KNOWLEDGE POWERS WISCONSIN S FUTURE UW SYSTEM S ANNUAL ACCOUNTABILITY REPORT,

Transcription

1 KNOWLEDGE POWERS WISCONSIN S FUTURE UW SYSTEM S ANNUAL 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. PEOPLE Goals Stronger Workforce Increase the number of Wisconsin graduates and expand educational opportunities through improving access and increasing retention and graduation rates. Strategies Resources Balance, diversify, and grow the university s financial resources and facilities while developing its human talent. 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. JOBS COMMUNITIES Stronger Businesses Increase the creation of wellpaying jobs by expanding the university research enterprise while linking academic programs to entrepreneurship and business development. 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... 2 Study Abroad and Exchange Experiences... 3 Scores on Exams for Professional Practice or Advanced Study... 4 Core Strategy 2: Stronger Workforce 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... 6 Access for Transfer Students... 8 Enrollments Retained to the Second Year Graduated Within Six Years Closing the Equity Gap Degrees Conferred Core Strategy 3: Stronger Businesses 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 STEM and Health 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 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

5 Introduction Knowledge Powers Wisconsin s Future: UW System s Annual Accountability Report is one of many ways the University of Wisconsin System demonstrates its accountability to the citizens of Wisconsin. Knowledge Powers 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. Knowledge Powers Wisconsin s Future builds upon three earlier publications: Investing in Wisconsin s Future, annually provided from 2009 through 2012, 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. For each of the seven core strategies, Knowledge Powers 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. While it is not feasible to include every possible area of university activity in a single report, Knowledge Powers 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 may evolve year to year, keeping Knowledge Powers Wisconsin s Future a current resource for learning about the progress of the UW System on its strategic priorities. The current report is based on the September 2007 UW System Strategic Framework outlined by the UW System Board of Regents. The strategic framework is the blueprint for the UW System s vision 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, Stronger Workforce, Stronger Businesses, Stronger Communities, Resources, Operational Excellence, and Collaborations. iii

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7 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 GOAL: Meet or exceed national benchmarks in fostering the development of critical thinking skills. 88% UW System National 86% STATUS: At a rate above the national average, UW System seniors reported that their college experiences contributed to their critical and analytical thinking. Seniors reported applying theories or concepts to solving practical problems and analyzing the basic elements of an idea, experience, or theory at rates comparable to national averages. STUDY ABROAD AND EXCHANGE EXPERIENCES PAGE: % UW System Prior Year 13.9% GOAL: Increase the proportion of bachelor s degree recipients each year who have studied abroad or participated in an exchange experience. STATUS: The proportion of bachelor s degree recipients who studied abroad or participated in a UW exchange program as an undergraduate slightly increased from 13.9% in to 14.0% in UW participation in study abroad exceeds the national average. SCORES ON EXAMS FOR PROFESSIONAL PRACTICE OR ADVANCED STUDY PAGE: 4 GOAL: Meet or exceed national or state benchmarks in the performance of students on post-baccalaureate National examinations. UW System Averages STATUS: 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: STRONGER WORKFORCE 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: % UW System Goal 32% GOAL: Enroll at least 32% of all Wisconsin high school graduates, overall and by race/ethnicity. STATUS: In fall 2012, 31.5% 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 above the target. The UW System s participation rate of 31.5% is higher than the national rate of participation (26%) at public four-year colleges and universities. ACCESS FOR TRANSFER STUDENTS PAGE: 8 15,220 UW System Prior Year 15,068 GOAL: Increase or maintain overall transfer student enrollment and the percentage of transfer students of color by race/ethnicity each year. STATUS: New transfer student enrollment in was 15,220, a slight increase from 15,068 in As a percentage of fall new transfer enrollments, undergraduate new transfer students of color increased to 14.6% in fall 2013, compared to 13.7% in fall Among students of color, the percentage of most races/ethnicities increased or was unchanged; while the percentage of African American students decreased slightly. ENROLLMENTS Goal PAGE: 10 GOAL: Meet or exceed More Graduates enrollment plans, and increase the percentage of students of color and 179,828 UW System 189,389 lower income students enrolled each year. STATUS: While remaining near record levels, headcount enrollments were lower than planned for fall Students of color increased from 13.1% in fall 2012 to 13.6% in fall Undergraduates receiving Pell Grants (31%) declined slightly more than one percent from to iv

8 RETAINED TO THE SECOND YEAR PAGE: % UW System Goal 80.9% GOAL: Meet or exceed More Graduates plans to increase retention rates. STATUS: Retained 80.7% of fall 2012 new freshmen overall, on target with the More Graduates plan of 80.9% and higher than the most recent national rate (79.2%) at public four-year institutions. GRADUATED WITHIN SIX YEARS PAGE: 13 Goal 59.3% 60.4% GOAL: Meet or exceed More Graduates plans to increase graduation rates. STATUS: Graduated 59.3% of new freshmen entering in fall 2007, below the More Graduates plan of 60.4% and higher than the most recent national average of 57.2%. UW System CLOSING THE EQUITY GAP PAGE: 14 URM Retention Gap URM Graduation Gap Baseline Current Goal 5% 9% 11% Lower Income Retention Gap Baseline Current Goal 2% 5% 9% Baseline Current Goal 11% 19% 23% Lower Income Graduation Gap Baseline Current Goal 6% 12% 14% GOAL: Reduce the equity gap by half by 2015 among underrepresented minorities, lower income students, and for all races/ethnicities. STATUS: The equity 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 36,323 Prior Year 35,708 GOAL: Increase the number of degrees conferred each year. STATUS: UW institutions conferred 36,323 degrees in , an increase from 35,708 in UW System CORE STRATEGY 3: STRONGER BUSINESSES 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 $789 UW System GOAL: Increase research funded through federal and private sources each year. STATUS: Federal and privately funded research expenditures increased from $778 million in fiscal year 2012 (FY12) to $789 million in FY13. UW GRADUATES ESTIMATED CONTRIBUTION TO THE ECONOMY PAGE: 19 $605 UW System Prior Year $778 Prior Class $580 GOAL: Increase estimated earnings beyond high school of the UW graduating class each year. STATUS: The earnings of the UW graduating class are estimated to be $605 million beyond high school, an increase from $580 million for the previous graduating class. DEGREES IN STEM AND HEALTH FIELDS PAGE: 20 10,477 Prior Year 9,879 UW System GOAL: Increase the number of baccalaureate, graduate, and professional degrees conferred in Science, Technology, Engineering, and Mathematics (STEM) and Health fields each year. STATUS: The number of UW degrees in the STEM fields increased from 6,893 in to 7,378 in UW degrees in Health areas increased during the same period from 2,986 to 3,099. v

9 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 UW System National GOAL: Meet or exceed national benchmarks in cultivating civic participation and community engagement of students. STATUS: UW System seniors reported voting, volunteering, and participating in community-based course projects at rates that were at or above those of seniors nationally. COMMUNITY OUTREACH AND ENGAGEMENT PAGE: 23 GOAL: Increase participation each year in programs and services provided for Wisconsin communities. Prior Year Program and Service Categories STATUS: Wisconsin citizens participating in continuing education and entrepreneurship counseling and training increased from fiscal year 2012 (FY12) to FY13. Public broadcasting audiences and Cooperative Extension contacts decreased. CORE STRATEGY 5: RESOURCES Balance, diversify, and grow the university s financial resources and facilities while developing its human talent. REVENUE PAGE: 25 GOAL: Increase overall revenues at a rate of 5% each year. 4.9% UW System Goal 5% STATUS: In FY13, the UW System had approximately $4.7 billion in current funds revenues, an increase of 4.9% from the previous fiscal year. FACULTY AND STAFF DIVERSITY PAGE: 26 GOAL: Increase the percent of faculty and staff of color in each employment category each year. 11.8% Prior Year STATUS: Of the 40,712 UW System faculty and staff, 4,823 were employees of color, or 11.8%. Employees of 11.6% color increased among all employment categories except non-instructional academic staff and UW System administrators/academic leaders. CORE STRATEGY 6: OPERATIONAL EXCELLENCE Advance operational excellence by becoming more flexible, responsive, and cost efficient. ADMINISTRATIVE SPENDING PAGE: 29 $1,520 50% UW System National $3,052 GOAL: Remain below the national average of public four-year colleges and universities in administrative (institutional support) spending per student. STATUS: In FY11, the most recent year available, the UW System spent half of the national average on institutional support per student. The UW System spent $227 million less than it would have if it were at the national average. ENERGY USE Prior Year PAGE: 30 GOAL: Reduce energy use per square foot in campus facilities each year to achieve a 20% reduction over ten 165K BTU 174K BTU years. STATUS: Weather adjusted energy consumption in FY12 was 165 thousand BTUs per gross square foot of space, a decline from 174 in FY11. Energy use in FY12 was 16.8% lower than in FY05. UW System AVERAGE CREDITS TAKEN BY BACHELOR S DEGREE RECIPIENTS PAGE: 31 GOAL: Maintain or reduce the UW System average credits to degree each year. 137 Prior Year 138 STATUS: UW System graduates in attempted an average of 137 UW credits by the time they graduated, a decrease from the average of 138 UW credits attempted by UW System graduates in UW System vi

10 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: Prior Year 73 GOAL: Increase the number of collaborative degree programs each year. STATUS: In , the number of collaborative degree programs increased from 73 in the previous year to 82. UW System PARTNERSHIPS PAGE: 34 21,118 UW System GOAL: Monitor the number of partnerships each year. STATUS: The UW System collects data on several different types of partnerships that benefit businesses, communities, and educational and service organizations. In , 21,118 of these partnerships were reported. vii

11 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. 1 PREPARE STUDENTS

12 Critical Thinking Goal: Meet or exceed national benchmarks in fostering the development of critical thinking skills. Status: At a rate above the national average, UW System seniors reported that their college experiences contributed to their critical and analytical thinking. Seniors reported applying theories or concepts to solving practical problems and analyzing the basic elements of an idea, experience, or theory at rates comparable to national averages. 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. UW four-year institutions participate in the National Survey of Student Engagement (NSSE), while the UW Colleges participate in the Community College Survey of Student Engagement (CCSSE) to poll students about their college experience. 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 national averages. 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

13 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: The proportion of bachelor s degree recipients who studied abroad or participated in a UW exchange program as an undergraduate slightly increased from 13.9% in to 14.0% in UW participation in study abroad exceeds the national average. 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 increased from 13.9 percent (3,640) in to 14.0 percent (3,752) in See Appendix 2 for details. A variety of factors such as the economy, international tension, and other considerations may influence whether a student participates in a study abroad or exchange experience. UW BACHELOR S DEGREE RECIPIENTS WHO PARTICIPATED IN A UW STUDY ABROAD OR EXCHANGE PROGRAM 15.0% 13.8% 13.9% 14.0% 12.7% 11.0% MORE TO EXPLORE Students of color participated in UW study aboard or exchange experiences at the same rate as all bachelor s degree recipients in However, the participation rate varied by race/ethnicity. African Americans had the lowest rate of participation, 7.8% of the graduating class. Students reporting Two or More Races 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 11.5%. Graduates who never received a Pell Grant participated at a rate of 15.5%. To provide opportunities to students with financial need, the UW System s Study Abroad Grant Program provided assistance to 798 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 , 4,359 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 21% of undergraduate degree recipients in the UW System, compared to 15% at public four-year colleges and universities nationally. These estimates are based on analysis of data reported to the Open Doors 2013 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. 03/04 05/06 07/08 09/10 11/12 12/13 Graduation Year Partial semester programs and domestic exchange programs are included. 3 PREPARE STUDENTS

14 Scores on Exams for Professional Practice or Advanced Study Goal: Meet or exceed national or state benchmarks in the performance of students on postbaccalaureate examinations. Status: 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. 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 92% 90% Certified Public Accountant (CPA) 57% 55%* Verbal ( ) Quantitative ( ) Writing (0-6) Verbal (1-15) Physical Sciences (1-15) Biological Sciences (1-15) Total Score (3-45) PREPARE STUDENTS

15 Core Strategy 2 Stronger Workforce 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 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 Equity Gap Goal: Reduce the equity gap by half by 2015 among underrepresented minorities, lower income students, and for all races/ethnicities. Degrees Conferred Goal: Increase the number of degrees conferred each year. 5 STRONGER WORKFORCE

16 Access for Wisconsin High School Graduates Goal: Enroll at least 32% of all Wisconsin high school graduates, overall and by race/ethnicity. Status: In fall 2012, 31.5% 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 above the target. The UW System s participation rate of 31.5% is higher than the national rate of participation (26%) at public four-year colleges and universities. 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 2012, the UW System participation rate was 31.5 percent, up from 25 percent in fall Since 2003, 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 FALL NEW FRESHMEN 35% 30% 25% 20% 15% 10% 5% 0% Participation Rate Target National comparison: The UW System s participation rate of 31.5 percent is higher than the national rate of participation at public four-year colleges and universities. In 2010, the most recent year available, the national participation rate was 26 percent. Participation rates for African American, American Indian, and Hispanic/Latino(a) high school graduates remained below the target of 32 percent. In fall 2012, 11 percent of African American, 21 percent of Hispanic/Latino(a), and 10 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 2012, 36 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 freshmen class in the same proportion as in the high school graduating class. In 2012, students of color were almost 20 percent of Wisconsin public high school graduates but only 14 percent of immediate new freshmen. The state Department of Public Instruction (DPI) changed race/ethnic reporting categories for graduates to conform to Federal standards. DPI now allows students to report multiple ethnicities and created a new category, Hawaiian and Pacific Islander. These two categories are not displayed in the participation rate chart for clarity. Full details of enrollments in all race/ethnicity categories are found in Appendix 5. 6 STRONGER WORKFORCE

17 UW SYSTEM FALL TERM PARTICIPATION RATES FOR WISCONSIN IMMEDIATE NEW FRESHMEN BY RACE/ETHNICITY 40% 35% 30% 25% 20% 15% 10% 5% 0% African American American Indian Asian Hispanic/Latino White Target Data on Wisconsin public high school graduates do not distinguish among various Asian race/ethnic groups. MORE TO EXPLORE UW System participation rates differ by gender: 34% of female Wisconsin high school graduates enrolled in 2012, compared to 29% of males (Appendix 4). Participation rates differ primarily because of the lower application rate of male high school graduates. In 2012, the application rate of female Wisconsin high school graduates was 48%, compared to 39% of males. Over 93% of Wisconsin applicants for fall admission 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. Seventy-nine percent (79%) of participants were students of color. See Participation in Multicultural/ Disadvantaged Precollege Programming: orb-im/. In 2012, 20% of Wisconsin public high school graduates were students of color. By 2025, the proportion is expected to increase to 26%, 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: The chart to the right shows that in 2013, 2,885 Wisconsin immediate new freshmen of color enrolled at UW System institutions, an increase of 60% from At the same time, the number of students of color graduating from Wisconsin public schools also increased, accounting for the small changes in participation rates since UW SYSTEM FALL ENROLLMENTS OF WISCONSIN IMMEDIATE NEW FRESHMEN OF COLOR 3,000 2,500 2,000 1,500 1, ,806 1,956 2,257 2,558 2,697 2, African American Asian American Hispanic/Latino(a) American Indian Hawaiian/Pacific Islander Two or More Races New race/ethnicity categories were implemented in fall STRONGER WORKFORCE

18 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: New transfer student enrollment in was 15,220, a slight increase from 15,068 in As a percentage of fall new transfer enrollments, undergraduate new transfer students of color increased to 14.6% in fall 2013, compared to 13.7% in fall Among students of color, the percentage of most races/ethnicities increased or was unchanged; while the percentage of African American students decreased slightly. 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 15,220, a slight increase from 15,068 in New transfer student enrollment in has increased by 16.8 percent since In addition to new transfer students, 2,115 students re-enrolled at a UW institution with transfer credits. This results in a total of 17,335 transfer students in Of the 15,220 new transfer students in , 38 percent were intra-uw System transfers, 28 percent from out-of-state institutions, 24 percent from the Wisconsin Technical Colleges, 7 percent from Wisconsin private institutions, and 3 percent from international institutions. UW UNDERGRADUATE NEW TRANSFER STUDENTS BY ACADEMIC YEAR 15,000 13,035 13,202 13,517 14,595 15,068 15,220 12,000 9,000 6,000 3, /04 05/06 07/08 09/10 11/12 12/13 From UW 4-Year From UW Colleges From WTCS From WI Private Institutions From Out-of-State Institutions From International Institutions 8 STRONGER WORKFORCE

19 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 13.7 percent in fall 2012 to 14.6 percent in fall As a percentage of fall new transfer enrollments, American Indian, Southeast Asian, and Hispanic/Latino(a) students increased in fall 2013, Other Asian American, Hawaiian/Pacific Islander students, and students identifying as Two or More Races were unchanged. African American students decreased. 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 , 33% were transfer students. Transfer students are more likely to be non-traditional students. See Undergraduate Transfer Students: opar/orb-im/. In , over 15,200 new transfer students transferred credit into or within the UW System, with over 6,200 new students transferring from the Wisconsin Technical College System and UW Colleges. See Undergraduate Transfer Students: UW UNDERGRADUATE NEW TRANSFER STUDENTS OF COLOR AS A PERCENT OF FALL NEW TRANSFER ENROLLMENTS 15% 14.6% 13.7% 12% 12.3% 9.8% 9% 9.1% 8.9% 6% 3% 0% African American American Indian Southeast Asian Other Asian American Hawaiian/Pacific Is. Hispanic/Latino(a) Two or More Races New race/ethnicity categories were implemented in fall STRONGER WORKFORCE

20 Enrollments Goal: Meet or exceed More Graduates enrollment plans, and increase the percentage of students of color and lower income students enrolled each year. Status: While remaining near record levels, headcount enrollments were lower than planned for fall Students of color increased from 13.1% in fall 2012 to 13.6% in fall Undergraduates receiving Pell Grants (31%) declined slightly more than 1% from to The UW System plans to increase enrollments as one way to reach the More Graduates plan of producing additional undergraduate degrees. 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 full-time and part-time students. UW System enrollments declined slightly in fall 2013, both in headcount and in FTE. Enrollments have declined since the level in fall 2010, an all-time high. Headcount enrollment for the UW System in fall 2013 was 179,828, which was lower than the planned level of 189,389. See Appendix 7 for detail by institution. FTE enrollment for the UW System in fall 2013 was 153,252. See Appendix 8 for detail by institution. UW System students of color increased from 13.1 percent of all enrollments in fall 2012 to 13.6 percent in fall As a percentage of students enrolled, Hispanic/Latino(a) and students reporting Two or More Races increased. The proportion of students of American Indian, Southeast Asian, Other Asian American, and Hawaiian/Pacific Islander race/ethnicity was unchanged, and students reporting African American race/ethnicity decreased. UW SYSTEM FALL ENROLLMENTS 200, , , , , , Headcount FTE Plan UW STUDENTS OF COLOR AS A PERCENT OF FALL ENROLLMENTS 14% 12% 10% 8% 8.9% 9.4% 10.3% 11.8% 13.1% 13.6% 6% 4% 2% 0% African American American Indian Southeast Asian Other Asian American Hawaiian/Pacific Is. Hispanic/Latino(a) Two or More Races New race/ethnicity categories were implemented in fall STRONGER WORKFORCE

21 The total number of students of color increased by 742 students to 24,450 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. Thirty-one percent of undergraduates received a Pell Grant in (30.9%) and (31.4%). In , 48,549 UW undergraduates received a Pell Grant. See Appendix 10 for detail by institution. National comparison: Since the Pell Grant is provided to students with financial need using federal guidelines, it can be used for national comparisons of lower income enrollments. The UW System level of 31 percent is below the most recent national rate at public four-year institutions, 41 percent in PERCENT OF UNDERGRADUATES RECEIVING PELL GRANTS 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 48,549 03/04 05/06 07/08 09/10 11/12 12/13 MORE TO EXPLORE In addition to providing access to students immediately out of high school, the UW System provided access for 33,045 adult, non-traditional students in fall 2013 (Appendix 11). Distance education allows access for students who cannot or prefer not to attend a campus-based course or program. In , 5,442 distance education courses were offered at the UW System institutions (Appendices 12 and 13). In fall 2013, 40% of graduate students (9,363) enrolled part-time. Among undergraduates, 17% (26,057) were enrolled part-time in fall See Trends in Enrollment: Wisconsin residents made up 80% of undergraduate enrollment in fall See Trends in Enrollment: Among students of color, Hispanics/Latino(a)s are the most numerous in the UW System, with 7,493 students in fall Detailed tables on UW System enrollments by race/ethnicity and other characteristics are available through Student Statistics: In , 73% of UW System undergraduates, or 115,246 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: directions-and-practices/mdcs/md-report/. 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 16% less than the national average at public four-year institutions. In , the average cost of attending a UW System institution was $19,260 for Wisconsin resident undergraduates, an increase of $21 over the prior year. UW System National National data are not yet available for Pell Grant recipients in STRONGER WORKFORCE

22 Retained to the Second Year Goal: Meet or exceed More Graduates plans to increase retention rates. Status: Retained 80.7% of fall 2012 new freshmen overall, on target with the More Graduates plan of 80.9% and higher than the most recent national rate (79.2%) at public four-year institutions. 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 2012 returned for the second year to the same UW institution at a rate of 80.7 percent, on target with the More Graduates plan of 80.9 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% An additional 4.8 percent of fall 2012 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 80.7 percent is higher than the most recently available rate at public four-year institutions nationally, 79.2 percent. MORE TO EXPLORE See Closing the Equity Gap (pages 14-15) for retention rates of underrepresented minority students, lower income students, and students of all races/ethnicities. Female students are more likely to return for the second year than male students: 81.5% versus 79.8% for those entering fall 2012 (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. For additional information on retention rates by UW institution, including UW Colleges, and systemwide, see Retention and Graduation: 60% 55% 50% Entering Cohort Same UW Systemwide Plan National National data are not yet available for new freshmen who enrolled in STRONGER WORKFORCE

23 Graduated Within Six Years Goal: Meet or exceed More Graduates plans to increase graduation rates. Status: Graduated 59.3% of new freshmen entering in fall 2007, below the More Graduates plan of 60.4% and higher than the most recent national average of 57.2%. 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% National comparison: The graduation rate was 59.3 percent for fall 2007 UW new freshmen entering fulltime and graduating from the same UW institution, higher than the most recent national average of 57.2 percent. MORE TO EXPLORE For graduation rates of underrepresented minority students, lower income students, and students of all races/ethnicities turn to Closing the Equity Gap (pages 14-15). For additional information on graduation rates by UW institution, including UW Colleges, and systemwide, see Retention and Graduation: Female students are more likely to graduate within six years than male students: 61.8% versus 56.5% for those entering in fall 2007 (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 2007 new freshmen, 78.3% either graduated from any U.S. institution or were still enrolled six years later. The comparable rate for students entering as transfers was 76.7%. UW NEW UNDERGRADUATES ENROLLING FULL-TIME IN FALL 2007 AND GRADUATED OR STILL ENROLLED SIX YEARS LATER 45% 80% 78.3% 76.7% 40% 35% 30% Entering Cohort Same UW Systemwide Plan National 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 full-time in fall 2007, below the More Graduates plan of 60.4 percent. See Appendix 16 for detail by UW institution. 60% 40% 20% 0% New Freshmen Transfer Students Still Enrolled at Non-UW Institution Still Enrolled at UW System Graduated from Non-UW Institution Graduated from UW System Of the fall 2007 entering class, 5.7 percent started at one UW institution and transferred to another in the course of earning a bachelor s degree. Data for non-uw institutions is from the National Student Clearinghouse. 13 STRONGER WORKFORCE

24 Closing the Equity Gap Goal: Reduce the equity gap by half by 2015 among underrepresented minorities, lower income students, and for all races/ethnicities. Status: The equity 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 students, lower income students, and for all students is one important effort the UW System is making to achieve the commitment. 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 equity gap by half by 2015 among underrepresented minorities, lower income students, and all races/ethnicities. Progress toward closing the equity 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), moving toward the 2015 goal. The gap in retention rates among lower income students increased. Additional details in Appendix 18. 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. CLOSING THE EQUITY GAP IN RETENTION RATES URM Baseline Fall 2012 Baseline Fall 2012 Non-URM Gap: 11% 2015 Goal: 5% Gap: 9% 2015 Goal: In Progress Gap: 5% 2015 Goal: 2% Gap: 9% 2015 Goal: In Progress 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Pell Non-Pell CLOSING THE EQUITY GAP IN GRADUATION RATES URM Non-URM Baseline Fall 2007 Baseline Fall 2007 Gap: 23% 2015 Goal: 11% Gap: 19% 2015 Goal: In Progress Gap: 12% 2015 Goal: 6% Gap: 14% 2015 Goal: In Progress 0% 10% 20% 30% 40% 50% 60% 70% 80% Pell Non-Pell 14 STRONGER WORKFORCE

25 Gaps in retention rates persist for nearly all race/ethnic groups. In the fall 2012 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% Baseline 40% Fall % 0% 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 2007 entering class persist for students of almost all 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 % 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: orb-im/. 15 STRONGER WORKFORCE

26 Degrees Conferred Goal: Increase the number of degrees conferred each year. Status: UW institutions conferred 36,323 degrees in , an increase from 35,708 in 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 36,323 degrees at all levels, an increase from 35,708 in and 32,189 in Of degrees conferred in , 1,850 were associate degrees, 26,939 were bachelor s degrees, and 7,534 were graduate or professional degrees. UW institutions conferred 28,789 undergraduate degrees during the academic year. This is above the More Graduates plan of 27,723 undergraduate degrees. UW DEGREES CONFERRED 40,000 35,000 30,000 32,189 30,703 32,475 33,442 35,708 36,323 MORE TO EXPLORE The number of associate degrees decreased 8% from to During the same time period, bachelor s degrees increased 3% while graduate and professional degrees were steady, decreasing by a count of 15 degrees. Detailed data on degrees by level and institution is available through Student Statistics: Students of color received 3,695 degrees in , 10.1% of all degrees conferred. Among students of color, Hispanic/Latino(a) students received the greatest number of degrees, 1,051 or 28% of degrees conferred to students of color. See Degrees Conferred: orb-im/. 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: A survey by the American Council on Education in 2010 indicates that 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: r101210a.htm. National and state comparisons: Despite the above average participation rate and graduation rate in the UW System, Wisconsin lags the national average and some neighboring states in the proportion of residents with a bachelor s or higher degree. POPULATION 25 YEARS AND OVER WITH A BACHELOR S OR HIGHER DEGREE, % 33% 29% 26% 26% 27% 25,000 20,000 15,000 10,000 Illinois Iowa Michigan Minnesota Wisconsin United States Source: U.S. Census American Community Survey. 5, /04 05/06 07/08 09/10 11/12 12/13 Associate Bachelor's Graduate or Professional 16 STRONGER WORKFORCE

27 Core Strategy 3 Stronger Businesses 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 STEM and Health Fields Goal: Increase the number of baccalaureate, graduate, and professional degrees conferred in Science, Technology, Engineering, and Mathematics (STEM) and Health fields each year. 17 STRONGER BUSINESSES

28 Research Funding Goal: Increase research funded through federal and private sources each year. Status: Federal and privately funded research expenditures increased from $778 million in fiscal year 2012 (FY12) to $789 million in FY13. Research is an important mission of the university that contributes to knowledge and improves the learning experiences of students. In addition, research can lead to the development of new technologies, companies, and industries that enhance the economy of the state. Research funded by federal and private sources provides these benefits and also creates well-paying jobs in the state of Wisconsin. UW SYSTEM RESEARCH FUNDING EXPENDITURES FROM FEDERAL AND PRIVATE SOURCES ($MILLIONS) $588 $649 $667 $730 $778 $789 Federal and privately funded research expenditures increased from $778 million in FY12 to $789 million in FY13. In fall 2013, 5,512 full-time equivalent research staff, including 1,464 full-time equivalent graduate assistants, were funded through federal and private dollars. From FY04 to FY13, federal and privately funded research increased by 34 percent from $588 million to $789 million. During this period, a total of approximately $7 billion was generated from external sources supporting research throughout the UW System. FY04 FY06 FY08 FY10 FY12 FY13 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 FY12, UW System institutions generated 451 disclosures to the Wisconsin Alumni Research Foundation, the WiSys Technology Foundation, and the UW-Milwaukee Research Foundation. In the same year, 73 new licenses for technologies were executed and 165 U.S. patents were issued. For information on available technologies, see: and In 2013, UW-Extension launched the Center for Technology Commercialization (CTC) in partnership with the Wisconsin Economic Development Corporation. The CTC provides hands-on assistance in assessing feasibility using Lean Startup methods, access to Small Business Innovation Research/Small Business Technology Transfer (SBIR/STTR) and other federal funding, and business and commercialization planning for early stage technology-based firms. During 2013, CTC clients were awarded $6 million in federal SBIR/STTR funding and acquired $5.5M in additional capital. 18 STRONGER BUSINESSES

29 UW Graduates Estimated Contribution to the Economy Goal: Increase estimated earnings beyond high school of the UW graduating class each year. Status: The earnings of the UW graduating class are estimated to be $605 million beyond high school, an increase from $580 million for the previous graduating class. 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. On average, according to the most recent information, college graduates make $21,300 more each year than adults with only a high school education. The earnings of the UW graduating class is estimated to be $605 million beyond high school, an increase from $580 million for the previous graduating class. The increase resulted from continued growth in the size of the graduating class combined with an increasing wage gap between bachelor degree recipients and individuals with a high school education. Eighty-one percent (81%) of the alumni who were Wisconsin residents when enrolled remained in Wisconsin after graduation. Overall, 67 percent of alumni remained in Wisconsin. Thirteen percent (13%) of non-resident students remained in Wisconsin after graduation; nonresident students contribute to the state economy and educational quality. See UW Alumni in Wisconsin: ESTIMATED ADDITIONAL ANNUAL EARNINGS OF UW GRADUATING CLASS ($MILLIONS) $418 $440 $507 $497 $580 $605 03/04 05/06 07/08 09/10 11/12 12/13 19 STRONGER BUSINESSES

30 Degrees in STEM and Health 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: The number of UW degrees in the STEM fields increased from 6,893 in to 7,378 in UW degrees in Health areas increased during the same period from 2,986 to 3,099. 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 6,893 in to 7,378 in During the same period, UW degrees in Health areas increased from 2,986 to 3,099. The number of STEM and Health degrees combined increased from the previous year to 10,477. For detail by institution, see Appendix 19. In , STEM degrees represented 20.3 percent of all degrees conferred, and Health degrees represented 8.5 percent. UW DEGREES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) AND IN HEALTH PROFESSIONS 11,000 10,000 9,000 8,000 7,000 6,000 5,000 4,000 3,000 2,000 1, ,824 7,744 8,262 8,883 9,879 10,477 03/04 05/06 07/08 09/10 11/12 12/13 STEM Health MORE TO EXPLORE Women are underrepresented among STEM graduates compared to other fields. In , 38% of STEM degrees, or 2,794 degrees, were conferred to women. In comparison, 56% of all degrees were conferred to women. Women make up a larger proportion of graduates in Health fields: 80% 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 color made up 9% of STEM degree recipients, 10% of graduates in Health fields, and 10% of all degrees. See Degrees Conferred: UW institutions implemented two new collaborative degree programs in the Health area over the last three years: a Bachelor s of Science in Health and Wellness Management and a Bachelor s of Science in Health Information Management and Technology. Appendices 24 through 26 list collaborative programs and participating institutions. 20 STRONGER BUSINESSES

31 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. 21 STRONGER COMMUNITIES

32 Civic Participation Goal: Meet or exceed national benchmarks in cultivating civic participation and community engagement of students. Status: UW System seniors reported voting, volunteering, and participating in community-based course projects at rates that were at or above those of seniors nationally. 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 community-based course projects at rates that were at or above those of seniors nationally. Community service or volunteer work Seniors, 2011 UW System National Community-based course project or service learning project 65% 57%* 46% 46% MORE TO EXPLORE Service learning and community service projects apply knowledge and skills learned at the university to the benefit of the community. Examples include computer science students equipping local nonprofits with websites necessary for providing services in the 21 st century, accounting students assisting in the Volunteer Income Tax Assistance Program, and nutrition science students helping maintain community gardens and educate youth on healthy eating habits. Community service, service learning, and civic engagement activities are incorporated into many courses at each UW institution. In addition, four UW institutions include service learning as part of requirements for a bachelor s degree. The UW System seeks to engage youth of all ages in community decisionmaking and governance. For example, in 2013, UW-Extension helped 12 Teen Courts in Wisconsin train 534 youth volunteers and 53 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. Voting in local, state, 44% 31%* or national elections *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

33 Community Outreach and Engagement Goal: Increase participation each year in programs and services provided for Wisconsin communities. Status: Wisconsin citizens participating in continuing education and entrepreneurship counseling and training increased from fiscal year 2012 (FY12) to FY13. Public broadcasting audiences and Cooperative Extension contacts decreased. 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. MORE TO EXPLORE 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 FY13, 8,092 community members participated in educational meetings to learn how to support Wisconsin military families. In addition, 1,263 military youth participated in activities, camps, and other programs. Also, 563 educators and community volunteers were trained on the impact of deployment and how to assist with the issues facing the 15,000 military kids throughout the state: 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 FY13, 1,722 clients were assisted: From FY12 to FY13, more Wisconsin citizens participated in continuing education courses and entrepreneurship counseling and training programs. Public broadcasting audiences decreased, as did Cooperative Extension teaching contacts. FY11 FY12 FY13 Wisconsin Public Radio and Television weekly audiences 1,000,300 1,036, ,400 Continuing education non-credit enrollments 160, , ,763 Cooperative Extension teaching contacts 1,266,627 1,287,938 1,255,030 Entrepreneurship and economic development counseling and training participants 16,299 9,015 9, STRONGER COMMUNITIES

34 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 Goal: Increase the percent of faculty and staff of color in each employment category each year. 24 RESOURCES

35 Revenue Goal: Increase overall revenues at a rate of 5% each year. Status: In fiscal year 2013 (FY13), the UW System had approximately $4.7 billion in current funds revenues, an increase of 4.9% from the previous fiscal year. 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 FY13, the UW System had approximately $4.7 billion in current funds revenues, an increase of 4.9 percent from the previous fiscal year. From FY12 to FY13, state appropriations increased 5 percent, revenue from tuition and fees increased 6 percent, revenue from gifts, grants, and contracts increased by 5 percent, and revenue from all other sources increased by 4 percent. Currently, 33 percent of revenues are from gifts, grants, and contracts, compared to state appropriations (19%), tuition and fees (25%), 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 7.8% of the state budget in FY13, a decrease of 1.8 percentage points from FY03. Along with the UW System, declines in the share of the state budget were to the School Aids (35.6%; -7.5 percentage points), Community Aids (1.4%; -0.2 percentage points), State Supplement to Federal Supplemental Security Income (1.1%; -0.1 percentage points), and Wisconsin Works (0.9%; percentage points). Increases in the share of the state budget were to Medical Assistance (14.8%; +5.4 percentage points), State Property Tax Credits (6.3%; +2.0 percentage points), Corrections (8.1%; +0.4 percentage points), Shared Revenue (5.8%; +1.9 percentage points), and Individual Tax Relief (1.8%; +0.4 percentage points). The UW System s largest revenue source in FY13 was gifts, grants, and contracts, at $1.6 billion. Virtually all of these revenues are provided to support specific programs rather than general university operations. The federal government was the largest source of gifts, grants, and contracts to the UW System in FY13. See UW System Annual Financial Report: State support is critical for capital (building) projects. For information on the capital budget see Appendix 20. UW SYSTEM CURRENT FUNDS REVENUES BY SOURCE ($BILLIONS) $5.0 $4.0 $3.0 $2.0 $1.0 $0.0 FY04 FY06 FY08 FY10 FY12 FY13 State Appropriations Tuition and Fees Gifts, Grants, and Contracts All Other Sources Target 25 RESOURCES

36 Faculty and Staff Diversity Goal: Increase the percent of faculty and staff of color in each employment category each year. Status: Of the 40,712 UW System faculty and staff, 4,823 were employees of color, or 11.8%. Employees of color increased among all employment categories except non-instructional academic staff and administrators/academic leaders. 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 40,712 UW System faculty and staff in fall 2013, 4,823 were employees of color, or 11.8 percent. The proportion of employees of color increased among faculty and instructional academic staff to 13.3 percent, classified staff to 11.6 percent, and graduate assistants to 11.6 percent. Employees of color in the non-instructional staff category declined slightly to 10.8 percent, and remained at 10.3 percent among administrators and academic leaders. Faculty and instructional academic staff had the largest number of employees of color in 2013 at 1,579, followed by classified staff employees of 1,181. Non-instructional academic staff and graduate assistants employment categories had 1,076 and 833 employees of color, respectively. Asian Americans were the largest employee of color group in 2013, with 1,999 employees or 4.9 percent of all employees. African Americans and Hispanic/Latino(a) were the next largest employee of color groups at 1,185 and 1,136 employees, respectively. See Appendix 21 for details. UW SYSTEM PERCENT EMPLOYEES OF COLOR BY EMPLOYMENT CATEGORY AND YEAR 15% Faculty and Instructional Academic Staff Non-Instructional Academic Staff Classified Staff Administrators and Academic Leaders Graduate As sistants 12% 9% 6% 3% 0% African American American Indian Asian American Hawaiian/Pacific Is. Hispanic/Latino(a) Two or More Races Note: Hawaiian/Pacific Islander do not show in graph due to small representation in each employment category, see Appendix 21 for detail. 26 RESOURCES

37 MORE TO EXPLORE Men and women are employed in approximately equal shares in the UW System. However, the proportion of men and women varies by employment category. Women are most numerous in non-teaching and non-administrative roles, making up 58% 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, 54% were taught by tenured and tenure-track faculty members, 38% by instructional academic staff, and the remaining 8% by teaching assistants. Additional details on instructional workload are in Appendix 22. National and state comparisons: The UW System employs women instructional faculty at a similar rate as at public four-year institutions nationally, 45%. The UW System employed a lower percentage of instructional faculty of color, 14%, than public four-year institutions nationally (19%), in Illinois (21%), in Iowa (16%), in Michigan (19%), and in Minnesota (15%). 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 INSTRUCTIONAL FACULTY OF COLOR 25% 20% 21% 19% 19% 15% 16% 15% 14% 10% 5% 0% Illinois Iowa Michigan Minnesota UW System United States Source: National Center for Education Statistics, fall RESOURCES

38 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 to achieve a 20% reduction over ten years. Average Credits Taken by Bachelor s Degree Recipients Goal: Maintain or reduce the UW System average credits to degree each year. 28 OPERATIONAL EXCELLENCE

39 Administrative Spending Goal: Remain below the national average of public four-year colleges and universities in administrative (institutional support) spending per student. Status: In fiscal year 2011 (FY11), the most recent year available, the UW System spent half of the national average on institutional support per student. The UW System spent $227 million less than it would have if it were at the national average. 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, space management, personnel management, and related administrative 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. ADMINISTRATIVE (INSTITUTIONAL SUPPORT) EXPENDITURES PER FULL-TIME EQUIVALENT (FTE) STUDENT ENROLLMENT AS PERCENT OF NATIONAL AVERAGE, FY11 73% 94% 83% 93% $1,520 50% $3, % National and state comparisons: In FY11, the most recent year available, UW System four-year institutions spent half (50%), or $1,520, of the national average on institutional support per student. The UW System spent $227 million less than it would have if its spending were at the national average. Administrative spending per student is higher in neighboring 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 FY11, UW spending per student from state tax dollars was $960 less than the national average, ranking 32nd among states. The UW System saves money by collaborating on administrative software, service contracts, and licensure agreements. Working with UW institutions, UW System identified and negotiated in FY13 a total of $3.86 million in savings or cost avoidance for individual UW institutions and the UW System as a whole. The UW System advances Operational Excellence through support and sponsorship of consultant-led reviews of resource optimization, efficiency, and effectiveness. A current example at UW-Stout examined campus space utilization, information technology, academic administrative structures, and textbook rental programs. A similar effort at UW-Superior looked at auxiliaries, facilities management, research administration, and administrative support. Also, UW Colleges conducted a broad-based review of opportunities for improved efficiency. The results of these reviews help identify resources that UW institutions can re-focus on their highest strategic priorities. Iowa Illinois Michigan Minnesota UW System United States Source: National Center for Education Statistics. Public four-year institutions only. 29 OPERATIONAL EXCELLENCE

40 Energy Use Goal: Reduce energy use per square foot in campus facilities each year to achieve a 20% reduction over ten years. Status: Weather adjusted energy consumption in FY12 was 165 thousand BTUs per gross square foot of space, a decline from 174 in FY11. Energy use in FY12 was 16.8% lower than in FY05. The UW System seeks to reduce energy use in campus facilities. 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. 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). The UW System seeks to reduce energy use each year to achieve a 20 percent reduction over ten years from FY05 to FY15. Weather adjusted energy consumption in FY12 was 165 thousand BTUs per gross square foot of space, a decline from 174 in FY11. Energy use in FY12 was 16.8 percent lower than in FY05. The UW System consumes energy in the forms of thermal (heat) energy and electricity. Electric energy represents under one-third 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. WEATHER-ADJUSTED ENERGY USE (1,000 BTUS) PER GROSS SQUARE FOOT OF SPACE FY05 FY07 FY09 FY11 FY12 Electric Heat MORE TO EXPLORE The data apply to UW System buildings served by campus heating plants, electrical substations, and chilling plants. 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 2013 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: 2 research buildings 20% 10 years UW-Marinette: 5 academic buildings 37% 15 years UW-Waukesha: 4 academic buildings 38% 16 years 30 OPERATIONAL EXCELLENCE

41 Average Credits Taken by Bachelor s Degree Recipients Goal: Maintain or reduce the UW System average credits to degree each year. Status: UW System graduates in attempted an average of 137 UW credits by the time they graduated, a decrease from the average of 138 UW credits attempted by UW System graduates in 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. Institutions have influence over 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, a decrease from the average of 138 UW credits attempted by UW System graduates in Average credits to degree have declined since , when the goal to reduce credits to degree was established. See Appendix 23 for detail by institution. 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 about 13,000 additional students at UW institutions. AVERAGE NUMBER OF CREDITS ATTEMPTED BY BACHELOR S DEGREE RECIPIENTS MORE TO EXPLORE /94 03/04 05/06 07/08 09/10 11/12 12/13 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 OPERATIONAL EXCELLENCE

42 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. 32 COLLABORATIONS

43 Collaborative Degree Programs Goal: Increase the number of collaborative degree programs each year. Status: In , the number of collaborative degree programs increased from 73 in the previous year to 82. 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. In , the number of collaborative degree programs increased from 73 in the previous year to 82. Thirteen new collaborative degree programs were implemented in , with seven between UW Colleges and UW fouryear institutions and six between UW and non-uw partners. See Appendices 24 through 26 for programs listed by name and institution. Of the 82 collaborative degree programs in , 26 were between UW Colleges and UW four-year institutions, 20 were among UW four-year institutions, and 36 were between UW and non-uw partners, including 13 with Wisconsin Technical Colleges. UW COLLABORATIVE DEGREE PROGRAMS MORE TO EXPLORE /09 09/10 10/11 11/12 12/13 13/14 Between UW 2-Year and UW 4-Year Among UW 4-Year Institutions Between UW and non-uw Partners In fall 2013, UW Colleges implemented a new Bachelor of Applied Arts and Sciences (BAAS) degree completion program at six UW Colleges campuses in collaboration with UW System comprehensive universities. Partnerships include UW-Baraboo and UW-La Crosse; UW-Barron and UW-Superior/UW-Stout; UW-Marshfield and UW-Stevens Point; UW-Richland and UW-Platteville; UW-Rock and UW-Platteville; and UW-Waukesha and UW-Parkside. The new pathway through the UW Colleges allows place-bound, underserved adult learners to obtain a bachelor s degree and contribute to local workplace and community needs. For more information, see: Of the over 15,200 new transfer students in , over 9,300 students transferred from non-uw institutions into the UW System. See Undergraduate Transfer Students: The UW System served over 4,600 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 attempted over 25,000 UW credits through these sources COLLABORATIONS

44 Partnerships Goal: Monitor the number of partnerships each year. Status: The UW System collects data on several different types of partnerships that benefit businesses, communities, and educational and service organizations. In , 21,118 of these partnerships were reported. 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 , 21,118 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 5,148 6,357 3,193 1,189 2,176 3,055 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: 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: wisconsin.edu/vpacad/. 34 COLLABORATIONS

45 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 STRONGER WORKFORCE 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 Equity Gaps in Retention and Graduation Rates at Institution Where Started for Underrepresented Minority (URM) and Lower Income Students STRONGER BUSINESSES 19 Degrees in Science, Technology, Engineering, and Mathematics (STEM), Health Professions, and All Disciplines RESOURCES 20 Borrowing for Capital Construction Projects Employees by Race/Ethnicity, Gender, and UW Employment Category Fall Instructional Workload OPERATIONAL EXCELLENCE 23 Average Number of Credits Attempted by Bachelor s Degree Recipients COLLABORATION 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 APPENDICES

46 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 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 non-academic 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. Student Satisfaction 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. Student Interaction with Campus Faculty and Staff 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. Experiences with Diverse Groups of People and Ideas 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, 36 APPENDICES

47 APPENDIX 2 University of Wisconsin System: Bachelor s Degree Recipients Who Participated in a UW Study Abroad or Exchange Program* UW-Eau Claire 16.8% 17.3% 20.5% 20.0% 20.1% 18.5% UW-Green Bay 9.7% 9.9% 9.6% 12.4% 13.5% 13.7% UW-La Crosse 9.5% 15.5% 15.9% 15.1% 13.5% 13.3% UW-Madison 16.2% 16.6% 18.1% 20.5% 20.4% 21.2% UW-Milwaukee 6.7% 7.9% 8.2% 8.3% 7.0% 7.6% UW-Oshkosh 11.7% 13.8% 14.5% 17.1% 14.8% 16.4% UW-Parkside 0.7% 0.5% 1.7% 1.7% 2.5% 4.8% UW-Platteville 4.6% 2.6% 3.4% 3.8% 4.7% 4.1% UW-River Falls 9.2% 14.6% 17.6% 20.8% 17.3% 11.2% UW-Stevens Point 15.8% 18.8% 21.0% 21.6% 18.5% 18.6% UW-Stout 7.4% 12.0% 15.2% 14.1% 12.8% 11.4% UW-Superior 4.8% 7.1% 8.8% 9.7% 11.5% 12.2% UW-Whitewater 3.6% 4.3% 4.3% 5.6% 5.4% 5.5% UW System Total 11.0% 12.7% 13.8% 15.0% 13.9% 14.0% *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 1,053 1,116 1,398 1,504 1,466 1,525 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 3,639 3,948 4,591 4,533 4,351 4,359 *Includes all study abroad and domestic exchange activity through a UW program at that institution. 37 APPENDICES

48 APPENDIX 4 University of Wisconsin System: Participation Rates by Gender, Immediate New Freshmen from All Wisconsin High Schools UWS Enrollment 12,188 12,257 12,297 11,955 11,769 11,580 Female WI High School Grads 34,666 34,297 34,787 35,093 34,213 33,798 Participation Rate 35.2% 35.7% 35.3% 34.1% 34.4% 34.3% UWS Enrollment 9,830 10,123 10,709 10,617 10,227 9,871 Male WI High School Grads 34,219 34,319 34,760 35,622 34,700 34,339 Participation Rate 28.7% 29.5% 30.8% 29.8% 29.5% 28.7% UWS Enrollment 22,018 22,380 23,006 22,572 21,996 21,451 Total WI High School Grads 68,885 68,616 69,547 70,715 68,913 68,137 Participation Rate 32.0% 32.6% 33.1% 31.9% 31.9% 31.5% APPENDIX 5 University of Wisconsin System: Participation Rates by Race/Ethnicity, Immediate New Freshmen from Wisconsin Public High Schools African American American Indian Asian American Hispanic/Latino(a) Hawaiian/Pacific Islander Two or More Races Students of Color White UWS Enrollment Public High School Grads 3,196 3,751 4,333 4,920 5,098 4,752 Participation Rate 15% 15% 15% 15% 11% 11% UWS Enrollment Public High School Grads Participation Rate 17% 22% 22% 22% 10% 10% UWS Enrollment Public High School Grads 1,859 2,011 2,202 2,533 2,399 2,241 Participation Rate 34% 35% 37% 35% 34% 36% UWS Enrollment Public High School Grads 1,870 2,201 2,580 3,122 3,756 3,953 Participation Rate 20% 19% 20% 19% 22% 21% UWS Enrollment Public High School Grads N/A N/A N/A N/A Participation Rate 32% 45% UWS Enrollment Public High School Grads N/A N/A N/A N/A Participation Rate 79% 66% UWS Enrollment 1,586 1,849 2,158 2,407 2,766 2,697 Public High School Grads 7,593 8,663 9,891 11,423 12,690 12,473 Participation Rate 21% 21% 22% 21% 22% 22% UWS Enrollment 18,354 18,367 18,857 18,123 17,227 16,733 Public High School Grads 55,677 54,566 54,071 53,987 51,446 50,234 Participation Rate 33% 34% 35% 34% 33% 33% Data on Wisconsin public high school graduates do not distinguish among various Asian race/ethnic groups. 38 APPENDICES

49 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 African American American Indian Southeast Asian Other Asian American Hawaiian/ Pacific Islander Hispanic/ Latino(a) Two or More Races Students of Color White/ Unknown Fall % 0.7% 1.7% 1.5% - 2.0% - 6.7% 93.3% % 0.4% 1.5% 1.3% - 1.3% - 5.3% 94.7% % 0.5% 1.4% 1.2% 0.0% 2.2% 0.4% 6.1% 93.9% % 0.2% 2.8% 0.9% 0.0% 2.4% 1.3% 8.2% 91.8% % 0.4% 2.2% 0.5% 0.1% 2.9% 1.4% 8.5% 91.5% % 0.2% 2.3% 0.6% 0.2% 3.2% 1.9% 9.5% 90.5% % 0.5% 1.0% 2.0% - 1.5% - 6.7% 93.3% % 0.8% 1.2% 1.4% - 2.1% - 7.2% 92.8% % 0.4% 1.2% 0.9% 0.2% 2.1% 0.7% 7.1% 92.9% % 0.7% 2.1% 1.1% 0.2% 3.2% 1.5% 10.9% 89.1% % 0.7% 1.5% 1.0% 0.0% 3.8% 2.1% 11.0% 89.0% % 0.4% 2.0% 1.1% 0.1% 4.0% 2.0% 11.5% 88.5% % 1.1% 0.9% 1.8% - 3.6% % 87.9% % 1.2% 1.5% 1.9% - 2.5% % 89.6% % 1.1% 1.5% 1.4% 0.1% 3.8% 0.8% 12.9% 87.1% % 1.0% 2.4% 1.1% 0.0% 5.1% 1.9% 15.6% 84.4% % 0.5% 2.2% 1.2% 0.0% 5.5% 2.5% 17.7% 82.3% % 1.1% 2.6% 0.9% 0.1% 7.1% 1.9% 19.4% 80.6% % 5.3% 1.4% 1.4% - 2.5% % 85.2% % 4.2% 1.0% 1.7% - 3.7% % 84.7% % 3.3% 1.3% 1.5% 0.0% 2.0% 0.7% 13.0% 87.0% % 2.9% 1.4% 0.8% 0.0% 4.3% 1.6% 15.7% 84.3% % 2.0% 1.5% 1.7% 0.3% 6.5% 1.7% 20.4% 79.6% % 1.8% 0.9% 1.1% 0.0% 5.8% 2.9% 18.3% 81.7% % 1.3% 0.5% 2.4% - 2.2% % 90.0% % 1.4% 0.5% 2.3% - 2.3% % 89.2% % 0.8% 1.1% 1.8% 0.1% 2.9% 1.4% 12.0% 88.0% % 0.8% 0.7% 1.8% 0.1% 3.4% 2.2% 12.8% 87.2% % 0.5% 1.0% 1.5% 0.2% 4.6% 2.8% 15.4% 84.6% % 1.2% 1.1% 1.4% 0.1% 5.1% 2.7% 16.4% 83.6% % 0.0% 0.6% 3.0% - 1.2% - 5.9% 94.1% % 0.0% 0.0% 1.2% - 1.8% - 4.3% 95.7% % 0.0% 0.0% 1.8% 0.0% 0.9% 0.9% 4.5% 95.5% % 0.0% 0.0% 2.1% 0.0% 2.4% 0.3% 5.6% 94.4% % 0.0% 0.4% 0.8% 0.0% 0.8% 0.0% 4.1% 95.9% % 0.0% 0.4% 1.8% 0.0% 0.4% 0.0% 3.2% 96.8% % 1.1% 1.0% 1.9% - 2.2% - 9.1% 90.9% % 1.1% 1.1% 1.8% - 2.1% - 8.9% 91.1% % 0.9% 1.2% 1.3% 0.1% 2.7% 0.9% 9.8% 90.2% % 0.9% 1.8% 1.3% 0.1% 3.6% 1.7% 12.3% 87.7% % 0.6% 1.7% 1.1% 0.1% 4.3% 2.2% 13.7% 86.3% % 0.8% 1.8% 1.1% 0.1% 4.9% 2.2% 14.6% 85.4% New race/ethnicity categories were implemented in fall APPENDICES

50 APPENDIX 7 University of Wisconsin System: Headcount Fall Enrollments UW-Eau Claire 10,992 10,689 10,766 11,140 11,413 11,047 10,907 UW-Green Bay 5,626 5,728 5,690 6,286 6,636 6,790 6,667 UW-La Crosse 9,645 9,060 9,849 9,880 10,135 10,380 10,502 UW-Madison 41,135 40,750 41,028 41,620 42,180 42,463 42,903 UW-Milwaukee 25,033 27,248 28,309 29,215 30,470 29,114 27,784 UW-Oshkosh 12,506 12,473 12,530 12,753 13,629 13,519 13,902 UW-Parkside 4,972 5,074 5,007 5,167 5,160 4,769 4,617 UW-Platteville 6,089 6,196 6,813 7,512 7,928 8,678 8,717 UW-River Falls 5,676 5,959 6,229 6,555 6,902 6,447 6,171 UW-Stevens Point 8,923 8,996 9,048 9,163 9,500 9,677 9,643 UW-Stout 8,231 7,750 8,372 8,839 9,339 9,247 9,286 UW-Superior 2,902 2,868 2,924 2,689 2,856 2,700 2,656 UW-Whitewater 10,810 10,955 10,502 10,962 11,557 12,031 12,015 UW Colleges 12,515 12,499 12,639 13,275 14,385 14,107 14,058 UW System Total 165, , , , , , ,828 APPENDIX 8 University of Wisconsin System: Full-Time Equivalent Fall Enrollments UW-Eau Claire 9,905 9,606 9,727 10,016 10,246 10,025 9,895 UW-Green Bay 4,588 4,830 4,719 5,113 5,348 5,272 5,051 UW-La Crosse 8,819 8,350 9,027 9,256 9,357 9,699 9,868 UW-Madison 36,923 36,726 36,726 37,263 38,185 38,385 38,498 UW-Milwaukee 19,264 21,615 22,747 23,746 25,035 23,989 23,095 UW-Oshkosh 10,005 10,198 10,108 10,178 10,862 10,846 10,829 UW-Parkside 3,844 3,995 3,934 4,089 4,060 3,677 3,695 UW-Platteville 5,314 5,527 6,012 6,523 7,093 7,717 7,764 UW-River Falls 5,199 5,400 5,612 5,942 6,197 5,744 5,503 UW-Stevens Point 7,937 8,038 8,165 8,316 8,734 8,897 8,806 UW-Stout 7,191 6,886 7,322 7,518 7,762 7,613 7,591 UW-Superior 2,317 2,341 2,343 2,191 2,358 2,226 2,202 UW-Whitewater 9,440 9,532 9,221 9,791 10,397 10,807 10,737 UW Colleges 9,254 9,166 9,153 9,553 10,405 9,947 9,718 UW System Total 140, , , , , , , APPENDICES

51 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, % 6, % 6, % UW-Milwaukee 4, % 4, % 6, % 6, % 6, % UW-Oshkosh % % 1, % 1, % 1, % UW-Parkside 1, % 1, % 1, % 1, % 1, % UW-Platteville % % % % % UW-River Falls % % % % % UW-Stevens Point % % % % % UW-Stout % % % % % UW-Superior % % % % % UW-Whitewater % 1, % 1, % 1, % 1, % UW Colleges % 1, % 1, % 1, % 1, % UW System Total 15, % 18, % 21, % 23, % 24, % APPENDIX 10 University of Wisconsin System: Number and Percent of Undergraduates Receiving Pell Grants # % # % # % # % # % UW-Eau Claire 1,900 19% 1,992 20% 2,518 24% 2,996 28% 2,989 28% UW-Green Bay 1,176 21% 1,348 23% 1,789 28% 2,338 36% 2,396 36% UW-La Crosse 1,368 17% 1,446 17% 1,760 20% 2,223 24% 2,287 24% UW-Madison 3,433 12% 3,644 12% 4,361 15% 5,207 17% 4,750 16% UW-Milwaukee 5,075 22% 5,457 22% 7,436 30% 9,461 38% 9,203 38% UW-Oshkosh 2,110 19% 2,269 20% 3,005 26% 3,705 30% 3,708 30% UW-Parkside 1,411 29% 1,570 32% 2,018 39% 2,255 47% 2,191 48% UW-Platteville 1,342 23% 1,625 25% 2,045 29% 2,564 34% 2,534 32% UW-River Falls 1,301 23% 1,434 24% 1,710 27% 2,220 35% 2,053 34% UW-Stevens Point 2,053 24% 2,192 25% 2,701 31% 3,200 35% 3,393 36% UW-Stout 1,735 23% 1,806 24% 2,133 27% 2,723 33% 2,654 32% UW-Superior % % 1,172 45% 1,301 49% 1,215 48% UW-Whitewater 1,839 20% 1,968 21% 2,502 26% 3,237 32% 3,404 32% UW Colleges 2,804 22% 3,121 24% 4,298 31% 5,756 40% 5,772 41% UW System Total 28,441 20% 30,813 21% 39,448 26% 49,186 31% 48,549 31% 41 APPENDICES

52 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 743 7% 768 7% 876 8% 836 8% 842 8% Graduate % % % % % Total 1,074 10% 1,166 10% 1,212 11% 1,140 10% 1,126 10% Undergraduate % 1,250 21% 1,596 25% 1,766 27% 1,709 27% Graduate 85 54% % % 93 52% % Total % 1,362 22% 1,734 26% 1,859 27% 1,843 28% Undergraduate 437 5% 503 6% 638 7% 557 6% 531 5% Graduate % % % % % Total 1,067 11% 899 9% 1,034 10% 860 8% 777 7% Undergraduate 2,473 8% 2,497 8% 2,414 8% 2,335 8% 2,270 7% Graduate 3,627 32% 3,483 31% 3,488 29% 3,503 29% 3,485 29% Total 6,100 15% 5,980 14% 5,902 14% 5,838 14% 5,755 13% Undergraduate 4,629 20% 4,838 20% 5,673 22% 5,572 23% 5,424 24% Graduate 2,200 47% 2,192 45% 2,248 43% 2,174 44% 2,052 43% Total 6,829 24% 7,030 24% 7,921 26% 7,746 27% 7,476 27% Undergraduate 1,571 14% 1,719 15% 1,971 16% 1,930 16% 1,886 15% Graduate % % % % % Total 2,439 19% 2,493 20% 2,827 21% 2,621 19% 2,675 19% Undergraduate 1,147 24% 1,226 24% 1,315 26% 1,209 26% 1,071 24% Graduate 68 51% 58 48% 60 41% 93 55% 60 47% Total 1,215 24% 1,284 25% 1,375 27% 1,302 27% 1,131 24% Undergraduate % % % % % Graduate % % % % % Total 1,048 15% 1,292 17% 1,241 16% 1,373 16% 1,368 16% Undergraduate 494 9% 500 8% % % % Graduate % % % % % Total % % % % % Undergraduate % % 1,004 11% 1,020 11% 1,000 11% Graduate % % % % % Total 1,159 13% 1,191 13% 1,217 13% 1,204 12% 1,143 12% Undergraduate % 1,005 13% 1,333 16% 1,413 17% 1,350 17% Graduate % % % % % Total 1,347 16% 1,581 18% 1,921 21% 2,058 22% 2,021 22% Undergraduate % % % % % Graduate % % % 98 65% 91 68% Total 1,012 35% % % % % Undergraduate % 863 9% 958 9% 1,009 9% 973 9% Graduate % % % % % Total 1,494 14% 1,461 13% 1,577 14% 1,543 13% 1,470 12% UW Colleges Undergraduate 4,129 33% 4,398 33% 4,896 34% 4,824 34% 4,564 32% Undergraduate 20,648 14% 21,960 15% 24,930 16% 24,747 16% 23,847 15% UW System Total Graduate 9,962 41% 9,808 40% 9,859 39% 9,401 39% 9,198 39% Total 30,610 18% 31,768 18% 34,789 19% 34,148 19% 33,045 18% See Technical Notes for definitions of non-traditional students. *Percentages indicate non-traditional students as a proportion of all students at the same level (undergraduate, graduate, total). 42 APPENDICES

53 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 1,364 1,755 2,527 3,619 4,893 5,442 APPENDIX 13 University of Wisconsin System: Annual Distance Education Course Enrollments UW-Eau Claire 2,112 2,205 3,939 6,785 6,940 7,494 UW-Green Bay ,338 4,861 9,722 11,057 UW-La Crosse ,178 3,295 4,355 UW-Madison 9,996 9,336 8,202 7,428 7,713 8,541 UW-Milwaukee 4,273 5,170 10,955 22,087 29,087 29,990 UW-Oshkosh 1,283 2,731 3,564 7,071 9,355 8,564 UW-Parkside ,525 UW-Platteville 1,233 2,312 2,941 3,562 4,137 5,164 UW-River Falls ,068 2,859 2,079 UW-Stevens Point 1,557 1,237 4,570 2,700 3,492 4,337 UW-Stout 4,163 6,224 6,582 11,167 17,081 18,028 UW-Superior ,196 3,300 3,964 4,281 UW-Whitewater 2,887 4,708 6,940 9,073 10,165 10,605 UW Colleges 3,185 5,344 6,768 9,353 12,550 12,547 UW System Total 31,634 40,561 59,566 92, , , APPENDICES

54 APPENDIX 14 University of Wisconsin System: First to Second Year Retention Rates at Institution Where Started for New Freshmen Entering Full-Time Fall 2005 Fall 2007 Fall 2009 Fall 2011 Fall 2012 # % # % # % # % # % UW-Eau Claire 2, % 2, % 2, % 1, % 2, % UW-Green Bay % % 1, % % % UW-La Crosse 1, % 1, % 1, % 1, % 1, % UW-Madison 6, % 5, % 5, % 5, % 6, % UW-Milwaukee 4, % 4, % 4, % 3, % 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, % 2, % 1, % 1, % 2, % UW System Total 25, % 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 2012 Male Female Total # % # % # % African American % % % American Indian % % % Southeast Asian % % % Other Asian American % % % Hawaiian/Pacific Islander % % % Hispanic/Latino(a) % % 1, % Two or More Races % % % White 9, % 11, % 20, % Unknown % % % International % % % Underrepresented Minorities 1, % 1, % 2, % Pell Recipients 2, % 3, % 6, % UW System Total 11, % 13, % 25, % 44 APPENDICES

55 APPENDIX 16 University of Wisconsin System: Six-Year Graduation Rates at Institution Where Started For New Freshmen Entering Full-Time Fall 2000 Fall 2002 Fall 2004 Fall 2006 Fall 2007 # % # % # % # % # % UW-Eau Claire 2, % 2, % 2, % 2, % 2, % UW-Green Bay % % % 1, % % UW-La Crosse 1, % 1, % 1, % 1, % 1, % UW-Madison 5, % 5, % 5, % 5, % 5, % UW-Milwaukee 2, % 3, % 3, % 3, % 4, % UW-Oshkosh 1, % 1, % 1, % 1, % 1, % UW-Parkside % % % % % UW-Platteville % % 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 2, % 2, % 1, % 1, % 2, % UW System Total 22, % 22, % 23, % 24, % 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 2007 Male Female Total # % # % # % African American % % % American Indian % % % Southeast Asian % % % Other Asian American % % % Hispanic/Latino(a) % % % White 10, % 12, % 22, % Unknown % % % International % % % Underrepresented Minorities 1, % 1, % 2, % Pell Recipients 2, % 2, % 4, % UW System Total 12, % 13, % 25, % 45 APPENDICES

56 APPENDIX 18 University of Wisconsin System: Equity Gaps in Retention and Graduation Rates at Institution Where Started for Underrepresented Minority (URM) and Lower Income Students Cohort (#) Baseline Cohorts Fall 1998 to Fall 2000 Rate (%) Gap Second Year Retention Goal Cohort (#) Most Recent Cohort Fall 2012 Rate (%) Gap Goal Cohort (#) Baseline Cohorts Fall 1998 to Fall 2000 Rate (%) Gap Six-Year Graduation Goal Cohort (#) URM 4,292 69% 2,933 72% In 4,292 36% 2,254 42% 11% 5% 9% Progress 63,667 59% 23,231 23% 11% Non-URM 63,667 80% 21,595 81% 61% Pell Recipients Non-Pell Recipients 11,589 75% 6,708 74% In 11,589 47% 4,684 48% 5% 2% 9% Progress 57,143 59% 21,313 12% 6% 57,143 80% 18,671 83% 62% URM and non-urm categories exclude International students. Most Recent Cohort Fall 2007 Rate (%) Gap 19% 14% Goal In Progress In Progress 46 APPENDICES

57 APPENDIX19 University of Wisconsin System: Degrees In Science, Technology, Engineering, and Mathematics (STEM), Health Professions, and All Disciplines 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 STEM Health All 1,953 1,991 1,999 2,197 2,300 2,315 STEM Health All ,047 1,160 1,244 1,402 STEM Health All 2,329 1,909 2,134 2,228 1,983 2,175 STEM 2,759 2,741 2,827 2,842 3,052 3,232 Health All 9,571 9,433 9,693 9,832 10,005 10,257 STEM Health All 5,133 4,614 4,964 5,039 5,799 5,633 STEM Health All 1,934 2,032 2,071 2,180 2,187 2,280 STEM Health All STEM Health All 999 1,077 1,157 1,287 1,399 1,488 STEM Health All 1,165 1,093 1,239 1,212 1,443 1,455 STEM Health All 1,808 1,684 1,732 1,802 2,008 1,837 STEM Health All 1,644 1,467 1,754 1,700 1,850 1,970 STEM Health All STEM Health All 2,066 2,098 2,107 2,214 2,436 2,526 UW Colleges All 1,452 1,228 1,342 1,461 1,751 1,719 STEM 5,748 5,555 5,903 6,217 6,893 7,378 UW System Total Health 2,076 2,189 2,359 2,666 2,986 3,099 All 32,189 30,703 32,475 33,442 35,708 36,323 See Technical Notes for definitions of STEM and Health degrees. 47 APPENDICES

58 APPENDIX 20 General Fund Supported Borrowing (GFSB) and Non-GFSB Funding (non-state supported) for Capital Construction Projects * GFSB $306 $357 $272 $343 Non-GFSB $499 $684 $263 $463 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. *The 2013 budget included an unspecified $250M reduction of the authorized borrowing amount for state buildings. It is unknown at this time whether the reduction will affect the amount indicated for APPENDICES

59 APPENDIX 21 University of Wisconsin System: Employees by Race/Ethnicity, Gender, and UW Employment Category Faculty and Instructional Academic Staff Non- Instructional Academic Staff Classified Administrators and Academic Leaders Graduate Assistants # % # % # % # % # % # % % % % % % 1, % African % % % % % 1, % American % % % % % 1, % % % % 7 0.5% % % American % % % 7 0.5% % % Indian % % % 7 0.5% % % % % % % % 1, % Asian % % % % % 1, % American* % % % % % 1, % % 8 0.1% 1 0.0% - 0.0% 2 0.0% % Hawaiian/ % 4 0.0% 1 0.0% - 0.0% 1 0.0% 9 0.0% Pacific Is % 4 0.0% 3 0.0% - 0.0% 4 0.1% % % % % % % 1, % Hispanic/ % % % % % 1, % Latino(a) % % % % % 1, % % % % 3 0.2% % % Two or More % % % 4 0.3% % % Races % % % 8 0.5% % % , % % 1, % % % 4, % Employees of , % 1, % 1, % % % 4, % Color , % 1, % 1, % % % 4, % , % 7, % 8, % 1, % 3, % 30, % White , % 7, % 8, % 1, % 4, % 31, % , % 8, % 8, % 1, % 4, % 31, % % % % % % 2, % Unknown % % % 7 0.5% % % % % % 6 0.4% % % % % % 1 0.1% 1, % 2, % International % % 4 0.0% 2 0.1% 2, % 2, % % % % 2 0.1% 2, % 3, % , % 5, % 5, % % 3, % 20, % Female , % 5, % 5, % % 3, % 20, % , % 5, % 5, % % 3, % 20, % , % 4, % 4, % % 3, % 19, % Male , % 4, % 4, % % 3, % 19, % , % 4, % 4, % % 3, % 19, % , % 9, % 9, % 1, % 7, % 39, % Total , % 9, % 10, % 1, % 7, % 40, % , % 9, % 10, % 1, % 7, % 40, % See Technical Notes for definitions of UW Employment Categories. *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. Total 49 APPENDICES

60 APPENDIX 22 University of Wisconsin System: Fall Instructional Workload UW-Madison* UW-Milwaukee UW Comprehensives UW Colleges Weekly Group Contact Hours: Avg. Student Credit Hours: Avg. Group Instruction: (Primary Section) Avg. Individual Instruction: (Enrollment) FA IAS GA FA IAS GA FA IAS FA IAS *Excludes UW-Madison's Law, Medicine, and Veterinary Medicine. Includes State-funded activity only. FA = Faculty IAS = Instructional Academic Staff GA = Graduate Assistant APPENDIX 23 University of Wisconsin System: Average Number of Credits Attempted by Bachelor s Degree Recipients 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 includes students who began at any UW institution including UW Colleges. 50 APPENDICES

61 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 GBY, MIL BS in Nursing MIL, PKS Dual Degree - BS in Physics, BS in Engineering EAU, LAC, MSN, OSH, RVF, WTW Dual Degree - BS in Physics, BS in Engineering LAC, MIL, WTW BS in Nursing (Collaborative Program) EAU, GBY, MSN, MIL, OSH, EXT* Dual Degree - BS in Physics, BS in Engineering LAC, PLT Dual Degree - BS in Chemistry, Comp Sci., or Math, BS in Engineering LAC, MSN MS in Educational Leadership & Policy Analysis MSN, WTW Master of Business Administration (MBA Consortium) EAU, LAC, OSH, PKS Doctor of Audiology MSN, STP PhD Art History/PhD Architecture Partnership MSN, MIL BS in Sustainable Management PKS, RVF, STO, SUP, EXT* Doctorate of Nursing (DNP) EAU, OSH 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, LAC**, EXT* MS in Sustainable Management GBY, OSH, PKS, STO, SUP, EXT* Dual Degree BS MS in Engineering PLT, MIL EAU=Eau Claire, GBY=Green Bay, LAC=La Crosse, MSN=Madison, MIL=Milwaukee, OSH=Oshkosh, PKS=Parkside, PLT=Platteville, RVF=River Falls, STO=Stout, STP=Stevens Point, SUP=Superior, WTW=Whitewater *EXT - UW-Extension provides administrative, financial, and other support to a number of UW System Collaborative Degree Programs. **LAC - UW-La Crosse offers courses as a partner in the collaboration. 51 APPENDICES

62 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 Systems 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 Science and Technology 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 Univ. of Applied Sciences (Taiwan) Dual Degree B of Business Administration OSH, Chungnam National Univ. (Daejeon, South Korea) Dual Degree Master of Business Administration OSH, Chungnam National Univ. (Daejeon, South Korea) Dual Degree BS in Biological Sciences, Doctor of Chiropractic PLT, Palmer College (Davenport, IA) BA in Design Studies MIL, Hubei University of Technology (Hubei, China) Dual Degree 3+2 BS in Science (CU) and MS in Freshwater Science and Technology (MIL) MIL, Carroll University BSE in Early Childhood OSH, Wind River Tribal Nation BS in Human Services Leadership OSH, Wind River Tribal Nation Dual Degree BS in Business Administration RVF, Shih Chien Univ. and Shih Hsin Univ. (Taiwan) Dual Degree MBA in Business Administration RVF, Shih Chien Univ. and Shih Hsin Univ. (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 52 APPENDICES

63 APPENDIX 26 University of Wisconsin System: Collaborative Degree Programs Between UW Four-Year Institutions and UW Two-Year Campuses, Year Collaborative Degree Program Partner Institutions Begun 2+2 in School of Social Work (MIL) Waukesha BS in Nursing (OSH) Manitowoc, Marathon, Rock 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 BS in Information Science and Technology (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, Marathon Co., Marinette, Rock Co., Sheboygan, Washington Co BLS in Leadership Development (OSH) Baraboo, Fox Valley, Marinette, Washington Co., Waukesha BS in Electrical Engineering (PLT*) Fox Valley, Marathon Co., Rock Co., Sheboygan, Washington Co BS in Engineering (PLT) Baraboo, Barron Co., Fond du Lac, Manitowoc, Marinette, Richland, Waukesha BS in Nursing (GBY) Marinette BSE in Early Childhood (OSH) Fond du Lac, Fox Valley, Manitowoc, Marathon, Rock Co., Sheboygan, Washington Co BA in Psychology, BA in Sociology, BA in Political Science, BA in Art History and Criticism, BA in History (MIL) Baraboo, Barron Co., Fond du Lac, Manitowoc, Marinette, Richland, Rock Co., Sheboygan, Washington Co., Waukesha B of Applied Studies in Leadership and Organizational Studies (OSH) Fox Valley, Washington Co BSE in Special Education (OSH) Fond du Lac, Fox Valley, Manitowoc, Sheboygan, Washington Co BS in Human Services Leadership (OSH) Fond du Lac, Fox Valley, Sheboygan, Washington Co Bachelor of Applied Arts and Science (BRB) La Crosse Bachelor of Applied Arts and Science (BRN) Stout, Superior Bachelor of Applied Arts and Science (MSF) Stevens Point Bachelor of Applied Arts and Science (RLN) Platteville Bachelor of Applied Arts and Science (RCK) Platteville Bachelor of Applied Arts and Science (WAK) Parkside UW four-year institutions: GBY=Green Bay, LAC=La Crosse, MIL=Milwaukee, OSH=Oshkosh, PKS=Parkside, PLT=Platteville, STP=Stevens Point, STO=Stout, SUP=Superior, WTW=Whitewater UW two-year campuses: BRB=Baraboo/Sauk Co., BRN=Barron Co., MSF=Marshfield/Wood Co., RLN=Richland, RCK=Rock Co., WAK=Waukesha *PLT UW-Platteville s Collaborative Engineering Program is offered in a face-to-face format and via distance delivery at UW-Fox Valley, UW-Sheboygan, UW-Rock County, and UW-Washington County, and solely via distance delivery at the remaining UW Colleges campuses. Note: UW Colleges Online is a partner in many of the UW Colleges Collaborative Degree Programs. 53 APPENDICES

64 Technical Notes GENERAL Data Source 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 was self-reported by the individual in one or more of the following categories: African American, American Indian, Hispanic/Latino(a), Southeast Asian, Other Asian American, White, and International. 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. 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. 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. 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 campus-based 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, excluding UW institution(s). 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 2013, 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 2013, divided by the number of undergraduate (associate and bachelor s) degree recipients in , reported to NCES IPEDS. National participation is based only on those institutions participating in Open Doors 2013 and identified as public fouryear institutions in NCES IPEDS. Half of all public four-year institutions nationally participated in Open Doors Professional Nursing Programs National Council Licensure Examination for Registered Nurses Source: National Council of State Boards of Nursing, Inc. Nursing licensure data reflect the passage rate for 2012 first-time test takers. Uniform CPA Examination Source: Continental Testing Services, Inc. CPA exam data reflect the passage rate for total sections taken by all candidates from October 2012 through September 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 2010 through June Medical College Admissions Test Source: Association of American Medical Colleges (AAMC). MCAT exam data reflect the average score for all examinees. CORE STRATEGY 2: STRONGER WORKFORCE 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 data do not distinguish among Asian American groups or include international students. Also a separate category for two or more races was not added until 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 Transfer Students Transfer student enrollments are annual unduplicated headcounts at a UW institution and may differ from reports prior to TECHNICAL NOTES

65 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 Source: 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 2011, full-time new freshmen entering class. The most recent available graduation rate is for the fall 2006 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 98% of all U.S. college students enrollment and degree data. UW Alumni in Wisconsin Source: UW Alumni in Wisconsin, http// 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: STRONGER BUSINESSES 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 STEM and Health Fields 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. Service Learning Source: Wisconsin Campus Compact. UW-Eau Claire, UW Colleges, UW-Oshkosh, and UW-Stevens Point include service learning as part of requirements for a bachelor s degree. Community Outreach and Education Source: UW-Extension Annual Reports. Past years may reflect revisions to previously published data. 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. 55 TECHNICAL NOTES

66 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. The primary sources of funding of the capital budget are General Fund Supported Borrowing (GFSB) and non-gfsb. 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. Previously published data have been revised for greater accuracy. 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. Faculty and staff are reported in following five employment categories: Faculty and Instructional Academic Staff Individuals with instructional, research and service responsibilities who hold the rank of professor, associate professor, assistant professor, or instructor and academic staff performing at a level typical of faculty. Non-instructional Academic Staff Professional and administrative personnel with duties and appointments primarily associated with higher education institutions or their administration. Classified Staff Positions that are found throughout State agencies. Examples include professional administrative, clerical, blue collar, trades, information processing, technical positions, and administrative support. Administrators and Academic Leaders The executive layer of system and institutional academic leadership. Examples include President, Vice Presidents, Chancellors, Provosts, Deans, and Administrative Directors. Graduate Assistants Appointments intended primarily to further the education and training of the student, to assist with research, other projects, and/or have been assigned teaching responsibilities under the supervision of a faculty member. 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: Energy Use in State Facilities Fiscal Year 2012 Report, Wisconsin Department of Administration, Division of Facilities Development, draft. Energy data for previous fiscal years have been updated to incorporate revisions. Beginning with Investing in Wisconsin s Future , all energy data reflect weather-adjusted figures. Beginning with Investing in Wisconsin s Future , all years of energy data are rounded to the nearest 1,000 BTUs/GSF to reduce the effect of year-to-year revisions on the historical trend. Energy data in Knowledge Powers Wisconsin s Future reflect substantial revisions arising primarily from the implementation of more detailed energy calculations at UW-Madison. Credits to Degree The average credits to degree for the UW System is based on first-time 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. UW 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 collaborative 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. 56 TECHNICAL NOTES

67

68 UNIVERSITIES UW-SUPERIOR FRESHMAN/SOPHOMORE UW COLLEGES CAMPUSES UW-EXTENSION OFFICES IN EVERY COUNTY UW-BARRON COUNTY Rice Lake UW-RIVER FALLS UW-STOUT Menomonie UW-EAU CLAIRE UW-MARSHFIELD/WOOD COUNTY UW-MARATHON COUNTY Wausau UW-MARINETTE UW-LA CROSSE UW-STEVENS POINT UW-OSHKOSH UW-GREEN BAY UW-FOX VALLEY Menasha UW-FOND DU LAC UW-MANITOWOC UW-SHEBOYGAN UW-BARABOO/SAUK COUNTY UW-RICHLAND Richland Center UW-PLATTEVILLE UW-MADISON UW-WASHINGTON COUNTY West Bend UW-WHITEWATER UW-MILWAUKEE UW-WAUKESHA UW-ROCK COUNTY Janesville UW-PARKSIDE Kenosha Campuses OFFICE OF POLICY ANALYSIS AND RESEARCH 1534 Van Hise Hall, 1220 Linden Drive, Madison, WI Accountability Reports can be found at