐ current and comprehensive placement information is a challenge shared by many institutions across Effective retention strategies are as important as the country. Some University programs maintain a recruitment. Relatively low postbaccalaureate degree relatively complete record of their graduates’ initial completion, especially at the doctoral level, is a national problem. The University invests heavily in job placement and some colleges have attempted to ĚƵĐĂƟŽŶ gather similar information for all of their programs. graduate students, and when they depart without 7KHQDUUDWLYHVVXEPLWWHGDVSDUWRIWKH4XDOLW\ a degree it wastes resources of both the institution Metrics Allocation Plan revealed that both the level DQGWKHVWXGHQWV )LJXUH; 6WXGLHVVKRZWKDW of job placement tracking and the completeness of academic and professional development opportunities this information over time vary greatly across the offered by the University help students progress more programs. The Graduate School is beginning a pilot successfully through the milestones of their studies project to track job placement for Ph.D. graduates and and better prepare them for careers after graduation. GHYHORSDGDWDJDWKHULQJWHPSODWHDQGSURFHVVWKDW In 2013, the Graduate School organized a new student ZLOOEHHI¿FLHQWDQGXVHIXO orientation for all graduate students on the Twin Cities The University has long provided career development campus. Most programs provide local orientation for VHUYLFHVIRUJUDGXDWHVWXGHQWVDQGSRVWGRFWRUDO QHZVWXGHQWVDQGQRZWKLVFDPSXVZLGHHYHQWKHOSV associates, including workshops on resume building, students navigate the whole University. Orientation effective interviewing skills, and academic and DOVRRIIHUVVHVVLRQVRQFRQÀLFWUHVROXWLRQZHOOQHVV QRQDFDGHPLFMREVHDUFKSURFHVVHVDQGRQHRQ ¿QDQFLDOGHFLVLRQPDNLQJRQOLQHDFDGHPLFLGHQWLW\ one consultation. Demand often exceeds capacity, development, working well with an academic advisor, and more resources must be found to meet graduate DQGFUHDWLQJDPXOWL\HDUDFDGHPLFDQGSURIHVVLRQDO VWXGHQWV¶QHHGVDVWKH\IDFHDQHYHUFKDQJLQJMRE strategy.

&ŝŐƵƌĞϰͲy͘^ŝdžͲLJĞĂƌĂŶĚŝŐŚƚͲLJĞĂƌƌŽĐƚŽƌĂů;WŚ͕͘͘Ě͕͘͘͘D͘͘ͿĐŽŵƉůĞƟŽŶƌĂƚĞƐ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ͕ϮϬϬϯʹϮϬϬϴ

100% 6-year graduation rate 8-year graduation rate 75%

50% 59% 58% 61%

25% 41% 42% 42% 47% 47%

0% 2003-04 2004-05 2005-06 2006-07* 2007-08*

Year of Matriculation ΎϴͲLJĞĂƌĐŽŵƉůĞƟŽŶĚĂƚĂŶŽƚLJĞƚĂǀĂŝůĂďůĞ ^ŽƵƌĐĞ͗'ƌĂĚƵĂƚĞ^ĐŚŽŽů͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

144 of53 260 Beyond orienting new students, the University offers dĂďůĞϰͲϭϭ͘EƵŵďĞƌŽĨEĂƟŽŶĂů^ĐŝĞŶĐĞ a variety of programs and forms of support for &ŽƵŶĚĂƟŽŶ&ĞůůŽǁƐĂŶĚ&ƵůďƌŝŐŚƚ^ĐŚŽůĂƌƐ͕ students at different stages of their studies. The Thesis ϮϬϬϲʹϮϬϭϱ Research Travel Grant, Interdisciplinary Doctoral Fulbright Fellowship, Bridging Funds, and Doctoral Dissertation E^&&ĞůůŽǁƐ Scholars Fellowship (DDF) are types of funding support that 2006–07 36 4 HQDEOHVWXGHQWVWRGHGLFDWHIXOOWLPHHIIRUWWRUHVHDUFK 2007–08 34 7 and thus encourage more timely degree completion )LJXUH< 7KH*UDGXDWH6FKRROKDVDOVRRIIHUHG 2008–09 28 8 workshops to help students prepare external fellowship 2009–10 33 5 applications for the National Science Foundation, the Fulbright, and other prestigious research awards. 2010–11 48 9 Student success rates have improved in these 2011–12 67 4 FRPSHWLWLRQV 7DEOH 

ĚƵĐĂƟŽŶ 2012–13 86 6 The annual Doctoral Research Showcase in the spring 2013–14 92 3 and monthly Doctoral Dissertation Seminars enable IHOORZVKLSUHFLSLHQWVWRSUHVHQWWKHLUUHVHDUFK¿QGLQJV 2014–15 93 5 in various formats to a broad audience. For example, ^ŽƵƌĐĞ͗'ƌĂĚƵĂƚĞ^ĐŚŽŽů͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ in conjunction with the grand opening of Northrop participants and brought attention to the exciting work in April 2014, students were invited to attend and that graduate students do on a daily basis. participate in the Graduate Revels event that combined the Doctoral Research Showcase with live shows Outstanding student advising is an important student and research demonstrations by graduate students, success factor according to both internal and national panel discussions, guided tours of Northrop, a photo studies. To promote a culture of excellence in graduate contest display, and an opportunity to learn about student advising, a collaborative group including SRVWGRFWRUDORSWLRQV7KLVHYHQWDWWUDFWHGRYHU the Academic Civility Work Group, the Student

&ŝŐƵƌĞϰͲz͘/ŵƉĂĐƚŽĨŽĐƚŽƌĂůŝƐƐĞƌƚĂƟŽŶ&ĞůůŽǁƐŚŝƉƐ;&ͿŽŶŵĞĚŝĂŶƟŵĞƚŽĚĞŐƌĞĞ;ŝŶLJĞĂƌƐͿĨŽƌWŚ͘͘ ĚĞŐƌĞĞƐĂǁĂƌĚĞĚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ͕ϮϬϬϭʹϮϬϭϯ

Years to Degree Years to Degree Years to Degree for for Students Not for Students Nominated Students Awarded Nominated for DDF for but not Awarded DDF DDF 7.4 6.8 6.7 6.3 6.2 5.9 5.8 5.8 5.8 5.7 5.6 5.6 5 5.4 5.3 5.3 5.2 5.1 5.1 5.1 4.8

Arts and ƵƐŝŶĞƐƐ Education Engineering Life Physical Social and Humanities Sciences and Earth ĞŚĂǀŝŽƌĂů Sciences Sciences ^ŽƵƌĐĞ͗'ƌĂĚƵĂƚĞ^ĐŚŽŽů͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

54 145 of 260 &RQÀLFW5HVROXWLRQ&HQWHUDQGWKH*UDGXDWH6FKRRO 6\VWHPZLGHLQLWLDWLYHVLQFOXGHWKHUHYLYDORIWKH created graduate and professional student advising orientation for directors of graduate studies (DGSs) information and resources for students and faculty. and the formation of the graduate research associate These include best practices, guidelines, and tips on deans (GrAD) group. In spring 2014, following GHDOLQJZLWKGLI¿FXOWEHKDYLRUSUHSDULQJIRUGLI¿FXOW several years of hiatus, the Graduate School organized conversations, and counseling a student out of a an orientation event for DGSs. Its purpose was to program. To underscore the importance of quality highlight functions, services, and resources provided advising, the Graduate and Professional Student by the Graduate School, share upcoming changes and Association (GAPSA), in partnership with the Student new initiatives, and reconnect with faculty who have &RQÀLFW5HVROXWLRQ&HQWHUWKH3URYRVW¶V2I¿FH primary responsibilities in graduate education. In fall and the Graduate School, created the Outstanding 2014, orientation sessions for new DGSs were held on ĚƵĐĂƟŽŶ $GYLVHU$ZDUGWRDFNQRZOHGJHDQGUDLVHWKHSUR¿OH the Twin Cities and Duluth campuses. of excellent advising among graduate and professional faculty. Nominations were made by students and Recognizing that a close collaboration with the winners were recognized at a reception in fall 2014. colleges is vital to advancing the graduate education enterprise, the GrAD group was formed in fall 2013 Providing an Outstanding and has been meeting almost monthly. The meetings create a forum for discussion and enable the Graduate 'ƌĂĚƵĂƚĞ^ƚƵĚĞŶƚdžƉĞƌŝĞŶĐĞ 6FKRROWRSDUWQHULQLQLWLDWLYHVVXFKDVWKH4XDOLW\ Metrics Allocation Plan, the development of graduate As the University continues to promote operational student learning goals, and graduate eLearning. excellence, the Graduate School prioritizes its work plan and resources to reduce administrative costs and LQFUHDVHHI¿FLHQFLHV6HUYLFHVSURJUDPPLQJDQG initiatives are consistent with the vision, mission, and values of the Graduate School and the University.

146 of55 260 Professional ĚƵĐĂƟŽŶ

Providing Quality Health programs, and support services. There are 13 health professional degree programs on the Twin Cities, ĚƵĐĂƟŽŶ Duluth, and Rochester campuses that enroll students Health professions education occurs primarily at the bachelor’s, master’s, and doctoral degree levels through the Academic Health Center (School of 7DEOH 7KH8QLYHUVLW\LQFROODERUDWLRQZLWKLWV ĚƵĐĂƟŽŶ Dentistry, Medical School, School of Nursing, DI¿OLDWHGKHDOWKV\VWHPVDOVRWUDLQVRYHUGHQWDO College of Pharmacy, School of Public Health, medical, and pharmacy primary care and specialty College of Veterinary Medicine, and the Center for residents each year. Allied Health Programs) and associated centers, dĂďůĞϰͲϭϮ͘&ĂůůϮϬϭϯĞŶƌŽůůŵĞŶƚĂŶĚĚĞŐƌĞĞƐĂǁĂƌĚĞĚŝŶŚĞĂůƚŚƉƌŽĨĞƐƐŝŽŶĂůƉƌŽŐƌĂŵƐ͕ĂůůĐĂŵƉƵƐĞƐ Degree Fall 2013 Degrees Program UMN School ǁĂƌĚĞĚ Campus Enrollment ǁĂƌĚĞĚϮϬϭϯ

͘^͘ dǁŝŶŝƟĞƐ 46 19 Dental Hygiene M.D.H. dǁŝŶŝƟĞƐ 12 3 ^ĐŚŽŽůŽĨĞŶƟƐƚƌLJ Dental Surgery D.D.S. dǁŝŶŝƟĞƐ 413 107

Dental Therapy ͘^͘͘dΘD͘͘d dǁŝŶŝƟĞƐ 6 9

Duluth, Twin M.D. 969 220 Medicine ŝƟĞƐ Medical School Mortuary Science ͘^͘ dǁŝŶŝƟĞƐ 50 33

Physical Therapy D.P.T. dǁŝŶŝƟĞƐ 149 45

Rochester, Twin ͘^͘E͘ 395 123 ŝƟĞƐ School of Nursing Nursing M.N. dǁŝŶŝƟĞƐ 127 62

D.N.P. dǁŝŶŝƟĞƐ 327 109

College of Duluth, Twin PharmD. 429 168 Pharmacy Pharmacy ŝƟĞƐ

M.P.H. dǁŝŶŝƟĞƐ 417 160 Public Health School of Public Health Healthcare Admin. M.H.A. dǁŝŶŝƟĞƐ 160 73

Rochester, Twin KĐĐƵƉĂƟŽŶĂůdŚĞƌĂƉLJ M.O.T. 94 51 Center for Allied ŝƟĞƐ Health Programs Rochester, Twin ͘^͘ 111 49 Medical Lab Sciences ŝƟĞƐ

College of Veterinary D.V.M. dǁŝŶŝƟĞƐ 399 93 Veterinary Medicine Medicine Total 4,104 1,324 ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ͗ 56 147 of 260 Enrollments in most health professions programs • 70 percent of the state’s medical school graduates. KDYHUHPDLQHGVWDEOHRYHUWKHSDVW¿YH\HDUSHULRG Within our clinics and hospital sites, Academic Health ZLWKVLJQL¿FDQWLQFUHDVHVRFFXUULQJLQWKH6FKRRORI Center (AHC) health professionals see more than Nursing, School of Public Health, and the College of one million patients each year. In addition, each of 9HWHULQDU\0HGLFLQH )LJXUH= (QUROOPHQWJDLQVLQ the schools and colleges has community outreach the School of Nursing are due to growth in the Master programs aimed at serving underserved populations of Nursing program and the establishment and growth throughout the state: of the Doctor of Nursing practice (DNP) program. The School of Public Health enrollment gains come from • The College of Pharmacy ensures all students growth in the Master of Health Care Administration serve a clinical rotation in a rural community. program. The College of Veterinary Medicine • The School of Dentistry has established outreach ĚƵĐĂƟŽŶ enrollment gains are due to planned incremental class sites throughout the state, including a mobile size increases. dental clinic, in partnership with UCare, that brings much needed dental services to Admission to the health professions programs remains communities across the state. competitive, with the Twin Cities campus Medical School showing the greatest number of applications • The College of Veterinary Medicine has Q   7DEOH  confronted a national shortage of food animal veterinarians with innovative programs such as In 2013, the University of Minnesota granted 1,324 VetFast, which speeds the process of training health professions degrees, up from 1,276 in 2012 veterinarians for high priority needs. 7DEOH  • The Doctor of Nursing Practice program is the Academic Health Center colleges and schools train: largest in Minnesota and has expanded to help meet the state’s growing health care needs. • nearly 80 percent of the state’s dentists; • More than 1,800 medical students and residents, • more than half of the state’s advance practice and 1,000 faculty from the Medical School provide nurses and nursing faculty; care at urban and rural hospitals and clinics across • two thirds of the state’s pharmacists; and Minnesota.

&ŝŐƵƌĞϰͲ͘ŶƌŽůůŵĞŶƚƚƌĞŶĚƐŝŶŚĞĂůƚŚƉƌŽĨĞƐƐŝŽŶĂůƉƌŽŐƌĂŵƐ͕ĂůůĐĂŵƉƵƐĞƐϮϬϬϵʹϮϬϭϯ

2009 2010 2011 2012 2013

942 969 849

620 577 510 465 477 431 429 399 356 354 362

Allied Health Dentistry Medicine Nursing Pharmacy Public Health Veterinary Medicine ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ 148 of57 260 Table 4-13. Fall 2013 enrollment in health professional degree programs, all campuses Program ƉƉůŝĐĂƟŽŶƐ KīĞƌƐ Enrolled

Dental Therapy M.D.T 10 6 6

ĞŶƚĂů,LJŐŝĞŶĞ͘^͘ 98 13 11

ĞŶƟƐƚƌLJ͘͘^͘ 1,198 183 98

Medicine-Duluth 1,567 98 60

DĞĚŝĐŝŶĞͲdǁŝŶŝƟĞƐ 3,716 271 160

DĞĚŝĐĂů>Ăď^ĐŝĞŶĐĞ͘^͘ 227 58 54

EƵƌƐŝŶŐ͕͘^͘E͘ 718 161 146

ŽĐƚŽƌŽĨEƵƌƐŝŶŐWƌĂĐƟĐĞ 149 105 87

ĚƵĐĂƟŽŶ Master of Nursing 305 68 64

DĂƐƚĞƌŽĨKĐĐƵƉĂƟŽŶĂůdŚĞƌĂƉLJ 623 107 48

Pharm.D. 917 123 105

Master of Public Health 1,029 532 191

Veterinary Medicine D.V.M. 961 186 103

Total 11,518 1,911 1,133

^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ͗

Graduation rates in the health professions programs In 2013, 49.5 percent of the Medical Laboratory DUHYHU\KLJK$VLQGLFDWHGLQ)LJXUH$$WKH 6FLHQFHVVWXGHQWV Q  VHOILGHQWL¿HGDV graduation rates for all of the 2009 matriculating multicultural. The Duluth campus of the Medical classes across the health programs exceed 85 percent. School is ranked second in the nation for enrolling and graduating American Indian students. Of the Over 60 percent of the 2013 graduates of selected 849 students enrolled in the Twin Cities campus health professions programs reported the use of loans of the Medical School, 19.1 percent self identify as WR¿QDQFHWKHLUHGXFDWLRQ 7DEOH $OPRVW multicultural. The School of Dentistry programs percent of the students in doctoral training programs (DDS, dental hygiene, and dental therapy) have 21.7 (DDS, DNP, MD, PharmD) supported their education percent of students who self identify as multicultural. through loans. 7ZHQW\RQHSHUFHQWRIWKHVWXGHQWVHQUROOHGLQWKH The health professions schools and programs strive PharmD program self identify as multicultural. Of to foster learning environments in which learners are the 522 students enrolled in the bachelor of science trained to be professionals who value differences and of nursing (BSN) and Master of Nursing (MN) demonstrate cultural competence to meet the needs programs in the School of Nursing, 100 (19.2 percent) of the populations served. Achievement of these goals VHOILGHQWLI\DVPXOWLFXOWXUDO7ZHQW\VHYHQSHUFHQW requires active recruitment and retention of students, of the students enrolled in the master of health care staff, and faculty from underrepresented groups administration and master of public health programs and programs to increase diversity in the health self identify as multicultural. care workforce. Racial ethnic together with gender The University’s health sciences schools provide GLVWULEXWLRQVDUHLOOXVWUDWHGLQ7DEOHDQG)LJXUH critical infrastructure for health care in Minnesota as %% UHVSHFWLYHO\  a pipeline for workforce development. The programs

58 149 of 260 &ŝŐƵƌĞϰͲ͘'ƌĂĚƵĂƟŽŶƌĂƚĞƐĨŽƌϮϬϬϵĐŽŚŽƌƚ 100 100 100 96.7 95.5 93.7 92.6 91.8 87.7

Dental Dental Medical Medical Nursing Nursing Pharmacy Occupational Veterinary

Hygiene Surgery Doctor Doctor ;͘^͘E͘Ϳ Practice (Pharm.D.) Therapy Medicine ĚƵĐĂƟŽŶ ;͘^͘Ϳ (D.D.S.) (M.D.), (M.D.), Twin (D.N.P.) (M.O.T.) (D.V.M.) Duluth Cities ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ Table 4-14. Health professional student loans, all campuses, 2013 Number of Graduates йǁŝƚŚ>ŽĂŶƐ Average Loans

Doctor of Dental Surgery (D.D.S.) 107 90.7 $206,134

Medical Doctor (M.D.) 220 90.9 $162,430

Doctor of Pharmacy (Pharm.D.) 168 89.9 $138,949

Master of Nursing (M.N.) 62 90.3 $45,410

ĂĐŚĞůŽƌŽĨ^ĐŝĞŶĐĞŝŶĞŶƚĂů,LJŐŝĞŶĞ;͘^͘Ϳ 19 63.2 $24,266

ŽĐƚŽƌŽĨEƵƌƐŝŶŐWƌĂĐƟĐĞ;͘E͘W͘Ϳ 109 74.3 $68,104

ĂĐŚĞůŽƌŽĨ^ĐŝĞŶĐĞŝŶEƵƌƐŝŶŐ;͘^͘E͘Ϳ 123 71.5 $33,161

^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

Table 4-15. Racial and ethnic diversity of students enrolld in health professional programs, all Figure 4-BB. Health professional students by ĐĂŵƉƵƐĞƐ͕ϮϬϬϵʹϮϬϭϯ ŐĞŶĚĞƌ͕ĂůůĐĂŵƉƵƐĞƐ͕ϮϬϬϵʹϭϯ 2009 2010 2011 2012 2013 Female Male American Indian 1.6% 1.8% 1.5% 1.5% 1.4% 34% 33% 32% 31% 32% ƐŝĂŶͬWĂĐŝĮĐͬ Hawaiian 7% 7.4% 7.2% 8% 8% ůĂĐŬͬĨƌŝĐĂŶ 68% 69% 68% American 4.3% 4.1% 3.6% 3.3% 3.7% 66% 67%

Hispanic 2.2% 2.2% 1.8% 1.6% 1.7%

/ŶƚĞƌŶĂƟŽŶĂů 2.1% 2.3% 2.5% 2.8% 3.1% 2009 2010 2011 2012 2013 ^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ White 78.5% 76.4% 73.6% 72% 70.8%

Unknown 4.3% 5.8% 9.8% 10.8% 11.3%

^ŽƵƌĐĞ͗KĸĐĞŽĨ/ŶƐƟƚƵƟŽŶĂůZĞƐĞĂƌĐŚ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ

150 of59 260 JHQHUDWHVLJQL¿FDQWHFRQRPLFLPSDFWKHOSLQJLPSURYH collaborative practice (IPECP) as a way to enhance the the health of communities and developing new experience of health care, improve population health, treatments and cures for major health issues. and reduce the overall cost of care (the “Triple Aim”). The primary focus of the National Center’s work is • Workforce Development: AHC programs currently the “Nexus”—the place where health professions train nearly 70 percent of Minnesota’s health care education and health care delivery systems partner to workforce in more than 1,500 clinical training meet the demands of transforming processes of care partnerships across Minnesota. The AHC is delivery and the challenges in educating and training home to the state’s only pharmacy, dentistry, and the next generation of health professionals and how it veterinary medicine programs. can contribute to the Triple Aim. • Health Impact: Our health care providers deliver care for chronic and acute conditions in hospitals There are three primary avenues through which the and clinics across Minnesota. University of National Center is advancing this goal: Minnesota Physicians is the second largest • &RFUHDWLQJDQGHYDOXDWLQJ,3(&3PRGHOVWKDW ĚƵĐĂƟŽŶ integrated clinical practice in the Twin Cities. reconnect education and collaborative practice in Last year, UMPhysicians and Fairview formed Nexus sites across the U.S. and show the impact of an integrated care system called University of this work on the Triple Aim. Minnesota Health, making leading edge care • Strengthening and increasing the availability of available to more patients across the state. evidence about the effectiveness of IPECP in • Economic Impact: Every $1 million in federal achieving the Triple Aim. grant money that the AHC receives generates • Leading and facilitating the national dialogue more than $2 million in new business activity in among stakeholders in education and health care Minnesota. about the effectiveness of IPECP in achieving the • Research Impact: The AHC faculty oversees Triple Aim. more than $400 million in research grants each Two years into its work, the National Center has year, accounting for over half of the University’s established the Nexus Innovations Incubator Network entire research portfolio. The AHC‘s Clinical and composed of 15 Nexus Innovations Incubator locations Translational Science Institute, supported by a in 11 states including Minnesota. These sites serve as $51 million Clinical and Translational Science the National Center’s learning “laboratories,” designed Award by the NIH, helps researchers bring their as a collaborative of higher education and health discoveries into practice and to improve human systems partners committed to advancing IPECP health. research and education together. As the home to the National Center for The Minnesota Nexus is a network of local partners Interprofessional Practice and Education, the including: Community University Health Care Center Academic Health Center continues to be a national (CUHCC), Bethesda Family Medicine Clinic (practice leader in interprofessional education. The National site for the St. Joseph’s Family Medicine Residency), &HQWHUDXQLTXHSXEOLFSULYDWHSDUWQHUVKLSFUHDWHGLQ Broadway Family Medicine Clinic (practice site for October 2012, is charged to be an unbiased, neutral the North Memorial Family Medicine Residency), FRQYHQHUZHOOSRVLWLRQHGWROHYHUDJHWKHUHVRXUFHV Phalen Village Family Medicine Clinic (practice LQÀXHQFHDQGH[SHUWLVHRIPDQ\VHFWRUVLQFOXGLQJ site for the St. John’s Family Medicine Residency), government, the foundations, national associations, Smiley’s Family Medicine Clinic (practice site for professional groups, health systems, educators and the University of Minnesota Medical Center Family policy makers. Medicine Residency), University of Minnesota The National Center’s goal is to provide the leadership, Physicians Women’s Health Specialists Clinic at evidence, and resources needed to guide the nation University of Minnesota Medical Center, Touchstone on the use of interprofessional education and Mental Health and Wilder Child Guidance Clinic.

60 151 of 260 An essential component to the Network’s success fall of 2013 and fall 2014 enrollment is at 1026, with is The National Center Data Repository (NCDR), a 88 small groups of students meeting across the four ¿UVWLQWKHQDWLRQGDWDUHSRVLWRU\IRFXVHGRQ,3(&3 campus locations (Minneapolis, St. Paul, Rochester, outcomes. Network members collect data on their own and Duluth). SURMHFWVDQGXSORDGGHLGHQWL¿HGGDWDWRFRQWULEXWHWR Phase II—Necessary Skills: This phase, offered the national understanding of the Nexus on Triple Aim during the middle portion of the student’s educational RXWFRPHV7KH1&'5XVHVVWDWHRIWKHDUWDQDO\VLV program, is designed to provide opportunities for to test the effectiveness and return on investment skill development through the didactic curriculum of interprofessional models and leverages precious in areas critical for collaborative practice including federal and state investment in the UMN information team communication, patient safety, and quality exchange. ĚƵĐĂƟŽŶ improvement while building on the competencies As health care environments transform to achieve the achieved in the FIPCC course. JRDOVRISURYLGLQJSDWLHQWFHQWHUHGFDUHLPSURYLQJ Phase III—Expertise in Practice:7KLV¿QDOSKDVH community health outcomes, and reducing healthcare open to all University health professions students costs, it is important that the University of Minnesota currently enrolled in clinical rotations, is designed health professions programs evolve to educate future to provide students an opportunity to apply the professionals to work effectively in these transformed interprofessional skills and competencies required in environments. To support these efforts, the 1Health a clinical practice or community setting. While on initiative works to integrate interprofessional URWDWLRQVWXGHQWVREVHUYHDQGUHÀHFWRQLQWHUDFWLRQV education across the AHC and other University health among health professionals at the site and participate programs. The 1Health curriculum provides health LQVLWHVSHFL¿FLQWHUSURIHVVLRQDODFWLYLWLHVVXFKDV professions students with opportunities to develop care planning, team huddles, or group discussions. interprofessional competencies so they will be ready )ROORZLQJWKHURWDWLRQVWXGHQWVPHHWIRUDQLQSHUVRQ for the collaborative nature of the transforming facilitated discussion to share observations and workforce. UHÀHFWLRQVUHODWHGWRLQWHUSURIHVVLRQDOFROODERUDWLYH The 1Health initiatives are led by a team of care. During the 2014–15 academic year, over 500 interprofessional faculty representatives from across students from Pharmacy, Nursing, Occupational WKH$+&DQG$+&2I¿FHRI(GXFDWLRQVWDII7KLV Therapy, Social Work, and Medicine will participate team works closely with the Interprofessional Practice in an interprofessional activity embedded within a and Education (IPPE) Committee composed of faculty required clinical rotation. representatives from 20 University health professions programs to advance and support development of Providing Quality HGXFDWLRQDQGWUDLQLQJRSSRUWXQLWLHVIRUWHDPEDVHG and collaborative practice. >ĞŐĂůĚƵĐĂƟŽŶ The University of Minnesota Law School offers The 1Health curriculum consists of three sequential an outstanding comprehensive legal education that phases: prepares students to become skilled and ethical leaders Phase I—Orientation: Students develop a in the legal profession. foundational knowledge and awareness of roles and responsibilities of health professionals and basic Recruit Highly Prepared Students from concepts in teamwork though participation in the ŝǀĞƌƐĞWŽƉƵůĂƟŽŶƐ Foundations of Interprofessional Communication and In recent years, the Law School has recruited an Collaboration (FIPCC) course. Ten health professions LQFUHDVLQJO\TXDOL¿HGWDOHQWHGDQGGLYHUVHVWXGHQW programs have integrated the FIPCC course into their body. Last year’s entering class of 221 J.D. candidates curricula and require student participation and provide had a median LSAT at the 90th percentile nationally faculty facilitators. Over 900 health professions and a median GPA of 3.79. The class was also among students were enrolled in the FIPCC course in the the most diverse in Law School history. Nineteen

152 of61 260 percent of the students are of color, and another 12 lawyering skills throughout the curriculum, and to percent come from other countries. The Law School educate students in a progressive arc about the full has increased its LL.M. class from 50 to 66 students, range of lawyering concepts and skills. bringing talented lawyers from around the world to Recently launched initiatives to advance these goals 0LQQHVRWDIRUDRQH\HDUPDVWHU¶VSURJUDPGHVLJQHG include: to introduce them to the U.S. legal system. • )LUVW\HDUHOHFWLYHVLQLQWHUQDWLRQDOODZFRUSRUDWH The Law School has pursued multiple strategies law, procedural law, and perspectives on the to enhance student recruitment. Students are more law, bringing internationalism, business skills, inclined to apply to highly ranked schools, and the and critical thinking about legal theory and legal /DZ6FKRROKDVPDLQWDLQHGDWRSU.S. News and V\VWHPVLQWRWKHIRUPDWLYH¿UVW\HDU World Report ranking. In addition, the Law School has expanded its efforts to recruit promising students • 1HZ¿UVW\HDUPRGXOHRQVWDWXWRU\LQWHUSUHWDWLRQ through a combination of scholarships, fee waivers, as part of the emphasis on practical skills;

ĚƵĐĂƟŽŶ admissions outreach efforts, and the development of • ,QWURGXFWLRQRI/DZLQ3UDFWLFHDVDUHTXLUHG¿UVW web and print promotional materials. year course integrating doctrine and skills, and engaging students with practitioners and judges; The Law School has taken two other steps to improve diversity. Three years ago, the Law School launched • Capstone courses with a multidisciplinary focus the Minnesota Law Early Admissions Program WRKHOSWUDLQVWXGHQWVWREHSUREOHPVROYLQJ (MLEAP). Under this program, undergraduate innovative lawyers with the skills to work in VWXGHQWVDWDQ\RIWKH¿YH8QLYHUVLW\FDPSXVHVPD\ multiple legal and professional contexts; and apply to the Law School without taking the LSAT. • Leadership foundations program, designed to The program has helped the Law School to recruit expose students to basic business concepts and talented and diverse undergraduates. In addition, for core leadership skills. WKHSDVW¿YH\HDUVWKH/DZ6FKRROKDVVSRQVRUHGWKH 0LQQHVRWD3UH/DZ6FKRODUV 03/6 3URJUDPD īŽƌĚĂďŝůŝƚLJĂŶĚĐĐĞƐƐ comprehensive law school preparation program that is The Law School has sharply increased scholarship targeted to underrepresented Minnesota residents. support for its students. Roughly 91 percent of last year’s entering class received scholarships, with an Applications to the Law School have declined roughly average scholarship amount of $23,626. Nonetheless, 32 percent in the last two years in keeping with access and affordability remain important concerns. national trends (though applications were at historic The average law student who graduates with debt highs in the two years before that). Nonetheless, the owes about $90,000 for law school alone (the national University is on track to recruit another very talented average is even higher). The Law School will continue class for next year, although the size of the class will to make fundraising for student scholarships one of be smaller than in the recent past. its highest priorities. In addition, the Law School will continue its efforts to contain costs and to keep tuition džƚƌĂŽƌĚŝŶĂƌLJĚƵĐĂƟŽŶ increases to the lowest level feasible. The Law School offers one of the most rigorous and comprehensive legal education programs in Research the country. Almost all J.D. candidates graduate in The University of Minnesota Law School is rated three years except for those earning joint degrees among the top 20 law schools nationally in faculty in other University programs. The Law School’s productivity. From September 1, 2012 to September 1, innovations in its curriculum place the Law School at 2013, law school faculty authored 15 books, 39 book the forefront of a small group of law schools leading chapters, and 40 law review articles. Two examples the transformation of legal education nationally illustrate the depth and range of faculty scholarship. and internationally. These changes are designed to Professor Dale Carpenter’s book Flagrant Conduct: integrate doctrine, theory, professional values, and

62 153 of 260 The Story of Lawrence v. Texas was named one of DSSUR[LPDWHO\RQHKDOIRI0LQQHVRWDODZVWXGHQWV the 100 Notable Books of 2012 by The New York participating in one or more of the Law School’s Times Book Review and was selected in 2013 as the 26 clinics. Students in these clinics provide legal ZLQQHULQWKH/*%7QRQ¿FWLRQFDWHJRU\DWWKHWK services to low income clients under the supervision /DPEGD/LWHUDU\$ZDUGV3URIHVVRU0\URQ2U¿HOGDV of clinical faculty. With the generous support of the Director of the Law School’s Institute on Metropolitan Robina Foundation, the Law School launched this Opportunity, has published a series of research reports past year the Center for New Americans which will on metropolitan governance issues that provide FROODERUDWHZLWKOHDGLQJDUHDODZ¿UPVDQGQRQSUR¿W UHVRXUFHVIRUSROLF\PDNHUVDQGSODQQLQJRI¿FLDOVWR organizations to provide urgently needed legal services address reform in the areas of land use, housing, and for diverse immigrant communities. The Law School

education. also partners with the Minnesota Justice Foundation to ĚƵĐĂƟŽŶ sponsor a Law School Public Service Program. During Public Service Outreach the past school year, 174 law students were placed with 7KH/DZ6FKRROSURYLGHVVLJQL¿FDQWVHUYLFHVWRWKH legal service providers. These students provided 6,250 community in a variety of ways. The Law Clinic hours of pro bono legal services to 2,379 clients. program is one of the largest in the country with

154 of63 260 Research and Discovery

ŽŶĚƵĐƟŶŐďƌĞĂŬƚŚƌŽƵŐŚƌĞƐĞĂƌĐŚƚŚĂƚŵŽǀĞƐƵƐĨŽƌǁĂƌĚ͘KƵƌƌĞƐĞĂƌĐŚĞƌƐ

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155 of 260 /ŶƚƌŽĚƵĐƟŽŶ form interdisciplinary partnerships, and make groundbreaking discoveries. As noted on page 1, the University research mission is The awards are investments designed to ensure the to generate and preserve knowledge, understanding, viability of existing, critical facilities and research DQGFUHDWLYLW\E\FRQGXFWLQJKLJKTXDOLW\UHVHDUFK support services on all campuses. VFKRODUVKLSDQGDUWLVWLFDFWLYLW\WKDWEHQH¿WVWXGHQWV scholars, and communities across the state, the nation, 7KLVSDVW¿VFDO\HDUWKHSURJUDPSURYLGHGDQLQLWLDO and the world. PLOOLRQLQYHVWPHQWZLWKDUHTXLUHGRQHWRRQH match from the supporting colleges or centers. A total To help achieve this vision, the University has adopted of twelve awards were granted, amounting to nearly $3 a robust research strategic plan, Five Years Forward, PLOOLRQLQYHVWHGLQSURMHFWVWKDWZLOOEHQH¿WUHVHDUFK to help develop new initiatives with partners across the in at least seven colleges and three centers across University system. In alignment with the Twin Cities the University, representing a wide variety of needs strategic plan and other campus plans, the research DQGLQWHUHVWVIURPKLJKHUTXDOLW\LPDJLQJWRROVOLNH plan builds upon the University’s many strengths and ;UD\VDQGHOHFWURQPLFURVFRSHVWRGLJLWDOIDEULFDWLRQ creates opportunities to bring researchers together in equipment like 3D printers and laser cutters. Over new ways to foster discoveries and make the world a WKHSDVW¿YH\HDUVPLOOLRQLQFOXGLQJPDWFKLQJ better place.

funds, have been invested through the Research Research The University’s research and development Infrastructure Reinvestment Program. expenditures rank among the most by U.S. research LQVWLWXWLRQV 7DEOH $QQXDOO\WKH8QLYHUVLW\ Grant Match/Grant-in-Aid spends over $800 million on research with an 7KH*UDQWLQ$LGRI5HVHDUFK$UWLVWU\DQG economic impact of $8.6 billion a year for the Scholarship Program provides grants to support 0LQQHDSROLV6W3DXOPHWURDUHDV scholarly and artistic activities of faculty and their graduate students to foster excellence throughout the ŶŚĂŶĐŝŶŐZĞƐĞĂƌĐŚdžĐĞůůĞŶĐĞ 8QLYHUVLW\*UDQWLQ$LG *,$ SURMHFWVUHSUHVHQW the breadth and depth of University research in all The University is focused on providing education that GLVFLSOLQHVDQG¿HOGV:KLOHDQ\RQHFDQDSSO\IRU generates knowledge, understanding, and creativity. GIA funding, it plays an especially important role by Students become leading scientists and teachers, providing new professors and emerging researchers engineers and artists, health and business professionals opportunities to pursue research and scholarship that and faculty contribute to innovations and scholarship may not yet have received external funding. In the past that improve human health and quality of life and ¿YH\HDUVPLOOLRQKDVEHHQDZDUGHGWKURXJKWKH advance our understanding of the world. GIA program. The University is therefore committed to enhancing research excellence by investing in research ZĞƐĞĂƌĐŚKƉƉŽƌƚƵŶŝƟĞƐĨŽƌ^ƚƵĚĞŶƚƐ infrastructure and faculty, and by educating students An important part of the educational experience at for the industries of tomorrow. the University is the opportunity for students at all OHYHOVRQDOO¿YHFDPSXVHVWRHQJDJHZLWKRXWVWDQGLQJ Research Infrastructure Reinvestment research faculty, not just in the classroom, but also The Research Infrastructure Reinvestment awards are in new research and creative projects. Undergraduate one way the University ensures it maintains robust, students, for example, can learn critical skills through VWDWHRIWKHDUWHTXLSPHQWWRVXSSRUWUHVHDUFKDQG the Undergraduate Research Opportunities Program. academic endeavors, even as federal funding for Graduate and professional students work alongside research stagnates nationwide. These improvements faculty in the laboratory and in the creative studio to research infrastructure support the University’s and thus they play a critical role in generating new talented researchers as they explore new ideas, knowledge and creative works. Graduate students

156 of65 260 dĂďůĞϱͲϭ͘dŽƉϭϱŝŶƐƟƚƵƟŽŶƐƌĞƉŽƌƟŶŐůĂƌŐĞƐƚƌĞƐĞĂƌĐŚĂŶĚĚĞǀĞůŽƉŵĞŶƚĞdžƉĞŶĚŝƚƵƌĞƐ͕ϮϬϭϭʹϭϮ

2012 2011 Percent Public Public Change Total* Rank Total* Rank 2011–12

1 :ŽŚŶƐ,ŽƉŬŝŶƐh͘ $2,145 million $2,106 million -2%

2 U. of Michigan–Ann Arbor $1,279 million 1 $1,323 million 1 +3%

3 U. of Wisconsin–Madison $1,149 million 3 $1,170 million 2 +5%

4 h͘ŽĨtĂƐŚŝŶŐƚŽŶʹ^ĞĂƩůĞ $1,112 million 2 $1,109 million 3 -4%

5 U. of California–San Diego $1,009 million 4 $1,074 million 4 +6%

6 U. of California–San Francisco $995 million 5 $1,032 million 5 +4%

7 Duke U. $1,022 million $1,009 million -1%

8 U. of California–Los Angeles $982 million 6 $1,003 million 6 +2%

9 Stanford U. $908 million $903 million -1%

10 Columbia U. $879 million $889 million +1%

11 U. of North Carolina–Chapel Hill $869 million 8 $885 million 7 +2% Research

12 h͘ŽĨWŝƩƐďƵƌŐŚ $899 million 7 $867 million 8 -4%

13 U. of Pennsylvania $886 million $847 million -5%

14 h͘ŽĨDŝŶŶĞƐŽƚĂʹdǁŝŶŝƟĞƐ $847 million 9 $826 million 9 -3%

15 DĂƐƐĂĐŚƵƐĞƩƐ/ŶƐƚ͘ŽĨdĞĐŚŶŽůŽŐLJ $724 million $824 million +12%

^ŽƵƌĐĞ͗EĂƟŽŶĂů^ĐŝĞŶĐĞ&ŽƵŶĚĂƟŽŶ͕EĂƟŽŶĂůĞŶƚĞƌĨŽƌ^ĐŝĞŶĐĞĂŶĚŶŐŝŶĞĞƌŝŶŐ^ƚĂƟƐƟĐƐ͕ ,ŝŐŚĞƌĚƵĐĂƟŽŶZĞƐĞĂƌĐŚĂŶĚĞǀĞůŽƉŵĞŶƚ^ƵƌǀĞLJ͕ϮϬϭϯ

become leaders, not just in research, but also in higher 7KHWRWDO¿QDQFLDOLPSDFWRIWKHVHLQLWLDWLYHVLVQHDUO\ education, as they prepare to become future faculty PLOOLRQ6SHFL¿FSURJUHVVLQFOXGHV around the world. • Implementation of multiple initiatives related to regulatory inspections for animal research, ZŝƐŬZĞĐĂůŝďƌĂƟŽŶ reducing duplication of effort across units and On average, 42 percent of research time is spent on resulting in a time savings of 686 hours. administrative functions. This is unfortunate, so to address this, the University has been seeking ways to • Streamlined Institutional Review Board processes LQFUHDVHRSHUDWLRQDOHI¿FLHQF\DQGFXWXQQHFHVVDU\ to facilitate more collaborative agreements with DGPLQLVWUDWLYHFRVWVV\VWHPZLGH other institutions. • Initiation of several measures that streamline the :KLOHZRUNLQWKLVDUHDLVRQJRLQJLQ¿VFDO\HDU technology licensing process and generate revenue the University achieved the following cost reductions for the University. through its continuing commitment to strategic risk management and reduction of administrative burden. • Elimination of the Responsible Conduct of Research continuing education course requirement for faculty, resulting in 3,900 hours of total annual time savings. 66 157 of 260 • Reduction of administrative review and researcher • Discovery Capital investment program provides FHUWL¿FDWLRQIRUHIIRUWUHSRUWLQJE\DSSUR[LPDWHO\ seed funds for the most promising University 10,000 statements per year. technologies. Launched earlier this year, the A pilot project aimed at reducing administrative program will offer $350,000 in seed funding that burden from the ground up is also underway at the must be matched by an external partner. The University of Minnesota Duluth and the Twin Cities program is expected to launch two to three deals campus College of Science and Engineering. The each year. project will result in the development of a model • The University won a National Science to facilitate collaborative review of policies and Foundation grant that brought in $300,000 to procedures between faculty and staff and ultimately enhance the entrepreneurial ecosystem at the improve decision making related to risk recalibration 8QLYHUVLW\7KLVHIIRUW FDOOHG0,1&RUSV LVD and the reduction of administrative burden. collaboration among the OTC, Holmes Center for Entrepreneurship within the Carlson School ĐĐĞůĞƌĂƟŶŐƚŚĞdƌĂŶƐĨĞƌ of Management, and the Technology Leadership Institute within the College of Science and ŽĨ<ŶŽǁůĞĚŐĞ Engineering. The University is committed to engaging in dynamic outreach and service within communities. The Advancing Transdisciplinary Research University and its partners share knowledge and Partnerships resources to address the grand challenges of a diverse and changing world. The University advances transdisciplinary partnerships by encouraging collaboration between To drive change and help address these challenges, the researchers and among disciplines in order to derive 8QLYHUVLW\PXVWFUHDWHRSSRUWXQLWLHVIRUSXEOLFSULYDWH new concepts and approaches and to enable new ways partnerships that move information out of the ivory of understanding. tower and into the communities where it can do the most good. Economic Development 7RWKLVHQGWKH2I¿FHIRU7HFKQRORJ\ In 2013, the University revamped its business Commercialization (OTC) has: UHODWLRQVRI¿FHWRVWUHDPOLQHHFRQRPLFGHYHORSPHQW activities and to advance partnerships with business • Launched a University record 15 startups during and industry throughout the state. In the past year, ¿VFDO\HDU7KLVLVWKH¿IWKFRQVHFXWLYH\HDU WKH2I¿FHRI8QLYHUVLW\(FRQRPLF'HYHORSPHQW of launching a record number of startups. (UED) has forged new relationships with Minnesota • 6LQFHWKH27&9HQWXUH&HQWHUZDVIRUPHGLQ companies across all sectors and has developed strong 2006, University startups have raised in aggregate partnerships with numerous business advocacy groups almost $110 million in investment capital. and state agencies, such as the Minnesota Department of Employment and Economic Development. • 6LQFHWKH27&9HQWXUH&HQWHUZDVIRUPHGLQ 2006, the University has launched 74 startups, Companies are increasingly shifting away from pure with over 80 percent still active, and has philanthropy when engaging research universities and developed a strong startup pipeline. are seeking collaborations with academia to improve Additionally, three initiatives are accelerating their competitive position and business operations. innovation into the marketplace. In response to this trend, the University Economic 'HYHORSPHQWRI¿FHDQGWKH8QLYHUVLW\RI0LQQHVRWD • 0LQQHVRWD,QQRYDWLRQ3DUWQHUVKLSV 01,3 KDV Foundation are formally partnering to facilitate led to more than 130 agreements with over 90 more relationships that strengthen local and global companies. FRPSDQLHVZKLOHDOVREHQH¿WLQJWKH8QLYHUVLW\

158 of67 260 7KHVSHFL¿FJRDOVRIWKHSDUWQHUVKLSQDPHGWKH • Awarded nearly $6 million in funding for twelve Corporate Engagement Workgroup, are: transdisciplinary research projects that involve 87 faculty in 50 departments and 16 colleges • to make it easier for companies and economic across three campuses. Projects are supported development groups to connect with the by 31 external partners, including Cargill, 3M, University; Medtronic, Polymet Mining, Great River Energy, • to more effectively collaborate with companies on *HRUJLD3DFL¿FDQGIRXUVWDWHDJHQFLHV workforce and innovation; and • Constructed a 4,300 square foot robotics lab to • to convene corporate and community partners advance cutting edge robotics research. around strategic initiatives. • Submitted 21 patents and licenses based on 7KH8QLYHUVLW\H[SHFWVPRUHPXWXDOO\EHQH¿FLDO MnDRIVE research and innovation. relationships to emerge as a result of this new • Leveraged $7.3 million in state, federal and private partnership. funding for 24 projects, including major funders VXFKDV%RVWRQ6FLHQWL¿F1DWLRQDO6FLHQFH DŝŶŶĞƐŽƚĂ͛ƐŝƐĐŽǀĞƌLJ͕ZĞƐĞĂƌĐŚĂŶĚ/ŶŶŽsĂƟŽŶ Foundation, and National Institutes of Health. Economy (MnDRIVE) • Held 110 meetings, symposia, workshops, and MnDRIVE is a landmark partnership between the conferences with more than 6,000 attendees University of Minnesota and the state that aligns ranging from researchers and students to industry areas of University strength with the state’s key and partners and academic collaborators. emerging industries to produce breakthrough research Research that addresses the state’s and society’s greatest hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ/ŶĨŽƌŵĂƟĐƐ/ŶƐƟƚƵƚĞ;hD//Ϳ FKDOOHQJHV,QWKH¿UVW\HDUPLOOLRQKDVEHHQ The UMII was formed in January 2014 to foster authorized for more than 120 MnDRIVE projects GDWDLQWHQVLYHUHVHDUFKLQDJULFXOWXUHHQJLQHHULQJ across four research areas, involving approximately environment, health, humanities, and social sciences 354 researchers in 70 departments, 20 colleges, and and is supported in part by MnDRIVE. In July, three campuses (Twin Cities, Duluth and Morris). UMII awarded six faculty from across two campuses Transdisciplinary Faculty Fellowships to provide Highlights leadership in transdisciplinary collaborative projects • Hired 111 people, including 16 faculty, 46 that involve informatics. graduate students and 22 staff and technicians.

68 159 of 260 Outreach, Service, and ŶŐĂŐĞŵĞŶƚ

WĂƌƚŶĞƌŝŶŐ ǁŝƚŚ ĐŽŵŵƵŶŝƟĞƐ ƚŽ ĂĚǀĂŶĐĞ ƌĞƐĞĂƌĐŚ͕ ƐŚĂƌĞ ŬŶŽǁůĞĚŐĞ͕

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160 of 260 /ŶƚƌŽĚƵĐƟŽŶ the campus, and offer campus administrators suggestions and feedback for furthering the Publicly engaged research, teaching, and outreach University’s public engagement agenda. initiatives enhance the University’s capacity to • Five Issue Area Networks have been created SURGXFHUHVHDUFKRIVLJQL¿FDQFHLPSURYHHGXFDWLRQDO WREXLOGDXQL¿HGV\VWHPVDSSURDFKWRSXEOLF experiences of students, and be a knowledge source engagement by networking over 90 existing for the public good. The University leverages the engaged research, teaching, and outreach units special opportunities of each campus location and the in the areas of diversity, equity, and inclusion; full range of state and regional assets—communities, economic development; food; transportation; and EXVLQHVVHVJRYHUQPHQWDQGQRQSUR¿WSDUWQHUVDQG youth and education. cultural assets from performance groups to museums and libraries —with a spirit of reciprocity, guided by >ĞĂĚŝŶŐEĂƟŽŶĂůůLJĂƐĂŶ a commitment to engagement that ensures mutual EHQH¿W Engaged University 7KH7HQ3RLQW3ODQKDVEHHQFLWHGDVDPRGHOIRU 7KH8QLYHUVLW\¶V7HQ3RLQW3ODQIRU$GYDQFLQJ XQLYHUVLW\ZLGHHQJDJHPHQWE\YDULRXVQDWLRQDO and Institutionalizing Public Engagement focuses and international groups including The Research RQGHHSHQLQJWKHXVHRIFRPPXQLW\HQJDJHGDQG Universities for Civic Engagement and the Global FRPPXQLW\SDUWQHUHGZRUNWRIXUWKHUWKHUHVHDUFKDQG University Network for Innovation. Other institutions, teaching goals of academic units, and to address some including Cornell University, University of Texas, RIWKHPRVWFRPSOH[DQGGLI¿FXOWLVVXHVLQVRFLHW\7KH 8QLYHUVLW\RI1RUWK&DUROLQD&KDSHO+LOODQG following are some initiatives supported during the McMaster University, have used elements of the 2013–2014 academic year: 7HQ3RLQW3ODQDVDJXLGHIRUHVWDEOLVKLQJWKHLURZQ • The annual President’s Community-Engaged XQLYHUVLW\ZLGHSXEOLFHQJDJHPHQWDJHQGDV Scholar Award, which recognizes one faculty 6HYHUDORWKHULQGLFDWRUVDUHVKRZQLQ7DEOH or staff member annually for exemplary engaged scholarship. This year, the award was presented to • The Twin Cities campus was one of six research Department of Medicine Professor Michele Allen, universities to receive the Carnegie Foundation’s Outreach whose research has focused on how equitable &RPPXQLW\(QJDJHPHQW&ODVVL¿FDWLRQLQ research partnerships can improve translational and was singled out as an exemplar and a model VFLHQFHDQGZKRZRUNHGWRLQFRUSRUDWHGLYHUVLW\ for other applicants. The Twin Cities campus IRFXVHGVWXGHQWVHUYLFHOHDUQLQJH[SHULHQFHVLQWR completed a renewal application this year and will the medical school curriculum. OHDUQRIWKHLUFODVVL¿FDWLRQVWDWXVLQ'HFHPEHU • The Public Engagement CouncilD8QLYHUVLW\ 2014. wide deliberative body, addressed eleven policy • Among comparison group institutions, the issues important to the advancement of public Twin Cities campus ranks 8th (66th overall) in engagement. the number of students who go on to serve in • The Engaged Scholar WorkshopsDWKUHHSDUW the Peace Corps and 2nd (17th overall) in the promotion and tenure series, assisted faculty SHUFHQWDJHRIZRUNVWXG\SRVLWLRQV SHUFHQW  LQYROYHGLQFRPPXQLW\HQJDJHGUHVHDUFKDQG WKDWDUHFRPPXQLW\VHUYLFHIRFXVHG$GGLWLRQDOO\ teaching to effectively document engaged the University ranks 6th (111th overall) in the scholarship in promotion and tenure portfolios. hours of service contributed to communities. • The Twin Cities Public Engagement Network Although a number of publications rank college and was launched as an opportunity for managers and university contributions to the public good, there GLUHFWRUVRIXQLWVWKDWFRQGXFWSXEOLFO\HQJDJHG is skepticism about how well rankings can assess work to convene regularly, explore the range and such contributions. Nonetheless, the rankings offer a scale of engagement work taking place across glimpse into how external entities perceive societal contributions. 70 161 of 260 The most widely cited of these rankings is the Finally, the University remains an active member Washington Monthly. Although the reputation of the of national and international peer networks devoted University has improved since the inception of the to strengthening the role of public engagement rankings, the University ranks second to last among its in higher education. These include: Campus FRPSDULVRQJURXS 7DEOH DQGFXUUHQWO\UDQNV Compact; Imagining America; APLU Council of of 277 universities included in the assessment. Engagement and Outreach; Coalition of Urban Serving Universities; Committee on Institutional These rankings and numbers do not reconcile with &RRSHUDWLRQ(QJDJHPHQW&RXQFLO&RPPXQLW\ other indicators that demonstrate the ways in which Campus Partnerships for Heath; National Engagement the University has assumed a leadership role both Academy; International Association for Research nationally and internationally to advance public RQ6HUYLFH/HDUQLQJDQG&RPPXQLW\(QJDJHPHQW engagement in higher education. Examples include: Coalition for Urban and Metropolitan Universities; • ,QWKH8QLYHUVLW\ZDVRQHRI¿YH86 National Review Board for the Scholarship of institutions invited to participate in the State Engagement; Engagement Scholarship Consortium; 'HSDUWPHQW¶V8QLWHG6WDWHV3DNLVWDQ,QLWLDWLYH and the Talloires Network. in Higher Education on Civic Engagement. A University delegation traveled to Pakistan to help ŶŐĂŐŝŶŐ^ƚƵĚĞŶƚƐŝŶWŽǁĞƌĨƵů train faculty at various Pakistani universities about ĐĂĚĞŵŝĐdžƉĞƌŝĞŶĐĞƐ WKH8QLYHUVLW\RI0LQQHVRWD¶V7HQ3RLQW3ODQIRU Institutionalizing Public Engagement. The University’s public engagement agenda supports • The Crookston and Duluth campuses each programs and initiatives that engage students in received a listing on the 2013 President’s Higher FRPPXQLW\EDVHGOHDUQLQJH[SHULHQFHVWKDWSURYLGH Education Community Service Honor Roll, which opportunities to connect academic learning with recognizes higher education institutions that societal issues. These experiences enhance students’

achieve meaningful, measurable outcomes in the academic, personal, social, career, and civic Outreach communities they serve. development. dĂďůĞϲͲϭ͘WƵďůŝĐĞŶŐĂŐĞŵĞŶƚŵĞĂƐƵƌĞƐ͕dǁŝŶŝƟĞƐĐĂŵƉƵƐĂŶĚĐŽŵƉĂƌŝƐŽŶŐƌŽƵƉŝŶƐƟƚƵƟŽŶƐ͕ŝŶĂůƉŚĂďĞƟĐĂůŽƌĚĞƌ͕ϮϬϭϰ

Percent of Received Community United Community Community Engagement Member States Peace Service Service Hours /ŶƐƟƚƵƟŽŶ ůĂƐƐŝĮĐĂƟŽŶ of TRUCEN Corp Rank tŽƌŬͲ^ƚƵĚLJ Rank

Ohio State U.–Columbus 2008 No 63 24% 82

Penn. State U.–University Park 2008 No 85 24% 172

h͘ŽĨĂůŝĨŽƌŶŝĂʹĞƌŬĞůĞLJ X Yes 26 19% 108

U. of California–Los Angeles 2006 Yes 25 20% 13

U. of Florida–Gainesville X No 32 8% 172

U. of Illinois–Urbana-Champaign 2008 No 68 24% 172

U. of Michigan–Ann Arbor 2008 Yes 22 13% 37

h͘ŽĨDŝŶŶĞƐŽƚĂʹdǁŝŶŝƟĞƐ 2006 Yes 66 34% 111

h͘ŽĨdĞdžĂƐʹƵƐƟŶ X Yes 76 36% 172

h͘ŽĨtĂƐŚŝŶŐƚŽŶʹ^ĞĂƩůĞ X Yes 13 20% 172

U. of Wisconsin–Madison 2008 Yes 19 16% 94 ^ŽƵƌĐĞ͗Washington Monthly Annual Survey; The Research University Civic Engagement Network 162 of71 260 Table 6-2. Washington Monthly^ŽĐŝĂů'ŽŽĚŶĂƟŽŶĂůƵŶŝǀĞƌƐŝƚLJƌĂŶŬŝŶŐƐƐŽƌƚĞĚďLJϮϬϭϰƌĂŶŬŝŶŐƐ͕dǁŝŶ ŝƟĞƐĐĂŵƉƵƐĂŶĚĐŽŵƉĂƌŝƐŽŶŐƌŽƵƉŝŶƐƟƚƵƟŽŶƐ͕ϮϬϭϬʹϭϰ /ŶƐƟƚƵƟŽŶ 2010 2011 2012 2013 2014

h͘ŽĨĂůŝĨŽƌŶŝĂʹĞƌŬĞůĞLJ 2 3 5 5 3

U. of California–Los Angeles 3 2 6 10 5

h͘ŽĨtĂƐŚŝŶŐƚŽŶʹ^ĞĂƩůĞ 16 23 8 13 7

U. of Michigan–Ann Arbor 7 10 13 12 13

U. of Wisconsin–Madison 23 29 18 15 17

Ohio State U.–Columbus 46 42 37 28 18

h͘ŽĨdĞdžĂƐʹƵƐƟŶ 5 19 23 18 20

U. of Florida–Gainesville 42 28 21 24 21

U. of Illinois–Urbana-Champaign 64 38 22 19 26

h͘ŽĨDŝŶŶĞƐŽƚĂʹdǁŝŶŝƟĞƐ 43 45 28 56 35

Penn. State U.–University Park 35 47 98 91 84 ^ŽƵƌĐĞ͗Washington Monthly Annual Survey Data from the 2013 Student Experience in the UHÀHFWLRQVHVVLRQVYROXQWHHUIRUDPLQLPXPRI Research University survey indicate that 84 percent hours with a community organization, and complete a of undergraduate students surveyed considered ¿QDOFDSVWRQHSURMHFWLQSDUWQHUVKLSZLWKDFRPPXQLW\ opportunities to connect their academic work with organization. Upon completion of the program, FRPPXQLW\EDVHGH[SHULHQFHVLPSRUWDQW1RWRQO\FDQ VWXGHQWVUHFHLYHRI¿FLDOUHFRJQLWLRQDWJUDGXDWLRQ public engagement activities support student learning and on their academic transcript. Today, the program and development outcomes; public engagement includes 247 students. can also serve as a vehicle to recruit students to the

Outreach In addition, many colleges and departments offer University who are looking for these opportunities. FRPPXQLW\EDVHGOHDUQLQJH[SHULHQFHVIRUVWXGHQWV To address student demand, a growing number of Examples include the following: VHUYLFHOHDUQLQJRSSRUWXQLWLHVKDYHEHHQRIIHUHGWR • The College of Food, Agricultural, and Natural students across a greater number of disciplines at the Resource Sciences (CFANS) has developed 7ZLQ&LWLHVFDPSXV )LJXUH$  DFROOHJHZLGHFXUULFXOXPWKDWLQFRUSRUDWHV 6HUYLFHOHDUQLQJLQWHJUDWHVFRPPXQLW\HQJDJHPHQW FRPPXQLW\EDVHGOHDUQLQJH[SHULHQFHVLQWR experiences with students’ academic coursework. student requirements for graduation and launched During 2013–2014 on the Twin Cities campus, DPXOWL\HDULQLWLDWLYHWRHQKDQFHWKHLQWHUFXOWXUDO XQGHUJUDGXDWHVHQUROOHGLQVHUYLFHOHDUQLQJ competency of all CFANS undergraduates. activities offered in 206 academic courses through • The Resilient Communities Project (RCP) 63 departments. This is the largest number of builds partnerships with one community per GHSDUWPHQWVDQGVWXGHQWVSDUWLFLSDWLQJLQVHUYLFH \HDUWRIDFLOLWDWHFRXUVHEDVHGSURMHFWVWKDWPHHW OHDUQLQJVLQFHWUDFNLQJVWDUWHGLQ )LJXUH%  FRPPXQLW\LGHQWL¿HGVXVWDLQDELOLW\QHHGV'XULQJ The Community Engagement Scholars Program the 2013–2014 academic year, RCP partnered is an opportunity for undergraduate students on with the City of North St. Paul on 16 projects that the Twin Cities campus to immerse themselves in engaged 35 courses across eleven colleges at the DULJRURXVFRPPXQLW\EDVHGOHDUQLQJSURJUDP Twin Cities and Duluth campuses, and provided Through a cohort model, students take eight credits of KDQGVRQDSSOLHGUHVHDUFKRSSRUWXQLWLHVWRPRUH VHUYLFHOHDUQLQJFRXUVHZRUNSDUWLFLSDWHLQVWUXFWXUHG than 300 graduate and undergraduate students.

72 163 of 260 • Graduate students formed the Cedar Humphrey Figure 6-B. Number of students enrolled in service- Action for Neighborhood Collaborative ůĞĂƌŶŝŶŐĐŽƵƌƐĞƐ͕dǁŝŶŝƟĞƐĐĂŵƉƵƐ͕ϮϬϬϵʹϮϬϭϰ Engagement, which hosted monthly gatherings 4,000 with Cedar Riverside neighborhood residents,

organized a West Bank Flavor event to promote 3,933 neighborhood businesses on campus, and 3,000 3,805 3,385 3,385 FRQGXFWHGDFRPPXQLW\EDVHGUHVHDUFKSURMHFW 3,328 3,084 3,084 in partnership with the West Bank Community 2,000 Coalition on empowering young adults. • The Center for Small Towns (CST) received a WZR\HDUFRPPLWPHQWRIRSHUDWLQJVXSSRUWIURP 1,000 the Otto Bremer Foundation, which launched 50 SURMHFWVLQGLVWLQFWQRQSUR¿WRUJDQL]DWLRQV - and government agencies, spanning 35 Minnesota 2009-10 2010-11 2011-12 2012-13 2013-14 counties, and involving four Morris faculty and 48 ^ŽƵƌĐĞ͗ŽŵŵƵŶŝƚLJ^ĞƌǀŝĐĞͲ>ĞĂƌŶŝŶŐĞŶƚĞƌ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ Morris students. • The 2014 Acara Challenge supported eleven In addition, the University supports students’ teams of student entrepreneurs to develop involvement in internships, clinical practica, and other innovative business solutions for environmental FRPPXQLW\EDVHGOHDUQLQJH[SHULHQFHVLQSDUWQHUVKLS and social challenges. with local and international businesses, health • The Mobile Dental Clinic travels to communities organizations, and governmental agencies. throughout the state to serve primarily underserved populations. The mobile clinic /ŶĐŽƌƉŽƌĂƟŶŐŽŵŵƵŶŝƚLJͲĂƐĞĚ provides preventative and primary dental care

<ŶŽǁůĞĚŐĞƚŽĚǀĂŶĐĞZĞƐĞĂƌĐŚ Outreach VHUYLFHVWKURXJKDGHQWDOVWXGHQWURWDWLRQWKDW prepares the future dentists of Minnesota. Faculty and other investigators from all collegiate units and campuses conduct research in the public • All Rochester campus Health Sciences students LQWHUHVW7KHXQLWVWKDWVXSSRUWFRPPXQLW\HQJDJHG are required to complete a capstone experience, research initiatives work with individual faculty PDQ\RIZKLFKLQYROYHFRPPXQLW\EDVHGUHVHDUFK members, departments, and colleges to leverage service, or work experiences. funding, provide technical assistance, and develop • The Interdisciplinary Center for the Study TXDOLW\SDUWQHUVKLSVZLWKFRPPXQLW\EDVHG of Global Change, with the Humphrey School constituents. Examples include the following: of Public Affairs, RIIHUVVWXGHQWVVXPPHU¿HOG experiences and capstone projects with local and Art international development organizations. • The School of Music’s Community Engagement Leadership team funded eight faculty and graduate &ŝŐƵƌĞϲͲ͘EƵŵďĞƌŽĨĚĞƉĂƌƚŵĞŶƚƐŽīĞƌŝŶŐƐĞƌǀŝĐĞͲ ůĞĂƌŶŝŶŐĐŽƵƌƐĞƐ͕dǁŝŶŝƟĞƐĐĂŵƉƵƐ͕ϮϬϬϵʹϮϬϭϰ VWXGHQWUHVHDUFKSURMHFWVWREULQJKLJKTXDOLW\ Departments Offering Service-Learning Courses music experiences to participants and audience Total Service-Learning Courses members across the Twin Cities. 206 203 Economic Development 186 175 174 • Humphrey School of Public Affair’s research evaluated Hennepin County’s delinquent

63 SURSHUW\WD[HQIRUFHPHQWDQGWD[IRUIHLWHG 51 46 46 45 land administration programs, and provided recommendations for county administration and 2009-10 2010-11 2011-12 2012-13 2013-14 policy makers. ^ŽƵƌĐĞ͗ŽŵŵƵŶŝƚLJ^ĞƌǀŝĐĞͲ>ĞĂƌŶŝŶŐĞŶƚĞƌ͕hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ 164 of73 260 • The Center for Rural Design pursued an effort to • The Research for Indigenous Community increase community capacity by enhancing rural Health CenterKRVWHGDUHVHDUFKIRFXVHGVXPPLW citizens’ access to digital geographic information in 2014 on food, medicine, and other traditional and mapping tools. The project, Digital Towns, sources of healing. The summit included enhances economic development possibilities and traditional medicine workshops, indigenous chef builds social capital for rural communities. presentations, and indigenous research projects to LPSURYHFRPPXQLW\OHYHOZHOOQHVVDQGSUHYHQWLRQ Environment and Sustainability of disease. • The Law School’s capstone class partnered with Hennepin County’s Environmental Services dƌĂŶƐƉŽƌƚĂƟŽŶ Department to research strategies for expanding • Access Across America: Transit 2014 examined distribution of the energy produced by the job accessibility by mass transit in 46 of the 50 &RXQW\¶VZDVWHWRHQHUJ\IDFLOLW\ largest metropolitan areas in the United States. • Extension’s Regional Sustainable Development The most detailed such evaluation to date, the Partnerships (RSDP) brought together greater research allows for a direct comparison of transit Minnesota communities and University resources accessibility in America’s largest metropolitan to drive sustainability in agriculture and local food areas. systems, tourism, natural resources, and clean • The Center for Transportation Studies’ energy. RSDP supported more than 135 projects researchers partnered with Metro Transit to statewide, including a cold climate greenhouse develop “super hybrid” buses. These unique guide, a tourism assessment project for small EXVHVXVHDOOHOHFWULFV\VWHPVWRSRZHUQHFHVVDU\ communities, an online local food college, and DFFHVVRULHVDQGKDYHKLJKHUIXHOHI¿FLHQF\DQG promotion of LED lighting in turkey barns. fewer emissions.

Food zŽƵƚŚĂŶĚĚƵĐĂƟŽŶ • A team of faculty from the College of Food, • The Institute of Child Development’s Agricultural, and Natural Resource Sciences Achievement Gap Community Symposium and Extension partnered with the Minnesota Fruit focused on the importance of early brain Outreach and Vegetable Growers Association, local grocery development in academic success and included VWRUHVDQGDYDULHW\RIORFDOO\VRXUFHGUHVWDXUDQWV research on the impact of poverty and trauma, WRUHVHDUFK\HDUURXQGORFDOIRRGSURGXFWLRQLQ toxic stress, and homelessness, as well as on the Minnesota. importance of a child’s understanding of English • The Healthy Food, Healthy Lives Institute prior to formal schooling. awarded $73,000 in spring 2014 to two faculty • The Center for Adolescent Nursing has partnered research teams to focus on food safety issues and with Minneapolis Public Schools to evaluate WKHSUHYHQWLRQRIGLHWUHODWHGFKURQLFGLVHDVHDQG WKHRXWFRPHVRI/HDG3HDFHDFRXQW\VFKRRO obesity. FRPPXQLW\VHUYLFHOHDUQLQJSURJUDPWKDWHQJDJHV high school students in experiential learning Health opportunities. • The Clinical and Translational Science Institute • Five professors from the College of Education DZDUGHGWR¿YHFRPPXQLW\8QLYHUVLW\ and Human DevelopmentEHJDQDWKUHH\HDU research projects that address important health collaborative project working in Burkina Faso, LVVXHVLGHQWL¿HGE\0LQQHVRWDFRPPXQLWLHV Chile, Malaysia, Mexico, Pakistan, Rwanda, South Funded projects focus on themes such as maternal $IULFDDQG=LPEDEZH7KH\ZLOOVWXG\HIIHFWLYH health for diverse populations, chronic disease SUDFWLFHVIRUEXLOGLQJ8QLYHUVLW\EDVHGVRFLDO issues, mental and behavioral health for children entrepreneurship programming that advances exposed to violence, and managing hyperuricemia youth economic participation and development. and gout in Hmong populations.

74 165 of 260 WĂƌƚŶĞƌŝŶŐǁŝƚŚŝǀĞƌƐĞ new to the program and all will face new choices about how they will manage risk. Extension, ŽŵŵƵŶŝƟĞƐƚŽdƌĂŶƐůĂƚĞ in collaboration with the U.S. Department of ZĞƐĞĂƌĐŚŝŶƚŽWƌĂĐƟĐĞ Agriculture’s Farm Service Agency, is delivering education on the farm bill to producers, landlords, While many of the University’s community and agricultural professionals. engagement initiatives advance research and teaching • The Local Food Advisory Committee brings agendas, many also provide outreach and service to together the Minnesota Institute for Sustainable Minnesotans and populations around the globe. Agriculture, Minnesota Department of Agriculture, Minnesota Department of Health, ZƵƌĂůŽŵŵƵŶŝƟĞƐ Extension faculty and staff, and representatives • In 2013, the mobile apps “Hay Price Calculator” from eight other stakeholder groups, including and “Healthy Horse” were released. These four farmer organizations, to share information apps—1,500 of which were purchased by the end about the intersection of state regulations and of summer 2014—help horse owners make cost ORFDOIRRGV\VWHPVDQGSUREOHPVROYHLQDQRQ and health decisions for their animals. adversarial setting. • 4-H on Wheels serves Somali and Hispanic youth in Willmar on site at their housing developments. <ʹϭϮ^ƵƉƉŽƌƚ In collaboration with United Way and Willmar • The College Readiness Consortium worked with County Education, this program serves more than 100 middle and high schools across Minnesota, 300 youth at six sites during the summer months. UHDFKLQJVWXGHQWVWRLPSOHPHQW5DPS8S WR5HDGLQHVVDVFKRROZLGHSURJUDPGHVLJQHGWR hƌďĂŶŽŵŵƵŶŝƟĞƐ SUHSDUHDOOVWXGHQWVIRUSRVWVHFRQGDU\VXFFHVV • The Community University Health Care Center • The Healthy Youth Development-Prevention

provides medical, mental health, and dental Research CenterKRVWVDZHHNORQJVXPPHU Outreach services to 11,000 people annually. In addition, institute each year focusing on connecting 300 health science students, residents, and fellows community and scholars to the study of adolescent learn about providing services to low income health issues. More than 60 individuals from the and diverse patients. Supportive social services University and the community agencies gather to including legal services, assistance in enrolling in OHDUQFRPPXQLW\EDVHGEHVWSUDFWLFHVWRFUHDWH public health insurance programs, and programs healthy communities for all youth. related to domestic and sexual assault. • Working to reduce the achievement gap, the Path • The Urban Research and Outreach- to Reading Excellence in School Sites (PRESS) Engagement Center partnered with the Institute helps schools establish systems and practices on Domestic Violence in the African American for all K–5 students to become capable readers. Community and community leaders to address the PRESS has been implemented in 23 schools in issue of youth violence in north Minneapolis. Minnesota and has facilitated workshops attended • The University Northside Partnership focuses by nearly 500 educators statewide. Additionally, RQWKHFRPPXQLW\LGHQWL¿HGLVVXHVRIHGXFDWLRQ over 300 copies of the PRESS intervention and health and wellness, and community and assessment manuals have been sold nationwide. economic development. • Students visiting the Cedar Creek Ecosystem Science Reserve engage in a variety of activities Industry Development ranging from tours of various ecosystems and • 0LQQHVRWD¶VDJULFXOWXUDOLQGXVWU\LVWKHVHFRQG research sites to investigations illuminating basic largest segment of the state’s economy, generating ecological concepts. Students are encouraged over $75 billion in economic activity each year. to actively “do science” and grapple with the The 2014 farm bill expands the number of farm complex concepts of ecology. businesses eligible to participate, so some will be 166 of75 260 KƉĞƌĂƟŽŶĂůdžĐĞůůĞŶĐĞ͗ &ĂĐƵůƚLJĂŶĚ^ƚĂī

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167 of 260 /ŶƚƌŽĚƵĐƟŽŶ Employee engagement profoundly shapes both the quality of the faculty and staff experience and The University of Minnesota’s success in achieving workplace outcomes. It fosters collaboration and its mission and solving the grand challenges of a LQQRYDWLRQDORQJZLWKUHVLOLHQFHZHOOEHLQJDQGWKH diverse and changing world can only be accomplished ability to sustain a high level of performance. The through its exceptional faculty and staff. With 25,680 overall goal of engagement at the University is to HPSOR\HHVV\VWHPZLGHDQGZLWKIDFXOW\DQGVWDII increase productivity, satisfaction, and the quality of accounting for about 62 percent of the University’s service across all colleges, units, and campuses by total spending, people are by far our most important developing effective workplace environments. UHVRXUFH$VDNQRZOHGJHEDVHGRUJDQL]DWLRQRXU The University launched its employee engagement research and discoveries, teaching, community program in the fall of 2013 by surveying faculty outreach, and public service depend on recruiting, and staff. The two critical domains of engagement retaining, and sustaining the highest caliber of talent. measured by the survey are commitment and The University is committed to providing its faculty dedication and effective environment. The initiative DQGVWDIIZLWKPDUNHWEDVHGFRPSHQVDWLRQEHQH¿WV ZDVDVLJQL¿FDQWXQGHUWDNLQJ,WHQFRPSDVVHGDOO¿YH development opportunities, and a supportive work campuses and more than 18,000 employees. Crucially, environment to foster employee engagement and the University’s survey was designed not just to ZHOOEHLQJVRWKH\FDQDFKLHYHWKHPLVVLRQRIWKH measure employees’ opinions or level of satisfaction University. but to yield actionable data to guide improvements at the local level. A Highly Engaged Faculty In all, 11,037 faculty and staff members took the ĂŶĚ^ƚĂī survey, resulting in a 57 percent response rate—the KLJKHVWHYHUSDUWLFLSDWLRQLQDQHPSOR\HHVXUYH\7KH Engagement sets great organizations apart by study showed a high level of employee engagement connecting employee dedication and commitment )LJXUH$DQG)LJXUH% 2YHUDOORQWKHLVVXHRI WRFROOHFWLYHH[FHOOHQFHDQGZHOOEHLQJ8QLYHUVLW\ commitment and dedication, 73 percent responded OHDGHUVKLSLGHQWL¿HGHPSOR\HHHQJDJHPHQWDVD favorably, 16 percent neutrally, and just 12 percent priority that can help the University attract, recruit, unfavorably. Those results were comparable to or DQGUHWDLQWRSTXDOLW\WDOHQWDQGLPSURYHSURGXFWLYLW\ EHWWHUWKDQWKHQRUPVIRUKLJKSHUIRUPLQJJOREDO companies. &ĂĐƵůƚLJΘ^ƚĂī

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Favorable Neutral Unfavorable Favorable Neutral Unfavorable

Faculty 73% 16% 12% Faculty 65% 17% 19%

Staff 73% 16% 12% Staff 63% 17% 20%

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168 of77 260 The survey was only the beginning of the University’s The University compares favorably in a number of employee engagement efforts. College and unit areas, including those associated with promotion and leaders, in collaboration with human resource tenure and facilities. Moreover, overall satisfaction representatives, are responsible for sharing the is high (69 percent of faculty responded they would survey results with their teams. Over 80 online select the University of Minnesota again, peers 67 DFWLRQSODQQLQJWRRONLWVDQGUHVRXUFHVDUHDYDLODEOH percent); the University compares well as a place of to leaders and teams as they develop plans to work (72 percent, peers 65.2 percent) and in terms HQKDQFHHPSOR\HHHQJDJHPHQWEDVHGRQWKHVSHFL¿F RIVDWLVIDFWLRQZLWKEHQH¿WV SHUFHQWSHHUV RSSRUWXQLWLHVLGHQWL¿HGE\WKHVXUYH\,QDGGLWLRQ percent). The survey also provides valuable and the University formed “communities of practice” to actionable information about areas in which the facilitate knowledge sharing and dissemination of best University can improve, such as departmental climate practices among human resource staff, managers, and and engagement. supervisors. The 2014 Employee Engagement survey was An Employer of Choice administered in fall 2014. Employee engagement To attract and retain talented faculty and staff, efforts over the next year will offer more tools and the University must offer competitive salaries and VXSSRUWWRPLGOHYHOOHDGHUVIRULPSURYLQJHQJDJHPHQW EHQH¿WVDORQJZLWKFOHDUSDWKVIRUDGYDQFHPHQW7KH and will provide more avenues for sharing engagement University strives to maintain a compensation package ideas and practices across the University. that is competitive with peers and labor markets, as directed by the Board of Regents. 7KH2I¿FHRI+XPDQ5HVRXUFHVLVSDUWQHULQJZLWK other units and sharing engagement data analysis to At the same time, compensation must be balanced support the Twin Cities campus strategic plan efforts, with the University’s overall need for cost containment LQFOXGLQJZRUNLQJZLWKWKH2I¿FHRI(TXLW\DQG DQGHI¿FLHQF\7KHSRUWLRQRIWKH8QLYHUVLW\¶VWRWDO Diversity on diversity and inclusion efforts. The data budget spent on compensation has remained relatively are also being used to identify common leadership stable (roughly 61 percent to 62 percent) since 2009. challenges and strengths. The most recent report to the Board of Regents shows The University’s engagement program received the that salaries of senior leaders and faculty are on par or 2014 Midwest Region Excellence in Human Resource slightly below their peers at comparable colleges and Best Practice Award from the College and University universities. University salary increases have trended Professionals Association for Human Resources. lower than the general market rate since 2007: 5.5 percent below the local Twin Cities market, 4 percent &ĂĐƵůƚLJ^ĂƟƐĨĂĐƟŽŶ below other higher education institutions, and 6.2 In fall 2013 and winter 2014, the University percent below the national rate of increase. participated in Harvard University’s Collaborative on Salary is one component of a total compensation &ĂĐƵůƚLJΘ^ƚĂī Academic Careers in Higher Education (COACHE) SDFNDJHWKDWDOVRLQFOXGHVPHGLFDODQGGHQWDOEHQH¿WV survey. The survey—which was administered on GLVDELOLW\DQGOLIHLQVXUDQFHÀH[LEOHVSHQGLQJ the Twin Cities campus and covered responses to DFFRXQWVORQJWHUPFDUHLQVXUDQFHUHWLUHPHQWDQG questions about perceptions of tenure, institutional wellness programs. climate, culture and collegiality, institutional policies and practices, and global satisfaction—has produced ŽŵƉƌĞŚĞŶƐŝǀĞ͕īŽƌĚĂďůĞ͕ĂŶĚŽŵƉĞƟƟǀĞ benchmark data that will inform faculty development ,ĞĂůƚŚĞŶĞĮƚƐ work aimed at fostering a culture of support and success. 7KH8QLYHUVLW\RI0LQQHVRWD¶VVHOILQVXUHGKHDOWK program, UPlan, provides a full complement of The results of the survey include comparisons with PHGLFDODQGGHQWDOEHQH¿WVDORQJZLWKVKRUWWHUPDQG other peer universities and thus provide a helpful data ORQJWHUPGLVDELOLW\FRYHUDJH about faculty satisfaction levels at other institutions.

78 169 of 260 &ŝŐƵƌĞϳͲ͘ƵŵƵůĂƟǀĞĐŽƐƚƐĂǀŝŶŐƐ͕hŶŝǀĞƌƐŝƚLJŽĨ for example, the U launched a new Accountable Care DŝŶŶĞƐŽƚĂ͕ϮϬϬϲʹϮϬϭϰ 2UJDQL]DWLRQSODQ²DORZFRVWQDUURZQHWZRUN FRRUGLQDWHGFDUHSODQWKDWHPSKDVL]HVRXWFRPHVUDWKHU than fees for service. The ACO has already attracted more than 1,000 enrollees. $32.1 million $32.1

$29.1 million $29.1 ^ƚƌŽŶŐZĞƚƵƌŶŽŶ/ŶǀĞƐƚŵĞŶƚĨŽƌtĞůůŶĞƐƐWƌŽŐƌĂŵ $27.4 million $27.4

$11.7 million $11.7 For ten years, the University has offered an extensive $22.1 million $22.1 $7.9 million $7.9

$20.1 million $20.1 :HOOQHVV3URJUDPWRLQFUHDVHWKHKHDOWK¿WQHVV $4.9 million $4.9

$17.5 million $17.5 DQGZHOOEHLQJRILWVIDFXOW\DQGVWDII7KHSURJUDP has been very well received by employees, and the 2006 2007 2008 2009 2010 2011 2012 2013 2014 University is continually looking for ways to enhance WƌŽũĞĐƚŝŽŶ LWVRIIHULQJV%\SDUWLFLSDWLQJLQ8QLYHUVLW\VSRQVRUHG ^ŽƵƌĐĞ͗KĸĐĞŽĨ,ƵŵĂŶZĞƐŽƵƌĐĞƐ͕University of Minnesota wellness programs, employees can earn points that translate into savings on their insurance premiums. Through careful management, UPlan has saved $32 Wellness programs include health assessments, million in costs since 2006. Approximately 95 cents KHDOWKFRDFKLQJ¿WQHVVDQGGLVHDVHPDQDJHPHQW of every dollar goes to care, well above the Affordable 7KH8QLYHUVLW\RIIHUVVSHFL¿FSURJUDPVIRUWREDFFR &DUH$FW¶VVWDQGDUGRIFHQWV )LJXUH&  cessation and for managing weight, chronic diseases, 2IWKH8QLYHUVLW\¶VWRWDOEHQH¿WVFRVWVKHDOWKEHQH¿WV medication, stress, and much more. For 2015, the account for the greatest cost increases (rising from Wellness Program will increase the amount employees SHUFHQWWRSHUFHQWLQ¿YH\HDUV (YHQVRWKH can save on premiums by engaging in healthy University is aggressive in managing its costs, and activity, and it has improved the online experience for UPlan’s projected 5.8 percent increase in 2014 is managing personal health. expected to be below the national trend of 7 percent (PSKDVL]LQJWKHKHDOWKZHOOEHLQJDQGTXDOLW\RI DQGKDVEHHQIRU¿YH\HDUV7KH8QLYHUVLW\FRQWUROV life of our faculty and staff in turn leads them to be costs in several ways, including negotiating lower more fully engaged and positive about their jobs. As administrative fees and premiums with vendors, DQLPSRUWDQWE\SURGXFWLWDOVRVLJQL¿FDQWO\UHGXFHV closely monitoring vendor performance, increasing the the University’s health insurance costs. The Wellness use of generic medications, and managing negotiations Program has been shown to return $1.63 to the EHWZHHQSURYLGHUVDQGKHDOWKSODQV )LJXUH'  University for every dollar invested. &ĂĐƵůƚLJΘ^ƚĂī The University has also been very assertive in creating new programs for controlling costs. In the last year,

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14% Trend Range UPLAN

12%

10.1% 10%

8%

6.4% 6%

5.1% 4% U 4.5% 3.0% 5.7% 2% 4.3%

0% 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 Projection

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170 of79 260 &ĂĐƵůƚLJĞǀĞůŽƉŵĞŶƚ/ŶŝƟĂƟǀĞƐ for focused discussion on paths to leadership, roles of Professional development opportunities and support DGPLQLVWUDWLYHRI¿FHVDQGGHFLVLRQPDNLQJ7KHVH for faculty throughout their careers are essential to meetings supplement three weekend seminars. fostering a professoriate that is engaged, connected, The Women’s Faculty Cabinet provides leadership thriving, and achieving. To that end, the University to improve and enrich the academic and professional provides and encourages a number of programs and environments for women faculty on the Twin Cities initiatives designed to ensure faculty and instructional campus. The cabinet recommends and responds to staff have opportunities to learn, grow, and advance. University policies affecting women faculty and The Center for Educational Innovation (CEI) is a promotes the University’s efforts in recruiting, QHZV\VWHPZLGHFHQWHU FRQVROLGDWLQJWKH&HQWHUIRU mentoring, and retaining women faculty. 7HDFKLQJDQG/HDUQLQJDQGWKH2I¿FHRIH/HDUQLQJ  that supports effective delivery of instruction across Employee Assistance Program WKHVSHFWUXPRIWHDFKLQJPRGDOLWLHVIURPIDFHWR 7KLVFRXQVHOLQJVHUYLFHSURYLGHVFRQ¿GHQWLDO face to massively online courses (MOOCs), at all FRQVXOWDWLRQDQGUHIHUUDOVE\SKRQHRULQSHUVRQIRU levels of University instruction. The Center has three DQ\SHUVRQDORUZRUNFRQFHUQDIIHFWLQJZHOOEHLQJ,Q KLJKOHYHOJRDOV DFRRUGLQDWHGVHUYLFHPRGHOWR 2014, the number of sessions employees can request ensure that instructional support resources support was doubled to eight a year—four for free and the institutional priorities; 2) alignment of academic remaining four, if needed, for a $15 copay. Also in technology investments and academic priorities; WKHSURJUDPEHFDPHDYDLODEOHWRDOOEHQH¿WV DQG FODUL¿FDWLRQRIWKH8QLYHUVLW\¶VVWUDWHJ\IRU eligible employees on all campuses. The consultations, curricular innovation. Center staff work with faculty by University partner the Sand Creek Group, are and academic units to advance curricular innovation offered for issues related to work productivity and through centrally and locally funded initiatives, UHODWLRQVKLSVFRQÀLFWUHVROXWLRQPHQWDOKHDOWK workshops, and consultations with faculty. substance abuse, family and personal relationships, and coping with stress. Academic chairs and heads also play a critical role in establishing and nurturing a productive EĞǁ&ŝŶĂŶĐŝĂůŽƵŶƐĞůŝŶŐWƌŽŐƌĂŵ working environment for their faculty and staff. The )LQDQFLDOZHOOEHLQJLVDQRWKHULPSRUWDQWIDFWRULQ 8QLYHUVLW\RIIHUVDFRPSUHKHQVLYHIXOO\HDUProvost’s employee satisfaction and performance. Recently, Leadership Program for Academic Chairs and the University began offering its employees and HeadsVSHFL¿FDOO\WDUJHWLQJQHZFKDLUVDQGKHDGVDQG WKHLUIDPLOLHVDQHZEHQH¿W)LQDQFLDO&KRLFH focused on mentoring faculty and staff, learning best ZKLFKSURYLGHVDQDUUD\RIFRQ¿GHQWLDO¿QDQFLDO practices for handling student issues, and addressing counseling services. The University contracted with GLYHUVLW\DQGIDFXOW\OLIHFRXUVHLVVXHV LSS Financial Counseling, which has been providing The University also holds workshops for chairs and ¿QDQFLDOFRXQVHOLQJWR8QLYHUVLW\VWXGHQWVIRUPRUH &ĂĐƵůƚLJΘ^ƚĂī heads on a wide variety of topics, including promotion than ten years. University employees and family DQGWHQXUHSRVWWHQXUHUHYLHZDQGDQQXDOUHYLHZVRI members can receive up to six free sessions a year faculty to ensure that these leaders are knowledgeable ZLWKDFHUWL¿HG¿QDQFLDOFRXQVHORUZKRFDQKHOS about policies and procedures. create a budget, increase retirement savings, manage VWXGHQWORDQVDYRLGLGHQWLW\WKHIWRUVHW¿QDQFLDO In addition, the University has greatly expanded goals. LSS offers counseling at eleven locations its participation in the CIC Academic Leadership around the state or by telephone and online. Program, sponsored by the Committee on Institutional Cooperation (CIC). University faculty :ŽďƋƵŝƚLJĂŶĚůĞĂƌĂƌĞĞƌWĂƚŚƐ participants in this program meet with a wide range The University is nearing the end of a comprehensive of leaders at this university, and others in the CIC, UHGHVLJQRILWVGHFDGHVROGMREFODVVL¿FDWLRQV\VWHP Project goals are to:

80 171 of 260 • Attract and retain talented employees by • Actively support nominators and candidates ƕ SURYLGLQJPRUHFOHDUO\GH¿QHGMREWLWOHVDQG during the application processes, and career paths; • Advocate appropriately on behalf of University of ƕ ensuring compensation is competitive with the Minnesota nominees. general job market; The research, teaching, and service of University of ƕ creating equity among similar jobs across the Minnesota faculty continues to be celebrated through University; and research professorships, institutional teaching awards, and recognition of various types of institutional • Streamline HR practices, replace outdated service. Faculty at the University of Minnesota also FODVVL¿FDWLRQVDQGFUHDWHDPRUHHI¿FLHQWV\VWHP continue to garner important external recognition for The study encompasses all Civil Service and their scholarly pursuits. Academic Professional and Administrative positions In the fall of 2013, Lars Peter Hansen (who received RQDOO¿YHFDPSXVHV²DERXWHPSOR\HHV his PhD in Economics at the University of Minnesota 7RFRQGXFWWKHVWXG\WKH8QLYHUVLW\LGHQWL¿HG in 1978), and Robert J. Shiller (Faculty, Economics, broad job families, such as campus operations, 1972–1974) received the Nobel Prize in Economics for information technology, and student services. For each their work on empirical analyses of asset prices. job family, position descriptions were gathered and ,QWKHODVW¿YH\HDUV IDOO±SUHVHQW IDFXOW\ reviewed, and extensive analyses compared jobs to members at the University have been recognized in RWKHUXQLYHUVLWLHVDQGVLPLODUSULYDWHVHFWRUSRVLWLRQV many major academic award categories, including From that information, the study established a clear the prestigious American Academy of Arts and MREFODVVL¿FDWLRQVWUXFWXUHDQGVDODU\UDQJHV Sciences (four), Guggenheim Fellowships (four), the To date, the University has completed 14 of the 18 job Institute of Medicine (seven), the National Academy families. The study is expected to be completed in of Engineering (three), and the National Academy of early 2015. Sciences (three). tŽƌůĚͲůĂƐƐ&ĂĐƵůƚLJ The University of Minnesota actively promotes distinguished faculty as they compete for national

and international research and teaching awards. In &ĂĐƵůƚLJΘ^ƚĂī cooperation with distinguished faculty members, previous award winners and senior leadership, efforts are being made to: • Strategically understand and communicate the nomination procedures for the most prestigious national awards, • Form partnerships with deans and chairs to identify strong candidates, as well as potential nominators,

172 of81 260 KƉĞƌĂƟŽŶĂůdžĐĞůůĞŶĐĞ͗ KƌŐĂŶŝnjĂƟŽŶ

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173 of 260 The University’s mission is delivered through its University Services Realignment people and its space. After people, the construction, University Services completed a strategic planning operation, and maintenance of the University’s SURFHVVWKDWUHFRPPHQGHGDFWLRQVLQWKUHHVSHFL¿F campuses represents the next largest share of goal areas: optimize the University’s physical assets, University spending. Exceptional faculty and staff are ensure a safe University, and provide a memorable free to do their best work when the campus is safe, the student experience. In support of these goals and the IDFLOLWLHVDUHRSWLPL]HGDQGRSHUDWLRQDOHI¿FLHQFLHV President’s charge to operate as an enterprise, the maximize resources available for direct mission. organization underwent a realignment in May 2014. Stewarding the investments made by generations 7KHPRVWVLJQL¿FDQWFKDQJHVZLOOSURYLGHDJUHDWHU of students and their families—as well as state IRFXVRQV\VWHPZLGHKHDOWKDQGVDIHW\DQGV\VWHP lawmakers, citizens, and donors—is a responsibility wide physical assets. Within University Services, University leaders take very seriously. administrative costs have been reduced through a realignment of management services functions and WƌŽĚƵĐƟǀĞ͕ĸĐŝĞŶƚ elimination of positions ranging from clerical to senior KƌŐĂŶŝnjĂƟŽŶ directors.

KƉƟŵŝnjŝŶŐƚŚĞhŶŝǀĞƌƐŝƚLJ͛ƐWŚLJƐŝĐĂůƐƐĞƚƐ Smart Labs The University formed a capital strategy team to guide Research laboratories are among the most energy planning and vision for the future of capital assets intense and risk prone facilities at the University. They V\VWHPZLGH7KHWHDPFRQVLVWLQJRIVHQLRUOHDGHUV are also essential to the institution. The Smart Labs IURPDFURVVWKHLQVWLWXWLRQ¿UVWXSGDWHGWKHVL[\HDU program is changing how the University designs and capital plan to align mission priorities with physical operates these facilities to lower energy costs, reduce asset needs and plans. Throughout the year, the team risk, enhance safety, and provide facilities that better ZLOOUH¿QHWKHSURFHVVE\ZKLFKPLVVLRQSULRULWLHVDUH support research. In ten of the institution’s largest DOLJQHGZLWKVKRUWDQGORQJUDQJHIDFLOLW\GHFLVLRQV IDFLOLWLHV6PDUW/DEVUHWUR¿WVDUHHVWLPDWHGWRVDYHDV much as $5 million annually. Complementing information about mission priorities are reliable data about the University’s current space ŶĞƌŐLJŽŶƐĞƌǀĂƟŽŶ DQGKRZDOOPLOOLRQSOXVVTXDUHIHHWDUHDVVLJQHG In 2009, University Services launched It All Adds utilized, and functioning. What is the state of our Up, a comprehensive effort to engage the University campuses, what do we need to do to maintain the community in campus sustainability. University investments we’ve already made, and what can Services is investing in energy conservation by we afford going forward? The Facility Condition tuning up building systems and replacing outdated Assessment (FCA) expanded systemwide in 2012 EXLOGLQJFRPSRQHQWVZLWKPRUHHI¿FLHQWXQLWV)LYH and continues to be a valuable tool in helping the \HDUVDIWHULWVLQFHSWLRQWKHFDPSDLJQLVVLJQL¿FDQWO\ institution understand the condition of its built reducing campus energy consumption. The program campuses and make strategic investment decisions. An has avoided $7.6 million per year in energy costs, executive committee, composed of senior leadership diverting an estimated 84,000 metric tons of CO2 KƌŐĂŶŝnjĂƟŽŶ representation from across the system, is exploring from entering the atmosphere. an Enterprise Asset Management (EAM) solution to manage information on real estate, operations and eProcurement maintenance, space management, capital projects, In 2012, an outside consulting group conducted energy management, and strategic direction. This a comprehensive review of University Stores’ V\VWHPZLGHLQLWLDWLYHZRXOGEHDPXOWL\HDUSURFHVV operations. The President’s Operational Excellence yielding reliable data to support the institution’s efforts committee endorsed the consultant’s recommendation related to space utilization, asset preservation, facility to implement a robust eProcurement tool now known planning, and other strategic goals. The FCA would as U Market. The goal of the project was to implement remain a key component of EAM. FOHDUVLPSOHDQGHI¿FLHQWVXSSO\FKDLQSURFHVVHVIRU 174 of83 260 the University including product/supply shopping, Management (DEM) applied for and received a supply invoice processing and purchase reporting, QDWLRQZLGHFRPSHWLWLYHJUDQWWRZULWHDV\VWHPZLGH RQHVWRSDVVLVWDQFHIRUFXVWRPHUVXSSRUWDQG DOOKD]DUGVPLWLJDWLRQSODQ$QLQGHSWKKD]DUG integrated distribution and materials management. U LGHQWL¿FDWLRQDQGULVNYXOQHUDELOLW\DVVHVVPHQWLVSDUW Market went live in July 2013, on time, under budget, of the planning activity and will include important and with the highest number of active suppliers of stakeholders in the process. The goal is to develop a any higher ed implementation of the procurement strong mitigation plan at each campus that will also WRRO'XULQJWKH¿UVW\HDUVXSSOLHUVZHUHSDUWRI OHDGWRZHOOGH¿QHGSURMHFWVDSSURSULDWHIRUIXWXUH U Market. Total spending through the new tool was federal funding opportunities. approximately $32.4 million, 53 percent over the prior year. Purchase order volume increased an average of Enterprise Systems Upgrade Program (ESUP) 40 percent, the number of electronic invoices that were (683LVDPXOWL\HDUPLOOLRQSURMHFWWKDWZLOO processed increased 75 percent, and Procurement Card upgrade the PeopleSoft human resources, student, spending was reduced by over 50 percent compared to ¿QDQFLDODQGSRUWDOV\VWHPVDFURVVWKHLQVWLWXWLRQ the previous year. When the new system is implemented in early 2015, LWZLOOGHOLYHUPRUHHI¿FLHQWEXVLQHVVRSHUDWLRQV Research Safety Program with reduced annual maintenance costs. Part of The Research Safety Program has audited all President Kaler’s Operational Excellence initiative, University research laboratories over the last year ESUP focuses on creating a technical platform that using a standard set of criteria, thereby creating a VLPSOL¿HVVWUHDPOLQHVDQGLPSURYHVVHUYLFHVDFURVV baseline for measuring ongoing performance and WKHLQVWLWXWLRQ$PRQJWKHEHQH¿WVGHOLYHUHGWKURXJK characterizing labs by relative risk. In the coming WKLVSURMHFWUHDOWLPHFRQVROLGDWHGLQIRUPDWLRQ years this risk banding will be used to determine LPSURYHGV\VWHPHI¿FLHQFLHVDQGUHVWUXFWXUHGDQG which labs are higher risk and require more frequent VWUHDPOLQHGEXVLQHVVSURFHVVHV6SHFL¿FDOO\NH\ visits, versus lower risk labs which will be inspected business processes for human resources and student less frequently. In addition, time spent by research IXQFWLRQVDUHEHLQJUHVWUXFWXUHGIRUWKH¿UVWWLPH staff on audits has been reduced by having both since 1998, and a new MyU portal featuring targeted biological and chemical safety specialists inspect labs information, resources, and functionality for students, together. faculty, and staff will debut in the coming year. The upgrade will allow for future enhancements and The Research Safety Program worked with college position the institution to leverage new and emerging leadership to establish a safety committee network technologies and devices. The upgrade is also aimed at facilitating continuous improvement and necessary to maintain software vendor support and sharing best safety practices across the University. UHJXODWRU\FRPSOLDQFHDQGWRSHUIRUPPLVVLRQFULWLFDO Biosafety staff have partnered with facilities DFWLYLWLHVDQGGD\WRGD\EXVLQHVVIXQFWLRQV management and the College of Veterinary Medicine to develop, pilot, and successfully roll out tŽƌŬн&ůĞdžŝďůĞtŽƌŬŶǀŝƌŽŶŵĞŶƚ a biohazardous animal waste program on the Saint Employee surveys have shown that a worker’s physical 3DXO&DPSXV7KH8QLYHUVLW\ZLOOUHDOL]HVLJQL¿FDQW environment is an important factor in employee savings as a result of treating this waste locally instead VDWLVIDFWLRQDQGHI¿FLHQF\,QWKHODVW\HDUWKH of utilizing the services of a waste contractor. 8QLYHUVLW\¶V2I¿FHRI+XPDQ5HVRXUFHVSLORWHGDQHZ DSSURDFKWRWKHWUDGLWLRQDORI¿FHHQYLURQPHQW&DOOHG Preparedness

KƌŐĂŶŝnjĂƟŽŶ Work+, the project was developed to create a more Emergency preparedness continues to be a focus HI¿FLHQWXVHRIRXWGDWHGRI¿FHVSDFHWKDWFRXOGEHWWHU across the system. Exercises have taken place on the VHUYHWKHQHHGVRIHPSOR\HHV7KHRI¿FHUHQRYDWLRQ Twin Cities, Crookston, and Duluth campuses, with project provided employees with a holistically tabletop simulations on the Crookston, Morris, and GHVLJQHGZRUNSODFHZLWKWKHÀH[LELOLW\DQGWHFKQRORJ\ Rochester campuses. The Department of Emergency to support their individual work styles. It also saved

84 175 of 260 PRQH\E\FRQVROLGDWLQJFDPSXVRI¿FHVSDFHORZHULQJ Minneapolis has installed additional lighting along UHQRYDWLRQFRVWVDQGLPSURYLQJHQHUJ\HI¿FLHQF\ University Avenue. Additional security cameras have +XPDQ5HVRXUFHVVWDIIZDVFRQVROLGDWHGIURP¿YH been installed along some of the most highly travelled buildings to two, and square footage was reduced corridors. And 143 buildings have had automated by 22 percent. The University is now extending the access systems installed with some form of reduced concept to other departments across the Twin Cities or restricted public hours while access has been campus. preserved for members of the campus community. The Gopher Chauffeur service has been expanded, Ensuring a Safe University DVKDVODWHQLJKWEXVVHUYLFHEHWZHHQWKH7ZLQ&LWLHV Residential development in the neighborhoods FDPSXVHVDQGLQWRWKH0DUF\+ROPHVQHLJKERUKRRG immediately adjacent to the Minneapolis campus has A new text messaging option expanded access to the had an impact on public safety in the community and security escort service for hearing impaired students, RQFDPSXV7KHLQFUHDVHLQQHDUFDPSXVOLYLQJPHDQV faculty, and staff. that more of our students are arriving by bicycle or PRSHGZLWKDFRUUHODWLQJLQFUHDVHLQPRGDOFRQÀLFW &ŝŶĂŶĐŝĂůīĞĐƟǀĞŶĞƐƐ 2QFDPSXVFULPHFRQWLQXHVWRDGHFDGHORQJGHFOLQH 7KHGHVLUHG¿QDQFLDORXWFRPHIRUWKH8QLYHUVLW\RI KRZHYHUFHUWDLQW\SHVRIFULPHVLQWKH0DUF\+ROPHV Minnesota is support for the vision of the University and Southeast Como neighborhoods of Minneapolis through the generation and allocation of resources; the increased in the past year. The University took a lead control of costs; and the conscientious management role in assembling law enforcement agencies from of tuition and fees. The University must meet current across the metro area to crack down on these types of DQGIXWXUH¿QDQFLDOQHHGVZKLOHUHPDLQLQJ¿QDQFLDOO\ crime in the fall semester. The University was also an VROYHQWDQGYLDEOH2QHPHDVXUHRI¿QDQFLDO advocate for state legislation which was passed and effectiveness is the set of ratios used by Moody’s now mandates a “kill switch” on all cellular phones Investors Services for the purpose of assigning a sold in Minnesota. University police worked closely debt rating to the University. These ratios, compared with the U.S. Department of Justice, Secret Service, to Moody’s Aa1 median, paint a picture of the and other agencies in an investigation and sting that 8QLYHUVLW\¶V¿QDQFLDOKHDOWK 7DEOH  EURNHXSDQRUJDQL]HGFULPHULQJWUDI¿FNLQJVWROHQ %DVHGRQWKHVHUDWLRVDQGDYDULHW\RIRWKHU¿QDQFLDO cell phones. considerations, such as the University’s strength of Across the Twin Cities campus, over $4 million has management, the demand for University mission been invested in enhancing public safety. Lighting activities (instruction, research, and public service), across campus has been upgraded, and the City of and the predicted state support for the University, dĂďůĞϴͲϭ͘DŽŽĚLJ͛Ɛ/ŶǀĞƐƚŽƌ^ĞƌǀŝĐĞƌĂƟŽƐ DĞĂƐƵƌĞƐƚŚĞĂďŝůŝƚLJŽĨƚŚĞhŶŝǀĞƌƐŝƚLJƚŽĐŽǀĞƌŝƚƐĚŝƌĞĐƚŽďůŝŐĂƟŽŶƐǁŝƚŚĂůůŝƚƐ 1. Total Financial Resources to Direct Debt ĮŶĂŶĐŝĂůƌĞƐŽƵƌĐĞƐ͗ĚŝǀŝĚĞƚŽƚĂůĮŶĂŶĐŝĂůƌĞƐŽƵƌĐĞƐ;ĂůůŶĞƚĂƐƐĞƚƐ͕ĞdžĐĞƉƚĐĂƉŝƚĂů hŶŝǀĞƌƐŝƚLJϲͬϯϬͬϭϰсϰ͘ϯϵ ĂƐƐĞƚƐͿďLJĚŝƌĞĐƚĚĞďƚ͘dŚĞŚŝŐŚĞƌƚŚĞƌĂƟŽ͕ƚŚĞƐƚƌŽŶŐĞƌƚŚĞĮŶĂŶĐŝĂůĐŽŶĚŝƟŽŶŽĨ DĞĚŝĂŶсϮ͘Ϯϲ ƚŚĞŝŶƐƟƚƵƟŽŶ͘

^ŝŵŝůĂƌƚŽƚŚĞĮƌƐƚƌĂƟŽ͕ďƵƚƚŚŝƐŽŶĞŝŶĐůƵĚĞƐŽŶůLJ͞ĞdžƉĞŶĚĂďůĞ͟ƌĞƐŽƵƌĐĞƐ͕ƚŚŽƐĞ KƌŐĂŶŝnjĂƟŽŶ 2. Expendable Financial Resources to Direct Debt available for immediate expenditure, divided by direct debt. If expendable funds hŶŝǀĞƌƐŝƚLJϲͬϯϬͬϭϰсϯ͘ϭϬ сůŽŶŐƚĞƌŵĚĞďƚ͕ƚŚĞƌĂƟŽǁŽƵůĚďĞϭ͘Ϭ͘ŐĂŝŶ͕ƚŚĞŚŝŐŚĞƌƚŚĞƌĂƟŽ͕ƚŚĞƐƚƌŽŶŐĞƌ DĞĚŝĂŶсϭ͘ϳϰ ƚŚĞĮŶĂŶĐŝĂůĐŽŶĚŝƟŽŶŽĨƚŚĞŝŶƐƟƚƵƟŽŶ͘

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DĞĂƐƵƌĞƐƚŚĞƌĞůĂƟǀĞƟŵĞƚŚĞhŶŝǀĞƌƐŝƚLJĐŽƵůĚŽƉĞƌĂƚĞǁŝƚŚŽƵƚŶĞǁĂĚĚŝƟŽŶĂů ϰ͘džƉĞŶĚĂďůĞ&ŝŶĂŶĐŝĂůZĞƐŽƵƌĐĞƐƚŽKƉĞƌĂƟŽŶƐ ƌĞǀĞŶƵĞ͗͞ĞdžƉĞŶĚĂďůĞƌĞƐŽƵƌĐĞƐ͟ĚŝǀŝĚĞĚďLJƚŚĞƚŽƚĂůŽƉĞƌĂƟŶŐĞdžƉĞŶƐĞƐĨŽƌƚŚĞ hŶŝǀĞƌƐŝƚLJϲͬϯϬͬϭϰс͘ϵϮ LJĞĂƌ͘ƌĂƟŽŽĨ͘ϱǁŽƵůĚŵĞĂŶƚŚĞŝŶƐƟƚƵƟŽŶĐŽƵůĚŽƉĞƌĂƚĞĨŽƌƐŝdžŵŽŶƚŚƐǁŝƚŚ- DĞĚŝĂŶс͘ϲϴ ŽƵƚĂĚĚŝƟŽŶĂůƌĞƐŽƵƌĐĞƐ͘dŚĞŚŝŐŚĞƌƚŚĞƌĂƟŽ͕ƚŚĞďĞƩĞƌƚŚĞĮŶĂŶĐŝĂůŽƵƚůŽŽŬ͘ ^ŽƵƌĐĞ͗KĸĐĞŽĨƵĚŐĞƚĂŶĚ&ŝŶĂŶĐĞ͕University of Minnesota 176 of85 260 Moody’s has consistently assigned a debt rating of RXWFRPHVZLWKOHVVZDVWHDQG¿QDQFLDOEXUGHQRQ Aa1, one notch below AAA, the top rating possible. students. Two bold efforts demonstrate this continued commitment: $VHFRQGPHDVXUHRI¿QDQFLDOHIIHFWLYHQHVVLVWKH ability of the University to produce an operating • Administrative Reductions: Following budget on an annual basis that appropriately balances discussions with the state legislature during planned expenditures within available resources, the 2013 legislative session, President Kaler DGGUHVVHVWKHH[LVWLQJRUHPHUJLQJ¿QDQFLDOFKDOOHQJHV announced that he would meet and exceed their LQVSHFL¿FXQLWVLQYHVWVLQSULRULW\LQLWLDWLYHVKROGV expectations for administrative reduction at costs down for students, and is ultimately approved by the University. He committed the University to the Board of Regents. The University has continued implementing $90 million of strategic reductions to achieve this goal by developing an annual budget LQDGPLQLVWUDWLYHFRVWVRYHUDVL[\HDUSHULRG process that holds all units accountable for the ¿VFDO\HDUV± 7KURXJKWKHDQQXDOEXGJHW ¿QDQFLDODFWLYLWLHVWKDWRFFXUZLWKLQWKHPDQG\HW process, every unit is asked to propose actions that allows leadership to make decisions that advance ZLOOUHVXOWLQLGHQWL¿DEOHH[SHQVHFXWVWRDFWLYLWLHV 8QLYHUVLW\SULRULWLHVDQGDGGUHVVVLJQL¿FDQW¿QDQFLDO outside of direct mission (instruction, research, QHHGV7KH¿QDQFLDOPRGHOUHTXLUHVWUDQVSDUHQF\ DQGSXEOLFVHUYLFH ,Q¿VFDO\HDU in decision making by academic leadership and a million of such reductions were implemented, and concentrated effort on the part of all support and WKHDSSURYHGEXGJHWIRU¿VFDO\HDULQFOXGHV DGPLQLVWUDWLYHXQLWVWRSURYLGHYDOXHDGGHGH[FHOOHQW an additional planned reduction of $20.2 million. VHUYLFH,WSURPRWHVLQFHQWLYHVIRUVRXQG¿VFDO After two years, the University has achieved and management and continuous improvement, as all units VSHFL¿FDOO\SODQQHGPLOOLRQWRZDUGWKH EHQH¿WIURPORZHULQJFRVWVDQGPD[LPL]LQJUHYHQXHV million goal. Under this model, the University has consistently • Tuition Relief: For the 2014–2015 biennium, produced a balanced budget while improving quality, the University’s request to the state included growing revenues, and increasing the demand for its a renewed partnership related to tuition. If the programs and services. state would commit to supporting the University with an incremental increase in appropriations &ŝŶĂŶĐŝĂůͬƵĚŐĞƚĸĐŝĞŶĐLJ of $14.2 million both years of the biennium, the In recent years, the global economic downturn University would commit to holding the resident resulted in budget challenges at the state level and undergraduate tuition rate at current levels for the University. From 2008 to 2012, the state (equal to the 2012–13 academic year rate) for appropriation to the University dropped by almost both years of the biennium. The proposal was $140 million. This drop in revenue, coupled with successful: both the state and the University made the need to maintain quality and cover regular and and honored that commitment. In addition, the unavoidable increases in operating costs, led the 8QLYHUVLW\¶VDSSURYHGDQQXDODOOIXQGVEXGJHW University to implement moderate tuition increases IRUERWK¿VFDO\HDUVDQGLQFOXGHG and extensive expense reductions and internal historically low increases in other required fees reallocation of resources. The budget process required and room & board costs. On all campuses in each every unit to review its operations and make decisions year, the tuition and required fees increases for that would increase revenues where possible and resident undergraduates were less than 1 percent; reduce expenses throughout. Even with a slight uptick when factoring in the changes in room & board in state appropriations for the current biennium (an costs, the total increases were less than 2 percent. KƌŐĂŶŝnjĂƟŽŶ LQFUHPHQWDOPLOOLRQLQ¿VFDO\HDUDQG PLOOLRQLQ¿VFDO\HDU WKH8QLYHUVLW\FRQWLQXHG WRLQFUHDVHHI¿FLHQF\WRSURGXFHPRUHDQGEHWWHU

86 177 of 260 WWE/y͗ KEY DATA SOURCES Et>/E<^

Key Data Sources Association of American Universities Data Exchange aaude.org Association of American Universities www.aau.edu Association of Research Libraries www.arl.org Institute of International Education www.iie.org National Center for Education Statistics nces.ed.gov/ipeds National Institutes of Health www.nih.gov National Research Council www.nationalacademies.org/nrc National Science Foundation www.nsf.gov

University of Minnesota Links Twin Cities Campus www.umn.edu 6WUDWHJLF3ODQ  VWUDWHJLFSODQQLQJXPQHGX Duluth Campus www.d.umn.edu Strategic Plan www.d.umn.edu/chancellor/planning Morris Campus www.morris.umn.edu Strategic Plan digitalcommons.morris.umn.edu/camp_doc/11 Crookston Campus www.crk.umn.edu 6WUDWHJLF3ODQ  ZZZFUNXPQHGXFKDQFHOORUVRI¿FHVWUDWHJLF Rochester Campus www.r.umn.edu University of Minnesota Extension www.extension.umn.edu Research and Outreach Centers North Central Center at Grand Rapids ncroc.cfans.umn.edu Northwest Center at Crookston www.nwroc.umn.edu Southern Center at Waseca sroc.cfans.umn.edu Southwest Center at Lamberton swroc.cfans.umn.edu UMore Park at Rosemount www.umorepark.umn.edu  8UEDQ5HVHDUFKDQG2XWUHDFK(QJDJHPHQW XURFXPQHGX Appendices West Central Center at Morris wcroc.cfans.umn.edu

178 of87 260 hŶŝǀĞƌƐŝƚLJŽĨDŝŶŶĞƐŽƚĂ>ŝŶŬƐ͕ŽŶƟŶƵĞĚ

Academic Health Center www.health.umn.edu Board of Regents www.regents.umn.edu &RQWUROOHU¶V2I¿FH  ZZZFRQWUROOHUXPQHGX Global Programs & Strategy Alliance www.global.umn.edu 2I¿FHIRU(TXLW\DQG'LYHUVLW\ GLYHUVLW\XPQHGX 2I¿FHIRU3XEOLF(QJDJHPHQW ZZZHQJDJHPHQWXPQHGX 2I¿FHIRU6WXGHQW$IIDLUV  ZZZRVDXPQHGX 2I¿FHRI%XGJHWDQG)LQDQFH ZZZEXGJHWXPQHGX 2I¿FHRI6HQLRU9LFH3UHVLGHQWIRU$FDGHPLF ZZZDFDGHPLFXPQHGXSURYRVW Affairs and Provost 2I¿FHRI,QVWLWXWLRQDO5HVHDUFK ZZZRLUXPQHGX 2I¿FHRIWKH3UHVLGHQW  ZZZXPQHGXSUHVLGHQW 2I¿FHRI8QLYHUVLW\5HODWLRQV XQLYHUVLW\UHODWLRQVXPQHGX 2I¿FHRI9LFH3UHVLGHQWIRU5HVHDUFK ZZZUHVHDUFKXPQHGX University Libraries www.lib.umn.edu University of Minnesota Alumni Association www.minnesotaalumni.org University of Minnesota Foundation www.giving.umn.edu/foundation

Appendices 88 179 of 260 WWE/y͗ BOARD OF REGENTS

Honorable Richard Beeson, Chair Honorable John Frobenius Congressional District 4 Congressional District 6 Elected in 2009 Elected in 2003, 2009 Term expires in 2015 Term expires in 2015

Honorable Dean Johnson, Vice Chair Honorable Peggy Lucas $W/DUJH5HSUHVHQWDWLYH Congressional District 5 Elected in 2007, 2013 Elected in 2013 Term expires in 2019 Term expires in 2019

Honorable Clyde Allen Honorable David McMillan Congressional District 7 Congressional District 8 Elected in 2003, 2009 Elected in 2011 Term expires in 2015 Term expires in 2017

Honorable Laura Brod Honorable Abdul Omari $W/DUJH5HSUHVHQWDWLYH $W/DUJH5HSUHVHQWDWLYH Elected in 2011 Elected in 2013 Term expires in 2017 Term expires in 2019

Honorable Linda Cohen Honorable Patricia Simmons $W/DUJH5HSUHVHQWDWLYH Congressional District 1 Elected in 2007, 2013 Elected in 2003, 2009 Term expires in 2019 Term Expires in 2015

Honorable Thomas Devine Brian Steeves Congressional District 2 Executive Director and Corporate Secretary Elected in 2012 600 McNamara Alumni Center Term expires in 2017 200 Oak Street S.E. University of Minnesota Minneapolis, MN 55455 Appendices

180 of89 260 WWE/y͗ ^ĞŶŝŽƌ>ĞĂĚĞƌƐŚŝƉ

Eric W. Kaler President Karen Hanson Senior Vice President for Academic A!airs and Provost

Kathryn F. Brown Vice President for Human Resources William Donohue General Counsel Brian Herman Vice President for Research Todd Iverson Interim Special Assistant to the President for Government and Community Relations Brooks Jackson Vice President for Health Sciences and Dean of Medical School Gail L. Klatt Associate Vice President for Internal Audit Richard Pfutzenreuter Vice President and Chief Financial O#cer Amy Phenix Chief of Sta! to the President Kathleen Schmidlkofer President and CEO of the University of Minnesota Foundation R. Scott Studham Vice President and Chief Information O#cer Norwood Teague Director of Intercollegiate Athletics Pamela A. Wheelock Vice President for University Services

Lendley Black Chancellor, University of Minnesota Duluth Jacqueline Johnson Chancellor, University of Minnesota Morris Stephen Lehmkuhle Chancellor, University of Minnesota Rochester Fred E. Wood Chancellor, University of Minnesota Crookston

Appendices 90 181 of 260 WWE/y͗ Tables and Figures

3 Planning for Success 7DEOH&RPSDULVRQJURXSLQVWLWXWLRQV7ZLQ&LWLHVFDPSXV...... 9 7DEOH&RPSDULVRQJURXSLQVWLWXWLRQV'XOXWKFDPSXV ...... 12 7DEOH&RPSDULVRQJURXSLQVWLWXWLRQV0RUULVFDPSXV ...... 16 7DEOH&RPSDULVRQJURXSLQVWLWXWLRQV&URRNVWRQFDPSXV ...... 20

ϰĚƵĐĂƟŽŶ 7DEOH7RWDO¿QDQFLDOVXSSRUWWR7ZLQ&LWLHVFDPSXVXQGHUJUDGXDWHGHJUHHVHHNLQJVWXGHQWV±DQG 2013–14 ...... 26 7DEOH6WXGHQWGHEWWUHQGV7ZLQ&LWLHVFDPSXV± ...... 27 )LJXUH$)LUVW\HDUUHWHQWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV7ZLQ&LWLHVFDPSXV classes matriculating in 2003–2013 ...... 29 )LJXUH%)RXU¿YHDQGVL[\HDUJUDGXDWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV7ZLQ Cities campus, classes matriculating in 2000–2010 ...... 29 )LJXUH&1HZIUHVKPDQUHWHQWLRQE\3HOOVWDWXV7ZLQ&LWLHVFDPSXV±...... 30 )LJXUH'8QGHUJUDGXDWHGHJUHHVDZDUGHG7ZLQ&LWLHVFDPSXV±± ...... 30 7DEOH5HWHQWLRQ FODVVPDWULFXODWLQJLQ DQGJUDGXDWLRQ FODVVPDWULFXODWLQJLQ UDWHVVRUWHGE\ IRXU\HDUJUDGXDWLRQUDWH7ZLQ&LWLHVFDPSXVFRPSDULVRQJURXSDQG%LJ7HQ&RQIHUHQFHLQVWLWXWLRQV ...... 30

7DEOH6WXGHQWDLGWUHQGVGHJUHHVHHNLQJXQGHUJUDGXDWHV'XOXWKFDPSXV ...... 31 )LJXUH(3HUFHQWXQGHUJUDGXDWHVWXGHQWVRIFRORUE\IDOOWHUP'XOXWKFDPSXV± ...... 32 7DEOH)DOOHQUROOPHQW'XOXWKFDPSXV± ...... 33 )LJXUH))LUVW\HDUUHWHQWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV'XOXWKFDPSXVFODVVHV matriculating in 2003–2013 ...... 34 )LJXUH*)RXU¿YHDQGVL[\HDUJUDGXDWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV'XOXWK campus, classes matriculating in 2000–2010 ...... 34 )LJXUH+8QGHUJUDGXDWHGHJUHHVDZDUGHG'XOXWKFDPSXV± ...... 35 7DEOH6L[\HDUJUDGXDWLRQUDWHV FODVVPDWULFXODWLQJLQ 'XOXWKFDPSXVDQGFRPSDULVRQJURXS Appendices institutions ...... 35

182 of91 260 7DEOH3HUFHQWDJHRIUHSRUWVDWVWDQGDUGRUKLJKHU'XOXWKFDPSXV ...... 36 )LJXUH,3HUFHQWXQGHUJUDGXDWHVWXGHQWVRIFRORUE\IDOOWHUP0RUULVFDPSXV± ...... 38 )LJXUH-8QGHUJUDGXDWHGHJUHHVDZDUGHG0RUULVFDPSXV± ...... 40 )LJXUH.)LUVW\HDUUHWHQWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV0RUULVFDPSXVFODVVHV matriculating in 2003–2013 ...... 40 )LJXUH/)RXU¿YHDQGVL[\HDUJUDGXDWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV0RUULV campus, classes matriculating in 2000–2010 ...... 40 7DEOH6L[\HDUJUDGXDWLRQUDWHV FODVVPDWULFXODWLQJLQ 0RUULVFDPSXVDQGFRPSDULVRQJURXS institutions ...... 41 )LJXUH03HUFHQWXQGHUJUDGXDWHVWXGHQWVRIFRORUE\IDOOWHUP&URRNVWRQFDPSXV±...... 42 )LJXUH17RWDOHQUROOPHQWDQGRQOLQHHQUROOPHQW&URRNVWRQFDPSXVIDOO± ...... 43 )LJXUH28QGHUJUDGXDWHGHJUHHVDZDUGHG&URRNVWRQFDPSXV± ...... 45 )LJXUH3)LUVW\HDUUHWHQWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV&URRNVWRQFDPSXV classes matriculating in 2003–2013 ...... 45 7DEOH6L[\HDUJUDGXDWLRQUDWHV FODVVPDWULFXODWLQJLQ &URRNVWRQFDPSXVDQGFRPSDULVRQJURXS institutions ...... 46 )LJXUH4)RXU¿YHDQGVL[\HDUJUDGXDWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV Crookston campus, classes matriculating in 2000–2010 ...... 46 )LJXUH5)LUVW\HDUUHWHQWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV5RFKHVWHUFDPSXV classes matriculating in 2003–2013 ...... 48 )LJXUH63HUFHQWXQGHUJUDGXDWHVWXGHQWVRIFRORUE\IDOOWHUP5RFKHVWHUFDPSXV± ...... 48 )LJXUH78QGHUJUDGXDWHGHJUHHVDZDUGHG5RFKHVWHUFDPSXV± ...... 49 )LJXUH8)RXUDQG¿YH\HDUJUDGXDWLRQUDWHVRI¿UVWWLPHIXOOWLPHXQGHUJUDGXDWHVWXGHQWV5RFKHVWHU campus, classes matriculating in 2009–2010 ...... 49

7DEOH1XPEHURIQHZDSSOLFDWLRQVSURFHVVHGE\WKHFHQWUDOJUDGXDWHDGPLVVLRQV\VWHP8QLYHUVLW\RI Minnesota, 2008–2014 ...... 51 )LJXUH9'RFWRUDOHQUROOPHQWE\UDFHHWKQLFLW\8QLYHUVLW\RI0LQQHVRWD± ...... 52 )LJXUH:0DVWHU¶VHQUROOPHQWE\UDFHHWKQLFLW\8QLYHUVLW\RI0LQQHVRWD± ...... 52 )LJXUH;6L[\HDUDQG(LJKW\HDUURFWRUDO 3K'(G''0$ FRPSOHWLRQUDWHV8QLYHUVLW\RI0LQQHVRWD 2003–2008 ...... 53 )LJXUH<,PSDFWRI'RFWRUDO'LVVHUWDWLRQ)HOORZVKLSV '') RQPHGLDQWLPHWRGHJUHH LQ\HDUV IRU3K' degrees awarded, University of Minnesota, 2001–2013 ...... 54 7DEOH1XPEHURI1DWLRQDO6FLHQFH)RXQGDWLRQ)HOORZVDQG)XOEULJKW6FKRODUV± ...... 54 7DEOH)DOOHQUROOPHQWDQGGHJUHHVDZDUGHGLQKHDOWKSURIHVVLRQDOSURJUDPVDOOFDPSXVHV ...... 56 )LJXUH=(QUROOPHQWWUHQGVLQKHDOWKSURIHVVLRQDOSURJUDPVDOOFDPSXVHV± ...... 57

Appendices 92 183 of 260 7DEOH)DOOHQUROOPHQWLQKHDOWKSURIHVVLRQDOGHJUHHSURJUDPVDOOFDPSXVHV ...... 58 7DEOH+HDOWKSURIHVVLRQDOVWXGHQWORDQVDOOFDPSXVHV ...... 59 7DEOH5DFLDODQGHWKQLFGLYHUVLW\RIVWXGHQWVHQUROOGLQKHDOWKSURIHVVLRQDOSURJUDPVDOOFDPSXVHV 2009–2013 ...... 59 )LJXUH$$*UDGXDWLRQUDWHVIRUFRKRUW ...... 59 )LJXUH%%+HDOWKSURIHVVLRQDOVWXGHQWVE\JHQGHUDOOFDPSXVHV± ...... 59

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6 Outreach, Service, and Engagement 7DEOH3XEOLFHQJDJHPHQWPHDVXUHV7ZLQ&LWLHVFDPSXVDQGFRPSDULVRQJURXSLQVWLWXWLRQVLQ alphabetical order, 2014 ...... 71 7DEOH:DVKLQJWRQ0RQWKO\6RFLDO*RRGQDWLRQDOXQLYHUVLW\UDQNLQJVVRUWHGE\UDQNLQJV7ZLQ&LWLHV campus and comparison group institutions, 2010–14 ...... 72 )LJXUH$1XPEHURIGHSDUWPHQWVRIIHULQJVHUYLFHOHDUQLQJFRXUVHV7ZLQ&LWLHVFDPSXV± ...... 73 )LJXUH%1XPEHURIVWXGHQWVHQUROOHGLQVHUYLFHOHDUQLQJFRXUVHV7ZLQ&LWLHVFDPSXV± ...... 73

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Board of Regents February 13, 2015

Agenda Item: Board of Regents Policy: Appointments to Organizations and Boards

Review Review + Action X Action Discussion

This is a report required by Board policy.

Presenters: Brian R. Steeves, Executive Director and Corporate Secretary

Purpose & Key Points

To consider proposed amendments to Board of Regents Policy: Appointments to Organizations and Boards. These amendments seek to update the policy to reflect changes and additions to selected organizations and boards.

Summary of proposed changes: • Subd. 1. is updated to reflect creation of University of Minnesota Health. • Subd. 2. is updated to reflect changes to the Fairview Health Services Board of Directors. • Section IV. has been changed to reflect that when nominations are required to fill vacant positions, the Office of the President will be notified and take steps to fill the vacancy. Those nominations will be presented to the Board in alignment with docket deadlines. • Other technical corrections that update names, appointment schedules, references, numbering, and format.

Since review by the Board in December 2014, the policy amendments have been modified in the following ways: • Section III. now includes a special selection committee to review nominations for University of Minnesota Health and the Fairview Health Services Board of Directors. • A new proposed subdivision for UMore Development LLC. has been removed given pending Board action.

Background Information

Board of Regents Policy: Appointments to Organizations and Boards was adopted on June 14, 1991 and was amended on June 8, 2007. Technical changes were made on August 21, 2013.

The policy was included as a part of the 2014-15 Policy Review Work Plan received by the Board on July 9, 2014.

The proposed policy amendments were reviewed at the December 12, 2014 meeting of the Board of Regents.

187 of 260 Board Operations

APPOINTMENTS TO ORGANIZATIONS AND BOARDS Adopted: June 14, 1991 Amended : June 8, 2007 UNIVERSITY OF MINNESOTA Technical Change : April 1993, August 21, 2013 BOARD OF REGENTS POLICY DRAFT for Action Page 1 of 4

APPOINTMENTS TO ORGANIZATIONS AND BOARDS SECTION I. SCOPE.

This policy governs Board of Regents (Board) appointments to selected organizations and boards that advance the teaching, research, and outreach mission of the University of Minnesota (University). SECTION I II. BOARD AUTHORITY.

The Board shall appoint some or all of the members of the organizations and boards listed in Section III below . SECTION II III. ORGANIZATIONS AND BOARDS.

For subdivisions 1 and 2, the Board chair shall appoint a special selection committee consisting of three Regents to review nominations made by the president and recommend action to the full Board. Listed below is the process governing Board appointments to selected organizations and boards: Subd. 1. Board of Trustees, University of Minnesota Medical Center Fairview (UMMCF).

Nominations: The Board’s UMMCF Nominating Committee reviews nominations recommended by the vice president, health sciences.

Number of Appointments: Half (6) of the UMMCF Board, plus the dean of the Medical School

Appointment Schedule: Annually in May

Appointment Term: 3-year, staggered terms

Reference: Academic Affiliation Agreement

Subd. 1. Board of Governors, University of Minnesota Health.

Selection of Appointees: The Board selects appointees for appointment by University of Minnesota Physicians to the Board of Governors.

Nominations: The president, in consultation with the vice president for health sciences and dean of the medical school, recommends appointees to be selected by the Board.

Number of Appointments: Half of the Board of Governors (no fewer than 2 and no more than 6), including the dean of the medical school as an ex officio voting governor.

188 of 260 Board Operations

APPOINTMENTS TO ORGANIZATIONS AND BOARDS Adopted: June 14, 1991 Amended : June 8, 2007 UNIVERSITY OF MINNESOTA Technical Change : April 1993, August 21, 2013 BOARD OF REGENTS POLICY DRAFT for Action Page 2 of 4

Appointment Schedule: As needed.

Appointment Term: 3-year, staggered terms.

Reference: Operating Agreement of Integrated Structure, LLC (2013).

Subd. 2. Board of Trustees Directors , Fairview Health Services.

Nominations: The Board’s UMMCF Nominating Committee reviews nominations recommended by the vice president, health sciences. The president, in consultation with the vice president for health sciences and dean of the medical school, recommends nominees to the Board.

Number of Appointments: 1 plus 2 ex officio (unless board size increases) . If the Fairview Board of Directors determines that a seventh at large member is to be appointed to the Board of Directors, then the Board of Regents shall nominate a community member for that position, subject to election by the Fairview Board of Directors.

Appointment Schedule: December of each year in which there is a vacancy or reappointment needed.

Appointment Term: 3-year term.

Reference: Academic Affiliation Agreement Seventh Restated and Amended Bylaws of Fairview Health Services (2012).

Subd. 3. Board of Trustees, University of Minnesota Foundation (UMF). Nominations: The Board chair, in consultation with the president, recommends nominees to the Board. UMF Board also may provide recommendations.

Number of Appointments: UMF Board - Board appoints the president and additional individuals (no more than 3 Regents) to constitute no less than one-fourth of UMF Board membership. UMF Executive Committee - Board appoints the president and 3 additional individuals who are UMF trustees. UMF Audit Committee - Board appoints 2 individuals who need not be UMF Board members.

189 of 260 Board Operations

APPOINTMENTS TO ORGANIZATIONS AND BOARDS Adopted: June 14, 1991 Amended : June 8, 2007 UNIVERSITY OF MINNESOTA Technical Change : April 1993, August 21, 2013 BOARD OF REGENTS POLICY DRAFT for Action Page 3 of 4

Appointment Schedule: Annually in November October.

Appointment Term: 3 years, unless ex officio member.

Reference: Board of Regents Policy: University of Minnesota Foundation/University of Minnesota First Amended and Restated Memorandum of Understanding (May 17, 2005) .

Subd. 4. Board of Trustees , Minnesota Landscape Arboretum Foundation Board of Trustees . Nominations: The president recommends nominees to the Board.

Number of Appointments: The Board appoints one-fourth of trustees.

Appointment Schedule: June of each year in which a vacancy occurs.

Appointment Term: 3 years.

Reference: Board of Regents Policy: Memorandum of Agreement (August 29, 1991).

Subd. 5. Board of Trustees , Hormel Foundation Board of Trustees . Nominations: The president, in consultation with the vice president for research, recommends nominees to the Board.

Number of Appointments: 1 member.

Appointment Schedule: As needed.

Appointment Term: In the event of a vacancy.

Reference: Memorandum of Agreement (1942); Collaboration Agreement (2011).

Subd. 6. Advisory Board , Hormel Institute Board of Directors. Nominations: The president, in consultation with the vice president for research, recommends nominees to the Board.

Number of Appointments: The Board appoints 3 members.

Appointment Schedule: In the event of a vacancy.

190 of 260 Board Operations

APPOINTMENTS TO ORGANIZATIONS AND BOARDS Adopted: June 14, 1991 Amended : June 8, 2007 UNIVERSITY OF MINNESOTA Technical Change : April 1993, August 21, 2013 BOARD OF REGENTS POLICY DRAFT for Action Page 4 of 4

Appointment Term: Continuous. Reference: Collaboration Agreement (2011).

Subd. 7. Friends of Eastcliff Advisory Board. Appointments: The Board chair appoints a Regent to serve as chair.

Appointment Schedule: July of odd years.

Appointment Term: 3 years.

Reference: Eastcliff Advisory Board Bylaws (February 14, 2014).

Subd. 8. Eastcliff Technical Advisory Committee. Appointments: The Board chair appoints the chair from committee membership.

Appointment Schedule: As needed.

Appointment Term: Indefinite.

Reference: Eastcliff Technical Advisory Committee Bylaws (February 14, 2014).

SECTION III IV . NOMINATIONS.

With the exception of Eastcliff committees , T the boards and organizations in listed above Section III shall notify the Board Office Office of the President when nominations are required to fill vacant positions so that the Board may take appropriate steps to fill the vacancy and process the appointment. Recommendations regarding appointments under this policy shall be forwarded to the Board in alignment with docket deadlines as published by the Board Office. Nominations shall be presented for review and action in the same month. SECTION IV V. BYLAWS.

Upon request, organizational documents, including articles and bylaws, shall be provided to the Board Office.

MODIFICATIONS: Modifications made in April 1993 pursuant to Board of Regents Policy: Board Policy Development dated March 8, 1991.

191 of 260 BOARD OF REGENTS DOCKET ITEM SUMMARY

Board of Regents February, 13, 2015

Agenda Item: Resolution Related to the Reorganization of UMore Park Development Project

Review X Review + Action Action Discussion

This is a report required by Board policy.

Presenters: President Eric W. Kaler Brian Buhr, Dean, College of Food, Agriculture and Natural Resources Sciences William Donohue, General Counsel Richard Pfutzenreuter, Vice President and Chief Financial Officer Pamela Wheelock, Vice President, University Services

Purpose & Key Points

To review and act on recommendations regarding the University of Minnesota Outreach, Research and Education (UMore) Park, representing 5,000 acres of land the University owns in Rosemount and Empire Townships.

The Board will review recent analyses of the University’s interests in UMore Park related to agricultural research, remediating contaminated property, its role in development activity, costs associated with development, and the development, management and oversight roles. The Board will also review recommendations related to these issues.

In addition, the Board will act on a proposed new vision for future development of UMore Park and actions to facilitate ongoing University agricultural research on the property. The Board will also act to reassign development, management and oversight from the UMore Development LLC to a multi-disciplinary team of leaders from the University and University of Minnesota Foundation Real Estate Advisors.

Background Information

Current planning and development activities for UMore Park have been ongoing since 2006. In 2008, the Board adopted a master concept plan and vision for UMore Park calling for a sustainable, modern, University-founded community of 20,000 to 30,000 people developed over 25 to 30 years. The Board also authorized gravel mining on a portion of the property.

Since 2008, significant progress has been made to advance the gravel mining operation through appropriate permitting and complete all of the necessary planning with the City of Rosemount and Empire Township (concept master plan completed January 2009) and an Alternative Urban Area- wide Review (completed August 2013). The UMore Development LLC was instrumental in

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advancing these efforts and has provided significant expertise during the early stages of this multi- decade project.

While much progress has been made in readying the property for development, given market changes since the 2008 recession, it is both timely and necessary for the University to pause to consider its options; answer critical outstanding questions; reset expectations given new market realities, and; clarify the University’s critical interests in order to define the next phase of development activity on the property.

In October 2014, President Kaler charged a group of University leaders with responding to six questions related to outstanding issues and questions and to make recommendations about the future of UMore Park. In January 2015, the workgroup delivered a report to the President that included new analyses about the financial impact of agricultural research, pollution remediation and other financial impacts relating to development activities. The report also found and recommended that:

• The Board pivot from the 2008 vision and adopt a market-driven and market-sensitive approach to development at UMore Park.

• Releases of hazardous substances to soil and physical hazards are present in portions of the site. Total cost associated with addressing known environmental releases and removal of all above- and below-grade concrete structures to facilitate the level of redevelopment contemplated in the UMore Park Concept Master Plan is estimated to be $20-28 million. The University should complete only the remediation required by the Minnesota Pollution Control Agency at this time. Any further cleanup should await future market-driven redevelopment or sale.

• Research at UMore Park generates significant external funding for the University. In 2014, 518 acres of land were used for research trials supported by grants totaling $6.3 million. Over the 40-year life of the gravel-mining contract, the loss of agricultural research at UMore Park represents a present value loss of $71.4 million. The most valuable and extensive land use for research is located in the western region of UMore Park. The University should pursue options with Dakota Aggregate to shield more critical research plots from mining activity for a longer period of time than is outlined in the current contract.

• The University should not be involved directly in vertical development and should only undertake horizontal development in an exceptional circumstance where a clear financial benefit exists.

• The development and management of UMore Park be reassigned to a multi-disciplinary staff team and the UMore Development LLC be dissolved, as the University’s needs have changed since the LLC was created in 2009.

The University is deeply appreciative of the UMore Development LLC board members, who have contributed significant expertise, time and commitment, successfully advanced critical planning efforts, and launched the gravel mining operation. These activities leave the property well- positioned to shift towards a more market-driven approach to development in which financial return to support the University’s mission is a clear and high priority.

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Key Board actions 2006-present:

• October 2013: The Board receives a status report on the completion of elements of the December 2006 Board of Regents resolution that directed the Administration to prepare a concept master plan for the property and to make the land ready for development, and discusses next steps.

• November 2010: The Board affirms and determines that the final Environmental Impact Statement for the UMore Park Sand and Gravel Resources Project adequately addresses all potential environmental issues and concerns. The Board also authorizes the administration to execute a 40-year lease agreement to Dakota Aggregates LLC to conduct phased gravel mining and locate ancillary facilities on the UMore Park property.

• December 2009: The Board appoints the founding members of the UMore Development LLC Board of Governors.

• October 2009: The Board approves the articles of organization of the UMore Development LLC. The Board also authorizes the creation of the UMore Park Legacy Fund.

• December 2008: The Board affirms the concept master plan for UMore Park and directs the University to frame a Limited Liability Company (LLC) to manage development of the property and to pursue the formation of a legacy fund that would capture revenue from future development to support academic mission pursuits.

• November 2008: The Board discusses the UMore Park concept master plan, and a proposal for a governance structure and creation of a legacy fund.

• November 2007: The Board approves a contract with Design Workshop for development of a concept master plan for UMore Park.

• December 2006: The Board approves a resolution directing the University to (1) plan for the entire property, with attentiveness to the academic mission, (2) pursue concept master planning, and (3) make the land ready for development.

• February 2006: The Board establishes eight principles to guide deliberations and decisions regarding UMore Park.

President’s Recommendation

The President recommends the Board of Regents review and approve the Resolution Related to the Reorganization of the UMore Park Development Project.

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REGENTS OF THE UNIVERSITY OF MINNESOTA RESOLUTION RELATED TO THE REORGANIZATION OF UMORE PARK DEVELOPMENT PROJECT

WHEREAS, the University embraces UMore Park as a unique development and research opportunity in the region; and

WHEREAS, the University of Minnesota’s primary focus is its historical commitment to the people of the State of Minnesota to deliver what the University does best: teaching, research and public service; and

WHEREAS, UMore Park represents a valuable asset that should be used to advance University teaching, research and public service mission and future sale and development of UMore Park land will achieve this goal; and

WHEREAS, the primacy of the University’s mission, market conditions and financial realities have compelled the University to embark on a revised vision and strategy for UMore Park aimed at maximizing financial return, avoiding direct financial risk and reflecting the University’s values; and

WHEREAS, the future development of UMore Park should be market- sensitive and delivered through market-based projects that represent the highest and best use of the land; and

WHEREAS, the activities, expertise and commitment of UMore Development LLC and its Board of Governors have materially assisted the University in beginning gravel mining operations and in its planning for the development of the land in Rosemount; and

WHEREAS, the president has determined that the University’s interest in UMore Park are now best be served and maximized by allowing market forces and private actors to more directly affect the development of the land and therefore the need for the UMore Development LLC to lead future planning is diminished;

195 of 260 NOW, THEREFORE, BE IT RESOLVED that

a) UMore Park will become a vibrant, market-driven community for residents and business. b) UMore Park development will proceed in stages spread across decades, focusing first on those parcels most ready to be developed. c) The University will prioritize retention of land determined to be essential for fulfilling our research mission, based upon academic research needs. d) UMore Park development that is market-based and led by business, commercial and residential real estate developers will produce the highest potential financial return to the University over time. e) Opportunities to incorporate the original Concept Master Plan (2008) vision will be considered when executing transactions involving the sale of UMore Park land, but only to the extent that there is a private market demand for such elements and that such concepts serve to protect or enhance the development value of the remaining site. f) The University will maximize its financial return selling land at UMore Park through public processes, at competitive prices, benchmarked to market rates. g) To achieve the highest value, the University will engage with city, county and townships and private developers in the planning of, and participation in, development projects at UMore Park. h) To protect the future value of the entire property, the University will be actively engaged with local jurisdictions and private parties in ensuring that development projects at UMore Park protect and enhance the value of subsequent development stages. Key strategies to achieve that goal may include site plan review to ensure that infrastructure, open spaces and amenities plans meet long-term development goals. i) The University will not take a direct role in vertical development activities. It may participate in horizontal development on an exceptional basis but only to the extent required to achieve a clearly identified University need or to address a University responsibility as part of a broader development activity, and when

196 of 260 such participation is also financially advantageous with an acceptable return on investment. j) All land sale proposals must be approved by the Board of Regents. The University intends to advance proposals that are economically sound, compatible with the vision articulated in this resolution, reflective of private sector demand, and in alignment with adjacent community needs, desires, and standards. k) Net proceeds derived from the mining of gravel and from land sale transactions will be deposited into the Legacy Endowment as directed by the Board of Regents in 2009.

NOW, THEREFORE, BE IT FURTHER RESOLVED that the Board of Regents authorizes and approves the dissolution of the UMore Development LLC and authorizes, empowers and directs the President to take all acts necessary including executing and delivering instruments in the name of the University, to realize this outcome.

197 of 260 Resolution Related to UMore Park

Board of Regents | February 13, 2015

President Eric W. Kaler Brian Buhr, Dean, College of Food, Agriculture and Natural Resources Sciences William Donohue, General Counsel Richard Pfutzenreuter, Vice President, Finance & Chief Financial Officer Pam Wheelock, Vice President, University Services

198 of 260 Background • Activity and planning at UMore Park has been ongoing since 2006 – Significant progress on gravel mining and planning – Outstanding questions and issues remained, however • October 2014 President Kaler charged a group to respond to six questions and make recommendations • Report issued late January is the basis for today’s discussion

199 of2 260 Overview • Planning and development activities • Environmental conditions • Research impacts • Additional financial impacts • Revised vision • Resolution

200 of3 260 201 of4 260 Planning and Development Activities • Significant progress has been made since 2006 • Key accomplishments – Completed the Concept Master Plan (January 2009) – Created the Legacy Fund (October 2009) – Executed the Mining Contract (November 2010) and received all necessary permitting to begin mining – Mining began (Fall 2011) – Completed the Alternative Urban Area-wide Review (August 2013) • These actions have readied the property for development 202 of5 260 Issue: Environmental Conditions and Costs • Gopher Ordinance Works ruins and ground contamination and physical hazards are present in portions of site • Estimated cost to remove all GOW ruins and address environmental conditions, consistent with the original Concept Master Plan is $20 million to $28 million • MPCA is requiring additional investigation and limited cleanup, regardless of development, based in part on recent MDH Public Health Assessment • Ongoing cost-sharing discussions with the federal government and DuPont Recommendation: • The University should complete only remediation required by MPCA and continue to pursue recovery of past and future response costs from other responsible parties • Further clean up should await future market driven development 203 of6 260 Gopher Ordnance Works 1945

204 of7 260 Areas of Known Release

205 of8 260 206 of9 260 Issue: Research Impacts

• UMore Park is a unique and valuable resource for advancing agriculture research • Proximity to campus and ongoing long term (40+ years) soil research make it virtually irreplaceable • 518 acres were used in 2014 for cropping research studies, supported by $6.3M in grants • Most valuable land overlays region to be mined • The present value loss of this research land is $71.4 million over the 40-year life of the mining contract Recommendation • University should enter into discussions with Dakota Aggregates on a longer moratorium on mining on certain plots

207 of10 260 208 of11 260 Issue: Additional Financial Impacts • Long term development of UMore Park will require significant relocation expenditures and lost income • Cost are estimated at $25.8 million. Examples include: – $1.1 million to relocate 4” natural gas pipeline – $175,000 to relocate Hmong farmers from 77 acres – $1 million to move beef research to southern property – $12 million to relocate turkey facility • These costs will be spread across the estimated 40-50 year development horizon Recommendation: • The University should not incur these costs until required to achieve market- based development goals

209 of12 260 Recommendation: A Revised Vision • University should continue to embrace UMore Park as a unique opportunity • University should embark on a revised development vision and strategy for UMore Park and clarify the University’s role • University should adopt a market-sensitive approach delivered through market- based projects • Original Concept Master Plan vision will be considered and applied were practical • University will not take a direct role in vertical development and only participate in horizontal development on an exceptional basis • University will actively engage local jurisdictions and private parties in the planning of development projects • University intends to bring to the Board of Regents proposals that are economically sound, compatible with the revised vision, reflective of private

sector demand, and in alignment with adjacent community needs, desires210 and of13 260 standards NOW, THEREFORE, BE IT RESOLVED that

Resolution a) UMore Park will become a vibrant, market-driven community for residents and business.

b) UMore Park development will proceed in stages spread across decades, focusing first on those parcels most ready to be developed.

c) The University will prioritize retention of land determined to be essential for fulfilling our research mission, based upon academic research needs.

d) UMore Park development that is market-based and led by business, commercial and residential real estate developers will produce the highest potential financial return to the University over time.

e) Opportunities to incorporate the original Concept Master Plan (2008) vision will be considered when executing transactions involving the sale of UMore Park land, but only to the extent that there is a private market demand for such elements and that such concepts serve to protect or enhance the development value of the remaining site.

f) The University will maximize its financial return selling land at UMore Park through public processes, at competitive prices, benchmarked to market rates.

g) To achieve the highest value, the University will engage with city, county and townships and private developers in the planning of, and participation in, development projects at UMore Park.

h) To protect the future value of the entire property, the University will be actively engaged with local jurisdictions and private parties in ensuring that development projects at UMore Park protect and enhance the value of subsequent development stages. Key strategies to achieve that goal may include site plan review to ensure that infrastructure, open spaces and amenities plans meet long-term development goals.

i) The University will not take a direct role in vertical development activities. It may participate in horizontal development on an exceptional basis but only to the extent required to achieve a clearly identified University need or to address a University responsibility as part of a broader development activity, and when such participation is also financially advantageous with an acceptable return on investment.

j) All land sale proposals must be approved by the Board of Regents. The University intends to advance proposals that are economically sound, compatible with the vision articulated in this resolution, reflective of private sector demand, and in alignment with adjacent community needs, desires, and standards.

k) Net proceeds derived from the mining of gravel and from land sale transactions will be deposited into the Legacy Endowment as directed by the Board of Regents in 2009.

NOW, THEREFORE, BE IT FURTHER RESOLVED that the Board of Regents authorizes and approves the dissolution of the UMore Development LLC and authorizes, empowers and directs the President to take all acts necessary including executing 211 of 260 and delivering instruments in the name of the University, to realize this outcome. 14 BOARD OF REGENTS DOCKET ITEM SUMMARY

Board of Regents February 13, 2015

Agenda Item: Overview of the Governor’s Blue Ribbon Committee on the University of Minnesota Medical School & Resolution Related to the FY 2016-17 Biennial Budget Request

Review X Review + Action Action Discussion

This is a report required by Board policy.

Presenters: President Eric W. Kaler Brooks Jackson, Dean of the Medical School and Vice President for Health Sciences Richard Pfutzenreuter, Vice President and Chief Financial Officer

Purpose & Key Points

The Governor’s Committee on the University of Minnesota Medical School issued its final report in January 2015. That report recommends seven strategies to accomplish the goals the Governor charged it with advancing, including investments in research, faculty recruitment, workforce development, and facilities. The committee’s recommendations include support for the University’s Healthy Minnesota request, approved by the Board as part of the 2016-2017 biennial budget request.

The Governor included $30 million for the University of Minnesota Medical School in his FY 2016- 17 biennial budget proposal. That funding will be used for 50 faculty hires (Discovery Teams), clinical research support services, and physician training programs that benefit underserved rural communities.

This presentation will provide the Board an overview of the committee’s recommendations, the Governor’s budget proposal and how they align with the Healthy Minnesota portion of the University’s FY 2016-17 biennial budget request. The Board is asked to amend the University’s biennial budget request to include support for the Governor’s proposal and reduce the request for Healthy Minnesota in recognition that the clinical research support services that were initially part of that request are now included in the Governor’s budget proposal.

Background Information

The Board approved the resolution related to the state biennial budget request for FY 2016-17 on October 10, 2014. The Board’s Special Committee on Academic Medicine received an update on the Governor’s Blue Ribbon Committee’s work in December 2014.

President’s Recommendation

The President recommends approval of the resolution.

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REGENTS OF THE UNIVERSITY OF MINNESOTA

RESOLUTION RELATED TO

AMENDED STATE BIENNIAL BUDGET REQUEST FOR FY2016-17

WHEREAS , the Governor of the State of Minnesota issued an Executive Order on July 30, 2014 establishing the Governor’s Committee on the University of Minnesota Medical School; and

WHEREAS , this committee consisted of a Blue Ribbon Commission of members including Dean/VP Jackson, Medical School faculty, health system leaders, health providers, state officials and legislators; and

WHEREAS , this Blue Ribbon Commission was charged with developing recommendations to ensure the Medical Schools national preeminence by attracting and retaining world-class faculty, staff, students, and residents; sustain the University’s national leadership in health care research, innovation, and service delivery; expand the University’s clinical services to strengthen its ability to serve as a statewide resource for providers and patients, as a training site for health professional students and residents, and as a site for cutting-edge clinical research; and to address the state’s health workforce needs to serve Minnesota’s broad continuum of health care needs, including primary care, a growing aged population, and increased chronic health needs; and

WHEREAS, the Blue Ribbon Commission issued a report in January 2015 recommending seven strategies to meet this charge, including investments in research, faculty recruitment, workforce development, and facilities; and

WHEREAS, Governor Dayton has proposed $30 million in FY 2016-17 for the University of Minnesota Medical School to hire top researchers (Medical Discovery Teams), support clinical research support services, and invest in physician training programs that benefit rural underserved communities; and

WHEREAS , this funding will allow the Medical School to hire 50 new researchers, 8 researchers in FY 2016-17 and 10 per year thereafter, increase NIH grant awards, and improve the ranking of the Medical School;

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NOW, THEREFORE, BE IT RESOLVED that the biennial budget request for the 2016-17 biennium be amended to include support for the Governor’s proposal for $30 million to the University of Minnesota Medical School in the FY 2016-17 biennium; and

BE IT FURTHER RESOLVED that the Healthy Minnesota request that is part of the University’s 2016-17 request is reduced by $9,000,000 for the biennium by removing the clinical research support services, which are instead included in the Governor’s proposal. The amended Healthy Minnesota request will now be for a general fund appropriation of $7,500,000 in fiscal year 2016 and $18,000,000 in FY 2017 for a biennial total of $25,500,000 for health professional workforce and new models of health promotion and care initiatives.

214 of 260 Update on Legislative Proposals for the Medical School and the Health Sciences

Brooks Jackson, MD, MBA Dean of the Medical School and Vice President for Health Sciences Richard Pfutzenreuter, Vice President and CFO

1 215 of 260 Governor’s Blue Ribbon Committee on the University of Minnesota Medical School • Chaired by Larry Pogemiller, Commissioner of the Office of Higher Education • 19 members from health care, education, business and government • Began work in August • Delivered recommendations to the Governor in January 2015

216 of 260 2 Governor’s Committee Charge This committee was created to advise on future strategies to strengthen the position of the University’s Medical School. Specifically to:

• Ensure the Medical School’s national preeminence • Sustain the University’s national leadership in health care research, innovation, and service delivery • Expand the University’s clinical services • Address the state’s health workforce needs

217 of 260 Committee Recommendations

• Medical Discovery Teams – 100 new tenure-track faculty – Restoring Medical School faculty to 1990 levels – Target for top 20 ranking in NIH funding in 5 years • Research Infrastructure Investment – Bio-Specimen Depository – Clinical Data Repository – Other critical investments

218 of 260 4 Recommendations, continued

• Workforce issues – Expand RPAP and Metro PAP – Support Duluth Rural Scholars Program and Clinical Faculty – Create statewide network of primary care teaching clinics – Expand education/training programs to address shortages: geriatrics, mental health, medical researchers – Increase scholarships and loan forgiveness programs for students who choose to work in underserved communities – Expand pipeline programs – Establish scholarships for underrepresented populations

219 of 260 5 Recommendations, continued

• Facilities – Health Sciences Education and Clinical Research facilities in Twin Cities – Funds for planning new Health Sciences facilities in Duluth

220 of 260 6 Governor’s Budget Proposal

• Medical Discovery Teams – 50 new tenure-track faculty over 8 years to address the state’s most pressing health concerns – Target for top 20 ranking in NIH funding in 8 years • Clinical Research Infrastructure Investment • Investment in physician training programs that benefit rural, underserved communities (RPAP, MetroPAP, Duluth)

221 of 260 7 U’s Legislative Request: Healthy Minnesota • Health Professional Workforce – Statewide network of interdisciplinary primary care teaching clinics – Expand education/training programs to address shortages: • Dentistry • Mental health • Geriatrics – Encourage students from underrepresented communities to pursue health professional careers – Increase scholarships and loan forgiveness programs for students who choose to work in underserved communities • Invest in clinical research infrastructure to support chronic disease research • Advance new models of health promotion and care – Create a Minnesota Electronic Health Library

222 of 260 8 University’s 2016-2017 Biennial Budget Request

223 of 260 9 Resolution Related To Amended State FY2016-17 Biennial Budget Request

BE IT RESOLVED that the biennial budget request for the 2016-17 biennium be amended to include support for the Governor’s proposal for $30 million to the University of Minnesota Medical School in the FY 2016- 17 biennium; and

BE IT FURTHER RESOLVED that the Healthy Minnesota request that is part of the University’s 2016-17 request is reduced by $9,000,000 for the biennium by removing the clinical research support services, which are instead included in the Governor’s proposal. The amended Healthy Minnesota request will now be for a general fund appropriation of $7,500,000 in fiscal year 2016 and $18,000,000 in FY 2017 for a biennial total of $25,500,000 for health professional workforce and new models of health promotion and care initiatives.

224 of 260 BOARD OF REGENTS DOCKET ITEM SUMMARY

Board of Regents February 13, 2015

Agenda Item: Economic Development: How the University is Enhancing Industry Partnerships

Review Review + Action Action X Discussion

This is a report required by Board policy.

Presenters: Brian Herman, Vice President for Research Maura Donovan, Executive Director, Office of University Economic Development

Purpose & Key Points

To provide the Board with an in-depth overview and discussion opportunity related to the activities of the newly revamped Office of University Economic Development (UED). The presentation will cover:

• How UED is implementing the following goals set out by the University’s research strategic plan, Five Years Forward: o Expand economic development and external engagement. o Reengineer public-private partnerships. o Showcase the economic impact of University research.

• UED’s mission, which is to strengthen the University’s ties to business and community partners and to help grow and diversify Minnesota’s economy.

• How UED collaborates extensively with groups across the University to promote access to economic development efforts system-wide and to connect businesses, entrepreneurs and community agencies to the University resources they need.

• The Corporate Engagement Workgroup (CEW), a partnership of UED and the University of Minnesota Foundation to develop a comprehensive corporate engagement strategy that supports the university’s strategic plan. As “facilitators,” CEW is leading a University-wide corporate relations community and is ready to communicate a three-part vision for corporate engagement: Connect, convene, and collaborate.

• Opportunities for the University to help spread the word that the University is “open for business,” including a plan for UED to visit different regions of Minnesota over the next few months to highlight the strategic priorities of the University’s economic development office and to gather input from business and economic development leaders about needs and opportunities for Minnesota. The goal is to strengthen collaborations across the state and to support the University's legislative agenda.

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Background Information

The University is among the top research institutions in the nation and is a powerful economic engine for the state, creating $8.6 billion in total economic impact annually.

The 2014 annual University research report announced the launch of UED to replace the Office of Business Relations, which had been previously tasked with industry and outside partner collaborations. However, it became clear during the research strategic planning process that there was a need to more effectively connect system-wide resources and engage outside partners.

Since that time, UED, through its work with industry and University partners, developed an economic development plan that compliments and facilitates activities within the colleges and individual units, and works with all stakeholders to implement new economic initiatives that stem from the University’s research and entrepreneurial activities.

226 of 260 HOW THE UNIVERSITY IS ENHANCING PUBLIC-PRIVATE PARTNERSHIPS Maura Donovan, Executive Director, Office of University Economic Development Office of the Vice President for Research

227 of 260 ECONOMIC DEVELOPMENT AND Triple Helix COMMUNITY VITALITY

Universities have an important role to play in partnership with business and government agencies.

228 of 260 INVESTING IN THE COMMUNITY

The University of Minnesota has an $8.6 billion annual economic impact.

229 of 260 INCREASED FOCUS ON ECONOMIC DEVELOPMENT

UMM Economic Development – “Students engage in assessing UMTC Reciprocal Engagement and developing ideas for the Strategy – community in ways that are “Partner with the communities inclusive and sustainable.” and people of the state of Minnesota to benefit the common good” UMC Work Group – “Focusing its efforts on developing UMC as a resource for rural economic UMD Goal 5 – development.” “Strengthen ties with Duluth and surrounding UMR Strategy – communities in an intentional, “Serve as a conduit and visible, and mutually catalyst for leveraging beneficial partnership.” Research Strategic Plan – intellectual and economic “Bringing people together in new ways, fostering resources in Rochester and discoveries and making our world a better place.” southeastern Minnesota.”

230 of 260 SIGNIFICANT ACTIVITY IS UNDERWAY

▪ Business Development Services ▪ U of M Foundation Convening Economic ▪ Economic Development Center Audience and ▪ Medical Industry Leadership Development Forums ▪ Center for Integrative Leadership Institute Collaborators ▪ CURA-HUP-Metro Consortium ▪ Center for Community ▪ Center for Human Resources and Vitality(Extension) Labor Studies ▪ IPrime ▪ Institute on the Environment ▪ Medical Device Center Encouraging ▪ Regional Sustainable Development ▪ Institute for Engineering in Type of Work Entrepreneurship Partnerships (Extension) Medicine and ▪ Holmes Center for Entrepreneurship ▪ Biotechnology Institute Deliverables ▪ Alumni Association ▪ Molecular and Cellular ▪ Urban Research and Outreach Therapeutics Supporting Workforce Engagement Center ▪ Institute for Therapeutics Development ▪ Technological Leadership Institute Discovery and Development Needs and ▪ Office for Technology ▪ MN Technical Assistance Commercialization Program Opportunities ▪ Global Programs and Strategy ▪ Midwest Center for Providing Research and Alliance Occupational Health Technical Resources ▪ Center for Transportation Studies ▪ Institute for Research in ▪ Center for International Business Marketing Education and Research ▪ Office for Student Affairs Possibility of ▪ Law School-Corporate Institute ▪ Office of Public Engagement Leverage Engaging Communities ▪ State and Local Policy Program ▪ Center for Rural ▪ Center for Small Towns Entrepreneurial Studies ▪ and many others … 231 of 260 Strengthen the University’s ties to business and community partners and help grow and diversify Minnesota’s economy. UED MISSION

232 of 260 GOALS FOR UED

• Connect business needs with University capabilities

• Build awareness of University economic development activities

• Develop and advance a University-wide economic development strategy

Strengthen local and regional economic development

233 of 260 QUICK WINS

• Corporate Engagement Workgroup (CEW)

• Economic Development Network

• Partnership with Department of Employment and Economic Development (DEED)

• Economic development “Road Show”

234 of 260 OBJECTIVES GOING FORWARD

Increase External Connections

Performance Indicator

235 of 260 OBJECTIVES GOING FORWARD

Develop New Partnerships

Performance Indicator Business Retention, Expansion and Recruitment

Communication and Outreach

New Collaboration Models

236 of 260 OBJECTIVES GOING FORWARD

Emphasize Strategic Engagement

Portfolio Management

Low Current Engagement; Institutional Interest Develop Strategy Principal Component 1 Largest possible engagement variability (Includes philanthropy, sponsored research and Principal Component 1 external sales) 237 of 260 VALUED PARTNER

“Being able to tap in through a single source rather than try to understand the labyrinth which is the U of M is really helpful for us as an organization.” -External Partner, Strategic Plan Focus Group

“The U of M has looked a lot harder at what industry needs and how industry wants to work with universities.” -Sponsored Research Partner

238 of 260 Strengthening partnerships and making university resources, services and expertise work for you.

frontdoor.umn.edu [email protected]

239 of 260 ©2015 Regents of the University of Minnesota. All rights reserved. The University of Minnesota is an equal opportunity educator and employer. This presentation is available in alternative formats upon request. Direct requests to [email protected] or 612-625-1515. BOARD OF REGENTS DOCKET ITEM SUMMARY

Board of Regents February 13, 2015

Agenda Item: Update on NCAA Reforms

Review Review + Action Action X Discussion

This is a report required by Board policy.

Presenters: President Eric W. Kaler Norwood Teague, Director of Intercollegiate Athletics William Donohue, General Counsel

Purpose & Key Points

To provide a review, analysis, and update of the current landscape of Division I college athletics and more specifically, the changes to NCAA legislation related to the newly formed Autonomy Group. Over the past several years, there has been considerable discussion throughout higher education, the NCAA, and the media about the future of the amateur model and college athletics, especially at the Division I level. Numerous changes have been suggested, lawsuits have been filed, and college presidents, faculty, the NCAA, student-athletes, coaches, and many others have engaged in countless conversations and debate on what needs to change. This presentation will cover the following:

• The Autonomy Group, made up of 65 schools belonging to five major Division I conferences, including the Big Ten and the University of Minnesota. • The autonomy proposals considered and approved at the most recent NCAA convention. • Impact of these new rules on the University and Gopher Athletics. • Status and potential impact of numerous lawsuits involving college athletics including O’Bannon, Jenkins, and concussion lawsuits.

Background Information

At the July 2014 meeting, the Board heard an update on the evolving national landscape of intercollegiate athletics, including:

• How the NCAA is currently organized and governed, and where the Big Ten and Gopher athletics fits in. • The proposed NCAA reform package and the Big Ten’s and University of Minnesota’s views of these proposed reforms. • Elements and status of student-athlete unionization efforts. • Status and potential impact of numerous lawsuits involving college athletics.

240 of 260 Update on NCAA Reforms

Norwood Teague, Director of Intercollegiate Athletics William P. Donohue, General Counsel February 13, 2015

241 of 260 Autonomy Happened

• In Summer, 2014, the NCAA proposed that the five largest conferences be given autonomy in adopting rules relating to student-athlete’s welfare

• The Autonomy Group includes 65 schools in the following conferences: • Atlantic Coast Conference • Big Ten Conference • Big 12 Conference • Pacific-12 Conference • Southeastern Conference

242 of 260 2 Autonomy Happened (cont.)

• On August 7, 2014, the Division I Board of the NCAA adopted the autonomy model

• The initial set of autonomy proposals were considered at the first meeting of the Autonomy Group on January 17, 2015

• Rules approved by the Autonomy Group cannot be overridden by the overall NCAA membership

• Four proposals and one resolution were adopted by the Autonomy Group 243 of 260 3 Financial Aid: Cost of Attendance

• What is currently allowed? Current NCAA rules allow schools to grant financial aid that covers tuition and fees, room and board and required course related books.

• What is allowed under the new rule? The adopted rule allows financial aid to be awarded for tuition and fees, room and board, books and other expenses related to attendance at the institution up to the cost of attendance.

244 of 260 4 Financial Aid: Cost of Attendance (cont.)

• What is cost of attendance? Cost of attendance is the cost of attending an institution calculated by an institution pursuant to federal law. It includes tuition and fees, room and board, books and other costs of attendance such as transportation, entertainment, incidentals and miscellaneous expenses. At the University of Minnesota-Twin Cities, the cost of attendance for 2014-15 is the following:

1) Tuition/Fees $13,626 2) Books/Supplies 1,000 3) Room/Board 8,554 4) Transportation 194 New elements of athletic 5) Personal Misc. $ 2,000 financial aid $25,374 245 of 260 5 Concussion Safety Protocol

• What the NCAA rules currently require? Since 2010, NCAA rules require each school to have a concussion management plan for student-athletes. The rule requires education, evaluation by medical staff, and clearance to return to activity from a physician or the physician designee.

246 of 260 6 Concussion Safety Protocol (cont.)

• What does the new rule require? The new rule retains the requirements of the existing rule and adds two new requirements: 1) Specific requirements for the concussion protocol relating to: • Baseline testing • Reducing exposure to head injuries • Policy on return to learn • Assuring that proper concussion management is made available to student-athletes 2) Requires approval of each school’s protocol by the newly

created NCAA Concussion Safety Protocol Committee 247 of 260 7 Concussion Safety Protocol (cont.)

• What is the current status at University of Minnesota-Twin Cities?

We have in place a concussion protocol developed by medical professionals for student-athletes that is protective of them and clearly places the decision for return to athletics in the hands of physicians. In addition, it meets the specific requirements of the new concussion safety protocol.

248 of 260 8 Student-Athlete Insurance Against Loss of Value

• What NCAA rules currently allow? NCAA rules currently allow a student-athlete to borrow against their future earnings potential to purchase insurance against a “disability, injury or illness.”

• What does the new rule allow? The new rule adds to the existing rule and allows the student- athlete to buy insurance for “loss of value”.

249 of 260 9 Student-Athlete Insurance Against Loss of Value (cont.)

• What is “loss of value” insurance?

Loss of value insurance is an option for elite student-athletes in case of illness or injury that causes their “athletic stock” to fall before entering a professional league's draft. – Example: running back projected as 1st round draft pick injures his knee and subsequently drops to 5th round. The insurance would cover the approximate difference in compensation. 250 of 260 10 No Reduction or Renewal of Aid for Athletic Reasons • What does the current NCAA rule require? Existing rule prohibits reduction of aid during the school year • What does the new rule require? After the period of coverage (usually one year) the new rule prohibits the reduction or nonrenewal of a student-athlete’s financial aid for the following reasons: a) The student-athlete’s athletic ability, performance or contribution to a team’s success b) An injury, illness, or physical or mental condition

c) Any other athletic reason 251 of 260 11 No Reduction or Renewal of Aid for Athletic Reasons (cont.)

• What is the impact of the new rule? The new rule provides added protection for student-athletes when their financial aid is being considered for the next year. That is, athletic performance is not a reason to reduce or cancel a scholarship.

252 of 260 12 Impact on Gopher Athletics

• Cost of attendance – increased annual cost across 322 full scholarships estimated at $1M • Concussion protocol • Loss of value insurance • Reduction or non-renewal of scholarship

253 of 260 13 Lawsuits

1) O’Bannon v. NCAA • On August 8, 2014, Federal District Court Judge Claudia Wilken ruled that the NCAA violated Antitrust Law in restrictions in its rules on use and sale of name, image and likeness.

• She issued an injunction with an effective date of August 1, 2015 which: – Prohibits caps on scholarships below cost of attendance – Allows licensing revenue to be paid to student-athletes

• NCAA has appealed to the Ninth Circuit 254 of 260 14 Lawsuits (cont.)

2) O’Bannon v. EA Sports and NCAA

• This case involves video games and was settled in June 2014.

• EA Sports paid $40M and the NCAA paid $20M.

• Student-Athletes are currently in the process of being notified by the class administrator.

255 of 260 15 Lawsuits (cont.)

3) Jenkins v. NCAA

• Several antitrust lawsuits against the NCAA were transferred to Judge Wilken in 2014.

• Jenkins is the most far reaching of these lawsuits. It seeks to invalidate all restrictions on compensation for student-athletes.

• The case is currently in discovery.

256 of 260 16 Lawsuits (cont.)

4) NCAA Concussion Litigation

• This case is a consolidation of several concussion lawsuits against the NCAA and is venued in federal court in Illinois.

• A settlement of the case for $75M was rejected by the judge because of concerns about the interests of athletes from non- contact sports and inability to contact class members.

257 of 260 17 Lawsuits (cont.)

5) Northwestern Unionization

• In February 2014, the Regional Director of the NLRB in Chicago ruled that football players were employees.

• Northwestern appealed to the full NLRB and no decision has been issued.

• The football players did vote in April 2014, but the ballots have not been opened pending the decision of the NLRB.

258 of 260 18 Update on NCAA Reforms

Norwood Teague, Director of Intercollegiate Athletics William P. Donohue, General Counsel February 13, 2015

259 of 260 BOARD OF REGENTS DOCKET ITEM SUMMARY

Board of Regents February 13, 2015

Agenda Item: Report of the Committees

Review Review + Action Action Discussion

X This is a report required by Board policy.

Presenters: Regent Richard Beeson

Purpose & Key Points

Pursuant to Board of Regents Policy: Board Operations and Agenda Guidelines, “The Board conducts business through meetings of the Board and its committees…. [and] Committees provide recommendations for action by the Board. Typically, standing committees have the following responsibilities: • Recommend action on matters where the Board has reserved authority to itself as outlined in Board of Regents Policy: Reservation and Delegation of Authority and other Board policies; • Provide governance oversight on topics within the committee’s purview; • Review and make recommendations on relevant new and existing Board policies; • Receive reports on policy-related issues affecting University departments and units; • Receive information items (e.g., status reports on current issues of concern and administrative searches); and • Review other items placed on the agenda by the Board chair in consultation with the president and Board vice chair.”

The Board chair will call on the chair of each committee to present recommended actions and provide a brief report.

Background Information

The 2013-15 committee chairs are: • Academic & Student Affairs Committee - P. Simmons • Audit Committee - L. Brod • Facilities & Operations Committee - C. Allen • Faculty & Staff Affairs Committee - J. Frobenius • Finance Committee - D. McMillan • Litigation Review Committee - D. McMillan • Special Committee on Academic Medicine - L. Cohen

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