Wisconsin s future UW System s growth agenda accountability report,

Transcription

1 Investing in Wisconsin s future UW System s growth agenda accountability report,

2 UW System s Strategic Framework Prepare Students Ensure that students are prepared with the integrative learning skills, multicultural competencies, and practical knowledge needed to succeed in and contribute to a rapidly changing, increasingly global society. Enabling Strategies Resources Balance, diversify, and grow the university s financial resources and facilities while developing its human talent. People Jobs Growth Agenda Goals More Graduates Increase the number of Wisconsin graduates and expand educational opportunities through improving access and increasing retention and graduation rates. Well-Paying Jobs Increase the creation of wellpaying jobs by expanding the university research enterprise while linking academic programs to entrepreneurship and business development. Operational Excellence Advance operational excellence by becoming more flexible, responsive, and cost efficient. Collaborations Further leverage UW System s strengths and impact through collaborations among the campuses and with other Wisconsin partners. Communities Stronger Communities In partnership with communities, address Wisconsin s greatest challenges and priorities through intensified engagement, research, and learning.

3 Table of Contents Introduction iii Executive Summary iv Core Strategy 1: Prepare Students Ensure that students are prepared with the integrative learning skills, multicultural competencies, and practical knowledge needed to succeed in and contribute to a rapidly changing, increasingly global society Critical Thinking Study Abroad and Exchange Experiences Scores on Exams for Professional Practice or Advanced Study Core Strategy 2: More Graduates Increase the number of Wisconsin graduates and expand educational opportunities through improving access and increasing retention and graduation rates Access for Wisconsin High School Graduates Access for Transfer Students Enrollments Retained to the Second Year Graduated Within Six Years Closing the Achievement Gap Degrees Conferred Core Strategy 3: Well-Paying Jobs Increase the creation of well-paying jobs by expanding the university research enterprise while linking academic programs to entrepreneurship and business development Research Funding UW Graduates Estimated Contribution to the Economy Degrees in High-Need and Leading-Edge Fields Core Strategy 4: Stronger Communities In partnership with communities, address Wisconsin s greatest challenges and priorities through intensified engagement, research, and learning Civic Participation Community Outreach and Engagement Core Strategy 5: Resources Balance, diversify, and grow the university s financial resources and facilities while developing its human talent Revenue Faculty and Staff Diversity TABLE OF CONTENTS i

4 Table of Contents (cont.) Core Strategy 6: Operational Excellence Advance operational excellence by becoming more flexible, responsive, and cost efficient Administrative Spending Energy Use Average Credits Taken by Bachelor s Degree Recipients Core Strategy 7: Collaborations Further leverage UW System s strengths and impact through collaborations among the campuses and with other Wisconsin partners Collaborative Degree Programs Partnerships Appendices Technical Notes ii TABLE OF CONTENTS

5 Introduction Framing this Report Investing in Wisconsin s Future: UW System s Growth Agenda Accountability Report is one of many ways the University of Wisconsin System demonstrates its accountability to the citizens of Wisconsin. Investing in Wisconsin s Future reflects the UW System s progress on its broad strategic priorities priorities aimed at improving Wisconsin s competitive edge and quality of life. Investing in Wisconsin s Future builds upon two earlier publications: Achieving Excellence, issued annually from 2001 through 2008, and its predecessor, Accountability for Achievement, published from 1993 through Accountability for Achievement was one of the first accountability reports for a university system. The current report continues its predecessors focus on key performance indicators and has been restructured and expanded to better reflect the breadth of the UW System s mission. The current report is based on the UW System s Strategic Framework, outlined by UW System President Kevin P. Reilly to the UW Board of Regents in September The strategic framework is the blueprint for the UW System s Growth Agenda for Wisconsin, which is to develop the state s human potential, create new jobs, and strengthen local communities. The strategic framework consists of seven core strategies: Prepare Students, More Graduates, Well-Paying Jobs, Stronger Communities, Resources, Operational Excellence, and Collaborations. Defining our Progress For each of the seven core strategies, Investing in Wisconsin s Future focuses on a few key indicators of progress toward measurable goals. The UW System s progress on each indicator is summarized in the Executive Summary and described in more detail in the body of the report. Where possible, UW System performance is put in a national and/or regional context. Symbols used in the Executive Summary and throughout the report signify progress toward measureable goals. The plus symbol ( + ) used alone indicates goals for which all measures related to an indicator are met. When half or more, but not all goals are met, the status is mixed, represented by the combination of plus/minus ( +/- ) symbols. Also, the plus/minus symbols are used when a single measure determines progress and is unchanged from the prior year. A goal is not achieved if fewer than half of the measures related to the indicator are met, as represented by a minus symbol ( - ). While it is not feasible to include every possible area of university activity in a single report, Investing in Wisconsin s Future is a balanced approach representing a broad diversity of stakeholder interests. As with previous UW System accountability reports, refinements will be made to each edition in order to include findings that reflect interests of the Wisconsin community. The seven core strategies and key indicators of progress will remain constant from year to year, making Investing in Wisconsin s Future a reliable resource for learning about the progress of the UW System on its strategic priorities. Introduction iii

6 Executive Summary Core Strategy 1: Prepare Students Ensure that students are prepared with the integrative learning skills, multicultural competencies, and practical knowledge needed to succeed in and contribute to a rapidly changing, increasingly global society. Critical Thinking Page: 2 Status: GOAL: Meet or exceed national benchmarks in fostering the development of critical thinking skills. RESULTS: At rates at or above the national average, UW System seniors reported that their college experiences contributed to their critical and analytical thinking, emphasized applying theories or concepts to solving practical problems, and emphasized analyzing the basic elements of an idea, experience, or theory. Study Abroad and Exchange Experiences Page: 3 Status: GOAL: Increase the proportion of bachelor s degree recipients each year who have studied abroad or participated in an exchange experience. RESULTS: The proportion of bachelor s degree recipients who studied abroad or participated in a UW exchange program as an undergraduate decreased slightly from 15.0% in to 14.4% in Scores on Exams for Professional Practice or Advanced Study Page: 4 Status: GOAL: Meet or exceed national or state benchmarks in the performance of students on post-baccalaureate examinations. RESULTS: UW System students performed above national averages on Nursing Licensure, GRE, and MCAT examinations. UW System students performed above the state average on the CPA examination. Core Strategy 2: More Graduates Increase the number of Wisconsin graduates and expand educational opportunities through improving access and increasing retention and graduation rates. Access for Wisconsin High School Graduates PAGE: 6 STATUS: GOAL: Enroll at least 32 percent of all Wisconsin high school graduates, overall and by race/ethnicity. RESULTS: In fall 2010, 32% of Wisconsin high school graduates enrolled in the UW System. Participation rates for African American, American Indian, and Hispanic/Latino(a) high school graduates remained below the target of 32%. Participation rates for Asians and Whites were at or above the target. The UW System s participation rate of 32% is higher than the national rate of participation (24%) at public four-year colleges and universities. Access For transfer students PAGE: 8 STATUS: GOAL: Increase or maintain overall transfer student enrollment and the percentage of transfer students of color by race/ ethnicity each year. RESULTS: New transfer student enrollment in was 15,054, an increase of 3.1% from 14,595 in As a percent of fall new transfer enrollments, undergraduate new transfer students of color increased to 12.4% in fall 2011, compared to 12.3% in fall While transfer student enrollment for most races/ethnicities increased or was unchanged, the percent of American Indian and Other Asian American students decreased in fall Enrollments PAGE: 10 STATUS: GOAL: Meet or exceed More Graduates student enrollment plans, and increase the percentage of students of color and lower income students enrolled each year. RESULTS: While at near-record levels, enrollments were lower than planned for fall Headcount enrollment was 181,269, which was lower than the planned level of 184,599. Students of color increased from 11.8% in fall 2010 to 12.5% in fall Undergraduates receiving Pell Grants increased from 26% in to 31% in iv STatus of UW Accountability goals

7 Retained to the Second year PAGE: 12 STATUS: GOAL: Meet or exceed More Graduates plans to increase retention rates. RESULTS: Retained 79.6% of new freshmen overall, lower than the More Graduates plan of 80.4% and higher than the most recently available national rate (79.5%) at public four-year institutions. Graduated Within Six Years PAGE: 13 STATUS: GOAL: Meet or exceed More Graduates plans to increase graduation rates. RESULTS: Graduated 59.3% of new freshmen entering in fall 2005, short of the planned rate of 59.8% under the More Graduates initiative although higher than the most recent national average of 56.1%. Closing the achievement Gap PAGE: 14 STATUS: GOAL: Reduce the achievement gap by half by 2015 among underrepresented minorities, lower income students, and for all In races/ethnicities. Progress RESULTS: The achievement gap in retention and graduation rates for underrepresented minorities has narrowed compared to the baseline cohorts (1998 to 2000 combined), moving toward the 2015 goal. The gap in retention and graduation rates for lower income students increased compared to the baseline cohorts. Degrees Conferred PAGE: 16 STATUS: GOAL: Increase the number of degrees conferred each year. RESULTS: In , UW institutions conferred 34,608 degrees, an increase from 33,442 in Core Strategy 3: Well-Paying Jobs Increase the creation of well-paying jobs by expanding the university research enterprise while linking academic programs to entrepreneurship and business development. Research Funding PAGE: 18 STATUS: GOAL: Increase research funded through federal and private sources each year. RESULTS: Federal and privately funded research expenditures increased from $730 million in fiscal year 2010 (FY10) to $789 million in FY11. UW Graduates Estimated Contribution to the Economy PAGE: 19 STATUS: GOAL: Increase estimated earnings beyond high school of the UW graduating class each year. RESULTS: The earnings of the UW graduating class are estimated to be $516 million, an increase from $497 million for the previous graduating class. Degrees in High-Need and Leading-Edge Fields PAGE: 20 STATUS: GOAL: Increase the number of baccalaureate, graduate, and professional degrees conferred in Science, Technology, Engineering, and Mathematics (STEM) and Health fields each year. RESULTS: The number of UW degrees in the STEM fields increased from 6,217 in to 6,733 in During the same period, UW degrees in Health areas increased from 2,666 to 2,893. Core Strategy 4: Stronger Communities In partnership with communities, address Wisconsin s greatest challenges and priorities through intensified engagement, research, and learning. Civic Participation Page: 22 STATUS: GOAL: Meet or exceed national benchmarks in cultivating civic participation and community engagement of students. RESULTS: UW System seniors reported voting, volunteering, and participating in community-based course projects at rates that were at or above those of seniors nationally. STatus of UW Accountability goals v

8 Community Outreach and Engagement page: 23 STATUS: GOAL: Increase participation each year in programs and services provided for Wisconsin communities. RESULTS: Wisconsin citizens reached by public broadcasting and continuing education increased from FY10 to FY11. Cooperative Extension contacts and participation in entrepreneurship counseling and training programs decreased. Core Strategy 5: Resources Balance, diversify, and grow the university s financial resources and facilities while developing its human talent. Revenue PAGE: 25 STATUS: GOAL: Increase overall revenues at a rate of 5 percent each year. RESULTS: In FY11, the UW System had approximately $4.6 billion in current funds revenues, an increase of 6% over the previous fiscal year. Faculty and Staff Diversity PAGE: 26 STATUS: GOAL: Increase the percent of faculty and staff of color in each employment category each year. Final RESULTS: Of the 39,853 UW System faculty and staff in fall 2011, 4,241 were employees of color, or 10.6%. The proportion of employees 2011 data pending of color increased among academic leaders to 10.3%and classified staff to 11.2%. The proportion of employees of color decreased slightly for faculty and instructional academic staff from 12.3 to 12.1%. The proportion of employees of color also decreased among noninstructional academic staff to 9.9 and among graduate assistants to 8.5%. Core Strategy 6: Operational Excellence Advance operational excellence by becoming more flexible, responsive, and cost efficient. Administrative Spending PAGE: 29 STATUS: GOAL: Remain below the national average of public four-year colleges and universities in administrative (institutional support) spending per student. RESULTS: In FY09, the most recent year available, the UW System spent less than half of the national average on institutional support per student. The UW System spent $211 million less than it would have if it were at the national average. Energy Use PAGE: 30 STATUS: GOAL: Reduce energy use per square foot in campus facilities each year. RESULTS: Weather adjusted energy consumption in FY10 (189,387) was the same as in FY09 (189,286), at 189 thousand BTUs per gross square foot of space. Average Credits Taken by Bachelor s Degree Recipients PAGE: 31 STATUS: GOAL: Maintain or reduce the UW System average credits to degree each year. RESULTS: UW System graduates in attempted an average of 137 UW credits by the time they graduated, a decrease from an average of 138 UW credits attempted by UW System graduates in Core Strategy 7: Collaborations Further leverage UW System s strengths and impact through collaborations among the campuses and with other Wisconsin partners. Collaborative Degree Programs PAGE: 33 STATUS: GOAL: Increase the number of collaborative degree programs each year. RESULTS: In , the number of collaborative degree programs increased to 74 from 68 in the previous year. Partnerships PAGE: 34 STATUS: GOAL: Monitor the number of partnerships each year. RESULTS: The UW System collects data on several different types of partnerships that benefit businesses, communities, and educational and service organizations. In , 22,800 of these partnerships were reported. vi STatus of UW Accountability goals

9 Core Strategy 1 Prepare Students Ensure that students are prepared with the integrative learning skills, multicultural competencies, and practical knowledge needed to succeed in and contribute to a rapidly changing, increasingly global society. Critical Thinking Goal: Meet or exceed national benchmarks in fostering the development of critical thinking skills Study Abroad and Exchange Experiences Goal: Increase the proportion of bachelor s degree recipients each year who have studied abroad or participated in an exchange experience Scores on Exams for Professional Practice or Advanced Study Goal: Meet or exceed national or state benchmarks in the performance of students on post-baccalaureate examinations

10 Critical Thinking Goal: Meet or exceed national benchmarks in fostering the development of critical thinking skills. Status: Goal achieved. Critical thinking skills include the ability to draw conclusions, analyze information, solve complex problems, clearly express original thought, and be objective. Critical thinking skills are one of the most essential and fundamental outcomes of learning and the foundation of a well-rounded educational curriculum. National comparison: UW System seniors reported that their college experiences contributed to their critical and analytical thinking at a rate above the national average. They reported that their college experiences emphasized applying theories or concepts to solving practical problems, and analyzing the basic elements of an idea, experience, or theory, at rates comparable to the national average. Seniors, 2011 UW System National Thinking critically and analytically 88% 86%* Application of theories or concepts 81% 81% Analyzing basic elements of an idea 85% 86% *Indicates that the difference between UW System and national public four-year institutions is statistically significant at the 0.05 level. More to Explore National comparison: The UW System prepares students through a variety of experiences, both as part of the curriculum and outside of the classroom. Among these experiences are the educational practices in the table below, which have been shown to have high impact on students gains in intellectual and practical skills and in personal and social development. Compared to national averages, UW System freshmen were less likely, while UW System seniors were more likely, to participate in these high impact practices. Information on other student experiences is reported as part of the Voluntary System of Accountability: and Appendix 1. Participation by: Experience UW System National First Year Students Seniors Learning Communities 14% 20%* Service Learning 32% 39%* Research with faculty 23% 18%* Service Learning 46% 46% Internship 52% 47%* Senior experience 32% 29%* *Indicates that the difference between UW System and national public four-year institutions is statistically significant at the 0.05 level. Source: 2011 National Survey of Student Engagement. Source: 2011 National Survey of Student Engagement. 2 Prepare students

11 Study Abroad and Exchange Experiences Goal: Increase the proportion of bachelor s degree recipients each year who have studied abroad or participated in an exchange experience. Status: Goal not achieved. The ability to function in a global society has never been more important. An individual s ability to live and work in a dynamic world community requires a basic understanding of, respect for, and appreciation of cultural differences. In addition to the on-campus presence of international students and faculty, UW institutions offer international exchange and study abroad opportunities to help students gain these valuable skills. Also, exchange programs with other institutions in the United States allow students to take advantage of specialized programs offered in other parts of the country. The proportion of bachelor s degree recipients who studied abroad or were exchange students through a UW program as an undergraduate slightly decreased from 15.0 percent (3,711) in to 14.4 percent (3,647) in See Appendix 2 for details. UW Bachelor s Degree Recipients who Participated in a UW Study Abroad or Exchange Program 9.3% 11.0% 12.7% 13.8% 15.0% 14.4% 01/02 03/04 05/06 07/08 09/10 10/11 GRADUATION YEAR Partial semester programs and domestic exchange programs are included. More to Explore Students of color are slightly less likely to participate in UW study aboard and exchange experiences. Participation was 13.7% among students of color in the class of UW bachelor s degree recipients, compared with 14.4% among all students. However, the participation rate varied by race/ethnicity. African Americans had the lowest rate of participation, 9.4% of the graduating class. Hispanic/Latino(a) students had the highest rate, 17.5%. Lower income students are less likely to participate in UW study abroad and exchange experiences. Participation of lower income students defined as UW bachelor s degree recipients in who received a Pell Grant at any time prior to graduating was 12.1%. Graduates who never received a Pell Grant participated at a rate of 15.6%. To provide opportunities to students with financial need, the UW System s Study Abroad Grant Program provided assistance to 976 UW students in The number of students currently studying abroad is a leading indicator of the proportion of graduates with this type of experience. In , 4,570 students studied abroad or participated in an exchange program through a UW institution (Appendix 3). National comparison: UW participation in study abroad exceeds the national average. In , UW students who enrolled in any study abroad program, including non-uw programs, were 24% of undergraduate degrees in the UW System, compared to 16% at public four-year colleges and universities nationally. These estimates are based on analysis of data reported to the Open Doors 2010 survey: Experiences with diverse groups of people and ideas are an important part of being prepared for a multicultural society. In 2011, 87% of UW seniors felt their college experience contributed to their understanding of people of other racial and ethnic backgrounds. More information is reported as part of the Voluntary System of Accountability: and Appendix 1. Prepare students 3

12 Scores on Exams for Professional Practice or Advanced Study Goal: Meet or exceed national or state benchmarks in the performance of students on post-baccalaureate examinations. Status: Goal achieved. In addition to providing a well-rounded education, the undergraduate experience prepares students for professional careers and provides the foundation for graduate study. Performance on standardized postbaccalaureate examinations is one way to assess whether graduates are prepared with the skills and knowledge required for the next step in their desired careers. National and state comparisons: UW System students performed above national averages on Nursing Licensure, GRE, and MCAT examinations. UW System students performed above the state average on the CPA examination. More to Explore Passing the National Council Licensure Examination of the National Council of State Boards of Nursing is necessary to be licensed as a registered nurse: The Wisconsin Uniform Certified Public Accountant (CPA) Examination is a state examination required to be a certified public accountant: The Graduate Record Examination (GRE) is the most common entrance examination required for graduate school admission: A large determinant of an applicant s admissibility to medical school is performance on the Medical College Admissions Test (MCAT): Post-Baccalaureate Examination UW System National Professional Licensure or Certification Pass Rates Graduate Record Exam (GRE) Scores Medical College Admissions Test (MCAT) Scores *Pass rate is for state of Wisconsin graduates only. Nursing 90% 87% Certified Public Accountant (CPA) 56% 52%* Verbal ( ) Quantitative ( ) Writing (0-6) Verbal (1-15) Physical Sciences (1-15) Biological Sciences (1-15) Total Score (3-45) Prepare students

13 Core Strategy 2 More Graduates Increase the number of Wisconsin graduates and expand educational opportunities through improving access and increasing retention and graduation rates. Access for Wisconsin High School Graduates Goal: Enroll at least 32 percent of all Wisconsin high school graduates, overall and by race/ethnicity Access for Transfer Students Goal: Increase or maintain overall transfer student enrollment and the percentage of transfer students of color by race/ethnicity each year Enrollments Goal: Meet or exceed More Graduates student enrollment plans, and increase the percentage of students of color and lower income students enrolled each year Retained to the Second Year Goal: Meet or exceed More Graduates plans to increase retention rates Graduated Within Six Years Goal: Meet or exceed More Graduates plans to increase graduation rates Closing the Achievement Gap Goal: Reduce the achievement gap by half by 2015 among underrepresented minorities, In Progress lower income students, and for all races/ethnicities Degrees Conferred Goal: Increase the number of degrees conferred each year

14 Access for Wisconsin High School Graduates Goal: Enroll at least 32 percent of all Wisconsin high school graduates, overall and by race/ethnicity. Status: Mixed results. Access to a quality undergraduate education is the first step to increase the number of college graduates in Wisconsin. One important indicator of access to the UW System is the proportion of Wisconsin high school graduates who enroll at a UW institution immediately following high school graduation, or the participation rate. In fall 2010, the UW System participation rate was 32 percent, up from 25 percent in fall Since 2001, maintaining the participation rate at this level has meant that the growth of the incoming freshman class has kept pace with the growth of the number of Wisconsin high school graduates. UW System Participation Rates for Wisconsin Immediate New Freshmen 35% - 30% - 25% - 20% - 15% - 10% - National comparison: The UW System s participation rate of 32 percent is higher than the national rate of participation at public four-year colleges and universities. In 2008, the most recent year available, the national participation rate was 24 percent. Participation rates for African American, American Indian, and Hispanic/Latino(a) public high school graduates remained below the target of 32 percent. In fall 2010, 14 percent of African American, 21 percent of Hispanic/Latino(a), and 25 percent of American Indian public high school graduates enrolled. Participation rates for Asian Americans and Whites were above the target of 32 percent. In fall 2010, 40 percent of Asian Americans and 33 percent of White public high school graduates enrolled. See Appendix 5 for details. Because of the differences in participation rates, students of color are not represented in the new freshman class in the same proportion as in the high school graduating class. In 2010, students of color were 18 percent of Wisconsin public high school graduates but only 13 percent of immediate new freshmen. 5% Participation Rate Target 6 More graduates

15 UW System Participation Rates for Wisconsin Immediate New Freshmen by Race/Ethnicity 40% - African American 35% - American Indian 30% - Asian American 25% - Hispanic/Latino(a) White 20% - Target 15% - 10% - Data on Wisconsin public high school graduates do not distinguish among various 5% - Asian race/ethnic groups or allow students to select two or more race/ethnic groups More to Explore UW System participation rates differ by gender: 34% of female Wisconsin high school graduates enrolled in 2010, compared to 30% of males (Appendix 4). Participation rates differ primarily because of the lower application rate of male high school graduates. In 2010, the application rate of female Wisconsin high school graduates was 47%, compared to 40% of males. Over 93% of Wisconsin applicants in 2010 were admitted to at least one UW System institution where they applied. See The New Freshmen Class: UW System precollege programs seek to increase high school graduation and admission to UW institutions. In , 15,508 students enrolled in UW System precollege programs. Seventynine percent (79%) of participants were students of color. See Participation in Multicultural/Disadvantaged Precollege Programming: In 2010, 18% of Wisconsin high school graduates were students of color. By 2019, the proportion is expected to increase to 22%, primarily from the projected growth in the number of Hispanic/ Latino(a) graduates. The total number of Wisconsin high school graduates is expected to decline slightly. See Wisconsin High School Graduate Projections: reports/projections Overall, the number of new UW freshmen of color enrolling immediately after graduating from a Wisconsin public high school increased 86% from 2001 to However, this increase did not result in higher participation rates for students of color because of the growth in the number of public high school graduates of color. UW System Fall Enrollments of Wisconsin Immediate new freshmen of color 3,000-2,500-2,000-1,466 1,586 1,500-1, ,849 2,158 2,407 2, New race/ethnicity categories were implemented in fall African American American Indian Asian American Hawaiian/Pacific Islander Hispanic/Latino(a) Two or More Races More graduates 7

16 Access for Transfer Students Goal: Increase or maintain overall transfer student enrollment and the percentage of transfer students of color by race/ethnicity each year. Status: Mixed results. A second important indicator of access to the UW System is measured by the number of undergraduate new transfer students who enroll at a UW institution. New transfer students are students who have not previously enrolled at the institution to which they transferred. New transfer student enrollment in was 15,054, an increase of 3.1 percent from 14,595 in New transfer student enrollment in has increased by 11.5 percent since In addition to new transfer students, 2,155 students re-enrolled at a UW institution with transfer credits. This results in a total of 17,209 transfer students in Of the 15,054 new transfer students in , 37 percent were intra-uw System transfers, 28 percent from outof-state institutions, 25 percent from the Wisconsin Technical Colleges, 7 percent from Wisconsin private institutions, and 3 percent from international institutions. Equity among transfer student enrollment is important to ensuring access to UW institutions for students of all backgrounds. The proportion of new transfer students of color increased from 12.3 percent in fall 2010 to 12.4 percent in fall UW Undergraduate New Transfer Students by Academic Year 15,000-13,499 13,517 13,035 13,202 14,595 15,054 12,000-9,000-6,000-3,000-01/02 03/04 05/06 07/08 09/10 10/11 From UW 4-Year From WTCS From Out-of-State Institutions From UW Colleges From WI Private Institutions From International Institutions 8 More graduates

17 As a percent of fall new transfer students, African American, Hispanic/Latino(a), and students reporting Two or More Races increased; Southeast Asian and Hawaiian/Pacific Islander students were unchanged; and American Indian and Other Asian American students decreased in fall See Appendix 6 for details. More to explore Transfer students compose a significant proportion of undergraduate student population in the UW System. Of the new undergraduate degree-seeking students entering the UW System in , 32% were transfer students. Transfer students are more likely to be nontraditional students. See Undergraduate Transfer Students: In , over 15,000 new transfer students transferred credit into or within the UW System, with over 6,100 new students transferring from the Wisconsin Technical College System and UW Colleges. See Undergraduate Transfer Students: uwsa.edu/opar/orb-im/ UW Undergraduate New Transfer Students of Color as a Percent of Fall New Transfer Enrollments 15% - 12% % 11.0% 12.3% 12.4% 9% - 8.1% 8.2% 8.8% 6% - 3% African American American Indian Southeast Asian Other Asian American Hawaiian/Pacific Islander Hispanic/Latino(a) Two or More Races New race/ethnicity categories were implemented in fall More graduates 9

18 Enrollments Goal: Meet or exceed More Graduates student enrollment plans, and increase the percentage of students of color and lower income students enrolled each year. Status: Mixed results. The UW System plans to increase enrollments as one way to reach the Growth Agenda goal of producing an additional 80,000 undergraduate degrees above the level by Enrollment plans are developed by each UW institution and balance growth with programmatic, physical, and fiscal resources. Enrollment plans are based on headcount enrollments, or the actual number of students enrolled. Enrollments are also discussed in terms of full-time equivalent (FTE) enrollments, which capture the proportional course-taking activity of fulltime and part-time students. UW System enrollments declined slightly in fall 2011, both in headcount and in FTE. Enrollments in fall 2010 were at an all-time high. Headcount enrollment for the UW System in fall 2011 was 181,269, which was lower than the planned level of 184,599. See Appendix 7 for detail by institution. FTE enrollment for the UW System in fall 2011 was 155,162. See Appendix 8 for detail by institution. UW System students of color increased from 11.8 percent of all enrollments in fall 2010 to 12.5 percent in fall As a percentage of students enrolled, African American, Southeast Asian, Hispanic/Latino(a), and students reporting Two or More Races increased. The proportion of students of Hawaiian/Pacific Islander race/ethnicity was unchanged, and students reporting American Indian and Other Asian American race/ethnicity decreased. UW System Fall enrollments 200, , , , , Headcount FTE Plan UW STudents of color as a percent of fall enrollments 14% % % - - 8% - - 6% - - 4% - - 2% - 8.2% 8.5% African American American Indian Southeast Asian Other Asian American 9.1% 9.8% 11.0% Hawaiian/Pacific Islander Hispanic/Latino(a) Two or More Races New race/ethnicity categories were implemented in fall % 12.5% 10 More graduates

19 The total number of students of color increased by 1,148 students to 22,584 in fall See Appendix 9 for detail by institution. The percentage of lower income students enrolled in the UW System is based on undergraduates who receive a Pell Grant. In , 48,658 UW undergraduates received a Pell Grant. The percentage of UW undergraduates receiving a Pell Grant increased from 26 percent in to 31 percent in , an increase of over 9,000 more Pell recipients. See Appendix 10 for detail by institution. The number of Pell recipients grew between and largely because of changes in the eligibility rules which allowed more students to receive this need-based grant. In addition, the economic downturn affected the size of the financial contribution families were expected to make toward educational costs, which increased the number of students who qualified for Pell Grants. Percent of Undergraduates Receiving Pell Grants 35% - 30% - 48,658 More to Explore In addition to providing access to students immediately out of high school, the UW System provided access for 34,520 adult, non-traditional students in fall 2011 (Appendix 11). Distance education allows access for students who cannot or prefer not to attend a campus-based course or program. In , 4,567 distance education courses were offered at the UW System institutions (Appendices 12 and 13). In fall 2011, 41% of graduate students (10,038) enrolled parttime. Fewer than one in six (16%) of undergraduates (24,615) were enrolled part-time in fall See Trends in Enrollment: Wisconsin residents made up 81% of undergraduate enrollment in fall See Trends in Enrollment: opar/orb-im/ Among students of color, Hispanics/Latino(a)s are the most numerous in the UW System, with 6,434 students in fall Detailed tables on UW System enrollments by race/ethnicity and other characteristics are available through Student Statistics: In , 72% of UW System undergraduates, or 113,287 students, received some form of financial aid. See Student Financial Aid: Underrepresented minority students received approximately 16% of all financial aid. See Minority and Disadvantaged Student Annual Report: 25% - 20% - 15% - 10% - 5% - 01/02 03/04 05/06 07/08 09/10 10/11 The cost of attending the UW System tuition, fees, room, board, books, supplies, and other expenses remains affordable relative to the national average. The average cost of attendance for a Wisconsin resident undergraduate in the UW System was 14% less than the national average at public four-year institutions. In , the average cost of attending a UW System institution was $18,370 for Wisconsin resident undergraduates, an increase of $890 over the prior year. UW System National National data are not yet available for Pell Grant recipients in National comparison: Since the Pell Grant is provided to financially needy students using federal guidelines, it can be used for national comparisons of lower income enrollments. The UW System percentage of 31 percent is below the most recent national rate at public four-year institutions, 35 percent in More graduates 11

20 Retained to the Second Year Goal: Meet or exceed More Graduates plans to increase retention rates. Status: Goal not achieved. Positive experiences during the first year of college increase the likelihood that freshman students persist to the second year and on to graduation. The second year retention rate, a nationally-used metric, is the proportion of new freshmen entering full-time who return to the same institution for the second year. New freshmen entering in fall 2010 returned for the second year to the same UW institution at a rate of 79.6 percent, lower than the More Graduates plan of 80.4 percent. See Appendix 14 for detail by UW institution. UW New Freshmen Enrolling Full-Time in Fall Semester and Returning for the Second Year 90% - 85% - 80% - 75% - 70% - 65% - 60% - An additional 5.3 percent of fall 2010 full-time new freshmen continued within the UW System at another institution from the one at which they started. National comparison: The UW System rate of 79.6 percent is higher than the most recently available rate at public four-year institutions nationally, 79.5 percent. More to explore See Closing the Achievement Gap (page 14-15) for retention rates of underrepresented minority, lower income, and students of all races/ethnicities. Female students are more likely to return for the second year than male students: 80.4% versus 78.6% for those entering fall 2010 (Appendix 15). Academic support programs, such as advising, and opportunities for students to make out-of-classroom contacts are important means to improve retention rates. In 2011, 70% of UW seniors rated their academic advising as good or excellent, a rate comparable to seniors nationally. Twenty-six percent (26%) of UW seniors spent 6 hours or more in co-curricular activities such as student organizations and intramural sports, a rate above the national average. More information is reported as part of the Voluntary System of Accountability: and in Appendix 1. 55% - 50% Entering Cohort Same UW Systemwide Plan National For rates of retention to the third and fourth year of college by UW institution and systemwide, see Retention and Graduation: National data are not yet available for new freshmen who enrolled in More graduates

21 Graduated Within Six Years Goal: Meet or exceed More Graduates plans to increase graduation rates. Status: Goal not achieved. The six-year graduation rate, a national standard metric, is the proportion of new freshmen entering full-time who graduate with a bachelor s degree within six years. The most recent year for which six-year graduation rates can be computed is for new freshmen entering UW institutions full-time in fall The UW System calculates this rate for students who graduate at the same UW institution from which they started, and also for students who graduate from any UW institution. The goal for the UW System s graduation rate is measured using the rate for students who graduate at the same UW institution from which they started. UW New Freshmen Enrolling Full-Time in Fall Semester and Graduating Within Six Years 70% - 65% - 60% - 55% - 50% - 45% - 40% - National comparison: The graduation rate was 59.3 percent for fall 2005 UW new freshmen entering full-time and graduating from the same UW institution, higher than the most recent national average of 56.1 percent. More to explore For graduation rates of underrepresented minority, lower income, and students of all races/ethnicities, turn to Closing the Achievement Gap (page 14-15). For rates of graduation within four and five years, by UW institution and systemwide, see Retention and Graduation: Female students are more likely to graduate within six years than male students: 61.2% versus 57.0% for those entering in fall 2005 (Appendix 17). Graduation rates of new freshmen do not include the success of students who enter as transfer students, who complete their studies outside the UW System, or who continue to make progress toward a degree after six years. Of fall 2005 new freshmen, 77.7% either graduated from any U.S. institution or were still enrolled six years later. The comparable rate for students entering as transfers was 74.9%. 35% From Same UW Entering Cohort Systemwide National Plan UW NEW UNDERGRADUATES ENROLLING Full-TIME IN FALL 2005 and Graduated or still enrolled six years later National data are not yet available for new freshmen who enrolled in The same institution six-year graduation rate was 59.3 percent of new freshmen entering a UW institution fulltime in fall 2005, short of the More Graduates plan of 59.8 percent. See Appendix 16 for detail by institution. Of the fall 2005 entering class, 5.9 percent started at one UW institution and transferred to another in the course of earning a bachelor s degree. 80% - 60% - 40% - 20% % New Freshmen 74.9% Transfer Students Data for non-uw institutions is from the National Student Clearinghouse. Graduated from UW System Graduated from Non-UW Institution Still Enrolled at UW System Still Enrolled at Non-UW Institution More graduates 13

22 Closing the Achievement Gap Goal: Reduce the achievement gap by half by 2015 among underrepresented minorities, lower income students, and for all races/ethnicities. Status: In progress. The achievement gap in retention and graduation rates for underrepresented minorities has narrowed compared to the baseline cohorts (1998 to 2000 combined), moving toward the 2015 goal. The gap in retention and graduation rates for lower income students increased compared to the baseline cohorts. The UW System is committed to providing all students an equal chance to succeed in higher education. Closing the gap in second year retention rate and six year graduation rate between underrepresented minority, lower income, and for all students is one important effort the UW System is making to achieve the commitment. Closing the Achievement Gap in Retention Rates Baseline Fall 2010 Baseline Gap: 11% 2015 Goal: 5% Gap: 7% Status: In Progress Gap: 5% 2015 Goal: 2% Underrepresented minority (URM) students include all who indicate African American, American Indian, Hispanic/ Latino(a), or Southeast Asian alone or in combination with other races/ethnicities. Lower income status refers to students receiving federal Pell Grants. Our goal is to reduce the achievement gap by half by 2015 among underrepresented minorities, lower income students, and all races/ethnicities. Progress toward closing the achievement gap is measured using the most recent data on new freshmen entering full-time compared to the baseline cohorts (1998 to 2000 combined). The current gap in retention rates for underrepresented minorities has narrowed compared to the baseline cohorts (1998 to 2000 combined), but remains below the 2015 goal. The gap in retention rates among lower income students increased slightly. Additional details in Appendix 18. Fall % 40% 60% 80% 100% URM Non-URM Pell Non-Pell Closing the achievement gap in graduation rates Gap: 6% Status: In Progress Using the most recent available graduation rate data, the gap among underrepresented minorities was smaller compared to the baseline cohorts (1998 to 2000 combined), but remains below the 2015 goal. The gap in graduation rates among lower income students was larger. Appendix 18 contains further details. Baseline Fall 2005 Baseline Gap: 23% 2015 Goal: 11% Gap: 21% Status: In Progress Gap: 12% 2015 Goal: 6% Fall 2005 Gap: 16% Status: In Progress 20% 40% 60% 80% URM Non-URM Pell Non-Pell 14 More graduates

23 Gaps in retention rates persist. In the fall 2010 entering class, students of different race/ethnic groups returned for a second year at varying rates. See Appendix 15 for details. UW New Freshmen Enrolling Full-Time in Fall Semester and Returning for the Second Year by Race/Ethnicity 80% - 60% - 40% - Baseline Fall % - African American American Indian Southeast Asian Other Asian American Hawaiian/ Pacific Is. Hispanic/Latino(a) Two or More Races White New race/ethnicity categories were implemented in fall Gaps in graduation rates of the fall 2005 entering class persist for students of some race/ethnic groups. For additional detail, see Appendix 17. UW New Freshmen Enrolling Full-Time in Fall Semester and Graduating at the Same UW Institution Within Six Years by Race/Ethnicity 80% - 60% - 40% - 20% - Baseline Fall 2005 African American American Indian Southeast Asian Other Asian American Hispanic/Latino(a) White More to explore Retention and graduation rates vary by several factors, including race/ethnicity, family income, and student classification. Additionally, retention and graduation rates by race/ethnicity differ by gender. For additional rate comparisons and to see how Wisconsin compares nationally, see Retention and Graduation: More graduates 15

24 Degrees Conferred Goal: Increase the number of degrees conferred each year. Status: Goal achieved. UW institutions award degrees at the associate, bachelor s, graduate, and professional levels. UW associate degrees provide a general education that is the foundation for many college majors and for a bachelor s degree. Bachelor s and higher degrees provide advanced education and training in one or more major areas of study. On average, college graduates have higher median earnings and lower unemployment rates than high school graduates. In , UW institutions conferred 34,608 degrees at all levels, an increase from 33,442 in and 28,894 in Of degrees conferred in , 1,687 were associate degrees, 25,400 were bachelor s degrees, and 7,521 were graduate or professional degrees. UW institutions conferred 27,087 undergraduate degrees during the academic year. This is above the More Graduates plan of 26,910 undergraduate degrees. UW Degrees Conferred 35,000-34,608 32,189 32,475 33,442 30,703 30,000-28,894 25,000-20,000 - More to explore The number of associate degrees increased 10% from to During the same time, bachelor s degrees increased 3% while graduate and professional degrees increased 5%. Detailed data on degrees by level and institution is available through Student Statistics: Students of color received 3,103 degrees in , 9.0% of all degrees conferred. Among students of color, Hispanic/Latino(a) students received the greatest number of degrees, 863 or 28% of degrees conferred to students of color. See Degrees Conferred: Eighty-one percent (81%) of Wisconsin residents who earn a bachelor s degree from the UW System remain in the state after graduation. See UW Alumni in Wisconsin: opar/b-p/ A survey by the American Council on Education in 2010 indicates young alumni are satisfied with their experience at a UW campus. Results show graduates are well prepared, and they believe that college is worth the time and money. See: National and state comparisons: Despite the above average participation rate and graduation rate in the UW System, Wisconsin lags the national average and Minnesota in the proportion of residents with a bachelor s or higher degree. Population 25 Years and Over with a Bachelor s or Higher Degree, % 26% 28% 15,000-10,000-5,000 - Wisconsin Minnesota United States Source: U.S. Census American Community Survey. 01/02 03/04 05/06 07/08 09/10 10/11 Associate Bachelor s Graduate or Professional 16 More graduates

25 Core Strategy 3 Well-Paying Jobs Increase the creation of well-paying jobs by expanding the university research enterprise while linking academic programs to entrepreneurship and business development. Research Funding Goal: Increase research funded through federal and private sources each year UW Graduates Estimated Contribution to the Economy Goal: Increase estimated earnings beyond high school of the UW graduating class each year Degrees in High-Need and Leading-Edge Fields Goal: Increase the number of baccalaureate, graduate, and professional degrees conferred in Science, Technology, Engineering, and Mathematics (STEM) and Health fields each year

26 Research Funding Goal: Increase research funded through federal and private sources each year. Status: Goal achieved. Research is an important mission of the university that contributes to knowledge and improves the learning experiences of students. In addition, research can lead to the development of new technologies, companies, and industries that enhance the economy of the state. Research funded by federal and private sources provides these benefits and also creates well-paying jobs in the state of Wisconsin. Federal and privately funded research expenditures increased from $730 million in fiscal year 2010 (FY10) to $789 million in FY11. In fall 2011, 5,737 full-time equivalent research staff, including 1,465 full-time equivalent graduate assistants, were funded through federal and private dollars. From FY01 to FY11, federal and privately funded research increased by 74 percent from $454 million to $789 million. During this period, a total of approximately $6.9 billion was generated from external sources supporting research throughout the UW System. More to explore Many research discoveries have potential commercial applications. Universities facilitate technology transfer by encouraging the disclosure of inventions or other intellectual property, and then licensing and/or patenting promising inventions. In FY10, UW System institutions generated 419 disclosures to the Wisconsin Alumni Research Foundation, the WiSys Technology Foundation, and the UW-Milwaukee Research Foundation. In the same year, 70 new licenses for technologies were executed and 138 U.S. patents were issued. For information on available technologies, see: and uwmresearchfoundation.org/ The Wisconsin Entrepreneurs Network (WEN), coordinated by the UW-Extension, brings together the resources of over 100 partners, including universities, technical colleges, chambers of commerce, and economic development organizations, to help grow new and existing businesses. In 2011, WEN counselors assisted clients in obtaining more than $7 million in federal funds for small business innovation and technology transfer: UW System Research Funding Expenditures From Federal and Private Sources ($Millions) $454 $542 $631 $650 $677 $730 $789 FY01 FY03 FY05 FY07 FY09 FY10 FY11 18 Well-paying jobs

27 UW Graduates Estimated Contribution to the Economy Goal: Increase estimated earnings beyond high school of the UW graduating class each year. Status: Goal achieved. UW System graduates contribute to the overall economy. The contribution of college graduates can be estimated by the difference in their average earnings over the average earnings of high school graduates. College graduates, on average, make $21,000 more each year than adults with only a high school education. The annual contribution of the UW graduating class was estimated to be $516 million, an increase from $497 million for the previous graduating class. The increase largely resulted from continued growth in the size of the graduating class combined with the recovery of personal income from its decline during the prior period. The UW graduating class would contribute approximately $34 million more in state income taxes each year than would be paid on the earnings of high school graduates. Eighty-one percent (81%) of the alumni who were Wisconsin residents when enrolled remained in Wisconsin after graduation. Overall, 67% of alumni remained in Wisconsin. Thirteen percent (13%) of non-resident students remained in Wisconsin after graduation; non-resident students contribute to the state economy and educational quality. See UW Alumni in Wisconsin: Estimated Annual contribution of uw graduating class ($Millions) $507 $497 $516 $374 $418 $440 01/02 03/04 05/06 07/08 09/10 10/11 well-paying jobs 19

28 Degrees in High-Need and Leading-Edge Fields Goal: Increase the number of baccalaureate, graduate, and professional degrees conferred in Science, Technology, Engineering, and Mathematics (STEM) and Health fields each year. Status: Goal achieved. The UW System s core educational mission is to provide students with skills and knowledge in their chosen field of study. Many fields of study also have implications for the state of Wisconsin s social and economic well-being. Graduates trained in Science, Technology, Engineering, and Mathematics (STEM) are essential for Wisconsin s global competitiveness and jobs of the future. In addition, an adequate supply of doctors, nurses, and other Health professionals will become increasingly important as Wisconsin s population ages. Jobs in many STEM and Health-related occupations are projected to grow much faster than average, according to the Wisconsin Department of Workforce Development. The number of UW degrees in the STEM fields increased from 6,217 in to 6,733 in During the same period, UW degrees in Health areas increased from 2,666 to 2,893. The number of STEM and Health degrees combined increased from the previous year to 9,626. For detail by institution, see Appendix 20. More to explore Women make up a smaller proportion of STEM graduates compared with their share of all graduates. In , 36% of STEM degrees, or 2,433 degrees, were conferred to women. In comparison, 55% of all degrees were conferred to women. Women make up a larger proportion of graduates in Health fields: 81% in Students of color are represented at lower levels among STEM graduates, and among graduates in Health fields at similar proportions to their share of all graduates. In , students of In , STEM degrees represented 19.5 percent of all degrees conferred, and Health degrees represented 8.4 percent. UW Degrees in Science, Technology, Engineering, and Mathematics (STEM) and in Health Professions 10,000-9,000-8,000-7,000-6,000-5,000-4,000-3,000-2,000-1,000-7,224 01/02 STEM 7,824 7,744 8,262 8,883 9,626 03/04 05/06 07/08 09/10 10/11 Health color made up 7.6% of STEM degree recipients, 8.6% of graduates in Health fields, and 9.0% of all degrees. See Degrees Conferred: UW institutions implemented two new collaborative degree programs in the Health area in : a Bachelors of Science in Health and Wellness Management and a Bachelors of Science in Health Information Management and Technology. Appendices 24 through 26 list collaborative programs and participating institutions. 20 Well-paying jobs

29 Core Strategy 4 Stronger Communities In partnership with communities, address Wisconsin s greatest challenges and priorities through intensified engagement, research, and learning. Civic Participation Goal: Meet or exceed national benchmarks in cultivating civic participation and community engagement of students Community Outreach and Engagement Goal: Increase participation each year in programs and services provided for Wisconsin communities

30 Civic Participation Goal: Meet or exceed national benchmarks in cultivating civic participation and community engagement of students. Status: Goal achieved. One way the UW System builds stronger communities is by providing educational experiences that cultivate civic participation and engage students with their communities. These experiences not only yield immediate benefits to communities while students are enrolled, they also build a foundation for lifelong civic involvement of graduates. Preparing students to be engaged citizens is an important goal of the UW System. National comparison: UW System seniors reported voting, volunteering, and participating in communitybased course projects at rates that were at or above those of seniors nationally. Seniors, 2011 UW System National More to explore Service learning projects apply knowledge and skills learned in the classroom to the benefit of the community, such as through teaching stress management skills to a community group (health education), designing adaptive devices for individuals with disabilities (engineering), or providing recreational programs for Latino(a) children (conversational Spanish). In , more than 33,000 UW students participated in community service, service learning, and civic engagement activities. The UW System seeks to engage youth of all ages in community decision-making and governance. For example, in 2011, UW-Extension helped 15 Teen Courts in Wisconsin train 580 youth volunteers and 75 adult volunteers. Volunteers hear cases of youth cited with first-time misdemeanors and determine restitution such as community service, classes relevant to the offense, or letters of apology. By involving youth peers in the justice system, Teen Courts reduce the likelihood of repeat offenses. Community service or volunteer work 65% 57%* Community-based course project or service learning project 46% 46% Voting in local, state, or national elections 44% 31%* *Indicates that the difference between UW System and national public four-year institutions is statistically significant at the 0.05 level. Source: 2011 National Survey of Student Engagement. 22 Stronger communities

31 Community Outreach and Engagement Goal: Increase participation each year in programs and services provided for Wisconsin communities. Status: Mixed results. The UW System engages with communities to deliver services that have positive impacts in every corner of the state. Public radio and television bring news and information throughout Wisconsin. Continuing education programs on each of the 26 UW campuses provide professional development and personal enrichment through non-credit courses. Cooperative Extension programs focus on improving the quality of life for families and youth, strengthening the economies of Wisconsin communities, and balancing the use and protection of the state s natural resources. Entrepreneurship and economic development programs include one-on-one counseling on business plan development and management, initiatives that help build innovative small businesses, and networking opportunities. These outreach and education activities increase the ability of Wisconsin citizens to bring about change in their communities. From fiscal year 2010 (FY10) to FY11, more Wisconsin citizens were reached by public broadcasting. Continuing education non-credit course enrollments also increased. Cooperative Extension teaching contacts decreased, as did participation in entrepreneurship counseling and training programs. More to explore The Wisconsin Vietnam War Stories project (see: org/wisconsinstories/vietnam/), a partnership of Wisconsin Public Television (WPT), the Wisconsin Historical Society, and the Wisconsin Department of Veterans Affairs, shared veteran s experiences to more than 100,000 television and Internet viewers in The related LZ ( Landing Zone ) Lambeau weekend in May 2010 engaged an estimated 70,000 people in tributes, memorials, and reunions at Lambeau field, in addition to live broadcasts and community events across the state. Since then, 4,300 members have shared stories and resources on the LZ Lambeau Facebook page. For more information see LZ Lambeau: Wisconsin Operation Military Kids, sponsored by 4-H, supports families affected by military deployment by helping children connect with youth in similar situations and providing activities to help them cope with the stresses of deployment. During FY11, 11,922 community members participated in informational meetings to learn about the issues facing Wisconsin military families, and 1,844 educators and community volunteers were trained to assist with the issues facing the 15,000 military kids throughout the state. In addition, 796 youth participated in the Speak Out for Military Kids program to help raise community awareness and foster community support: The Wisconsin Business AnswerLine, a partnership between UW- Extension and the Wisconsin Economic Development Corporation, provides over-the-phone answers to business start-up and management questions. The AnswerLine also maintains an online library of small business management resources. In FY11, 1,864 clients were assisted: FY09 FY10 FY11 Wisconsin Public Radio and Television weekly audiences 960, ,800 1,026,400 Continuing education non-credit enrollments 142, , ,000 Cooperative Extension teaching contacts 1,283,711 1,298,417 1,267,101 Entrepreneurship and economic development counseling and training participants 15,576 16,881 16,299 Stronger Communities 23

32 Core Strategy 5 Resources Balance, diversify, and grow the university s financial resources and facilities while developing its human talent. Revenue Goal: Increase overall revenues at a rate of 5 percent each year Faculty and Staff Diversity Final 2011 data Goal: Increase the percent of faculty and staff of color in each employment category each year pending 24

33 Revenue Goal: Increase overall revenues at a rate of 5 percent each year. Status: Goal achieved. The UW System relies on a variety of revenue sources to fulfill its mission of teaching, research, and public service. Major revenue sources include state appropriations, tuition and fees, and gifts, grants, and contracts. Other sources of revenue include sales and services of auxiliary enterprises and educational activities. In fiscal year 2011 (FY11), the UW System had approximately $4.6 billion in current funds revenues, an increase of 6 percent over the previous fiscal year. From FY10 to FY11, state appropriations increased 5 percent, revenue from tuition and fees increased 6 percent, revenue from gifts, grants, and contracts increased by 4 percent, and revenue from all other sources increased by 8 percent. Currently, 32 percent of revenues are from gifts, grants, and contracts, compared to state appropriations (22%), tuition and fees (23%), and other sources (23%). More to explore State appropriations of general purpose revenue (GPR) are essential to the teaching mission and operations of the UW System. GPR appropriations to the UW System comprised 8.1% of the state budget in FY11, a decrease of a 1.3 percentage points from FY01. Increases in the share of the state budget were to Corrections (8.4%; +1.1 percentage points), Medical Assistance (10.7%; +1.7 percentage points), State Property Tax Credits (6.4%; +2.2 percentage points), and Individual Tax Relief (2.2%; +0.9 percentage points). Declines in the share of the state budget were to the State Supplement to federal supplemental security income (1.1%; -.1 percentage points), School Aids (39.4%; -0.4 percentage points), Community Aids (1.3%; percentage points), and Shared Revenue (6.4%; -2.8 percentage points). The UW System s largest revenue source in FY11 was gifts, grants, and contracts, at $1.5 billion. Virtually all of these revenues are provided to support specific programs rather than general university operations. The federal government was the largest source of gifts, grants, and contracts to the UW System in FY11. See UW System Annual Financial Report: fadmin/finrep/afr.htm State support is critical for capital (building) projects. For information on the capital budget see Appendix 19. UW System Current Funds Revenues by Source ($Billions) $5.0 - $4.5 - $4.0 - $3.5 - $3.0 - $2.5 - $2.0 - $1.5 - $1.0 - $0.5 - $4.6 State Appropriations Tuition and Fees Gifts, Grants, and Contracts All Other Sources Target FY01 FY03 FY05 FY07 FY09 FY10 FY11 Resources 25

34 Faculty and Staff Diversity Goal: Increase the percent of faculty and staff of color in each employment category each year. Status: Final 2011 data pending. An increase in the proportion of faculty and staff of unknown race/ethnicity may have resulted in decreases in the proportion of faculty and staff of color in some employment categories. This is due to challenges with implementing a new data collection system. Diversity of faculty and staff is one indicator of the UW System s efforts to develop its human resources. Faculty and staff diversity provides different perspectives on material discussed in the classroom, broader lines of inquiry in research, and richer exchanges of ideas with students. Faculty and staff diversity also contributes to a more welcoming climate for students from underrepresented groups. Of the 39,853 UW System faculty and staff in fall 2011, 4,241 were employees of color, or 10.6 percent. The proportion of employees of color increased among academic leaders to 10.3 percent and classified staff to 11.2 percent. The proportion of employees of color decreased slightly for faculty and instructional academic staff from 12.3 to 12.1 percent. The proportion of employees of color also decreased among non-instructional academic staff to 9.9 and among graduate assistants to 8.5 percent. Faculty and instructional academic staff had the largest number of employees of color in 2011 at 1,404, followed by classified staff employees of 1,121. Noninstructional academic staff and graduate assistants had 972 and 600 employees of color, respectively. Asian Americans were the largest employee of color group in 2011, with 1,786 employees or 4.5 percent of all employees. African Americans and Hispanic/Latino(a) are the next largest employee of color groups at 1,070 and 1,035 employees. See Appendix 21 for details. UW System Percent Employees of Color by Employment Category and Year 14% - 12% - Faculty and Instructional Academic Staff Non-Instructional Academic Staff Classified Staff Administrators and Academic Leaders Graduate Assistants 10% - 8% - 6% - African American Asian American American Indian Hispanic/Latino(a) Hawaiian/Pacific Islander Two or More Races 4% - 2% Race categories of Hawaiian/Pacific Islander and Two or More Races were added in An increase in the proportion of faculty and staff of unknown race/ethnicity may have resulted in decreases in the proportion of faculty and staff of color in some employment categories. This is due to challenges with implementing a new data collection system. 26 Resources

35 More to explore Men and women are employed in approximately equal numbers in the UW System. However, the proportion of women varies by employment category. Women are most numerous in non-teaching and non-administrative roles, making up 57% of non-instructional academic staff and 54% of classified staff in fall See Appendix 21 for details. Of all credits taken by students in the UW System, 56% were taught by tenured and tenure-track faculty members, 37% by instructional academic staff, and the remaining 7% by teaching assistants. Additional details on instructional workload are in Appendix 22. National and state comparisons: The UW System employs women faculty and instructional academic staff at a similar rate as at public four-year institutions nationally, 44%. The UW System employed a lower percentage of faculty and instructional staff of color, 13%, than public four-year institutions nationally (18%), in Illinois (18%), in Iowa (15%), and in Michigan (20%). Since part-time and non-tenured instructors are drawn primarily from state labor markets, population demographics may influence differences in the percent of faculty of color from state to state. Percent Faculty and Instructional Academic Staff of Color 18% 20% 18% 15% 13% 13% Iowa Illinois Michigan Minnesota UW System United States Source: National Center for Education Statistics, fall Public four-year institutions only. Resources 27

36 Core Strategy 6 Operational Excellence Advance operational excellence by becoming more flexible, responsive, and cost efficient. Administrative Spending Goal: Remain below the national average of public four-year colleges and universities in administrative (institutional support) spending per student Energy Use Goal: Reduce energy use per square foot in campus facilities each year Average Credits Taken by Bachelor s Degree Recipients Goal: Maintain or reduce the UW System average credits to degree each year

37 Administrative Spending Goal: Remain below the national average of public four-year colleges and universities in administrative (institutional support) spending per student. Status: Goal achieved. Keeping administrative spending low allows institutions to concentrate resources on instruction and other studentrelated activities. The UW System identifies administrative expenditures using the institutional support classification developed by the National Association of College and University Business Officers (NACUBO). Institutional support includes systemwide management and long-range planning, fiscal operations, administrative computing support, space management, personnel management, and some other functions. Because this classification system is used for reporting to the federal Integrated Postsecondary Education Data System (IPEDS), it permits comparisons of administrative spending between the UW System and public four-year institutions in the nation. National and state comparisons: In fiscal year 2009 (FY09), the most recent year available, UW System four-year institutions spent less than half (47%), or $1,325, of the national average on institutional support per student. The UW System spent $211 million less than it would have if its spending were at the national average. Administrative spending per student is higher in neighboring states. Administrative (Institutional Support) Expenditures per Full-Time Equivalent (FTE) Student Enrollment as Percent of National Average, FY09 90% 97% 92% 121% $1,325 47% Iowa Illinois Michigan Minnesota UW System Source: National Center for Education Statistics. Public four-year institutions only. $2, % United States More to explore In addition to being below the national average in administrative spending per student, the UW System is below the national average in state tax dollars spent per student. In FY09, UW spending per student from state tax dollars was $1,660 less than the national average, ranking 39th among states. The UW System saves money by collaborating on administrative software, service contracts, and licensure agreements. Individual UW institutions and the UW System as a whole benefited from $2.6 million in savings or cost avoidance identified and negotiated during FY11. Building on the success of earlier projects, the UW System continues its Systemwide Lean initiative. The Lean initiative uses tools and principles of lean manufacturing to review and streamline various business processes. During , staff from each UW System institution worked in multi-campus teams to examine one of three business processes: accident reporting, purchase order, and information technology system access. These projects identified existing and potential best practices with the potential to free up significant staff time for higher priority activities. Operational Excellence 29

38 Energy Use Goal: Reduce energy use per square foot in campus facilities each year. Status: Mixed results. The UW System seeks to reduce energy use per square foot in campus facilities each year. The amount of energy used by a UW System facility depends on a variety of factors, including the design of the building and its heating and cooling systems, the academic programs delivered within the facility, and the patterns of use by faculty, staff, and students. Weather-Adjusted Energy Use (1,000 BTUs) per Gross Square Foot of Space Energy use is measured as thousands of British Thermal Units (BTUs) per gross square foot of space, adjusted for variations in weather versus a reference of fiscal year 2005 (FY05). Weather adjusted energy consumption in FY10 (189,387) was the same as in FY09 (189,286), at 189 thousand BTUs per gross square foot of space FY05 FY06 FY07 FY08 FY09 FY10 Heat The data apply to UW System buildings served by campus heating plants, electrical substations, and Electric chilling plants. The UW System consumes energy in the forms of thermal (heat) energy and electricity. Electric energy represents slightly more than one-fourth of total energy use. Historically, heat energy use has declined from levels in the 1970s. Electric energy use has increased since the early 1980s, as air conditioning has been added to many campus facilities and computer use has become widespread. More to explore Energy conservation efforts to date include preventative maintenance of building mechanical systems, reprogramming campus automation systems to optimize control of heating, ventilation, and air conditioning systems (HVAC), and the promotion of conservation behavior among faculty and staff. Several major projects approved in 2011 are expected to reduce annual energy use in campus buildings, resulting in recovery of project costs over several years. Energy Conservation Project Energy Reduction Cost Recovery UW-Madison: 26 academic buildings 40% 10 years UW-Marathon County: 6 academic buildings UW-Milwaukee: 3 residence hall towers 20% 15 years 13% 10 years 30 Operational Excellence

39 Average Credits Taken by Bachelor s Degree Recipients Goal: Maintain or reduce the UW System average credits to degree each year. Status: Goal achieved. The UW System recognizes that students benefit from exploring new fields, taking extra classes for improved job marketability or for personal development, and completing more than one major or a certificate program in addition to their primary major. These desires must be balanced with the need for UW institutions to accommodate new students who would like to begin their undergraduate studies. Several factors influence the number of credits that undergraduate students take while earning bachelor s degrees. Students often change majors, transfer to other UW institutions, and take extra electives. Institution controlled factors include: the number of credits required for degree completion, course availability, academic advising, and the number of transfer credits accepted. The average credits to degree for the UW System is based on students who enter any UW institution, including the UW Colleges, as new freshmen and graduate with a bachelor s degree. UW System graduates in attempted an average of 137 UW credits by the time they graduated. Average credits to degree have declined since , when the goal to reduce credits to degree was established. See Appendix 23 for detail by institution. Average Number of Credits ATTEMPTED by UW Students Who Earned a Bachelor s Degree / More to explore In an attempt to ensure that the number of credits taken to earn a degree remains at a reasonable level, the UW Board of Regents enacted a policy requiring UW institutions to review degree requirements and to counsel students who are accumulating a large number of credits. Effective fall 2004, the policy also imposes a surcharge on students who earn in excess of either 165 credits or 30 more than required by their degree program, whichever is greater. See Regent Policy Document 4-15, Excess Credit Policy: The majority of undergraduate degree programs in the UW System require between 120 and 128 credits for graduation. For certain professional degree programs, accreditation or certification standards require a greater number of credits /02 03/04 05/06 07/08 09/10 10/11 Reductions in credits to degree translate into students taking fewer semesters to graduate and paying less tuition. In addition, the reductions in credits to degree from the average is equivalent to making room for more than 12,000 additional students at UW institutions. Operational Excellence 31

40 Core Strategy 7 Collaborations Further leverage UW System s strengths and impact through collaborations among the campuses and with other Wisconsin partners. Collaborative Degree Programs Goal: Increase the number of collaborative degree programs each year Partnerships Goal: Monitor the number of partnerships each year

41 Collaborative Degree Programs Goal: Increase the number of collaborative degree programs each year. Status: Goal achieved. Collaborative degree programs are formal arrangements among institutions to provide access to a degree program at multiple locations, to provide courses offered by different institutions as part of a single degree program, or both. Staff members at partner institutions collaborate on the development, implementation, administration, and/or delivery of the program. Collaborative degree programs are developed among UW institutions and between UW and non-uw partners. In addition to collaborative degree programs, over 500 transfer agreements provide opportunities for students to begin their studies at one institution and complete them at another. Among the many options available to students are programs that guarantee transfer between UW institutions, and agreements that allow credits in specific Wisconsin Technical College programs to transfer to related UW majors. The Transfer Information System (TIS) website, has a complete listing of these and other agreements. Six new collaborative degree programs were implemented in , with two between UW Colleges and UW four-year institutions and four among UW fouryear institutions. See Appendices 24 through 26 for programs listed by name and institution. Of the 74 collaborative degree programs in , 24 are between UW Colleges and UW four-year institutions, 23 are among UW four-year institutions, and 27 are between UW and non-uw partners, including 13 with Wisconsin Technical Colleges. UW Collaborative Degree Programs Between UW 2-Year and UW 4-Year 32 01/02 03/04 05/06 07/08 09/10 Among UW 4-Year Institutions 10/11 11/12 Between UW and Non-UW Partners More to explore A new collaborative degree program this year is the Japanese Studies program, which is offered jointly by UW-Oshkosh and UW-Whitewater. This multidisciplinary program focuses on the language and culture of Japan and its unique and significant role in the global community. Students complete a set of required courses at their home institution but can fulfill the remaining requirements by completing electives and advanced coursework offered by either institution in on-line or other distance education formats. For more information, see foreignlanguage/japanese/japanese-major Of the over 15,000 new transfer students in , almost 9,500 students transferred from non-uw institutions into the UW System. See Undergraduate Transfer Students: uwsa.edu/opar/orb-im/ The UW System served over 3,700 students in who were still in high school, through UW course offerings and through college credit programming at participating high schools. In , high school students earned over 20,000 UW credits through these sources Collaborations 33

42 Partnerships Goal: Monitor the number of partnerships each year. Status: Goal achieved. The UW System engages in a wide variety of partnerships, both formal and informal, with businesses, not-for-profit organizations, governmental agencies, and other partners. These partnerships combine UW and non-uw resources to support programs or initiatives that benefit Wisconsin communities, the Midwest region, and beyond. The UW System collects data on several different types of partnerships that benefit businesses, communities, and educational and service organizations. In , 22,800 UW partnerships were reported. UW System students, faculty, and staff also contribute to many other partnerships which are unique or difficult to classify. Type of Partnership Description Business development Co-op or internship Service learning, community-based research, or volunteering Cultural or arts-related Student teachers Clinical, legal, or social work placements Businesses or organizations receiving development assistance Businesses or organizations hosting UW co-op or internship students Organizations at which UW students or staff volunteered or partnered with for classroom learning or research Organizations partnering to offer cultural or arts events Schools hosting UW student teachers or practicum participants Businesses or organizations hosting UW students in clinical, legal, or social work 6,747 5,123 4, ,402 2,976 More to explore The Wisconsin Child Welfare Professional Development System, a partnership of the Wisconsin Department of Children and Families, the UW System, 71 county agencies, and 11 tribal governments, provides training for over 2,000 child welfare workers statewide. Begun in 1991, the program currently delivers foundational and advanced training through regional partnerships at UW-Green Bay, UW-Madison, UW-Milwaukee, and UW-River Falls. In 2010, 664 days of training were provided to 8,753 attendees: wcwpds.wisc.edu/ The Northeast Wisconsin Educational Resource Alliance (NEW ERA), which seeks to increase learning opportunities in fields that drive economic growth, is a partnership among UW-Green Bay, UW-Oshkosh, five campuses of UW Colleges, four area technical colleges, the College of the Menominee Nation, and UW-Extension. Since its inception in 2000, NEW ERA has improved access to manufacturing engineering, applied science, and general education through joint programs, new locations, and streamlined transfer opportunities. NEW ERA is also a founding partner of the New North economic development consortium: The UW System actively participates in many initiatives to enhance the educational experiences and outcomes of students. Partners in these initiatives gain national, state, or systemwide perspectives on educational issues. Information on many of these initiatives is here: 34 Collaborations

43 Index of Appendices Prepare Students 1 Student Experiences and Perceptions Bachelor s Degree Recipients Who Participated in a UW Study Abroad or Exchange Program Students Who Participated in a UW Study Abroad or exchange Program Unduplicated Annual Headcount More Graduates 4 Participation Rates by Gender, Immediate New Freshmen from All Wisconsin High Schools Participation Rates by Race/Ethnicity, Immediate New Freshmen from Wisconsin Public High Schools Undergraduate New Transfer Students of Color as a Percent of Fall New Transfer Enrollments Headcount Fall Enrollments Full-Time Equivalent Fall Enrollments Number of Students of Color and Percent of Fall Enrollments Number and Percent of Undergraduates Receiving Pell Grants Non-Traditional Student Fall Enrollments Annual Distance Education Course Offerings Annual Distance Education Course Enrollments First to Second Year Retention Rates at Institution Where Started for New Freshmen Entering Full-Time First to Second Year Retention Rates at Institution Where Started for New Freshmen Entering Full-Time, by Gender and Race/Ethnicity, Fall Six-Year Graduation Rates at Institution Where Started for New Freshmen Entering Full-Time Six-Year Graduation Rates at Institution Where Started for New Freshmen Entering Full-Time, by Gender and Race/Ethnicity, Fall Achievement Gaps in Retention and Graduation Rates at Institution Where Started for Underrepresented Minority (URM) and Lower Income Students Well-Paying Jobs 20 Degrees in Science, Technology, Engineering, and mathematics (STEM), Health Professions, and All Disciplines Resources 19 Borrowing for Capital Construction Projects Employees by Race/Ethnicity, Gender, and UW Employment Category Fall Instructional Workload Operational Excellence 23 Average Number of Attempted Credits of UW Students Earning Bachelor s Degrees Collaborations 24 Collaborative Degree Programs Among UW Four-Year Institutions Collaborative Degree Programs Between UW and Non-UW Partners Collaborative Degree Programs Between UW Four-Year Institutions and UW Two-Year Campuses Index of appendices 35

44 Appendix 1 Student Experiences and Perceptions UW Natl Percent of Seniors Who: 94% 92%* worked with classmates on assignments outside of class. Group Learning Experiences 54% 56%* tutored or taught other students. 26% 25%* spent at least 6 hours per week participating in co-curricular activities such as student organizations and intramural sports. 89% 84%* spent at least 6 hours per week preparing for class. 23% 18%* worked on a research project with a faculty member. Active Learning Experiences 52% 47%* participated in an internship, practicum, or field experience. 65% 57%* participated in community service or volunteer work. 19% 11%* participated in study abroad. 93% 93% made at least one class presentation last year. 96% 94%* believe this institution provides support for student success. Institutional Commitment to Student Learning and Success Student Satisfaction Student Interaction with Campus Faculty and Staff Experiences with Diverse Groups of People and Ideas 70% 69% rated the quality of academic advising at this institution good or excellent. 63% 62% 93% 94%* reported that this institution provided help in coping with work, family and other nonacademic responsibilities. reported working harder than they thought they could to meet an instructor s standards or expectations. 85% 81%* would attend this institution if they started over again. 88% 84%* rated their entire educational experience as good or excellent. 83% 81%* reported that other students were friendly or supportive. 57% 54%* believed that the campus staff were helpful, considerate, or flexible. 80% 76%* believed that faculty are available, helpful, or sympathetic. 95% 94%* reported faculty members provided prompt feedback on their academic performance. 68% 69%* discussed readings or ideas with faculty members outside of class. 66% 65% reported that they often tried to understand someone else s point of view. 87% 86%* reported their experience at this institution contributed to their understanding people of other racial and ethnic backgrounds. 43% 58%* often had serious conversations with students of a different race or ethnicity. *Indicates that the difference between UW System and national public four-year institutions is statistically significant at the 0.05 level. Source: 2011 National Survey of Student Engagement. The questions above are also reported in each UW four-year institution s Voluntary System of Accountability (VSA) College Portrait, collegeportraits.org/. 36 Appendix 1

45 Appendix 2 University of Wisconsin System: Bachelor s Degree Recipients Who Participated in a UW Study Abroad or Exchange Program* UW-Eau Claire 14.9% 16.8% 17.3% 20.5% 20.0% 19.6% UW-Green Bay 9.9% 9.7% 9.9% 9.6% 12.4% 11.7% UW-La Crosse 8.3% 9.5% 15.5% 15.9% 15.1% 11.8% UW-Madison 13.7% 16.2% 16.6% 18.1% 20.5% 20.4% UW-Milwaukee 5.7% 6.7% 7.9% 8.2% 8.3% 8.2% UW-Oshkosh 8.6% 11.7% 13.8% 14.5% 17.1% 16.6% UW-Parkside 0.4% 0.7% 0.5% 1.7% 1.7% 2.7% UW-Platteville 3.1% 4.6% 2.6% 3.4% 3.8% 4.1% UW-River Falls 5.8% 9.2% 14.6% 17.6% 20.8% 19.2% UW-Stevens Point 14.0% 15.8% 18.8% 21.0% 21.6% 20.5% UW-Stout 5.4% 7.4% 12.0% 15.2% 14.1% 13.5% UW-Superior 3.4% 4.8% 7.1% 8.8% 9.7% 9.0% UW-Whitewater 2.4% 3.6% 4.3% 4.3% 5.6% 5.5% UW System Total 9.3% 11.0% 12.7% 13.8% 15.0% 14.4% *Partial semester programs and domestic exchange programs are included. Appendix 3 University of Wisconsin System: Students Who Participated in a UW Study Abroad or Exchange Program - Unduplicated Annual Headcount* UW-Eau Claire UW-Green Bay UW-La Crosse UW-Madison 933 1,053 1,116 1,398 1,504 1,438 UW-Milwaukee UW-Oshkosh UW-Parkside UW-Platteville UW-River Falls UW-Stevens Point UW-Stout UW-Superior UW-Whitewater UW Colleges UW System Total 3,336 3,639 3,948 4,591 4,533 4,570 *Includes all study abroad and domestic exchange activity through a UW program at that institution. appendices

46 Appendix 4 University of Wisconsin System: Participation Rates by Gender, Immediate New Freshmen from All Wisconsin High Schools Female Male Total UWS Enrollment 11,777 12,188 12,257 12,297 11,955 11,746 WI High School Grads 32,586 34,666 34,297 34,787 35,093 34,766 Participation Rate 36% 35% 36% 35% 34% 34% UWS Enrollment 9,291 9,830 10,123 10,709 10,617 10,456 WI High School Grads 32,118 34,219 34,319 34,760 35,622 35,227 Participation Rate 29% 29% 29% 31% 30% 30% UWS Enrollment 21,068 22,018 22,380 23,006 22,572 22,202 WI High School Grads 64,704 68,885 68,616 69,547 70,715 69,993 Participation Rate 33% 32% 33% 33% 32% 32% Appendix 5 University of Wisconsin System: Participation Rates by Race/Ethnicity, Immediate New Freshmen from Wisconsin Public High Schools African American American Indian Asian Hispanic/ Latino(a) Students of Color White UWS Enrollment Public High School Grads 2,835 3,196 3,751 4,333 4,920 5,050 Participation Rate 16% 15% 15% 15% 15% 14% UWS Enrollment Public High School Grads Participation Rate 16% 17% 22% 22% 22% 25% UWS Enrollment Public High School Grads 1,567 1,859 2,011 2,202 2,533 2,261 Participation Rate 38% 34% 35% 37% 35% 40% UWS Enrollment Public High School Grads 1,557 1,870 2,201 2,580 3,122 3,364 Participation Rate 22% 20% 19% 20% 19% 21% UWS Enrollment 1,466 1,586 1,849 2,158 2,407 2,558 Public High School Grads 6,506 7,593 8,663 9,891 11,423 11,568 Participation Rate 23% 21% 21% 22% 21% 22% UWS Enrollment 17,493 18,354 18,367 18,857 18,123 17,758 Public High School Grads 52,835 55,677 54,566 54,071 53,987 53,119 Participation Rate 33% 33% 34% 35% 34% 33% Data on Wisconsin high school graduates do not distinguish among various Asian race/ethnic groups or allow students to select two or more race/ethnic groups. 38 Appendices 4 5

47 Appendix 6 University of Wisconsin System: Undergraduate New Transfer Students of Color as a Percent of Fall New Transfer Enrollments Type of Sending Institution UW Colleges UW 4-Year WTCS WI Private Out-of-State International Overall Fall African American American Indian Southeast Asian Other Asian American Hawaiian/ Pacific Islander Hispanic/ Latino(a) Two or More Races Students of Color White/ Unknown % 0.9% 0.7% 0.7% - 1.0% - 3.6% 96.4% % 0.4% 1.5% 0.9% - 1.7% - 4.7% 95.3% % 0.2% 2.8% 0.4% 0.2% 1.6% 1.1% 6.6% 93.4% % 0.2% 2.8% 0.9% 0.0% 2.4% 1.3% 8.2% 91.8% % 0.3% 2.4% 0.7% 0.0% 2.7% 1.5% 8.3% 91.7% % 0.9% 0.9% 1.2% - 1.7% - 6.5% 93.5% % 0.6% 1.2% 1.2% - 2.4% - 6.8% 93.2% % 0.4% 1.3% 1.4% 0.0% 1.9% 1.6% 8.4% 91.6% % 0.7% 2.1% 1.1% 0.2% 3.2% 1.5% 10.9% 89.1% % 0.3% 1.8% 1.3% 0.0% 3.3% 1.7% 10.2% 89.8% % 1.0% 1.4% 1.3% - 2.7% % 88.9% % 1.1% 0.9% 1.8% - 3.3% % 87.9% % 0.8% 1.8% 1.4% 0.0% 3.9% 1.9% 13.4% 86.6% % 1.0% 2.4% 1.1% 0.0% 5.1% 1.9% 15.6% 84.4% % 0.8% 2.2% 0.7% 0.2% 4.1% 2.0% 14.5% 85.5% % 2.9% 1.3% 1.5% - 2.3% % 87.8% % 3.1% 1.0% 1.9% - 1.9% % 88.7% % 2.4% 0.9% 0.3% 0.0% 2.1% 1.9% 13.3% 86.7% % 2.9% 1.4% 0.8% 0.0% 4.3% 1.6% 15.7% 84.3% % 2.6% 1.0% 0.7% 0.2% 4.5% 3.8% 18.2% 81.8% % 0.8% 0.9% 1.7% - 2.8% - 9.7% 90.3% % 1.2% 0.7% 2.1% - 3.2% % 89.7% % 0.6% 0.9% 1.6% 0.2% 3.8% 2.1% 13.6% 86.4% % 0.8% 0.7% 1.8% 0.1% 3.4% 2.2% 12.8% 87.2% % 1.1% 1.2% 1.2% 0.0% 4.4% 2.3% 14.4% 85.6% % 0.5% 0.0% 0.5% - 3.2% - 4.8% 95.2% % 0.0% 0.0% 3.5% - 2.3% - 6.9% 93.1% % 0.0% 0.0% 1.4% 0.0% 2.8% 0.5% 7.1% 92.9% % 0.0% 0.0% 2.1% 0.0% 2.4% 0.3% 5.6% 94.4% % 0.0% 0.4% 3.2% 0.0% 1.2% 0.4% 6.1% 93.9% % 1.0% 0.9% 1.3% - 2.2% - 8.1% 91.9% % 1.0% 1.0% 1.6% - 2.7% - 8.8% 91.2% % 0.6% 1.5% 1.2% 0.1% 2.9% 1.7% 11.0% 89.0% % 0.9% 1.8% 1.3% 0.1% 3.6% 1.7% 12.3% 87.7% % 0.8% 1.8% 1.0% 0.1% 3.7% 2.0% 12.4% 87.6% New race/ethnicity categories were implemented in fall appendix 6 39

48 Appendix 7 University of Wisconsin System: Headcount Fall Enrollments UW-Eau Claire 10,842 10,719 10,726 10,854 11,216 11,413 11,234 UW-Green Bay 5,989 5,804 5,820 6,110 6,638 6,636 6,665 UW-La Crosse 9,684 9,595 9,421 9,994 10,009 10,135 10,258 UW-Madison 41,159 41,184 41,106 41,563 41,654 42,180 42,065 UW-Milwaukee 24,648 25,811 27,978 29,338 30,418 30,470 29,726 UW-Oshkosh 11,994 12,530 12,485 12,772 13,192 13,629 13,513 UW-Parkside 5,068 5,097 5,018 5,010 5,303 5,160 4,887 UW-Platteville 5,620 6,156 6,518 7,189 7,803 7,928 8,262 UW-River Falls 5,880 5,905 6,126 6,452 6,728 6,902 6,788 UW-Stevens Point 8,888 9,034 8,837 9,115 9,209 9,500 9,477 UW-Stout 8,052 8,019 8,227 8,477 9,017 9,339 9,356 UW-Superior 2,851 2,871 2,876 2,753 2,794 2,856 2,825 UW-Whitewater 10,566 10,842 10,769 10,737 11,139 11,557 11,643 UW Colleges 12,416 12,614 12,597 13,029 13,789 14,385 14,570 UW System Total 163, , , , , , ,269 Appendix 8 University of Wisconsin System: Full-Time Equivalent Fall Enrollments UW-Eau Claire 9,693 9,605 9,699 9,738 10,139 10,246 10,148 UW-Green Bay 4,711 4,810 4,846 5,021 5,364 5,348 5,251 UW-La Crosse 8,880 8,689 8,749 9,243 9,207 9,357 9,562 UW-Madison 36,582 37,051 37,051 37,137 37,622 38,185 37,914 UW-Milwaukee 18,451 20,398 22,370 23,780 24,908 25,035 24,511 UW-Oshkosh 9,629 10,054 10,145 10,173 10,585 10,862 10,863 UW-Parkside 3,847 3,957 3,958 3,985 4,128 4,060 3,822 UW-Platteville 5,047 5,388 5,688 6,270 6,892 7,093 7,367 UW-River Falls 5,357 5,348 5,568 5,841 6,057 6,197 6,068 UW-Stevens Point 7,960 8,008 7,970 8,268 8,461 8,734 8,741 UW-Stout 7,142 7,076 7,259 7,320 7,513 7,762 7,704 UW-Superior 2,275 2,320 2,383 2,246 2,317 2,358 2,321 UW-Whitewater 9,088 9,514 9,396 9,484 9,995 10,397 10,514 UW Colleges 9,067 9,284 9,215 9,450 10,005 10,405 10,376 UW System Total 137, , , , , , , Appendices 7 8

49 Appendix 9 University of Wisconsin System: Number of Students of Color and Percent of Fall Enrollments # % # % # % # % # % UW-Eau Claire % % % % % UW-Green Bay % % % % % UW-La Crosse % % % % % UW-Madison 4, % 5, % 5, % 5, % 5, % UW-Milwaukee 4, % 4, % 5, % % 6, % UW-Oshkosh % % 1, % 1, % 1, % UW-Parkside % 1, % 1, % 1, % 1, % UW-Platteville % % % % % UW-River Falls % % % % % UW-Stevens Point % % % % % UW-Stout % % % % % UW-Superior % % % % % UW-Whitewater 1, % 1, % 1, % 1, % 1, % UW Colleges % % 1, % 1, % 1, % UW System Total 15, % 16, % 19, % 21, % 22, % Appendix 10 University of Wisconsin System: Number and Percent of Undergraduates Receiving Pell Grants # % # % # % # % # % UW-Eau Claire 2,066 20% 1,900 19% 1,992 20% 2,518 24% 3,077 28% UW-Green Bay 1,211 22% 1,176 21% 1,348 23% 1,789 28% 2,243 35% UW-La Crosse 1,656 20% 1,368 17% 1,446 17% 1,760 20% 2,138 24% UW-Madison 3,745 13% 3,433 12% 3,644 12% 4,361 15% 5,251 17% UW-Milwaukee 4,983 23% 5,075 22% 5,457 22% 7,436 30% 9,063 36% UW-Oshkosh 2,242 20% 2,110 19% 2,269 20% 3,005 26% 3,719 30% UW-Parkside 1,305 26% 1,411 29% 1,570 32% 2,018 39% 2,326 46% UW-Platteville 1,501 27% 1,342 23% 1,625 25% 2,045 29% 2,609 36% UW-River Falls 1,279 24% 1,301 23% 1,434 24% 1,710 27% 2,161 34% UW-Stevens Point 2,200 26% 2,053 24% 2,192 25% 2,701 31% 3,244 36% UW-Stout 1,863 26% 1,735 23% 1,806 24% 2,133 27% 2,772 33% UW-Superior % % % 1,172 45% 1,335 51% UW-Whitewater 1,886 20% 1,839 20% 1,968 21% 2,502 26% 3,132 31% UW Colleges 2,937 23% 2,804 22% 3,121 24% 4,298 31% 5,588 39% UW System Total 29,783 21% 28,441 20% 30,813 21% 39,448 26% 48,658 31% appendices

50 Appendix 11 University of Wisconsin System: Non-Traditional Student Fall Enrollments UW-Eau Claire UW-Green Bay UW-La Crosse UW-Madison UW-Milwaukee UW-Oshkosh UW-Parkside UW-Platteville UW-River Falls UW-Stevens Point UW-Stout UW-Superior UW-Whitewater Undergraduate Graduate Total 1,157 1,174 1,040 1,137 1,130 1,212 1,228 Undergraduate 1,279 1,087 1,054 1,144 1,397 1,596 1,700 Graduate Total 1,534 1,265 1,167 1,271 1,578 1,734 1,833 Undergraduate Graduate Total 1,146 1, , , Undergraduate 2,536 2,507 2,445 2,537 2,453 2,414 2,339 Graduate 3,845 3,575 3,587 3,584 3,389 3,488 3,552 Total 6,381 6,082 6,032 6,121 5,842 5,902 5,891 Undergraduate 4,990 4,490 4,736 4,644 5,364 5,673 5,523 Graduate 2,228 2,086 2,215 2,235 2,259 2,248 2,255 Total 7,218 6,576 6,951 6,879 7,623 7,921 7,778 Undergraduate 1,389 1,426 1,519 1,687 1,850 1,971 1,921 Graduate Total 2,335 2,324 2,403 2,667 2,771 2,827 2,655 Undergraduate 1,297 1,188 1,163 1,140 1,345 1,315 1,230 Graduate Total 1,374 1,277 1,215 1,200 1,412 1,375 1,291 Undergraduate Graduate Total ,049 1,217 1,306 1,241 1,307 Undergraduate Graduate Total Undergraduate 1,058 1, , , Graduate Total 1,290 1,384 1,129 1,249 1,150 1,217 1,156 Undergraduate ,177 1,333 1,407 Graduate Total 1,316 1,332 1,302 1,466 1,745 1,921 2,028 Undergraduate Graduate Total Undergraduate Graduate Total 1,630 1,646 1,570 1,516 1,537 1,577 1,582 UW Colleges Undergraduate 4,036 3,979 3,981 4,274 4,603 4,896 4,944 UW System Total Undergraduate 21,604 20,698 20,740 21,529 23,536 24,930 24,712 Graduate 10,224 10,199 9,788 10,157 9,886 9,859 9,808 Total 31,828 30,897 30,528 31,686 33,422 34,789 34, appendix 11

51 Appendix 12 University of Wisconsin System: Annual Distance Education Course Offerings UW-Eau Claire UW-Green Bay UW-La Crosse UW-Madison UW-Milwaukee UW-Oshkosh UW-Parkside UW-Platteville UW-River Falls UW-Stevens Point UW-Stout UW-Superior UW-Whitewater UW Colleges UW System Total 861 1,364 1,755 2,527 3,619 4,567 Appendix 13 University of Wisconsin System: Annual Distance Education Course Enrollments UW-Eau Claire 1,261 2,112 2,205 3,939 6,785 7,100 UW-Green Bay ,338 4,861 7,863 UW-La Crosse ,178 2,914 UW-Madison 6,915 9,996 9,336 8,202 7,428 7,634 UW-Milwaukee 860 4,273 5,170 10,955 22,087 25,542 UW-Oshkosh 1,080 1,283 2,731 3,564 7,071 8,345 UW-Parkside ,001 UW-Platteville 314 1,233 2,312 2,941 3,562 3,844 UW-River Falls ,068 4,033 UW-Stevens Point 1,016 1,557 1,237 4,570 2,700 3,207 UW-Stout 2,051 4,163 6,224 6,582 11,167 15,966 UW-Superior ,196 3,300 3,840 UW-Whitewater 1,957 2,887 4,708 6,940 9,073 10,468 UW Colleges 2,886 3,185 5,344 6,768 9,353 10,092 UW System Total 19,282 31,634 40,561 59,566 92, ,849 appendices

52 Appendix 14 University of Wisconsin System: First to Second Year Retention Rates at Institution Where Started for New Freshmen Entering Full-Time Fall 2003 Fall 2005 Fall 2007 Fall 2009 Fall 2010 # % # % # % # % # % UW-Eau Claire 1, % 2, % 2, % 2, % 2, % UW-Green Bay % % % 1, % % UW-La Crosse 1, % 1, % 1, % 1, % 1, % UW-Madison 5, % 6, % 5, % 5, % 5, % UW-Milwaukee 3, % 4, % 4, % 4, % 3, % UW-Oshkosh 1, % 1, % 1, % 1, % 1, % UW-Parkside % % % % % UW-Platteville 1, % 1, % 1, % 1, % 1, % UW-River Falls 1, % 1, % 1, % 1, % 1, % UW-Stevens Point 1, % 1, % 1, % 1, % 1, % UW-Stout 1, % 1, % 1, % 1, % 1, % UW-Superior % % % % % UW-Whitewater 1, % 1, % 2, % 1, % 2, % UW System Total 23, % 25, % 25, % 25, % 25, % Appendix 15 University of Wisconsin System: First to Second Year Retention Rates at Institution Where Started for New Freshmen Entering Full-Time, by Gender and Race/Ethnicity, Fall 2010 Male Female Total # % # % # % African American % % % American Indian % % % Southeast Asian % % % Other Asian American % % % Hawaiian/Pacific Islander % % % Hispanic/Latino(a) % % % Two or More Races % % % White 10, % 11, % 21, % Unknown % % % International % % % Underrespresented Minorities 1, % 1, % 2, % Pell Recipients 3, % 3, % 7, % UW System Total 11, % 13, % 25, % 44 Appendices 14 15

53 Appendix 16 University of Wisconsin System: Six-Year Graduation Rates at Institution Where Started for New Freshmen Entering Full-Time Fall 1999 Fall 2001 Fall 2003 Fall 2004 Fall 2005 # % # % # % # % # % UW-Eau Claire 2, % 2, % 1, % 2, % 2, % UW-Green Bay % % % % % UW-La Crosse 1, % 1, % 1, % 1, % 1, % UW-Madison 5, % 6, % 5, % 5, % 6, % UW-Milwaukee 2, % 2, % 3, % 3, % 4, % UW-Oshkosh 1, % 1, % 1, % 1, % 1, % UW-Parkside % % % % % UW-Platteville 1, % 1, % 1, % 1, % 1, % UW-River Falls 1, % 1, % 1, % 1, % 1, % UW-Stevens Point 1, % 1, % 1, % 1, % 1, % UW-Stout 1, % 1, % 1, % 1, % 1, % UW-Superior % % % % % UW-Whitewater 1, % 1, % 1, % 1, % 1, % UW System Total 22, % 23, % 23, % 23, % 25, % Appendix 17 University of Wisconsin System: Six-Year Graduation Rates at Institution Where Started for New Freshmen Entering Full-Time, by Gender and Race/Ethnicity, Fall 2005 Male Female Total # % # % # % African American % % % American Indian % % % Southeast Asian % % % Other Asian American % % % Hispanic/Latino(a) % % % White 9, % 12, % 21, % Unknown % % % International % % % Underrepresented Minorities % 1, % 2, % Pell Recipients 1, % 2, % 4, % UW System Total 11, % 13, % 25, % appendices

54 Appendix 18 University of Wisconsin System: Achievement Gaps in Retention and Graduation Rates at Institution Where Started for Underrepresented Minority (URM) and Lower Income Students Baseline Cohorts Fall 1998 to Fall 2000 Second Year Retention Most Recent Cohort Fall 2010 Baseline Cohorts Fall 1998 to Fall 2000 Six-Year Graduation Most Recent Cohort Fall 2005 Cohort (#) Rate (%) Gap Goal Cohort (#) Rate (%) Gap Goal Cohort (#) Rate (%) Gap Goal Cohort (#) Rate (%) Gap Goal URM 4,292 69% 2,819 73% 4,292 36% 2,020 40% In 11% 5% 7% 23% 11% Progress Non-URM 63,667 80% 21,949 80% 63,667 59% 22,783 61% Pell Recipients Non-Pell Recipients 11,589 75% 7,015 75% 11,589 47% 4,009 46% In 5% 2% 6% 12% 6% Progress 57,143 80% 18,333 81% 57,143 59% 21,116 62% 21% 16% In Progress In Progress Appendix 19 General Fund Supported Borrowing (GFSB) and Non-GFSB Funding (non-state supported) for Capital Construction Projects GFSB $262.9 $180.9 $407.9 $325.0 $372.5 $237.7 Non-GFSB $200.8 $278.2 $407.3 $438.2 $682.2 $251.0 Note: Dollars are shown in millions. GFSB is represented in the biennium in which it was authorized, not necessarily when the funds were provided. GFSB amounts include All Agency funds for maintenance projects. 46 Appendices 18 19

55 Appendix 20 University of Wisconsin System: Degrees in Science, Technology, Engineering, and Mathematics (STEM), Health Professions, and All Disciplines STEM UW-Eau Claire Health All 1,865 1,953 1,991 1,999 2,197 2,198 STEM UW-Green Bay Health All ,047 1,160 1,214 STEM UW-La Crosse Health All 2,014 2,329 1,909 2,134 2,228 2,130 STEM 2,482 2,759 2,741 2,827 2,842 3,132 UW-Madison Health ,031 All 8,941 9,571 9,433 9,693 9,832 10,223 STEM UW-Milwaukee Health All 3,990 5,133 4,614 4,964 5,039 5,268 STEM UW-Oshkosh Health All 1,705 1,934 2,032 2,071 2,180 2,158 STEM UW-Parkside Health All STEM UW-Platteville Health All ,077 1,157 1,287 1,348 STEM UW-River Falls Health All 1,141 1,165 1,093 1,239 1,212 1,327 STEM UW-Stevens Point Health All 1,767 1,808 1,684 1,732 1,802 1,773 STEM UW-Stout Health All 1,379 1,644 1,467 1,754 1,700 1,841 STEM UW-Superior Health All STEM UW-Whitewater Health All 2,192 2,066 2,098 2,107 2,214 2,298 UW Colleges All 1,109 1,452 1,228 1,342 1,461 1,613 STEM 5,296 5,748 5,555 5,903 6,217 6,733 UW System Total Health 1,928 2,076 2,189 2,359 2,666 2,893 All 28,894 32,189 30,703 32,475 33,442 34,608 appendix 20 47

56 Appendix 21 University of Wisconsin System: Employees by Race/Ethnicity, Gender, and UW Employment Category African American American Indian Asian American* Hawaiian/Pacific Isl** Hispanic/Latino(a) Two or More Races** Employees of Color White Unknown*** International Female Male Total Faculty and Instructional Academic Staff Non- Instructional Academic Staff Classified Administrators and Academic Leaders Graduate Assistants # % # % # % # % # % # % % % % % % 1, % % % % % % 1, % % % % % % 1, % % % % 7 0.5% % % % % % 8 0.6% % % % % % 7 0.5% % % % % % % % 1, % % % % % % 2, % % % % % % 1, % % 2 0.0% 1 0.0% - 0.0% - 0.0% 5 0.0% % 8 0.1% 1 0.0% - 0.0% 2 0.0% % % % % % % 1, % % % % % % 1, % % % % % % 1, % % % % 3 0.2% % % % % % 3 0.2% % % , % % 1, % % % 4, % , % 1, % 1, % % % 4, % , % % 1, % % % 4, % , % 7, % 9, % 1, % 4, % 31, % , % 7, % 9, % 1, % 4, % 31, % , % 7, % 8, % 1, % 3, % 30, % % % % 3 0.2% % % % % % % % 1, % % % % % % 2, % % % % - 0.0% 1, % 2, % % % % - 0.0% 1, % 2, % % % % 1 0.1% % 2, % , % 5, % 5, % % 3, % 19, % , % 5, % 5, % % 3, % 20, % , % 5, % 5, % % 3, % 20, % , % 4, % 4, % % 3, % 19, % , % 4, % 4, % % 3, % 19, % , % 4, % 4, % % 3, % 19, % , % 9, % 10, % 1, % 6, % 38, % , % 9, % 10, % 1, % 7, % 40, % , % 9, % 9, % 1, % 7, % 39, % Total *State and federal regulations that proscribe racial/ethnic definitions and data collection practices for purposes of equal employment opportunities and affirmative action do not distinguish various Asian racial/ethnic groups. **Race categories of Hawaiian/Pacific Islander and Two or More Races were added in Since employees that were previously classified in a single category may now be classified in the Two or More Races category, representation overtime is not directly comparable. ***The increase in the number of Unknowns is due to challenges during conversion to a new data collection system. 48 Appendix 21

57 Appendix 22 University of Wisconsin System: Fall Instructional Workload Weekly Group Contact Hours: Avg. Student Credit Hours: Avg. Group Instruction: (Primary Section) Avg. Individual Instruction: (Enrollment) *Excludes UW-Madison s Law, Medicine, and Veterinary Medicine Includes State-funded activity only. FA = Faculty IAS = Instructional Academic Staff GA = Graduate Assistant UW-Madison* UW-Milwaukee UW Comprehensives UW Colleges FA IAS GA FA IAS GA FA IAS GA FA IAS GA n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Appendix 23 University of Wisconsin System: Average Number of Attempted Credits of UW Students Earning Bachelor s Degrees UW-Eau Claire UW-Green Bay UW-La Crosse UW-Madison UW-Milwaukee UW-Oshkosh UW-Parkside UW-Platteville UW-River Falls UW-Stevens Point UW-Stout UW-Superior UW-Whitewater UW System Total* *The UW System total is a weighted average of institutional credits, including students who began at UW Colleges. Appendices

58 Appendix 24 Collaborative Degree Programs Among UW Four-Year Institutions Collaborative Degree Program Partner Institutions Year Begun Master of Business Administration OSH, STP MS in Administrative Leadership MIL, GBY, PKS BS in Nursing MIL, PKS Dual Degree - BS in Physics, BS in Engineering EAU, LAC, OSH, RVF, WTW, MSN Dual Degree - BS in Physics, BS in Engineering LAC, WTW, MIL BS in Nursing (Collaborative Program) EAU, GBY, MSN, MIL, OSH MEd in Educational Administration SUP, STP Dual Degree - BS in Physics, BS in Engineering LAC, PLT MS in Social Work GBY, OSH Dual Degree - BS in Chemistry, Comp Sci, or Math, BS in Engineering LAC, MSN MS in Educational Leadership & Policy Analysis MSN, OSH, WTW Dual Certification in Special Education EAU, RVF Master of Business Administration (MBA Consortium) EAU, LAC, OSH, PKS Doctor of Audiology MSN, STP Doctor of Physical Therapy MIL, LAC PhD Art History/PhD Architecture Partnership MSN, MIL BS in Sustainable Management RVF, STO,PKS, SUP, EXT* MS in Technical and Professional Communication STO, PLT Doctorate of Nursing (DNP) OSH, EAU BS in Health and Wellness Management LAC, RVF, STP, SUP, EXT* B of Professional Studies in Organizational Leadership and Communication EAU, EXT* BA in Japanese Studies OSH, WTW BS in Health Information Management and Technology GBY, PKS, STP, EXT* EAU=Eau Claire, GBY=Green Bay, LAC=La Crosse, MSN=Madison, MIL=Milwaukee, OSH=Oshkosh, PKS=Parkside, PLT=Platteville, RVF=River Falls, STP=Stevens Point, STO=Stout, SUP=Superior, WTW=Whitewater *EXT: UW-Extension provides administrative, financial, and other support to a number of UW System Collaborative Degree Programs. 50 Appendix 24

59 Appendix 25 Collaborative Degree Programs Between UW and Non-UW Partners Collaborative Degree Program Partner Institutions Year Begun Dual Degree - BS in Physics, BS in Engineering EAU, University of Minnesota (Minneapolis, MN) PhD in Medical Informatics MIL, Medical College of Wisconsin Dual Degree - BS in Biology, Doctor of Physical Therapy PLT, Clarke University (Dubuque, IA) BS in Information and Communication Technologies STO, WTCS Global MBA OSH, Darmstadt (Germany), Bangalore (India) MS in Computer Science PLT, Darmstadt (Germany), Townsville (Australia) BS in Management STO, WTCS Dual Degree - BS in Geology, BS in Engineering EAU, University of Minnesota (Minneapolis, MN) Dual Degree - BS in Physics, BS in Engineering MIL, PLT, Carroll University (Waukesha, WI) Associate of Science EAU, RVF, STO, Chippewa Valley Technical College B of Applied Studies GBY, WTCS Dual Degree - BS in Biological Sciences, Doctor of Chiropractic WTW, Palmer College (Davenport, IA) Dual Degree - BA in English, B of English Education/Business English LAC, Guangxi Normal University (China) B of Applied Studies in Fire and Emergency Response Mgmt OSH, WTCS B of Applied Studies in Leadership and Organizational Studies OSH, WTCS Associate of Science LAC, Western Technical College BS in Computer Information System UW Colleges, Edgewood College BS in Manufacturing Engineering STO, GBY, Northeast Wisconsin Technical College Dual Degree EAU, AASCU s Program in China BS in Career, Technical Education & Training STO, WTCS BA in Psychology, BA in Sociology, BA in Political Science, BA in Art History and Criticism, BA in Communications, BA in History, BS in Community Education, BS in Information Resources MS in Management Dual Degree - BS in Paper Science and Engineering (STP), Paper & Packaging (Munchen), Pulp & Paper Technology (TAMK), Paper Machine Technology (JAMK) MIL, Madison Area Technical College, Milwaukee Area Technical College, Nicolet Area Technical College GBY, BEM Management School, EBP International Bordeaux (France) STP, NC State Univ., Univ. of Applied Science, Munchen (Germany), University of Applied Sciences, Tampere (Finland), Jyvaskyla University of Applied Science (Finland) BS in Engineering Technology-Mechanical Design STO, Northcentral Technical College BS in Human Development & Family Studies STO, WTCS BS in Nursing OSH, Blackhawk Technical College (also with UW-Rock Co.) Master of Business Administration (MBA) LAC, National Kaohsiung University of Applied Sciences (Taiwan) EAU=Eau Claire, GBY=Green Bay, LAC=La Crosse, MIL=Milwaukee, OSH=Oshkosh, PLT=Platteville, RVF=River Falls, STP=Stevens Point, STO=Stout, WTW=Whitewater, WTCS=Wisconsin Technical College System appendix 25 51

60 Appendix 26 Collaborative Degree Programs Between UW Four-Year Institutions and UW Two-Year Campuses Collaborative Degree Program (UW 4-Year Institution) UW 2-Year Campus(es) Year Begun 2+2 in School of Social Welfare (MIL) Waukesha BS in Nursing (OSH) Manitowoc, Marathon Co., Sheboygan in School of Engineering (MIL) Waukesha BA in Communication (MIL) Baraboo, Barron Co., Fond du Lac, Manitowoc, Marinette, Richland, Rock Co., Sheboygan, Washington Co., Waukesha BA/BS in Business Administration (STP) Marathon Co BA/BS in American Studies (STP) Fond du Lac, Fox Valley, Marathon Co., Marinette, Marshfield BLS in Organizational Administration (OSH) Fond du Lac, Fox Valley, Manitowoc, Sheboygan BS in Information Resources (MIL) Baraboo, Barron Co., Fond du Lac, Manitowoc, Marinette, Richland, Rock Co., Sheboygan, Washington Co., Waukesha BS in Nursing (MIL) Washington Co BA/BS in Liberal Studies (WTW) Rock Co BS in Mechanical Engineering (PLT) Fox Valley, Rock Co BS in Management (STO) Sheboygan BA/BS in Communications (SUP) Barron Co., Fond du Lac BA/BS in Elementary Education (SUP) Barron Co., Fond du Lac BA/BS Individualized Major (SUP) Barron Co., Fond du Lac BLS in Leadership Development (OSH) Baraboo, Fox Valley, Marinette, Washington Co., Waukesha BS in Electrical Engineering (PLT) Fox Valley, Rock Co BS in Nursing (GBY) Marinette BS in Engineering (PLT) Baraboo, Barron Co., Fond du Lac, Manitowoc, Marathon Co., Marinette, Marshfield, Richland, Sheboygan, Washington Co., Waukesha BS in Elementary Education (OSH) Sheboygan BA in Psychology, BA in Sociology, BA in Political Science, BA in Art History and Criticism, BA in History, BS in Community Education (MIL) Baraboo, Barron Co., Fond du Lac, Manitowoc, Marinette, Richland, Rock Co., Sheboygan, Washington Co., Waukesha BS in Nursing (OSH) Rock Co. (also with Blackhawk Technical College) BS in Special Education (OSH) Fond du Lac, Manitowoc, Sheboygan, Washington Co B of Applied Studies in Leadership and Fox Valley, Washington Co. Organizational Studies (OSH) GBY=Green Bay, MIL=Milwaukee, OSH=Oshkosh, PLT=Platteville, STP=Stevens Point, STO=Stout, SUP=Superior, WTW=Whitewater Note: UW Colleges Online is a partner in many of the UW Colleges Collaborative Degree Programs. 52 Appendix 26

61 Technical Notes General Data Sources Unless otherwise specified, UW System Administration is the source of the data and information presented in this report. Enrollments Enrollments consist of all students enrolled in academic credit courses provided by the UW System, unless noted otherwise. Race/Ethnicity Race/ethnicity is self-reported by the individual in one of the following categories: African American, American Indian, Hispanic/Latino(a), Southeast Asian, Other Asian American, White, and International. Students and employees who are non-resident aliens (temporary U.S. visa holders) are categorized as International. In some cases, domestic students and employees of unknown race/ethnicity are grouped with White. Students of color and employees of color are defined as those not identifying as White, unknown, or International. In some cases, Asian Americans are reported as a single group for comparability with other data sources. Beginning in fall 2008, new race/ethnicity categories were implemented that allow for self-identifying as Hawaiian/Pacific Islander or as more than one race/ethnicity; these new categories are reported where data are available. The category of Hispanic/Latino(a) includes students identifying as Hispanic/Latino(a) alone or in combination with other race/ethnicities. Underrepresented minority (URM) students include those who indicated African American, American Indian, Hispanic/Latino(a), or Southeast Asian alone or in combination with other race/ethnicities. National Survey of Student Engagement (NSSE) The 2011 NSSE, conducted by the Center for Postsecondary Research at Indiana University, was administered in spring 2011 to campusbased random samples of UW freshmen and seniors. Comparison data were drawn from a NSSE report of results for all participating public four-year higher education institutions. Determination of statistically significant differences was based on a two-sample test of proportions at a 95 percent confidence interval. A 95 percent confidence interval sets the limits between which the difference of the UW System and national estimates is likely to fall 95 percent of the time. In most cases, differences of one or more percentage points are significant, except when differences of one percent are the result of rounding. Core Strategy 1: Prepare Students Critical Thinking The percentages in the table indicate the proportion of seniors responding quite a bit or very much to the following items (variables) from the 2011 NSSE: Thinking critically and analytically (gnanaly), application of theories or concepts (applying), analyzing basic elements of an idea (analyze). High Impact Practices Source: Kuh, George D., High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Association of American Colleges and Universities Publications. The percentages in the table indicate the proportion of students responding done to the following items (variables) from the NSSE: Learning communities (lrncom04), research with faculty (resrch04), internship (intern04), senior experience (snrx04). Participation in service learning (commproj) is indicated by the percentage responding sometimes, often, or very often. UW System Study Abroad Bachelor s degree recipients who studied abroad include students who studied abroad or participated in a domestic exchange program offered through any UW institution at any time in their undergraduate career. The unduplicated headcount of students studying abroad includes students who enrolled in a study abroad or domestic exchange program offered through their UW institution. National Study Abroad Source: Institution of International Education, Open Doors 2010, and National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS). Participation rates were estimated as total participants in study abroad in , reported in Open Doors 2010, divided by the number of undergraduate (associate and bachelor s) degrees in , reported to NCES IPEDS. National participation is based only on those institutions participating in Open Doors 2010 and identified as public four-year institutions in NCES IPEDS. Nearly half of all public four-year institutions nationally participated in Open Doors Professional Nursing Programs National Council Licensure Examination Source: National Council of State Boards of Nursing, Inc. Uniform CPA Examination Source: Continental Testing Services, Inc. CPA exam data reflect the passage rate for total sections taken by all candidates from October 2010 through October Graduate Record Examination Source: Educational Testing Service (ETS). The UW System average includes scores for institutions reporting 25 or more examinees. The data reflect scores for the 12 month period from July 2009 through June Medical College Admissions Test Source: Association of American Medical Colleges. Core Strategy 2: More Graduates Participation Rates The overall participation rate and participation rates by gender include Wisconsin public and private high school graduates and Wisconsin resident UW System immediate new freshmen. Participation rates by race/ethnicity include high school graduates and Wisconsin resident UW System immediate new freshmen from Wisconsin public high schools. The source for the number of Wisconsin high school graduates is the Wisconsin Department of Public Instruction (DPI). The DPI graduation data do not distinguish among various Asian American race/ethnic groups, include a separate category for international students, or allow students to select two or more race/ethnic groups. In fall 2010, 1.8% of UW System immediate new freshmen from Wisconsin public high schools selected two or more race/ethnic groups. In alignment with DPI reporting standards, each of these students was grouped with the largest non-white race/ethnic group selected. The national participation rate for public universities is calculated using high school graduate counts from the NCES Digest of Education Statistics and immediate new freshmen counts from NCES IPEDS. The most recent national participation rate available is for Technical Notes 53

62 Transfer Students Transfer student enrollment is an annual unduplicated headcount and may differ from the previous year. Non-Traditional Students Non-traditional students include students at the graduate/professional level age 30 and older, undergraduate students age 25 and older at the doctoral and comprehensive universities, and undergraduates age 22 and older at the UW Colleges. Distance Education Courses and Enrollments Distance education courses and enrollments reflect activity during the full academic year and supported by all funding sources. Part-Time Enrollments Undergraduates enrolled for less than 12 credits in a semester are considered part-time. Graduate students enrolled at comprehensives with fewer than 9 credits or at doctoral institutions with fewer than 8 credits are part-time, with the exception of those enrolled in Law, Medicine, Pharmacy, or Veterinary schools or enrolled only for dissertation research. Pell Grant Recipients Sources: Federal Pell Program End of Year Reports and NCES IPEDS. The percentage of Pell Grant recipients for the UW System includes the UW Colleges and is the number of undergraduates receiving a Pell Grant during the academic year divided by undergraduate enrollment in the fall term. The most recent national percentage is the number of undergraduate Pell Grant recipients at public four-year institutions during divided by the undergraduate fall enrollment at public four-year institutions in fall Cost of Attendance Source: UW System Office of Budget and Planning and NCES IPEDS. The UW System average cost of attendance includes the UW Colleges. National comparison based on College Board, Trends in College Pricing, UW System Retention and Graduation Rates Retention and graduation rates are reported for new freshmen entering full-time at UW four-year institutions only. Retention and graduation rates for earlier cohorts have been updated to reflect their final values. Retention and graduation rates for Pell Grant recipients are based on students receiving a Pell Grant in the freshman year. National Retention and Graduation Rates Source: NCES IPEDS. The most recent available retention rate is for the fall 2009, full-time new freshman entering class. The most recent available graduation rate is for the fall 2004, full-time new freshman entering class. The national rates are based on public four-year institutions, including military service schools but excluding four-year institutions in U.S. territories and outlying areas. New Undergraduates Graduated or Still Enrolled Rates for new freshmen are for those entering full-time at UW four-year institutions only. Rates for new transfer students are for those entering full-time at any UW System institution. Graduated means earning a bachelor s degree; still enrolled indicates enrollment at a two-year or four-year institution. (Although similar to the success and progress rates reported through the Voluntary System of Accountability, graduation from two-year institutions is not included.) Data from non- UW institutions is from the National Student Clearinghouse, which includes 93% of all U.S. college students enrollment and degree data. UW Alumni in Wisconsin Source: UW Alumni in Wisconsin, Data reflect address information in 2007 for alumni who received a UW bachelor s degree during or Due to the incompleteness of international address information, alumni with international or unknown addresses were excluded from analysis. Core Strategy 3: Well-Paying Jobs Research Funding Research expenditures are for activities funded by federal or private sources that are specifically organized to produce research outcomes, including individual and/or project research as well as those of institutes and research centers. Research funding includes the following UW System accounting fund numbers: 125, 127, 128, 129, 130, 132, 133, 135, 136, 137, 138, 142, 143, 144, 145, 150, 161, 182, 233, 620, and 999. Full-time Equivalent Employees Full-time equivalent employees represent any combination of workers that combines to what one full-time employee would work over a given time period. For example, two half-time employees, each 0.5 FTE, combine to one FTE. UW Graduates Estimated Contribution to the Economy Source: U.S. Census, Current Population Survey, March Supplement, income measure PINC-3. The estimated contribution of UW graduates to the economy measures the additional personal income of UW graduates over the personal income of high school graduates, by applying the national difference in average annual wages by gender to each graduating class of UW bachelor s degree recipients. Degrees in High-Need and Leading-Edge Fields Currently, no national standard definition exists for STEM and Health academic programs. STEM and Health programs are defined in this report using the following Classification of Instructional Program (CIP) 2010 areas: Agricultural Sciences ( , 01.09, 01.10, 01.11, 01.12), Natural Resources and Conservation (03), Computer Science and Info Systems (11), Engineering (14), Engineering Technology (15), Life/Biological Science (26), Mathematics and Statistics (27), Physical Science (40), Multi/ Interdisciplinary Studies (30.27), and Health (51). Projected Employment in STEM and Health Related Occupations Source: Wisconsin Department of Workforce Development. Occupations related to STEM and Health degrees are defined in this report by the following Standard Occupational Classification areas: Computer Specialists ( ), Mathematical Scientists ( ), Engineers ( ), Life Scientists ( ), Physical Scientists ( ), and Healthcare Practitioners ( ). Core Strategy 4: Stronger Communities Civic Participation The percentages in the table are based on the following NSSE questions (variable names) and responses. Beginning with Investing in Wisconsin s Future , community service or volunteer work (volntr04) was based on the response of done to better align with reporting under the Voluntary System of Accountability. Beginning with Investing in Wisconsin s Future , community-based course project (commproj) was based on sometimes, often, or very often, to align with NSSE s research on high impact practices. Voting (gncitizn) was based on quite a bit or very much. 54 Technical Notes

63 Service Learning Source: 2010 Campus Compact Annual Membership Survey. Results are for the UW institutions who responded to the survey item: UW Colleges, UW-Eau Claire, UW-Madison, UW-Oshkosh, UW- Stevens Point, and UW-Whitewater. Community Outreach and Education Source: UW-Extension Annual Reports. Continuing education non-credit enrollments in each fiscal year show enrollments in programs and activities supported by the residential UW institution as well as those funded by UW-Extension. Individual students are counted each time they enroll. Core Strategy 5: Resources Current Funds Revenues Current funds revenues are revenues available for the day-to-day operations of the UW System. Current funds may be restricted to specific purposes (as in the case of gifts, grants, and contracts) or may be used without restriction for the general operations of the UW System. Hospital revenues are excluded. State GPR Allocations Source: UW System Office of Budget and Planning and the State Annual Fiscal Report. Capital Budget Source: UW System Office of Capital Planning and Budget. General Fund Supported Borrowing (GFSB) is in the form of 20-year state-issued bonds repaid with General Program Revenue (GPR). Non- GFSB includes: Program Revenue Supported Borrowing (PRSB) in the form of 20- to 30-year state-issued bonds that are repaid with University of Wisconsin System program revenue; Program Revenue-Cash; and Gift/Grant funds. Faculty and Staff Source: UW System Office of Human Resources and NCES IPEDS. State and national percentages are based on public four-year institutions only. Instructional Workload Each statistic on instructional workload is calculated per full-time equivalent instructional staff member. Weekly Group Contact Hours measure the number of hours spent in classroom instruction. Average Student Credit Hours measure the student credit hours generated through all types of instruction. Average Group Instruction (Primary Sections) measures the number of primary group instruction sections, which do not include supporting course sections such as laboratory or discussion sections. Average Individual Instruction (Enrollments) measures the enrollments in individualized instruction such as independent study or thesis research. Core Strategy 6: Operational Excellence Administrative Costs Source: NCES IPEDS. Administrative costs and state appropriations are reported using standards mandated by the Government Accounting Standards Board (GASB). Data for the UW System, neighboring states, and national average include public four-year institutions only. Energy Use Source: Conserve Wisconsin Report: Energy Use in State Facilities, Fiscal Year 2010, Wisconsin Department of Administration, Division of State Facilities. Energy data for previous fiscal years have been updated to incorporate slight revisions. Beginning with Investing in Wisconsin s Future , all energy data reflect weather-adjusted figures. Beginning with Investing in Wisconsin s Future , all energy data have been rounded to the nearest 1,000 BTUs/GSF to reduce the effect of yearto-year revisions on the historical trend. Credits to Degree The average credits to degree for the UW System is based on firsttime UW bachelor s degree recipients who started as new freshmen at any UW institution, including the UW Colleges, and includes UW credits attempted at any UW institution. Placement credits, credits awarded for prior learning, and credits transferred from non-uw institutions are not included in any credits to degree calculations. Beginning with Investing in Wisconsin s Future , the average credits to degree for an individual UW institution is based on UW credits attempted at that institution by students who started as new freshmen at that institution. Credits funded by all sources are included in the analysis. Core Strategy 7: Collaborations Collaborative Degree Programs Some numbers for previous years have been revised based on recently updated information. Collaborative degree programs are formal arrangements among institutions where staff at partner institutions collaborate on the development, implementation, administration, and/ or delivery of the program. Collaborative degree programs may be structured as: (1) A collaborative degree that is a single degree program and is jointly offered by more than one institution; (2) A collaborative degree offered and granted by a single institution that includes as part of the curriculum courses provided by other institutions; or (3) A collaborate degree that is a dual degree program which allows students to complete the requirements for more than one degree from two or more different institutions based on efficiencies in course taking. Partnerships UW System began collecting data in on the partnerships shown in this section. Data should be regarded as a minimum number. Increases since are attributed primarily to greater completeness in data collection and reporting. Technical Notes 55

64 uw-superior Universities Freshman/sophomore UW Colleges campuses uw-barron county Rice Lake uw-marinette uw-stout Menomonie uw-marathon county Wausau uw-eau claire uw-river falls uw-marshfield/wood county uw-green bay uw-stevens point uw-fox valley Menasha uw-oshkosh uw-la CROSSE uw-manitowoc uw-sheboygan uw-fond du lac uw-baraboo/sauk county uw-washington county West Bend uw-richland Richland Center uw-madison uw-platteville uw-milwaukee uw-waukesha uw-whitewater uw-rock county Janesville uw-parkside Kenosha Campuses Office of Policy Analysis and Research 1534 Van Hise Hall, 1220 Linden Drive, Madison, WI The Accountability Report can be found at