Investing in Wisconsin s future UW-Superior A growth agenda accountability report, 2011-12
Status At-A-Glance Core Strategy 1: Prepare Students Focus on high impact practices continues to provide students with greater engagement in research, service learning, study abroad and community involvement. Core Strategy 2: More Graduates A continued focus on enrollment, improved retention and expanding access for underrepresented and firstgeneration college students will permit UW-Superior to produce more graduates. Core Strategy 3: Well-Paying Jobs Increases in graduates produced, and a substantial increase of research funding, contribute to the development of high-quality jobs in northwestern Wisconsin while strong job placement matches students with regional employers. Core Strategy 4: Stronger Communities By assisting area citizens, businesses and agencies with training and planning, UW-Superior fosters more successful, sustainable communities. Core Strategy 5: Resources UW-Superior has enhanced grant activity allowing for more funding and research opportunities and continues to transform campus with a residence hall upgrade. Core Strategy 6: Operational Excellence Administrative spending at UW-Superior is well below the national average. Energy consumption has been reduced. Faculty development programs continue to expand. UW-Superior maintains a strong student focus, in spite of budget challenges. Core Strategy 7: Collaborations Community partnerships and academic service learning have expanded academic offerings, increased and enhanced capacity of local organizations, and promoted economic growth. Expanded research contributes to environmental stewardship and economic development. This report illustrates UW-Superior s contributions to the UW 2
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. UW-Superior prepares students for a global society through a variety of experiences, both as part of the curriculum and outside of the classroom. Among these experiences are the high impact practices in the table below. Student participation in these activities has been shown to contribute to gains in critical thinking, one of the fundamental outcomes of learning, as well as to gains in practical skills and in personal and social development. UW-Superior National COPLAC High Impact Practices: First-Year Students Learning communities 14% 19% 16% Service learning 59% 37%* 38%* High Impact Practices: Seniors Research with faculty 21% 19% 17% Service learning 59% 46% 50% Internship 44% 48% 46% Senior experience 48% 29%* 29%* Critical Thinking: Seniors Thinking critically 95% 86% 86% Application of theories 84% 81% 82% Analyzing ideas 86% 86% 86% *Significant differences from the UW-Superior percentage at the 0.05 level. Note: National public 4-years and institutions in the Council of Public Liberal Arts Colleges consortium. Source: 2011 National Survey of Student Engagement. Study abroad and exchange programs help students gain a basic understanding of, respect for, and appreciation of cultural differences. Of UW-Superior graduates in 2010-11, 9.0 percent studied abroad, a decrease from 9.7 percent in 2009-10 and an increase from 7.1 percent five years previously. Through expanded offerings and increased staffing, the International Programs Office is working to increase the portion of graduates who study abroad. Additional UW-SUPERIOR Indicators UW-Superior has enhanced its Liberal Arts curriculum through six high-impact practices that are designed to better prepare students for work and citizenship. First-Year Experience Academic Service Learning Global Awareness Undergraduate Research Writing Across the Curriculum Senior Experience During the 2010-11 academic year, 28 faculty members used Academic Service-Learning pedagogy in 51 of their courses involving 871 students. At UW-Superior, 56 registered student organizations allow students to supplement their education and create their own learning experiences ranging from competitive- and performance-based organizations to groups focused on service and activities. Students also engage in community involvement volunteerism. In the past five years, more than 40 students have spent their spring break weeks working with Habitat for Humanity affiliates around the country, many of them for multiple years. In 2010-11, UW-Superior provided employment opportunities for 740 students. These students have the ability to put classroom theory and knowledge into practice in a supportive environment concerned with holistic student development. UW-Superior completed the Climate Study in February 2011 with an overall response rate of 23%. The campus has heard the results and is using the information to build a more inclusive climate. 3
Core Strategy 2 More Graduates Increase the number of Wisconsin graduates and expand educational opportunities through improving access and increasing retention and graduation rates. Providing access for new students and increasing their rates of success are key to producing more degree holders. The More Graduates initiative includes specific enrollment plans for UW-Superior. UW-Superior Total Headcount Enrollment Fall Semester 2006 2010 2011 Students Enrolled # % # % # % African American 32 1% 36 1% 36 1% American Indian 79 3% 80 3% 67 2% Southeast Asian 11 0% 9 0% 9 0% Other Asian American 24 1% 25 1% 25 1% Hawaiian/Pacific Is.* 2 0% 2 0% Hispanic/Latino(a) 20 1% 38 1% 40 1% Two or More Races* 39 1% 42 1% White 2,607 89% 2,407 84% 2,421 86% Unknown 34 1% 31 1% 26 1% International 117 4% 189 7% 157 6% URM 1 142 5% 195 7% 188 7% Transfer Students 331 340 295 Total Headcount 2,924 2,856 2,825 More Graduates Plan 2,803 2,831 1 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. *New race/ethnicity categories were implemented in 2008. Success and progress rates in the chart below show the percent of students who graduate with a bachelor s degree, or are still enrolled, within four and six years of entering UW-Superior. Success and Progress Rate for UW-superior, Fall 2005 Cohort Degrees conferred at UW-Superior in 2010-11 totaled 477, 6.5 percent less than in 2009-10 (510), and 5.4 percent less than five years earlier (504). UW-Superior conferred 405 undergraduate degrees in 2010-11, 75 fewer than called for in the More Graduates plan. Additional UW-Superior Indicators Degrees Conferred Degrees Conferred 2008-09 2009-10 2010-11 All Levels 515 510 477 Associates Degrees 10 9 14 Bachelor s Degrees 436 432 391 Master s/ Education Specialist 69 69 72 Fall Enrollment of Degree-Seeking Distance Learners Distance Learning 2008-09 2009-10 2010-11 Student Enrollment 315 405 453 Course Enrollments 900 1,211 1,426 With the understanding that we need to have teachers who reflect the diversity of our state, our Teacher Education program is working to attract and graduate more students from underrepresented groups. UW-Superior has a long tradition of servicing first-generation college students. Continuing that tradition, 49.6% of 2010 full-time, first-time freshmen were first-generation college students. This presents special challenges and opportunities for UW-Superior. First Time Full-Time Students 4 Years Later 80% 6 Years Later 80% Graduated from UW-Superior Graduated at Another Institution 4 Years Later 6 Years Later Full-Time Transfer Students 77% 76% Still Enrolled at UW-Superior Still Enrolled at Another Institution Source: Voluntary System of Accountability, College Portrait (www.collegeportraits.org) 4
Core Strategy 2 More Graduates Closing the Achievement Gap Reduce the Achievement Gap by half by 2015 among underrepresented minorities, lower income students, and for all races/ethnicities. Retention and Graduation Rates Each UW institution has the goal of raising retention and graduation rates for all students, and closing the achievement gap among underrepresented minorities (URM) and lower income students. Improving the success rate of all student groups is important to the plans of the More Graduates initiative. UW-Superior New Freshmen Entering Full Time 2nd Year Retention Rate at Institution Where Started 2000 Fall Cohort 2010 Fall Cohort # % # % African American 1 * 5 * American Indian 7 * 3 * Southeast Asian 2 * Other Asian American 3 * 3 * Hawaiian/Pacific Is. 1 1 * Hispanic/Latino(a) 6 * Two or More Races 1 8 * White 378 65% 303 67% Unknown 1 * International 17 82% 37 76% URM 2 8 * 23 65% Pell Recipients 112 70% 141 68% Total New Freshmen 406 66% 369 68% More Graduates Plan 70% 1 New race/ethnicity categories were implemented in 2008. Status of the Achievement Gap The UW System has the goal of reducing the Achievement Gap by half compared to the baseline cohorts (1998 to 2000 combined) among underrepresented minorities (URM) and lower income students, and for all races/ethnicities by 2015. Closing the Achievement Gap in Retention Rates at UW-Superior Baseline Fall 2010 Baseline Fall 2010 20% 40% 60% 80% URM Non-URM Pell Non-Pell Gap: 10% 2015 Goal: 5% Gap: 3% Status: In Progress Gap: 0% 2015 Goal: 0% Gap: 0% Status: In Progress 2 Underrepresented minority (URM) students include all who indicate African American, American Indian, Hispanic/Latino(a), or Southeast Asian alone or in combination with other races/ethnicities. *Five or fewer students were retained or graduated. Accomplishing the More Graduates initiative means increasing graduation rates for students of all races/ethnicities. UW-Superior New Freshmen Entering Full Time 6 Year Graduation Rate at Institution Where Started 2000 Fall Cohort 2005 Fall Cohort # % # % African American 1 * 2 * American Indian 7 * 7 * Southeast Asian Other Asian American 3 * 8 * Hispanic/Latino(a) 1 * White 378 35% 290 45% Unknown 7 * International 17 47% 21 52% URM 1 8 * 10 * Pell Recipients 112 26% 67 34% Total New Freshmen 406 35% 336 44% More Graduates Plan 42% 1 Underrepresented minority (URM) students include all who indicate African American, American Closing the Achievement Gap in Graduation Rates at UW-Superior Baseline Fall 2005 Baseline Fall 2005 10% 20% 30% URM Non-URM Pell Non-Pell 40% 50% Gap: 15% 2015 Goal: 7% Gap: * Status: In Progress Gap: 8% 2015 Goal: 4% * To protect student privacy, rates are not shown when there are 5 or fewer graduates. Gap: 12% Status: In Progress Indian, Hispanic/Latino(a), or Southeast Asian alone or in combination with other races/ethnicities. *Five or fewer students were retained or graduated. 5
Core Strategy 3 Well-Paying Jobs Increase the creation of well-paying jobs by expanding the university research enterprise while linking academic programs to entrepreneurship and business development. Part of UW-Superior s mission is to create new knowledge and prepare students to use that knowledge in the workforce. Research leads to development of new industries and creates well-paying jobs in Wisconsin. Federally and privately funded research expenditures at UW-Superior were $3.7 million in fiscal year 2011 (FY11), down from $5.2 million in FY10 but higher than prior years. Degrees in high-need and leading-edge fields are important to meet the demand for workers in fast-growing occupations, such as in science, technology, engineering, and mathematics (STEM). In 2010-11, UW-Superior conferred 35 STEM degrees, or 7% of all degrees conferred. Transportation and Logistics Management, one of only 25 such certified programs in the country, has a 95% placement rate with salaries that are well above the national average. Internships take advantage of Superior s position as a hub of rail, ship, pipeline, and trucking transportation. UW-Superior s graduates contribute to Wisconsin s economy through higher levels of discretionary spending and by paying higher taxes. The difference in earnings between college and high school graduates is $21,000 on average. Overall, 40% of UW-Superior graduates remained in the state, with 28% living in the Northwest region. 70% of Wisconsin residents who graduated from UW-Superior remained in the state. Additional UW-Superior Indicators Promoting Internships Since spring 2009, UW-Superior s web recruitment system, Jacket Jobs, has posted 1,055 internship opportunities for students. Graduate Employment A survey of 2009-10 graduates (64.3% response) shows the following employment outcomes: Critical Research With almost $4 million in federally-funded projects UW- Superior s faculty, staff, and community partners conduct research that is critical to the economic and environmental health of the Great Lakes region. Project activities include: Ballast Water Treatment Technologies Production of Cold Climate Bio-fuels Employed (71%) Continuing Education (24%) Military (2%) Still Seeking (3%) Effect of pollutants on aquatic macroinvertebrates Repowering the M/V Edwin H. Gott, a Great Lakes bulk cargo vessel with reduced air emission technologies 6
Core Strategy 4 Stronger Communities In partnership with communities, address Wisconsin s greatest challenges and priorities through intensified engagement, research, and learning. UW-Superior has a positive impact on communities both by cultivating civic participation in students and through a variety of engagement efforts developed in partnership with communities. Encouraging students civic participation yields immediate benefits to communities while students are enrolled and builds a foundation for lifelong civic involvement of graduates. Participation by Seniors, 2011 UW-Superior National COPLAC Community service or volunteer work 60% 58% 56% Community-based course project or service learning 59% 46% 50% project Voting in local, state, or national elections 34% 33% 34% * Significant differences from the UW-Superior percentage at the 0.05 level. Note: National public 4-years and institutions in the Council of Public Liberal Arts Colleges consortium. Source: 2011 National Survey of Student Engagement. One of many ways UW-Superior is active in community outreach and engagement is by offering non-credit courses for professional development and personal enrichment. In fiscal year 2011, the total of non-credit continuing education course enrollments for UW-Superior was 1,587. Additional UW-Superior Indicators UW-Superior s Small Business Development Center (SBDC) maintained service throughout its eight-county region to an average of 60 distinct small business counseling clients during more than 120 hours. Ten local entrepreneurs participated in the PeerSpectives CEO roundtable group accounting for $3.9 million in capital investment during 2011. Other training programs served 368 distinct participants. Clients in 2011 accounted for $79.5 million in revenue, and retained 26 jobs. UW-Superior service-learners contributed 16,802 hours to 50 community partner sites. This equals a value of almost $300,000 to the Twin Ports community during 2011. The Gaining Early Awareness and Readiness in Superior (GEARS) college prep program is a partnership with Superior School District. In 2011, 32 UW-Superior students provided 4,480 direct hours of tutoring and mentoring support for 60 atrisk youth at Superior Middle School. UW-Superior and other higher education institutions in northwest Wisconsin have formed Northwest Educators for Regional Development (NorthWERD) to partner with economic development agencies by responding to educational needs of employers, providing research, and developing career pathways. Yellowjacket athletics has works to involve student-athletes in the community. Activities include a program in which studentathletes encourage elementary school students to read, special game nights to raise money for local charities, and participation in campus and community events. UW-Superior is nationally recognized as a Military Friendly School by G.I. Jobs magazine and a Top 200 University serving Native American students by Winds of Change magazine. 7
Core Strategy 5 Resources Balance, diversify, and grow the university s financial resources and facilities while developing its human talent. The resources of people, money, and facilities are what enable UW-Superior to fulfill its mission to students and the people of Wisconsin. Diversity of faculty and staff is an indicator of UW-Superior s efforts to develop its human resources. Faculty and staff diversity provides richer exchanges of ideas in the classroom, broader lines of inquiry in research, and a more welcoming climate for students from underrepresented groups. In fall 2011, 7.0% of UW-Superior faculty and staff were of color, or 31 out of 443. UW-SUPERIOR Faculty and Staff of Color By Employment Category, Fall 2011 14.4% Additional UW-Superior Indicators An approximately $15.2 million residence hall renovation project, funded by student fees, will upgrade Ross Hall and convert Hawkes Hall from an office building back to its original role as a residence hall. The project will create 96 modern suite-style spaces, 80 single spaces, and 264 double spaces. The buildings will be linked by a common lobby. The renovated residence halls will be able to house 440 students, an increase of about 200 from the number Ross Hall currently can accommodate. This will enable the university to better meet growing student demand for campus housing. Renovations are expected to start in May 2012. The goal is to complete renovations to both residence halls by August 2013. In an effort to be more responsive to our grant activity and to seek additional grants, UW-Superior formed a grants and research office in August 2010. FY11 grant submissions from the faculty and staff more than doubled compared to FY10. In 2011-12, the UW-Superior Foundation awarded 402 scholarships totaling $672,821. 5.4% 6.3% 5.1% 7.0% 1.4% Faculty IAS Non-IAS Admin. Classified Total African American American Indian Asian American Hispanic/Latino(a) IAS=Instructional Academic Staff Total does not include Graduate Assistants UW-Superior relies on revenue from a variety of sources to fulfill its mission. Revenue from all sources increased from $41 million in fiscal year 2006 (FY06) to $56 million in FY11. Revenue from gifts, grants, and contracts increased from 14% of total revenue in FY06 to 20% in FY11. 8
Core Strategy 6 Operational Excellence Advance operational excellence by becoming more flexible, responsive, and cost efficient. UW-Superior makes efficient use of its human, financial, and physical resources in a variety of ways. By encouraging progress toward degree completion, UW- Superior helps ensure efficient use of students personal and financial resources and provides space for new students. Credits taken prior to graduation, an indicator of resources used by UW-Superior students, are currently below the levels in 1993-94, when the goal to reduce credits to the bachelor s degree was adopted. Average Credits Taken by UW-SUPERIOR Bachelor s Degree Recipients 155-150 - 145-140 - 135-130 - 151 138 140 Keeping administrative spending low allows UW-Superior to concentrate resources on instruction and other student-related activities. Administrative spending at UW-Superior was 67% of the national average in FY09, the most recent year of available national data. This means UW-Superior spent $2 million less on institutional support than by spending at the national average. 142 93/94 01/02 03/04 05/06 07/08 09/10 10/11 135 136 135 130 Reducing energy usage is a goal for UW-Superior and all state agencies. At UW-Superior, energy usage in fiscal year 2010 (FY10) was 1% below the amount in FY05, the baseline year for state agencies. Additional UW-Superior Indicators The Center for Excellence in Teaching and Learning (CETL) generated 1,078 individual points of contact with various participants between July 1, 2010 and June 30, 2011. There were 72 CETL hosted or co-sponsored events. CETL worked with five different collaborative partners on campus for event planning. One important event is New Faculty Orientation (NFO) which served 18 members and involved 38 guest presenters to prepare and equip new hires for success. CETL also provides intensive support for learning technologies through the Teaching and Technology projects (7 semester long projects in 2010-11) and ongoing faculty development for First Year Seminars (15 in Fall 2010, 4 in Spring 2011, and 21 in Fall 2011) serving hundreds of freshman students. Student Focused. In spite of budget challenges, UW-Superior continues its student-centered focus by maintaining a 17 to 1 student-faculty ratio and average class size of 21. UW-Superior has implemented an integrated planning and budget process where each campus unit submits an annual plan and report to a central repository and correlates the information to our university strategic plan. These reports are then utilized in the budgeting process. A faculty effort to streamline requirements while maintaining quality has resulted in a reduction of the total credits for an elementary education degree to 130. This will permit students to complete the program in less time. 9
Core Strategy 7 Collaborations Further leverage UW System s strengths and impact through collaborations among the campuses and with other Wisconsin partners. UW-Superior s collaborations and partnerships with other UW institutions, other education sectors, businesses, community organizations, and governmental agencies allow it to have greater impact than by acting alone. UW-Superior increases student access through collaborative degree programs, which are offered at multiple locations, integrate courses from different institutions, or both. UW-Superior is a partner in six of these formal arrangements, listed below. Collaborative Degree Program MEd in Educational Administration BS in Sustainable Management BS in Health and Wellness Management BA/BS in Communications BA/BS in Elementary Education BA/BS Individualized Major Partner Institutions STP PKS, RVF, STO, EXT* LAC, RVF, STP, EXT* UW Colleges- Barron Co., Fond du Lac UW Colleges- Barron Co., Fond du Lac UW Colleges- Barron Co., Fond du Lac EXT* - UW-Extension provides administrative, financial, and other support to a number of UW System Collaborative Degree Programs. UW-Superior is the only UW campus that enrolls more new transfer students than new freshmen. This is facilitated by our partnerships with two-year colleges. UWS has formal transfer articulation agreements with: UW Colleges Wisconsin Technical Colleges Nicolet Area Technical College Lac Courte Oreilles Ojibwe Community College Minnesota Community and Technical Colleges Gogebic Community College (Michigan) Minnesota Community & Technical Colleges Gogebic Community College (Michigan) Additional UW-Superior Indicators A National Estuarine Research Reserve (NERR) was established in Douglas County. Designated as the Lake Superior NERR, this partnership between UW-Extension and the National Oceanic and Atmospheric Administration (NOAA) created the 28th reserve in the NERR system and the second on the Great Lakes. This project brings federal funding and creates jobs to study natural resource management techniques and solve problems facing coastal communities. The reserve s Science and Interpretive Center and educational programs will enable people to learn about and experience Great Lakes freshwater estuaries and their resources, making the reserve a community asset and a destination for researchers, students, and visitors. UW-Superior served as the fiscal sponsor for Sustainable Twin Ports, and housed the organization s project coordinator beginning in 2008 and continuing through the middle of 2010. In 2010, Sustainable Twin Ports acquired 501c3 status and established an independent office and accounting/ management system. During the 2010-11 academic year, students worked with local organizations on projects including: eradicating invasive species at Wisconsin Point, building websites for local nonprofit organizations and community groups, teaching manners to animal shelter dogs to make them more adoptable and serving as tutors and mentors for after-school programs. The campus is joining UW-Extension and three other UW campuses in offering a new online degree program in Health and Wellness Management. This is the second online degree program in which UW-Superior is partnering with UW-Extension and other UW campuses. The nation s first Sustainable Management degree, launched in 2009, already is attracting twice as many students as first anticipated. 10
UW-Superior UW-Superior fosters intellectual growth and career preparation within a liberal arts tradition that emphasizes individual attention and embodies respect for diverse cultures and multiple voices. Liberal Arts Learning Goals: The ability to think and make connections across academic disciplines. The ability to express oneself in multiple forms The ability to analyze and reflect upon multiple perspectives to arrive at a perspective of one s own. The ability to think and engage as a global citizen The ability to engage in evidence-based problem solving This report illustrates UW-Superior s contributions to the UW System s Growth Agenda for Wisconsin. Progress is reported within the seven core strategies of the UW System s Strategic Framework. Each core strategy includes one or more indicators of progress that are common among UW institutions, supplemented with additional information reflecting activities and outcomes of particular relevance to UW-Superior. For similar information on the UW System as a whole, as well as links to additional resources and technical notes, see the systemwide Investing in Wisconsin s Future report: http://www.uwsa.edu/opar/accountability 11
uw-superior UW-SUPERIOR The Accountability Report can be found at http://www.uwsa.edu/opar/accountability/