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Achieving Excellence at
UW-Eau Claire
The goals and measures presented below are intended to provide a description of the many ways in which
UW-Eau Claire is achieving excellence. For each goal, there is one measure that is common to all UW
four-year institutions. Additionally, UW-Eau Claire has selected several supplementary measures that are
reflective of its specific institutional mission and values. These unique campus-specific measures are
useful as a means of providing context to the performance on the Systemwide measures.
Goal I
Provide Access to Higher Education for the Citizens • Moved UW-Eau Claire’s Continuing
of Wisconsin Education unit to a storefront on Water
Street adjacent to the campus to provide
Systemwide Measure: Progress toward
easier access and greater visibility of
enrollment targets
university community outreach programs
UW-Eau Claire Enrollments and services in order to enroll more adults
part-time.
Year Actual Target % +/- Target
1996 9,343 9,240 +1.1%
• Signed a formal partnership agreement to
1997 9,370 9,267 +1.1%
improve educational services in the
1998 9,556 9,294 +2.8%
Chippewa Valley with UW-Stout and the
1999 9,318 9,321 +0.0%
Chippewa Valley Technical College. The
2000 9,511 9,349 +1.7%
agreement calls for innovative ways for the
2001 9,547 9,371 +1.9%
institutions to work together to focus on
learning, maximize service to the region and
minimize costs.
Additional Measures:
• Increased the number of credit-bearing
• Plan and promote community registration
undergraduate and graduate course offerings
nights at the beginning of each semester in
available through Continuing Education to
order to facilitate the return to the classroom
the community.
for community members.
• Created a consolidated Continuing
Education unit as the result of a merger of
the following outreach services: Arts and
Sciences Continuing Education; College of
Business Outreach, including the Small
Business Development Center; School of
Human Sciences and Services Outreach; and
Continuing Education in Nursing.
Goal II
Provide academic support services that facilitate • Established an Enrollment Planning
academic success Advisory Council, chaired by the Provost
and Vice Chancellor, to provide advice in
Systemwide Measure: Progress toward retention setting enrollment goals and targets,
targets improving communication across campus
UW-Eau Claire
with regard to enrollment management
2nd Year Retention at Institution Where Started and issues, works with Provost in improving
6 Year Graduation Rates Anywhere in the System enrollment services and meeting enrollment
Fall 2nd Yr Retention 6 Year Graduation
management goals and recommends and
Cohort Actual Targeted Actual Targeted monitors progress toward meeting retention
1990 63.0% goals and improving graduation rates.
1991 62.2%
1992 61.4% • Established task forces on recruitment,
1993 61.2% transition, retention, scholarship, and course
1994 76.2% 60.2% 61.6% availability to identify and recommend
1995 77.1% 63.1% 62.0% practices which ensure the university meets
1996 76.0% its enrollment and retention goals and
1997 76.7% improves graduation rates.
1998 79.2%
1999 79.7% 79.7%
2000 78.3% 80.2%
• Established learning communities in the
School of Education that resulted in 70-75
licensed teachers enrolling to complete a
Additional Measures: MEPD degree.
• Expanded the number of First-Year • Support early engagement of students with
Experience (FYE) courses from the small instructors through e-mail communication.
number of sections available in 1994 to the
111 sections of FYE courses now available
across the curriculum. Currently 82 percent
of all new freshmen participate in the
program. In all of these classes, students are
introduced to a liberal education, taught
skills needed for academic success, and
encouraged to make positive connections to
the University.
• Create and staff a First-Year Experiences
office responsible for new student
orientation and to oversee and coordinate
first-year initiatives.
Goal III
Provide a campus environment that fosters learning • Established a new international exchange
and personal growth program with Ajou University in Suwon,
Korea. Ajou University is a private
Systemwide Measure: Student Involvement in institution that offers programs in business
Planned Out-of Classroom Activities that administration, information and
Promote Learning and Good Citizenship. communication, medicine, international
Assessment of Success in This Area is studies, engineering and nursing.
Evaluated by Comparisons to National
Benchmarks. • Continue efforts to promote the civic
engagement of students by requiring a
Responses of UW Seniors to NSSE Questions service learning experience to fulfill degree
Eau Claire National requirements.
Participated in co-
curricular activities • Publicize and promote the national student
(organizations, * 69.0% 52.1% exchange program to involve more of our
publications, student gov’t, students in off-campus study opportunities.
sports, etc.
Did practicum, internship,
field experience, or * 78.6% 70.2%
• Promote high levels of student achievement
clinical assignment by continuing efforts which emphasize the
Did do community service importance of studying and spending time
* 88.3% 57.8%
or volunteer work on academic work.
*Indicates difference between institutional percentage and
National percentage is significant at the .05 level. • Publicize and promote enriching learning
and growing experiences as a result of
Additional Measures: experiential learning activities such as
international study, service learning,
• Create an endowment to increase support for internships, community service and
faculty-student research that upholds one of volunteer activities.
the university’s hallmarks—The Center of
Excellence for Faculty and Undergraduate
Student Research Collaboration. The
endowment would support a program that
attracts talented teacher/researchers to the
faculty and allow more of the current faculty
to pursue important projects that keep them
on the cutting edge in their discipline and
bring national recognition to
UW-Eau Claire.
• Continue efforts to expand international
education study sites and increase the
number of student participants in such
programs – UW-Eau Claire currently enjoys
a 14% participation rate among current
students while the average rate nationally at
similar institutions is 3%.
Goal IV
Utilize resources in an efficient and effective
manner
Systemwide Measure: Progress toward credit to
degree targets
Average UW-Eau Claire Attempted Credits to Degree
Year Credits
1995-96 145
1996-97 144
1997-98 143
1998-99 142
1999-00 141
2000-01 140
Goal 140
Additional Measures:
• Increase research output through support
from the Office of Research and Sponsored
Programs (ORSP). The ORSP seeks to
assist faculty and academic staff to acquire
funding for research, scholarly, and creative
projects. It manages a variety of internal
research and creativity activity programs. In
addition ORSP participates in proposal
development and transmission of proposals
to extramural funding organizations both
governmental and private.
• Continue the integration of technology into
all programs offered at the university.
• Complete the physical facilities
development plan which addresses space
management issues and will guide the
development of campus facilities
improvements.
Achieving Excellence at
UW-Green Bay
The goals and measures presented below are intended to provide a description of the many ways in which
UW-Green Bay is achieving excellence. For each goal, there is one measure that is common to all UW four-year
institutions. Additionally, UW-Green Bay has selected several supplementary measures that are reflective of its
specific institutional mission and values. These unique campus-specific measures are useful as a means of providing
context to the performance on the Systemwide measures.
Goal I
Provide Access to Higher Education for the Citizens While most students are from northeast Wisconsin,
of Wisconsin the number from Brown County continues to
decline each year (for example, 1,858 in 2001 vs.
Systemwide Measure: Progress toward enrollment 2,130 only five years ago).
targets The number of Asian students is increasing, while
other ethnic groups remain relatively stable.
UW-Green Bay Enrollments Minority and international students constitute about
7% of total headcount enrollment.
Year Actual Target % +/- Target Non-resident enrollment has remained relatively
1996 4,319 4,227 +2.2% stable and is about 6.5% of total headcount (vs. 6%
1997 4,333 4,235 +2.3% five years ago).
1998 4,475 4,322 +3.5% In the past five years, the percentage of students
1999 4,366 4,334 +0.7% age 25 and over has remained relatively constant
2000 4,430 4,357 +1.7% and is about one-fourth of the student body.
2001 4,559 4,357 +4.6%
Community access to the resources of the institution.
In addition to the services provided to its students,
UW-Green Bay has exceeded enrollment targets each
UW-Green Bay provides programs and services to
of the past six years. High retention rates in 2001
community members, including the following
contributed to the highest FTE enrollment in the
noteworthy figures.
institution’s history.
240,800: Attendance at events at the Weidner Center
Additional Measures
for the Performing Arts
Core Institutional Question: To what extent is
77,715: Attendance at athletics team contests
UW-Green Bay successful in providing access to a
residential learning experience while also developing
5,458: Enrollment in non credit outreach programs,
a non-traditional and diverse student body and
including enrollments totaling 2,240 in
meeting the service needs of the region?
summer youth opportunities.
Indicators: 1,180: Participants in athletics camps and clinics
To whom is UW-Green Bay providing access and
how does that change over time? 1,146: Enrollment in credit outreach programs,
In the past ten years, UW-Green Bay has increased including 234 high school credit enrollments
admission of new freshman and transfer students
43%, from 1,054 in 1992 to 1,505 in 2001. 515: Members of Learning in Retirement
An increasing number of full-time undergraduates
are benefiting from an on-campus residential
experience: 36% in 2001 compared to 29% in To Be Developed
1992. Off-site programs, partnerships, and collaborations
offered by the institution
Goal II Bursar's Office 2.96%
Academic Resource Center 2.95%
Provide academic support services that facilitate Career Services 2.91%
academic success Library collection 2.73%
Counseling Center 2.72%
Systemwide Measure: Progress toward retention American Intercultural Center 2.72%
targets Academic Advising Office 2.37%
Phoenix Sports Center 2.32%
UW-Green Bay
2nd Year Retention at Institution Where Started and
6 Year Graduation Rates Anywhere in the System Enrollment, retention, and graduation of
Fall 2nd Yr Retention 6 Year Graduation international students and students of color.
Cohort Actual Targeted Actual Targeted The following tables report 2nd year retention and
1990 50.2% 6-year graduation (from UW-Green Bay) rates for
1991 50.2% minority, international, and majority students.
1992 52.5% Retention and graduation rates for minority students
1993 58.0%
who enter as new freshmen fall far below rates for both
58.0%
white and international students. Transfer students fare
1994 66.3% 55.3%
54.9% 58.0%
better, except when compared with the exceptionally
1995 73.0%
high graduation rates of transfer students who are
1996 71.2%
white.
1997 69.6%
1998 69.0%
The institution’s Plan 2008 for Diversity seeks to
1999 73.2% 70.0%
address these differences in academic success by
2000 74.2% 70.0%
conducting ongoing climate studies, increasing
participation in new student transition programs,
UW-Green Bay has exceeded target retention rates.
establishing efforts at the program level, and
Six-year graduation rates have improved but have not
developing a long range plan for the campus
yet reached the target rate of 58%.
American Intercultural Center.
Additional Measures 2nd Year Retention of New Full-time Undergraduates Who
Started in Fall 1998, 1999 or 2000
Core Institutional Question: How does UW-Green
Bay integrate the contributions of Student Affairs New Full-time New Full-time
and Academic Affairs to the student learning Group Freshmen Transfers
experience as a means of improving retention? No. Graduation No. Graduation
Majority
2,726 72% 939 69%
Indicators: (White)
Satisfaction with Student Affairs. Minority 145 58% 67 70%
The university’s Graduating Seniors Survey asks International 26 69% 21 48%
respondents to grade various student service operations
and programs (A = 4, B = 3, etc.). The results for 6th Year Graduation of New Full-time Undergraduates
2000-01 (78% responded) show that most programs Who Started in Fall 1993, 1994 or 1995
earn a B- or better. The lowest grades were given to
New Full-time New Full-time
advising and the sports center. The institution’s Freshmen Transfers
Group
operating and capital budget initiatives seek to address
No. Graduation No. Graduation
both.
Majority
2,267 44% 973 60%
(White)
Mean
Minority 109 21% 41 44%
Computer Facilities 3.33%
International 19 42% 32 47%
Student Health Services 3.25%
Computer Services 3.18%
Registrar's Office 3.09% To Be Developed:
Admissions Office 3.09% • Examples of Student Affairs and Academic
Library services (hours and staff) 3.08% Affairs collaborations to enhance the student
University Union 3.00% learning experience.
Writing Center 2.99% • Student Affairs learning outcomes assessment
Financial Aid Office 2.98% results.
Student Life 2.96% • Residential community assessment results.
Goal III
Provide a campus environment that fosters learning Frequencies
and personal growth Participate in the following? No Yes
Independent Study 67% 33%
Systemwide Measure: Student Involvement in Student Organization 55% 45%
Planned Out-of Classroom Activities that Promote Internship 44% 56%
Learning and Good Citizenship. Assessment of
Professional organization 82% 18%
Success in This Area is Evaluated by Comparisons
to National Benchmarks. Community service 49% 51%
Research with a faculty member 79% 21%
Responses of UW Seniors to NSSE Questions Study group 40% 60%
Green Bay National
Participated in co-curricular Interdisciplinary, problem-focused approaches in
activities (organizations,
* 44.9% 52.3% coursework and other student experiences.
publications, student gov’t,
sports, etc. Graduating seniors and 3-year alumni (39% responded)
were asked their perceptions on several questions
Did practicum, internship,
field experience, or clinical 71.2% 70.2% related to this indicator.
assignment
Did community service or Frequencies (%)
58.2% 58.0%
volunteer work S/A Mean SD D N A SA
*Indicates difference between institutional percentage and Educational experiences S 4.3 1 1 9 41 48
National percentage is significant at the .05 level. have helped me to learn or
reinforced my belief that
learning is a lifelong A 4.2 1 9 58 32
Additional Measures
process
Core Institutional Question: How does Frequent interactions with S 3.1 9 25 27 30 9
UW-Green Bay’s interdisciplinary, problem-focused people from different
backgrounds A 3.1 6 21 33 29 10
mission impact the student experience?
Students encouraged to S 3.2 5 22 33 31 9
Indicators: become involved in
community affairs A 3.3 2 18 37 39 4
Engagement in international education in any form.
Of the 2000-01 graduates, 19% took a foreign language Experiences and course S 4.0 1 5 18 49 27
course or completed a study-abroad course offered by work encouraged me to
the university. think creatively and A 4.0 3 14 63 20
innovatively
Graduating Seniors: measures of engagement Interdisciplinary, problem- S 3.5 4 8 34 38 16
The Graduating Senior Survey asks students whether solving education gives
they participated in a number of on and off-campus graduates an advantage in A 3.5 4 7 35 42 13
activities outside the classroom. A majority report school and work
involvement in independent study, student UW-Green Bay provides a S 3.7 1 7 31 45 16
organizations, professional organizations, and research strong, interdisciplinary,
problem-focused education A 3.8 1 4 25 52 17
with a faculty member. Relatively few completed
community service/internships or participated in a study Many in-class opportunities S 3.5 3 14 24 42 16
group. Fifty-three percent also reported working at a to apply learning A 3.6 2 10 23 56 9
job related to their field of study at least part-time while
they attended classes. [Scale: SD = Strongly Disagree (1), D = Disagree (2),
N = Neutral (3), A = Agree (4), SA = Strongly Agree
(5); S/A: S = Graduating Seniors; A = Alumni]
Goal IV
Alumni perceptions of preparation [P] and
Utilize resources in an efficient and effective manner importance [I] of general education learning
outcomes
Systemwide Measure: Progress toward credits to The alumni survey asks students who graduated three
degree targets years ago to rate both the degree to which the university
prepared them in several outcomes areas and the degree
Average UW-Green Bay Attempted Credits to Degree to which they perceive such preparation to be
important. As shown below, alumni place the greatest
Year Credits importance on critical analysis, problem solving,
1995-96 138 leadership, and writing/reading/speaking/listening
1996-97 140 skills. They considered their preparation in these areas
1997-98 138 above average.
1998-99 138
1999-00 134 Frequencies (%)
2000-01 135 P/I Mean P F A G E
Goal 138 P 3.85 1 4 24 53 18
Critical analysis
I 4.35 0 2 13 30 54
UW-Green Bay is using its resources in a manner that P 3.91 0 2 26 51 21
Problem-solving
ensures students can graduate without taking I 4.61 0 2 3 24 70
unnecessary credits. The actual credits to degree at Biological and P 3.23 4 18 39 30 9
UW-Green Bay has been lower than the target in all physical environment I 2.40 36 23 15 13 12
years except 1996-97. Science and P 3.37 3 13 37 40 8
technology impact I 3.35 12 12 25 30 21
Additional Measures P 3.53 3 9 36 37 15
Social science
I 3.46 5 17 24 36 18
Core Institutional Question: How is UW-Green Bay Social institution P 3.62 2 9 32 38 19
using its resources to align student interests, impact I 3.47 8 13 25 31 23
capabilities, and learning needs with their learning P 3.11 5 21 43 21 10
Western civilization
opportunities? I 2.46 23 31 28 12 6
P 3.13 6 21 36 28 9
Literature
Indicators: I 2.49 24 32 22 14 7
Credit for prior learning P 3.43 4 15 31 36 15
Humanities
The university received 353 advance placement exam I 3.10 13 22 24 24 18
scores in summer and fall of 2001. Eighty-seven P 3.27 6 16 33 34 10
Fine arts
percent met course requirements and either general I 2.35 28 30 26 10 6
education, math or writing competency requirements. P 3.24 4 18 37 31 9
Global issues
I 3.09 11 20 32 24 13
Assessment of general education outcomes P 3.57 3 12 32 31 22
The College Basic Academic Subjects Examination Understanding racism
I 3.58 10 11 21 29 30
(BASE), required of all students having between 54 and Written P 3.95 1 6 21 41 31
72 credits, is a 180-question multiple-choice exam that communication I 4.51 1 1 7 26 65
assesses student knowledge in English, mathematics, P 3.80 3 8 20 46 23
science, and social studies and reasoning skills across Public speaking
I 4.35 1 3 13 28 56
the four subjects. Interpretive reasoning refers to P 3.80 2 5 25 46 21
paraphrasing, summarizing, or explaining the meaning Reading skills
I 4.41 2 1 9 30 58
of material. Strategic reasoning involves definition, P 3.87 2 5 22 47 24
comparison, classification, and analysis. Adaptive Listening skills
I 4.67 1 0 4 20 74
reasoning requires synthesis, hypothesis, prediction and Leadership and P 3.70 3 9 25 41 22
judgment. Adaptive reasoning is the highest order management I 4.52 1 2 6 24 67
reasoning skill assessed by the exam. Scores range
from 40-560; scores above 300 = “above average.” [Scale: P = Poor (1), F = Fair (2), A = Average (3), G =
Good (4), E = Excellent (5); P/I: P = Preparation; I =
Frequencies
Importance]
Reasoning Skill Mean High Medium Low
Interpretive 314 44% 45% 11%
Strategic 300 23% 57% 20%
Adaptive 284 14% 47% 39%
Achieving Excellence at
UW-La Crosse
The goals and measures presented below are intended to provide a description of the many ways in which
UW-La Crosse is achieving excellence. For each goal, there is one measure that is common to all UW four-year
institutions. Additionally, UW-La Crosse has selected supplementary measures that reflect its specific institutional
mission and values. To the extent possible, the institution-specific measures quantify significant educational
processes and outcomes related to academic excellence. As such, they complement and provide context for
interpreting the performance on the Systemwide measures. As a result of its current strategic planning process,
UW-La Crosse may modify its supplementary measures in the report next year.
Goal I
Provide Access to Higher Education for the Citizens 1) The number of participants in Pre-college
of Wisconsin programs (e.g., Upward Bound, Academic
Enrichment Programs, Self Sufficiency Program,
Girls in Science).
Systemwide Measure: Progress toward enrollment
targets
Number of
Pre-college Programs
UW-La Crosse Enrollments Participants in 2001
Upward Bound 79
Year Actual Target % +/- Target
Academic Enrichment Programs 265
1996 8,379 8,106 +3.4
Self Sufficiency Program 16
1997 8,427 8,242 +2.2
Girls in Science 80
1998 8,591 8,345 +2.9
1999 8,576 8,377 +2.4
2000 8,483 8,399 +1.0 2) Special Programs (Service-based Pricing). These
special programs are in the research and development
UW-La Crosse differs from other UW System phase.
institutions in that it is decreasing its enrollments
during EM 21. UW-La Crosse is trying to shape the Projected
demographics of the student body by attracting the most Special Program
Enrollment
academically qualified applicants and establish an Masters in Business Administration
increasingly talented student body with diverse 30
(online
backgrounds (e.g., ethnic, economically disadvantaged, Masters in School Health Education 10
non-traditional). Bachelors in Liberal Studies 40
Certificate in At-Risk/Alternative
140
Education (online)
Certificate in Complementary/Alternative
Additional Measures 10
Health Practices
Certificate in Dosimetry 6
UW-La Crosse provides access to higher education
through 1) Pre-college programs for individuals who
are academically at risk or from underrepresented
groups and 2) Special programs (service-based pricing)
resulting in degrees or certificates for nontraditional
students. These additional measures monitor the
number of participants in these programs.
Goal II
Provide academic support services that facilitate 2) Student use of academic support services. These
academic success are programs and services intended to enhance
academic performance (e.g., study skills and time
Systemwide Measure: Progress toward retention management workshops, tutoring, study groups and
targets services associated with specific academic
disciplines and courses).
UW-La Crosse
2nd Year Retention at Institution Where Started and Number of Students
University Academic
6 Year Graduation Rates Anywhere in the System Who Participated
Support Service
in 2001
Fall 2nd Yr Retention 6 Year Graduation Office of Minority Student
322
Cohort Actual Targeted Actual Targeted Service
1990 59.0% Writing Center 402 (Spring 2001)
1991 55.1% Student Support Services 400
1992 61.1% Disability Resource Services 324
1993 58.9% College or Departmental Will start reporting in
1994 75.6% 60.3% 58.6% Academic Support Services 2002
1995 79.0% 62.6% 60.6%
1996 79.6% 3) Student perceptions of the extent to which UWL
1997 81.8% provides a supportive campus environment.
1998 81.7% Percentage of students responding “quite a bit” or
1999 82.4% 82.0% “very much” in response to the NSSE question, To
2000 84.0% 82.5% what extent does your institution emphasize
providing the support you need to help you
succeed academically?
Additional Measures Percent UWL All NSSE Master’s Institutions
First year 62.7% 72.7%
Academic support for students permeates the Seniors 59.4% 67.0%
institution. Student participation will be monitored in
two types of services: 1) First-Year Student
Experiences and 2) academic support services intended
for all students.
1) Percentage of students who participate in First-
Year Student Experiences. The First-Year Student
Experiences include the First-Year Student
Seminar, Residential Learning Community,
Developmental/Career Advising, and the New
Student Orientation.
Percentage of First
First-Year Student
Year Students Who
Experience
Participated in 2001
First Year Student Seminar 13.6%
Residential Learning
12.5%
Community
Developmental/Career
71.1%
Advising
New Student Orientation 93.0%
Goal III
Provide a campus environment that fosters learning Percentage of Students Who Have Done
and personal growth or Plan To Do Specific Experiential Learning Activities
Before They Graduate
Systemwide Measure: Student Involvement in Type of
Freshmen
Seniors at
Planned Out-of Classroom Activities that Promote at All
Experiential UW-L UW-L All NSSE
Learning and Good Citizenship. Assessment of NSSE
Learning Freshmen Seniors Master’s
Success in This Area is Evaluated by Comparisons Master’s
Activity Institutions
Institutions
to National Benchmarks.
Practicum,
internship,
Responses of UW Seniors to NSSE Questions field
77.8% 77.2% 81.9% 72.1%
experience,
La Crosse National clinical
Participated in co-curricular assignment
activities (organizations, Community
* 67.4% 52.1% 75.5% 68.4% 75.8% 60.9%
publications, student gov’t, service
sports, etc. Work on a
Did practicum, internship, research
field experience, or clinical * 84.4% 70.1% project with 18.4% 22.8% 24.0% 20.2%
assignment a faculty
Did community service or member
* 83.2% 57.8% Study
volunteer work 31.2% 28.0% 19.1% 12.6%
*Indicates difference between institutional percentage and Abroad
National percentage is significant at the .05 level. Independent
11.5% 16.8% 28.5% 26.8%
Institutional percentages are derived from standard sample. Study
Culminating
Senior 25.4% 39.8% 52.4% 53.4%
Experience
Note: Institutional percentages are derived from over-
Additional Measures sampled population. (Institutional percentages differ
from those derived through standard sampling.)
UW-La Crosse will measure students’ capacities for Comparison group percent includes all institutions, not
critical thinking and their involvement in educationally just public institutions.
meaningful experiential learning and co-curricular
activities. Assessment of critical thinking is a direct
measure of the quality of student learning. The
measures of student engagement determine the extent
to which students participate in significant learning
activities outside the classroom.
1) Student performance on a standardized measure
of critical thinking. To be administered every 2-4
years starting in Fall 2002.
2) Student engagement in experiential learning.
Experiential learning engages students in
significant learning experiences outside the
traditional classroom, laboratory or studio
settings. These experiences include study abroad,
undergraduate research, involvement in faculty
research projects, independent study projects,
honors projects, senior thesis/projects, internships,
clinical and fieldwork experiences, service
learning, arts performances, recitals and
exhibitions.
Goal IV
Utilize resources in an efficient and effective manner B) Professional development funds allocated
within the four colleges in 2000-2001 (e.g., for
Systemwide Measure: Progress toward credit to travel, speakers, curriculum development,
degree targets faculty grants). Total = $427,431
Average UW-La Crosse Attempted Credits to Degree
2) Retention of faculty and staff. A database will be
Year Credits developed to monitor retention of probationary and
1995-96 152 tenured faculty and will be reported in 2002.
1996-97 150
1997-98 149 3) Level of external funding obtained by faculty and
1998-99 145 staff for research and research training, instruction,
1999-00 143 service, and student services.
*Goal 148
Amount
External Funding Category Received in
2001
Additional Measures Research and Research Training $2,386,219
Instruction $665,151
Educational quality depends upon the capacity of Service $1,105,885
faculty to teach effectively, do research and provide Student Services $650,000
service. We will monitor the level of internal support TOTAL $4,807,255
for faculty and staff development, the retention of
probationary and tenured faculty and staff, and the
level of external funding secured by faculty.
1) Level of internal support for professional
development of faculty and staff.
A) University-wide funds (e.g., Faculty
Development Grants, International
Development Fund, Instructional Technology
Grants, Sabbatical Leaves, Faculty Research
Grants, Undergraduate Research Grants,
Academic Staff Grants)
University-wide Professional Development Funds
2001
Program 2001 Funding
Faculty Development Grants $40,000
Instructional Technology Grants $40,000
International Development Fund $75,000
Sabbatical Leaves $49,682
Faculty Research Grants $150,000
Wisconsin Teaching Fellows/Scholars $15,600
Academic Staff Professional
$19,466
Development Grants
Undergraduate Research Grants $36,000
Total $425,748
Achieving Excellence at
UW-Madison
The goals and measures presented below are intended to provide a description of the many ways in which UW-Madison is
achieving excellence. For each goal, there is one measure that is common to all UW four-year institutions. Additionally,
UW-Madison has selected several supplementary measures that are reflective of its specific institutional mission and values.
These unique campus-specific measures are useful as a means of providing context to the performance on the systemwide
measures.
Goal I
Provide Access to Higher Education for the Citizens of Distance Education
Wisconsin
UW-Madison has continued to expand the number of areas
Systemwide Measure: Progress toward enrollment targets in which it offers distance education courses and sections to
over 100 courses and 250 sections a year. Course
UW-Madison Enrollments enrollments have grown proportionally as shown below.
Year Actual Target % +/- Target Number of Students Enrolled in UW-Madison
1996 34,399 34,600 -0.6% Distance Education Course Sections
1997 34,763 34,800 -0.1% by Academic Year
1998 34,923 35,000 -0.2% 1995- 1996- 1997- 1998- 1999- 2000-
1999 35,199 35,150 +0.1% 96 97 98 99 00 01
2000 35,837 35,499 +1.0% Enrollment 1,320 1,716 2,150 2,771 4,126 8,507
2001 36,037 35,500 +1.5%
Pre-College Enrichment Opportunity Program for Learning
Additional Measures Excellence (PEOPLE)
UW-Madison Connections Program PEOPLE was established in Summer 1999 as a pipeline
program to prepare and encourage minority and/or
To address the growing demand for access to the state's disadvantaged high- and middle school students with strong
flagship university, UW-Madison is partnering with the academic potential to apply and be admitted to the
UW Colleges to offer a dual admission program. Students UW-Madison. The program represents a partnership
who participate are admitted to UW-Madison, but fulfill between the university, the Milwaukee Public Schools and
their lower division general education requirements at one of Madison Metropolitan School District. PEOPLE admits
the two-year UW Colleges. They have three years African American, American Indian, Asian American
maximum to successfully complete those requirements, (especially Southeast Asian American), Latino/a and
which total 54 credits. After finishing those courses, disadvantaged students. PEOPLE students participate in
students move to UW-Madison to complete the upper-level year-round sessions at home and at UW-Madison, focusing
courses needed to earn their undergraduate degrees. on academic skills and enrichment activities. By the
summer of 2001, there were 383 students enrolled in the
In Fall 2001, four of the UW Colleges participated with program (193 middle school students in Madison and 190
UW-Madison in this program. Madison made offers to 650 high school students in Milwaukee). Enrollment is
applicants and enrolled 26 students. In future years, anticipated to grow to approximately 550 in 2002 and 650 in
Madison plans to extend this program to all 13 2003. Thirty to forty students (the first cohort) will
UW Colleges, to make offers to about 1,200 applicants, and participate in a PEOPLE summer bridge program in summer
to enroll about 100-150 students in this program. 2002 in preparation for their first year as undergraduates that
fall.
Goal II
Provide academic support services that facilitate academic 2. Development of My UW-Madison
success
The newly-developed "My UW-Madison" web portal service
Systemwide Measure: Progress toward retention targets provides students with an individualized view of campus
information in a friendly, secure, Web-based format. The My
UW-Madison UW resources will include one-stop access to web-based e-
2nd Year Retention at Institution Where Started and mail, announcements, campus phone book, information, event
6 Year Graduation Rates Anywhere in the System listings, the student's personal calendar, the campus online
library catalog, financial aid information and the student's
Fall 2nd Yr Retention 6 Year Graduation
records. During the past year and a half, this resource has
Cohort Actual Targeted Actual Targeted
quickly been made available to students. Specifics of
1990 74.6%
implementation have been:
1991 75.7%
1992 75.9%
• Fall 2000, Biology majors – 432 students
1993 76.9%
1994 91.6% 77.9% 78.0%
• Spring 2001, undergrads majoring in Engineering –
1995 91.7% 78.3% 78.0%
an additional 3,228 undergraduates
1996 90.8%
1997 90.8% • Summer 2001, all new undergraduates (first time
1998 91.4% and transfer) at Summer Orientation (SOAR) –
1999 91.6% 92.0% 7,356 additional students
2000 90.9% 92.0%
• Fall 2001, all continuing students – all 41,442
students now have access.
Additional Measures
Academic Technology Usage
1. E-mail and electronic technology to complete
assignments
UW-Madison faculty and instructional staff are using e-mail
increasingly to answer students questions in a timely
manner, so that students receive essentially immediate
access to questions they may have. Two indications are:
• Percent of seniors using email to communicate with
instructors – 100 %
• Percent of seniors using electronic technology to
discuss or complete assignments – 84%
Goal III
Provide a campus environment that fosters learning and Study Abroad
personal growth
UW-Madison has long been a leader in providing students
Systemwide Measure: Student Involvement in Planned with study abroad opportunities, and currently has students
Out-of Classroom Activities that Promote Learning and in about 65 programs on every continent except the
Good Citizenship. Assessment of Success in This Area is Antarctic. The numbers and percent of students graduating
Evaluated by Comparisons to National Benchmarks. with some study abroad experience have been increasing, as
shown below.
Responses of UW Seniors to NSSE Questions
No. of Bachelor’s Percent with study
Year
Madison National Degrees abroad*
Participated in co-curricular 1996-97 5,485 16.9%
activities (organizations, 1997-98 5,466 17.5%
* 62.8% 52.1%
publications, student gov’t, 1998-99 5,581 19.5%
sports, etc. 1999-00 5,638 21.0%
Did practicum, internship, field 2000-01 5,851 20.0%
experience, or clinical 71.7% 70.2%
*Includes UW-Madison students who study abroad through
assignment
non-UW institutions.
Did community service or
* 64.4% 57.9%
volunteer work
*Indicates difference between institutional percentage and National
UW-Madison students also study abroad for longer periods
percentage is significant at the .05 level.
than the national average. Of those going abroad, about
20% study abroad for a full academic year, 50% for a
Additional Measures semester, and 30% for a summer compared with national
averages of about 10%, 40% and 50% for these time periods
Learning Communities
respectively, documenting the generally longer stays of
UW-Madison students.
Currently, there are four active residential learning
community programs, each dedicated to emphasizing some
special aspects of student learning at UW-Madison. For
example, the Women in Science and Engineering (WISE)
community encourages and supports young women
interested in these fields by providing a supportive living
environment and an opportunity to meet others with similar
interests. A Multicultural Learning Community is planned
for Fall 2002. The table below documents the growth in the
number of students living in these communities, and
numbers will increase further as more communities are
added.
Number of Students Living in
Residential Learning Communities
1995- 1996- 1997- 1998- 1999- 2000- 2001-
96 97 98 99 2000 01 02
290 344 1,031 1,051 1,076 1,047 1,222
Goal IV
Utilize resources in an efficient and effective manner Budget Leverage
Systemwide Measure: Progress toward credits to degree The non-GPR/tuition share of both the operating budget and
targets capital budget has increased over the past fifteen years. The
graph below shows (1) the percentage of the annual
Average UW-Madison Attempted Credits to Degree operating budget funded by state taxes and tuition compared
with other funding sources (e.g. gifts, grants, federal,
Year Credits auxiliary) and (2) the percentage of the cumulative capital
1995-96 134 budget during that period that was financed by general fund
1996-97 132 (state taxes/tuition) borrowing compared with self-financed
1997-98 131 borrowing (e.g. gifts, grants, federal, auxiliary).
1998-99 130
1999-00 128
2000-01 127 65
Goal 135 Ca pit a l Budge t - -GP R/ Tuit ion Ope ra t ing Budge t -- Ot he r
60
Additional Measures 55
Percent
Research awards to UW-Madison faculty members 50
Total Research Return per Average Faculty 45
Awards* GPR Dollar Research
(millions) Invested ** Award*** 40
1996-97 $362.7 $8.0 $250,496 Ca pit a l Budge t - -Ot he r Ope ra t ing Budge t -- GP R/ Tuit ion
1997-98 $362.1 $7.8 $255,860 35
1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
1998-99 $417.3 $8.4 $284,028
1999-00 $445.2 $8.6 $293,268
2000-01 $509.4 $9.0 $324.457
*Annual award amounts include some multi-year grants that were
awarded in single year.
**Total research awards divided by GPR supported research.
***Average award for faculty members receiving awards in that
year.
Note: In any given year, approximately two-thirds of
UW-Madison faculty members are principal investigators
on extramural research projects.
Achieving Excellence at
UW-Milwaukee
The goals and measures presented below are intended to provide a description of the many ways in which UW-Milwaukee is
achieving excellence. For each goal, there is one measure that is common to all UW four-year institutions. Additionally,
UW-Milwaukee has selected several supplementary measures that are reflective of its specific institutional mission and
values. These unique campus-specific measures are useful as a means of providing context to the performance on the
Systemwide measures.
Goal I
Provide Access to Higher Education for the Citizens of Pre-college (2000-01)
Wisconsin
Enrollments in programs: 7,490 (preliminary)
Systemwide Measure: Progress toward enrollment
targets
Graduate Students (Fall 2001)
UW-Milwaukee Enrollments
Total Enrollment 23,828
Year Actual Target % +/- Target Doctoral Students 696 2.9%
1996 14,983 15,825 -5.3% Masters & Graduate Specials 3,336 14.0%
1997 15,555 15,942 -2.4%
1998 15,976 15,959 +0.1%
1999 16,369 16,014 +2.2% Off Campus Courses (Fall 2001)
2000 16,676 16,720 -0.3%
Credits Conveyed Off Campus: 8,927 (3.4%)
2001 17,362 17,208 +0.9%
Offered in 87 different locations
Additional Measures
UWM College Connection Sites (2001-02)
New UWM Undergraduates
UWM degree delivered on 8 UW College campus
Fall 2000 New Freshmen: 2,980
From Milwaukee Public Schools (MPS): 370
(This represents 61% of all UW System new freshmen Evening/Weekend Students (Fall 2001)
from MPS.)
Total Enrollment 23,828
Total New Transfers (Fall 2000) 1,856 19%* Students Who Attend Only
From WTCS 385 22%* 3,522 14.8%
Evening Classes
From UW Colleges 356 22%* Total Credit Hours 251,314
From other UW 4 Years 525 20%* Student credit hours delivered
54,374 21.6%
*of all UWS Transfers after 4:30 and on weekends
Diversity (Fall 2001) Nontraditional Course Delivery
Total Enrollment 23,828 Fall 2000 Spring 2001
African Americans 2,002 8.4% Sections delivered via distance
28 36
American Indians 183 0.8% education
Hispanic Americans 917 3.8%
Southeast Asian Americans 435 1.8%
Noncredit Enrollments (2000-01)
Underrepresented Total 3,537 14.8%
45,206
Goal II
Provide academic support services that facilitate academic UW-Milwaukee Compared with Urban 13 Universities
success
Urban 13
Milwaukee
mean
Systemwide Measure: Progress toward retention targets
Second Year Retention of New
74% 74%*
UW-Milwaukee Freshmen (Fall 2000 cohort)
2nd Year Retention at Institution Where Started and Graduated or Retained After
47% 43%**
6 Year Graduation Rates Anywhere in the System Six Years (Fall 1994 cohort)
* Most recent available data = Fall 1997 cohort
Fall 2nd Yr Retention 6 Year Graduation ** Most recent available data = Fall 1992 cohort
Cohort Actual Targeted Actual Targeted
1990 39.3%
1991 38.5% Graduating Senior Survey: Student Satisfaction with
1992 37.1% Academic Support Services (Spring 2001):
1993 38.2%
1994 67.4% 41.6% 38.5% Excellent/ Fair/
Not Used
1995 70.7% 42.9% 38.9% Good Poor
1996 70.9% Instructional Quality 79.7% 20.1% 0.2%
1997 72.2% Advising Quality 52.6% 46.7% 0.7%
1998 69.9% Faculty/Staff Accessibility 71.8% 27.6% 0.5%
1999 71.4% 69.3% Library 78.8% 16.6% 4.6%
2000 74.0% 70.2% Computer Labs 72.4% 24.3% 3.3%
Additional Measures:
Graduated or Retained After Six Years
1994 Cohort: 47%
Second Year Retention & Graduation for New Transfers
(Fall 1999 cohort):
Freshmen & Sophomores: 69%
Juniors & Seniors: 80%
Six Year Retention & Graduation for New Transfers
(Fall 1994 cohort):
Freshmen & Sophomores: 54%
Juniors & Seniors: 67%
Goal III
Provide a campus environment that fosters learning and NSSE Baseline data (Spring 2001):
personal growth
My UWM college experience contributed quite a bit or
Systemwide Measure: Student Involvement in Planned very much to:
Out-of Classroom Activities that Promote Learning and
Good Citizenship. Assessment of Success in This Area is Thinking critically and analytically 78.8%
Evaluated by Comparisons to National Benchmarks. Learning effectively on my own 66.1%
Understanding myself 53.9%
Responses of UW Seniors to NSSE Questions Understanding people of other races and cultures 49.0%
Improving the welfare of my community 29.1%
Milwaukee National Urban
Participated in co-
curricular activities Graduating Senior Survey Baseline data (Spring 2001):
(organizations, 31.9% 52.5%* 34.4%
publications, student
gov’t, sports, etc. UWM prepared me for my future life & career 68.3%
Did practicum,
internship, field
72.0% 70.2% 60.0%**
experience, or clinical
assignment
Did community
service or volunteer 46.4% 58.1%* 47.4%
work
*Indicates difference between institutional percentage and National
percentage is significant at the .05 level.
**Indicates difference between institutional percentage and urban
consortial group is significant at the .05 level.
Additional Measures:
Reasons why UWM student participation in co-curricular
activities is lower than UWS average:
(Spring 2001 NSSE)
Milwaukee National Urban
Worked for pay on
campus for 20 or 7.5% 3.5% 3.8%
more hours per week
Worked for pay off
campus for 20 hours 41.5% 28.7% 50.6%
of more per week
Goal IV
Utilize resources in an efficient and effective manner
Systemwide Measure: Progress toward credits to degree
targets
Average UW-Milwaukee
Attempted Credits to Degree
Year Credits
1995-96 151
1996-97 152
1997-98 149
1998-99 148
1999-00 147
2000-01 144
Goal 145
Additional Measures:
Classroom & Lecture Hall Utilization (Fall 2000)
Number of classrooms & lecture halls 153
Percent of rooms used over 30 hours per
76%
week
Average hours per week rooms are used 35.5 hours
Financial Planning – Investment Plan Goals*
Generate (in tuition revenues from enrollment growth,
private, and extramural dollars) $2 for every $1 of new state
revenues.
By 00-01 By 00-01 By 02-03 By 02-03 By 04-05
Goal Actual Goal Actual Goal
MKE Idea Budget Initiatives 0 0 16.0M NA 25.0M
Tuition revenues from enrollment growth 4.8M NA 11.8M NA 20.4M
Growth in extramural funds 3.2M 6.0M 10.7M NA 20.6M
Growth in private giving 1.0M 1.7M 3.0M NA 5.0M
Reallocation 2.8M 3.0M 4.0M NA 4.0M
*Cumulative increases from 1998-99 fiscal year base
Achieving Excellence at
UW-Oshkosh
The goals and measures presented below are intended to provide a description of the many ways in which
UW-Oshkosh is achieving excellence. For each goal, there is one measure that is common to all UW four-year
institutions. Additionally, UW-Oshkosh has selected several supplementary measures that are reflective of its
specific institutional mission and values. These unique campus-specific measures are useful as a means of providing
context to the performance on the Systemwide measures.
Goal I
Provide Access to Higher Education for the Citizens Enrollment of Non-traditional Students
of Wisconsin 1,354 undergraduates over age 25.
Systemwide Measure: Progress toward enrollment Multicultural and Disadvantaged Students
targets Undergraduate and graduate enrollment increased
approximately 15.6% from Fall 2000 to Fall 2001. For
UW-Oshkosh Enrollments Fall 2001 there were 578 multicultural students enrolled
(494 undergraduates and 84 graduate students).
Year Actual Target % +/- Target
1996 8,817 9,051 -2.6 Distance Education
1997 8,791 9,218 -4.6 Fall 2000: 27 courses. Spring 2001: 28 courses.
1998 9,023 9,168 -1.6
1999 9,038 9,168 -1.4 Recruitment Initiatives
2000 8,934 9,168 -2.6 • Permanent full-time student recruitment specialist
2001 9,239 9,168 +0.8 directed recruitment and enrollment for students of
color.
The 2001 FTE enrollment of 9,239 represents a 3.4% • Three part-time community liaison recruiters work
increase over 2000 FTE enrollment of 8,934. Increases with African-American, Hmong, Hispanic and
are attributed to: Native American populations.
• 12.8 percent increase in new freshmen. • Admissions Office is assisted by a full-time
transfer student coordinator.
• 6.8 percent increase in new transfer and transfer
reentry students.
Financial Aid
• Stable non-special undergraduate average per
Sixty-eight percent of all students receive some form of
student credit load 14.02, year 2000; 14.02, year
financial aid. Demand for semester abroad grants:
2001.
ESL/Bilingual Teacher Grants: 77 awards, totaling
• Financial Aid award letters sent to applicants in $66,000; Refugee Teacher Training Grants: 4 awards,
early April 2001 as opposed to May in previous totaling $ 10,175; International Study Abroad Grant, 96
years. awards, totaling $77,000.
• Financial Aid awards applied electronically to
students’ accounts providing immediate access to Weekend / Evening Degree
the aid. In 2000/2001, there were 327 students majoring in
• Admissions office staff reduced application- Liberal Studies, Organizational Administration,
processing time to 2 weeks for new fall 2001 Pre-Business
applicants.
First Generation College Students
Additional Measures 879 first-year students are first-generation college
students, out of a total of 1,872 first-year enrolled on
Pre-College Programs campus in Fall 2001. This represents nearly half of the
There was an increase of 21.6 percent in the number of first-year student population, or 47%.
middle and high school students of color who
participated in four academic enrichment / skill
building programs from summer 2000 (139 students) to
summer 2001 (169 students)
Goal II
Provide academic support services that facilitate Contact with Faculty Outside of Classroom
academic success • 1650 new students were attracted to informal
discussions of academic content areas with 50
Systemwide Measure: Progress toward retention faculty members during the Odyssey Faculty
targets Conversations Series on Labor Day.
• Experimental plays, faculty poetry and short fiction
UW-Oshkosh readings, and departmental convocations bring
2nd Year Retention at Institution Where Started and students, staff, and faculty together in non-
6 Year Graduation Rates Anywhere in the System instructional settings.
• 17 study abroad programs and field trips during the
Fall 2nd Yr Retention 6 Year Graduation interim sessions brought students together with
Cohort Actual Targeted Actual Targeted faculty for extended periods.
1990 51.7%
1991 50.7% Residence Colleges and Learning Communities
1992 52.9% College of Letters and Science collaborated with the
1993 54.0% Office of Residence Life and developed residence hall
1994 71.7% 53.1% 54.2% options designed to bring together students with similar
1995 71.2% 53.9% 54.4% interests. These halls are ECHO (Environmentally
1996 70.8% Conscious House Oshkosh), HELP (Health Education
1997 72.8% Learning Place), PUSH (Public Service Hall), STAR
1998 73.5% (Student Artists in Residence), and WISH (Women in
1999 70.8% 71.0% Science Hall). Students entering program are provided
2000 72.0% 71.5% with guaranteed enrollment in a theme-based inquiry
seminar fashioned to students’ academic interests,
Between 1999 and 2000 there was a 1.2 percentage guaranteed enrollment in general education seminar
point increase in the second year retention rate. The focusing theme of the residence hall, individualized
2000 second year retention rate represents a 0.5 enrollment guidance, interaction with faculty in the
percentage point increase over the target retention rate residence halls.
for that year.
First year persistence rates
Additional Measures From 1999-2000, the university improved its first-year
retention rates by 1.2 percentage points.
Academic Advising
Several initiatives have been taken in the past 3 years to Five/six year graduation rates
enhance academic advising services: 1) expanded From 1994 to 1995, the six year graduation rate
freshmen orientation program, 2) hired a full-time increased.
academic advisor for undeclared majors, 3) participated
in national and state conferences on academic
advisement.
Student Services
This year, the university opened a new, state of the art
student Union and implemented a new dining service
contract. The new Reeve Union addition has high tech
meeting facilities, a theater, bookstore, personal service
retail outlets, a bank, and extensive dining facilities
designed to address student needs and requests as well
as provide a resource for the broader community.
Goal III
Provide a campus environment that fosters learning Listed below are some examples of programs that foster
and personal growth. learning and personal growth.
Systemwide Measure: Student Involvement in Study Abroad
Planned Out-of Classroom Activities that Promote In the academic year 1999-2000, 139 students
Learning and Good Citizenship. Assessment of participated in 8 foreign-study tours. That number
Success in This Area is Evaluated by Comparisons increased in the 2000-01 academic year so that 221
to National Benchmarks. students studied in 11 countries with 17 faculty
members. The countries were Spain, Mexico, India,
Responses of UW Seniors to NSSE Questions England, France, Germany, Belize, Bermuda, Costa
Rica, Nepal, and Canada.
Oshkosh National
Participated in co-curricular Service Learning and Citizenship Programs
activities (organizations, Department of Residence Life has a year long program,
47.9% 52.3% nationally recognized by the Templeton Foundation,
publications, student gov’t,
sports, etc. that supports activities of individuals and residence
Did practicum, internship, groups active in service to the broader community.
field experience, or clinical * 85.8% 70.1% Typically this is within the community of Oshkosh.
assignment Students engage in outreach and community service
Did community service or partnerships with organizations offering public service
58.4% 58.0%
volunteer work activities, such as food pantries, literacy centers, and
*Indicates difference between institutional percentage and domestic abuse shelters.
National percentage is significant at the .05 level.
Use of New Technologies in the Classroom
Additional Measures Blackboard Training: 239 faculty, instructional
academic staff, graduate assistants, program assistants,
NSSE Results and other staff received training. 259 courses were
offered with Blackboard instructional technology
Oshkosh National assistance.
Often or very often worked
with other students on 52.4% 47.6% Diversity in the Classroom
projects during class Diversity Innovation Grants offered through Plan 2008
Coursework emphasized lists 19 applications for curriculum enrichment and
(very much or quite a bit): awarded $27,443 in grant money. Among other
Making judgments about the 66.9% 65.3% initiatives, grants were used to bring American Indian
value of information, Elders , Nigerian Sculptor Chris Ebighgbo, and writers
arguments, or methods.
of color to campus to work one-on-one with students.
The National Survey of Student Engagement (NSSE) Student Involvement in Faculty Research Projects
measures research-based activities that are essential to Faculty Development Office reports that 35-40 faculty
enhanced student learning and personal development. and students apply for Undergraduate Research
The results above measure the participation of senior Collaborative Grants. 17-19 students receive awards of
students, who have a greater depth of university $2,000 each year.
experience and whose responses are more meaningful
for university accountability. In the first three common Critical Thinking
measures listed above UW-Oshkosh fares well when Theme-based Inquiry Seminars provide students with
compared to national averages, indicating the the opportunity to discuss reading, writing, and research
commitment of the students and faculty on this campus with instructors in disciplines across the curriculum.
to extend learning beyond the traditional classroom Class sizes are limited to 25 students. Training for
setting. In addition, we have included in the last two instructors who will teach the first 43 sections of TBIS
items the results of two other NSSE questions that courses began in summer 2000.
highlight our strengths in critical thinking and
collaborative learning in the classroom. This statistical
evidence provides an excellent grounding for our
Strategic and Operational Plan commitment to
“Engaging People and Ideas.”
Goal IV
Utilize resources in an efficient and effective manner Utilization of physical resources
During the past year we have placed a great deal of
Systemwide Measure: Credits to degree effort and focus on preparing a strategic facilities
development plan. This plan will provide guidance to
Average UW-Oshkosh Attempted Credits to Degree ensure that assets are effectively and efficiently utilized
and identify both current and future facility demands.
Year Credits We are nearing completion of our campus master and
1995-96 153 space plan. The campus master plan will identify
1996-97 151 existing and preferred campus land uses, buildings,
1997-98 152 green space, and circulation of both pedestrian and
1998-99 148 vehicle traffic. Our campus space plan will serve as the
1999-00 148 basis for requesting resources for new construction and
2000-01 146
renovation.
Goal 144
We recently implemented Wisconsin Energy Initiative
3 (WEI3) in partnership with Johnson Controls
In the past six years, our average attempted credits to
Corporation and as a result, anticipate saving 25 million
degree has decreased by almost 5 percent from 153 to
gallons of water annually, which with other electrical
146. We have enhanced our advising and scheduling
control replacements, translates into a $167,000 budget
procedures, which is a significant factor in raising
savings for UW-Oshkosh.
student awareness of degree requirements.
Allocation of Resources
Additional Measures
The university's new strategic plan specifically includes
an initiative that focuses on effective and efficient
Retention of Faculty and Staff
resource stewardship.
2000-2001: Hired 13 tenure-track male faculty
members, 10 women tenure-track faculty. 97% were
retained. The university hired a full-time Affirmative
Action director. The Affirmative Action Director
immediately instituted a mentoring program for faculty
and staff. Gender Equity and Diversity councils were
formed to address faculty and staff retention issues.
Utilization of Technology
Student Information System (SIS), Shared Financial
System (SFS), Lawson Development and other
institutional programs enable us to more efficiently
input, access, and share resources.
Increased Research Output
84 applicants submitted grants through the university
sponsored programs area, resulting in awards of
$3,657,419. The Faculty Development Board Research
Program received 80 applications from faculty and
academic staff and made 52 additional awards.
Achieving Excellence at
UW-Parkside
The goals and measures presented below are intended to provide a description of the many ways in which
UW-Parkside is achieving excellence. For each goal, there is one measure that is common to all UW four-year
institutions. Additionally, UW-Parkside has selected several supplementary measures that are reflective of its
specific institutional mission and values. These unique campus-specific measures are useful as a means of providing
context to the performance on the Systemwide measures.
Goal I
Provide Access to Higher Education for the Citizens More than 1,200 students visited campus during the
of Wisconsin following programs: African American, Native
American, Latino, and Asian open house events; tours
Systemwide Measure: Progress toward enrollment for Milwaukee Public School high school classes; and
targets the African American Career Day.
UW-Parkside FTE Enrollments UW-Parkside is the most diverse campus in the
UW System – in fall 2001, students of color accounted
Year Actual Target % +/- Target for 19.8 percent of total enrollment.
1996 3,122 3,461 -9.8%
1997 3,216 3,480 -7.6% The diversity of the advising staff was increased to
reflect the diversity of the student population – thereby
1998 3,311 3,399 -2.6%
increasing the use of and satisfaction with academic
1999 3,529 3,399 +3.8%
advising services.
2000 3,560 3,579 -0.5%
2001 3,658 3,558 +2.8% From 1989 to 2001, the estimated percentage of first-
time new freshmen whose fathers did not have an
undergraduate degree ranged between 67 and
Additional Measures 75 percent – on average 12 percent higher than at
similar four-year public colleges and universities nation
Pre-college Programs wide.
Eight separate Pre-college programs served 394
minority and disadvantaged students from June 1, 2000, Recruitment Programs
to May 31, 2001. UW-Parkside attracts and connects high-achieving
students to academic and campus enrichment programs
During 2000-01, 75 youth programs were offered, including the honors program, academic clubs, service
including 38 academic and enrichment programs, 17 learning opportunities, and faculty research initiatives.
athletic programs, and 10 art programs. Approximately
3,200 youth visited UW-Parkside for one or more of Student Financial
these programs. The university established a position of scholarship
coordinator to increase the effective use of scholarships
Non-traditional Students and fee remissions to build and shape enrollment.
UW-Parkside admitted a higher percentage of new
freshmen 21 years of age and older than any other four- Scholarship application and information is available
year campus in the UW System. online.
Of 5,016 students enrolled in fall 2001, 26.9 percent
(1,407) were 25 or older.
Multicultural/Disadvantaged
The Admissions Office holds events to promote
opportunities for students of color. Admissions also
conducts on-site programs at local high schools and
participates in college fairs that target students of color.
Goal II
Provide academic support services that facilitate First-Year Persistence Rates
academic success Since 1987, Student Support Services (SSS), a federal
funded TRIO program, has been serving disadvantaged
Systemwide Measure: Progress toward retention students including low-income, first-generation, and
targets those with disabilities.
UW-Parkside SSS is funded to serve 150 students each year to
2nd Year Retention at Institution Where Started and improve success during the first semesters of college
6 Year Graduation Rates Anywhere in the System leading to an increased six-year graduation rate.
Fall 2nd Yr Retention 6 Year Graduation Please note: It would be a mistake to conclude that all
Cohort Actual Targeted Actual Targeted
disadvantaged students can be identified from Student
1990 37.4% Support Services (SSS) client statistics.
1991 31.5%
1992 30.9% Six-Year Graduation Rates
1993 37.4% • The six-year graduation rate varies greatly due to
1994 63.0% 34.1% 38.0% the impact of the national economy on the
1995 64.3% 35.8% 38.5% predominantly commuting student population at
1996 60.3% UW-Parkside.
1997 65.2% • Surveys of UW-Parkside students indicate that 40
1998 61.3% to 50 percent of undergraduates work more than
1999 62.3% 62.0% half time off-campus.
2000 60.8% 63.5% • UW-Parkside students have double the time
commitment to care for immediate family members
than students at other UW System campuses and
Additional Measures somewhat less than double but significantly more
than their peers, nation wide.
Academic Advising
• Since 1998, UW-Parkside created a more intrusive The above factors add up to more “stopping out” and
academic advising strategy. greater time to graduation.
• The university added full-time staff; a team of 12
faculty advisers; realigned responsibilities and
resources to create more individualized, proactive
services and support.
• New advising strategies are resulting in improved
first-year to second-year retention.
Student Services
Thirty percent of the students in each graduating class
have taken at least one academic-skills course through
the UW-Parkside self-supporting Learning Assistance
Program.
The Office of Multicultural Student Affairs conducts
programs that provide academic support and result in
improved student success; mentoring programs connect
upperclassmen with incoming freshmen; think-tank
study groups and success workshops assist students on
a variety of topics.
The Office of Multicultural Student Affairs maintains a
computer lab and has peer advisers available to assist
students of color with academic work.
Goal III
Provide a campus environment that fosters learning Diversity/Multiculturalism in the Curriculum
and personal growth Through the following, significant strides are being
made in this area as indicated by the positive rating of
Systemwide Measure: Student Involvement in the campus climate by students responding to the NSSE
Planned Out-of Classroom Activities that Promote survey:
Learning and Good Citizenship. Assessment of • Numerous offerings under the University Seminar
Success in This Area is Evaluated by Comparisons learning objective "Examining Cultural Diversity."
to National Benchmarks. • Twenty-three, 3-credit classes which fulfill the
UW-Parkside Ethnic Diversity requirement for an
Responses of UW Seniors to NSSE Questions undergraduate degree.
• Diversity Circles (formerly Study Circles)
Parkside National inclusion in the general education curriculum.
Participated in co-curricular • Ongoing funding of curriculum diversification
activities (organizations, proposals by the Plan 2008 Diversity Monitoring
48.0% 52.3%
publications, student gov’t, sports, and Assessment Committee (PDMAC).
etc.
Did practicum, internship, field
67.8% 70.3% Student Involvement in Faculty Research Projects
experience, or clinical assignment Last year, 29 undergraduates took part in research
Did community service or
52.1% 58.1% projects with 21 professors covering biology to
volunteer work sociology; the results were reported in venues ranging
In this table, none of the differences was significant. from national and regional meetings to scholarly
journals.
Additional Measures
Use of New Technologies in the Classroom
Learning Assistance self-funded a state-of-the-art,
computer-mediated classroom for remedial instruction
course delivery, offering an alternative to the traditional
lecture format.
Service/Experiential Learning
During the 2000-01 academic year, 284 students
volunteered through the Parkside Volunteer Program.
These 284 volunteers had 423 placements at 129
different agencies, organizations, and schools.
During 2000-01, 21 courses involved a Community-
Based Learning (CBL) component. Beginning in fall
2001, CBL credits can be earned for those courses that
have a service learning component built into the
curriculum. For 2001-02, 38 courses have a CBL
designation.
During 2000-01, 159 students were involved in
internships.
Goal IV
Utilize resources in an efficient and effective manner Retention of Faculty and Staff
The fact that UW-Parkside was awarded a Special
Systemwide Measure: Progress toward credit to Achievement Award for "increasing the work-force
degree targets participation and retention of minorities and women" by
the Council on Affirmative Action and the Department
Average UW-Parkside Attempted Credits to Degree of Employment Relations is clearly an empirically
verifiable measurement of success in this area.
Year Credits
1995-96 146 Utilization of Physical Resources
1996-97 145 For several years, there has been a need for additional
1997-98 141 programming space; as enrollment has increased, so has
1998-99 140 the demand for more student clubs and organizations –
1999-00 142 consequently, more meeting room and multipurpose
2000-01 140 space has been requested.
Goal 139
University residence halls have been at 100 percent
Additional Measures occupancy for several years and the increased demand
has resulted in a waiting list.
Facilities Maintenance
The Wisconsin Energy Initiative at UW-Parkside UW-Parkside is in the process of planning for
resulted in reduced energy consumption, reduced costs, additional residence halls to meet this growing need.
and improved energy resource management systems.
Allocation of Resources
For fiscal year 2000-01, electricity consumption was • Eighty percent of credit hours at UW-Parkside are
reduced approximately 1.8 million kilowatt hours, and taught during the day and 20 percent are taught in
steam consumption was reduced 28,500 pounds. These the evening and on weekends – this makes greater
reductions resulted in lower energy costs of use of physical facilities and provides greater
approximately $350,000. access to students who work and have family
responsibilities.
The cost of facility improvements has been amortized at • As indicated in Goal 1, more than 3,200 youth
$175,000 per year. The improvement project included participate annually in more than 75 summer
mechanical system updates that allowed facility camps and year-round programs in the general
operations staff to control, troubleshoot, and diagnose categories of academics, enrichment, skill building,
facility systems from a central location. and athletics.
• Athletic events draw 40,000 visitors to campus
The performance of several of the facility mechanical each year. The new Frank J. Petretti Fieldhouse,
systems has been optimized with digital control for part of the $12.3 million Sports & Activity Center
temperature resets, variable volume control, and expansion dedicated in September 2000, was the
occupancy sensing. Many lighting systems were site of the 2001 NCAA National Fencing
upgraded to include new lamps and ballasts, and Championships. UW-Parkside will host the NCAA
photocell lighting control. Division II Wrestling Championships in March
2002.
Future enhancements to facility mechanical systems
may include automated integration of class schedules to
heating, cooling and lighting demands. Research Output
Grants/Contracts Submitted, Funded, Pending and Rejected for Calendar Year 1/1/00 through 12/31/00
Number Amount Average Number Amount Average
Submitted Submitted Grant Funded Funded Grant
Federal 31 $7,055,357 $227,592 15 $2,582,070 $172,138
Non-Federal 29 $1,311,408 $45,221 15 $271,319 $18,088
UW-System 19 $436,244 $22,960 12 $65,443 $5,454
Subtotal 79 $8,803,009 $111,430 42 $2,918,832 $69,496
Gift-in-Kind 8 $57,575 $7,197
Total 79 $8,803,009 $111,430 50 $2,976,407 $59,528
Achieving Excellence at
UW-Platteville
The goals and measures presented below are intended to provide a description of the many ways in which
UW-Platteville is achieving excellence. For each goal, there is one measure that is common to all UW four-year
institutions. Additionally, UW-Platteville has selected several supplementary measures that are reflective of its
specific institutional mission and values. These unique campus-specific measures are useful as a means of providing
context to the performance on the Systemwide Measures.
Goal I
Provide Access to Higher Education for the Citizens In addition, a 1952 graduate of UW-Platteville has
of Wisconsin established a $1.4 million trust to establish scholarships
for students interested in teaching careers. This
Systemwide Measure: Progress toward enrollment scholarship is discussed in detail in our annual report
targets (see “$1.4 Million for Education Scholarships,” p. 23.)
UW-Platteville Enrollments Distance Education
Year Actual Target % +/- Target
In 2000-2001, the Distance Learning Center served
nearly 1,000 students in various forms of distance
1996 4,610 4,660 -1.1%
education, including more than 400 students in the
1997 4,561 4,690 -2.8% print-based business administration program, 250
1998 4,691 4,700 -0.2% students in our online programs, and over 300 through
1999 4,847 4,730 +2.5% the interactive television format. In addition, we
2000 4,885 4,887 +0.0% admitted more than 200 students to our programs
2001 5,040 5,000 +0.8% for the upcoming year. The completion rate for the
online courses averaged 92%, which is significantly
higher than most online programs nationally.
Additional Measures Prospective student inquiries have risen substantially
from the previous year. Program information was sent
Student Financial Assistance and Scholarships out to approximately 4,500 students, and we had an
In 2000-2001 the Financial Aid Office awarded the average of 6,000 new visitors to our website each
following assistance to our students: month.
In May 2001 we awarded our first master’s degree from
Federal/State Grants $3,884,454
our three online graduate degree programs (see article
Federal Student Loans $11,750,859 on p. 5 in this year’s annual report). Eighteen students
Federal Work-Study $597,595 graduated from the Business Administration distance
program. During that time 18 additional classes were
In addition, students received $2,481,459 in financial developed, to be offered in an online environment. We
aid through academic excellence scholarships, also instituted a faculty/class evaluation and a student
foundation scholarships, private scholarships, veterans service evaluation for online programs, and both
benefits, resident assistantships, non-resident tuition evaluation mechanisms received high marks from
waivers, division of vocational rehabilitation and students.
alternative loans. Overall, 3,212 students at
UW-Platteville received $18,714,367 in financial
assistance in 2000-2001.
Goal II
Provide academic support services that facilitate B. Enrolled Undecided Students
academic success
Registered with ACES 335
Systemwide Measure: Progress toward retention TOTAL 335
targets
C. Prospective Undecided Students
UW-Platteville
2nd Year Retention at Institution Where Started and Scheduled visits to ACES 97
6 Year Graduation Rates Anywhere in the System Pioneer Preview/afternoon
sessions with prospective 30
Fall 2nd Yr Retention 6 Year Graduation students visiting campus
Cohort Actual Targeted Actual Targeted TOTAL 127
1990 56.4%
1991 58.7% Student Services
1992 61.3% The current annual report provides further information
1993 62.7% on UW-Platteville’s Writing Center (see p. 25). Below
1994 75.4% 57.1% 62.7% are additional data for 2000-01 for student service
1995 72.5% 56.3% 62.7% programs offering tutoring in various fields as well as
1996 76.4% specialized assistance in writing, mathematics, and
1997 75.0% science.
1998 78.7%
1999 76.5% 78.8% • Student Support Services (funded through a
2000 74.9% 78.9% grant from the U.S. Department of Education)
Additional Measures Tutoring contacts 3,859
Skills workshops 556
Academic Advising Advising/course counseling 1,911
In the fall semester 2000, UW-Platteville opened its TOTAL 6,326
new Advising and Career Exploration Service (ACES)
office. The staff works with students to identify their • Writing Center
interests, skills and aptitudes. They provide career
counseling and academic advice to all interested Student contacts 1,754
students on campus, but the special focus of ACES is to Number of students 609
help students who are deciding upon a major field of English as a 2nd Language
study. In contrast, all students who have declared a 388
contacts
major are assigned to a faculty advisor within that Number of students 59
discipline (see “Seeking ACES” on p. 8 of the annual
report for further information).
• University Tutoring
Additional data on ACES student contacts for Number of students tutored 160
2000-01 are provided below: Total hours tutored 990
A. Enrollment and Transfer Student Contacts • Math/Science Learning Center
Advising visits 553 Number of student visits 1,993
Visits and special advising 45 Total hours tutored 624
Career Exploration visits for
students on academic 337
probation
Assistance with class scheduling/
150
Help desk
Engineering students
400
(10 classes x 40)
Presentations 247
TOTAL 1,732
Goal III
Provide a campus environment that fosters learning UW-Platteville has also established exchange
and personal growth programs for engineering students in Darmstadt,
Germany and Galway, Ireland and for agriculture
Systemwide Measure: Student Involvement in students in Dronten, the Netherlands. A new
Planned Out-of Classroom Activities that Promote master’s degree program in teaching English as a
Learning and Good Citizenship. Assessment of second language has been developed, which will be
Success in This Area is Evaluated by Comparisons offered in Wuhan, China. Similarly, agreements of
to National Benchmarks. cooperation have been signed establishing “sister
university” relationships with seven universities in
Responses of UW Seniors to NSSE Questions China, Taiwan, and Japan.
Platteville National Diversity/Multiculturalism in the Curriculum
Participated in co-curricular As part of liberal arts requirements, UW-Platteville
activities (organizations, students must complete 3 credits each in the areas of
* 75.8% 52.0% international education, ethnic studies, and gender
publications, student gov’t,
sports, etc. studies. Curricular development in these three areas
Did practicum, internship, continues to expand, but at present nearly 90 courses
field experience, or clinical * 84.1% 70.1% from 15 different disciplines are offered, which satisfy
assignment the liberal arts requirements:
Did community service or
65.0% 58.0%
volunteer work Ethnic studies courses 19
*Indicates difference between institutional percentage and Gender studies courses 24
National percentage is significant at the .05 level. Courses counting for both ethnic & gender
14
studies requirements
Additional Measures International education courses 31
TOTAL 88
Study Abroad and International Exchanges
During the spring semester of 2000-01 academic year,
368 students participated in UW-Platteville’s In addition, UW-Platteville offers both a major and
program in Seville, Spain, one of the “Top 25” in The minor in International Studies, a minor and certificate
Students’ Guide to the Best Study Abroad Programs. program in Ethnic Studies, and a minor and certificate
This is a new enrollment record and makes our program program in Women’s Studies.
the largest study abroad program in Seville.
Note: One entire section of our 2000-01 annual
Building on this strong and successful foundation, the report focuses on diversity and international
Study Abroad Office, in consultation with Chancellor initiatives on campus (pp. 15-20), including
Markee, decided to add a new program in Italy. Visits our partnership with an historically black
to prospective sites in Rome, Florence, and Venice by university in Mississippi, our annual Act 31
Dr. Julia Davis, Assistant Director of Study Abroad, led Symposium designed to increase the
to the establishment of UW-Platteville’s Rome Study awareness of educators about Wisconsin
Center at the American University of Rome. In Indian Peoples, and our efforts in international
addition to Italian language, students can study about education and foreign exchange.
Italy while living there-- its art, cinema, music, history,
politics, and society. Such a coordinated and integrated
curriculum is the hallmark of UW-P’s study abroad
programs and promises a rich experience for students in
this newest offering.
In addition to study-abroad programs in Japan,
England, and Spain for which we recruit nationally,
UW-Platteville participates in the College Consortium
for International Studies, which offers more than 20
options throughout the world. In 2000-01, a total of
646 students participated in our study-abroad
programs.
Goal IV
Profile of Grant Writing Activity
Utilize resources in an efficient and effective manner 1999-2000 and 2000-2001
Systemwide Measure: Progress toward credits to 1999-00 2000-01
degree targets Proposals submitted 111 137
Proposals funded 62 76
Average UW-Platteville Attempted Credits to Degree Proposals Pending --- 13
Total Requested $1,130,234 $4,415,067
Year Credits
Total Funded $470,688 $1,090,499
1995-96 152
1996-97 152
1997-98 150
1998-99 150 Faculty Retention
1999-00 150
During the last four years, forty-two UW-Platteville
2000-01 148
faculty have retired. During this same time period
twenty-three faculty terminated their employment out
Goal 148
of a total of 217 ranked faculty. Of the twenty-three
faculty who terminated their employment, only four
were tenured. Retention rates have remained high.
At UW-Platteville we take very seriously our goal of
reducing the average attempted credits to degree. In
Faculty Retention Rates
order to provide a context for interpreting the numbers 11/97 -- 10/01
above, however, it may be helpful to consider our
particular mix of degree programs and the relative Hires 63
proportion of students enrolled in them. While most Retirements 42
degree programs require a minimum of 120 credits, Terminations 23
several of our programs in professional areas are Tenured Faculty Terminations 4
slightly higher. Because these professional programs
are also among our most popular, this tends to increase
the average attempted credits to degree for the campus. Our 2000-01 Annual Report also includes an article
For example, students enrolled in our various (see p. 17) about a climate survey conducted by the
engineering programs as well as those in elementary campus Affirmative Action and Equal Opportunity
education and other teacher preparation programs Committee. The survey is intended to identify and
account for 48% of our under undergraduate population address potential problem areas on campus related to
(2,435 out of 5,088). employment. The long-term goal is to assist the
committee in taking corrective action on problems
Additional Measures which lead to voluntary termination of employment and
develop a better understanding of why employees leave.
Increased Grant Writing and Research Output
Our annual report contains a number of articles relating
to the efforts of faculty to expand our available
resources through grants and to increase research
efforts. (They include “Banner Year for Grants,” p. 10;
“International Business Project,” p. 14; “Partnering to
Help Farmers,” p. 10; and “Research Excellence,”
p. 24.)
Achieving Excellence at
UW-River Falls
The goals and measures presented below are intended to provide a description of the many ways in which
UW-River Falls is achieving excellence. For each goal, there is one measure that is common to all UW four-year
institutions. Additionally, UW-River Falls has selected several supplementary measures that are reflective of its
specific institutional mission and values. These unique campus-specific measures are useful as a means of
providing context to the performance on the Systemwide measures.
Goal I
Provide Access to Higher Education for the Citizens Number of Students in Defined Categories Served by
of Wisconsin Renewable, Federally Funded TRIO Program
1997- 1998- 1999- 2000-
Systemwide Measure: Progress toward enrollment Participants
98 99 00 01
Target
targets Low Income &
207 236 255 239 185
First Generation
UW-River Falls Enrollments
Disabled 16 22 29 26 3
Year Actual Target % +/- Target Low Income &
2* 22 15 10 13
Disabled
1996 4,821 4,794 +0.6%
First Generation 88 81 76 52 35
1997 4,926 4,840 +1.8%
Low Income 20 18 24 16 65
1998 5,189 4,883 +6.3%
*18 of the low income & first generation college students also are
1999 5,193 4,922 +5.5% disabled
2000 5,240 5,243 -0.1%
2001 5,298 5,322 -0.4%
Non-traditional Students Served
Additional Measures Fall 1999 Fall 2000
Undergraduate (25 and over) and
678 683
Graduate (30 and over)
Multicultural Enrollment
Fall Semester
1996- 1997- 1998- 1999- 2000-
Students
97 98 99 00 01
Enrolled
African American 48 41 42 42 36
Native American 28 13 19 25 23
Asian 53 56 74 92 90
Latino 39 51 50 55 63
Southeast Asian 43 34 35 45 48
Total 211 195 220 259 260
Goal II
Provide academic support services that facilitate
academic success
Systemwide Measure: Progress toward retention
targets
UW-River Falls
2nd Year Retention at Institution Where Started and
6 Year Graduation Rates Anywhere in the System
Fall 2nd Yr Retention 6 Year Graduation
Cohort Actual Targeted Actual Targeted
1990 47.4%
1991 46.4%
1992 50.9%
1993 51.9%
1994 68.1% 51.0% 52.4%
1995 66.4% 51.8% 52.9%
1996 72.7%
1997 75.6%
1998 77.1%
1999 75.2% 76.1%
2000 73.1% 77.5%
Additional Measures
College of Education & Professional Studies (CEPS)
“Pre-Professional Skills Tests” Pass Rates Versus
National Results (includes standard paper and
Computer Based Testing)
PPST Scores 1999-00 2000-01
UW-River Falls Students 88.8% 88.9%
National Average 74.1% 75.2%
UW-River Falls’ success is attributable to CEPS
provision of counseling to all majors regarding test
preparation, paper versus computer testing, and
practice tests for both versions in its Educational
Technology Center.
Students Served through Undeclared and Pre-major
advising in Academic Success Center
1996- 1997- 1998- 1999- 2000-
Fall Semester
97 98 99 00 01
Undeclared 65 32 22 26 30
Pre-Major 278 276 292 335 331
Total 333 308 314 361 361
Goal III
Provide a campus environment that fosters learning Number of Students Who Studied Abroad
and personal growth
1997-98 1998-99 1999-00 2000-01
70 students 72 students 88 students 102 students
Systemwide Measure: Student Involvement in
Planned Out-of Classroom Activities that Promote
Learning and Good Citizenship. Assessment of Undergraduate Student Research Activity
Success in This Area is Evaluated by Comparisons
1999-00 2000-01
to National Benchmarks.
Student Posters Presented at Research,
43 53
Responses of UW Seniors to NSSE Questions Scholarly, and Creative Activity Day
Student Participants in UW System
River Falls National 12 14
Symposium for Undergraduate Research
Participated in co-curricular Faculty/Staff Participants UW System
activities (organizations, 3 6
59.0% 52.2% Symposium for Undergraduate Research
publications, student gov’t,
sports, etc.
Did practicum, internship,
Use of New Technologies in the Classroom
field experience, or clinical * 80.0% 70.2%
assignment 1997- 1998- 1999- 2000-
Did community service or 98 99 00 01
56.6% 58.0% Number of Technology
volunteer work** 13 23 40 50
*Indicates difference between institutional percentage and National Equipped Classrooms
percentage is significant at the .05 level. Percent of Campus
17% 30% 52% 65%
**For a public, comprehensive institution that does not require any Classrooms Equipped
community service or volunteer work in its undergraduate degree
programs, the percentage of seniors who had participated is higher
than expected
Additional Measures
Additional NSSE Questions supporting the quality of
our campus environment for learning and the
student/faculty relationships
Responses of UW Seniors to NSSE Questions
River Falls National
Did culminating senior
experience (comprehensive
* 90.2% 48.8%
exam, capstone course,
thesis, project, etc.)
Campus environment
provided (quite a bit or very
much): the support you need * 68.9% 60.5%
to help you succeed
academically
Often or very often worked
with faculty members on
activities other than
* 23.2% 17.0%
coursework (committees,
orientation, student-life
activities, etc.)
Quality of relationship with
faculty members ranked 4 or * 95.6% 90.5%
above on a scale from 1 to 7
*Indicates difference between institutional percentage and National
percentage is significant at the .05 level.
Goal IV
Utilize resources in an efficient and effective manner
Systemwide Measure: Progress toward credits to
degree targets
Average UW-River Falls Attempted Credits to Degree
Year Credits
1995-96 143
1996-97 142
1997-98 140
1998-99 139
1999-00 138
2000-01 136
Goal 140
Additional Measures
Student Credit Hours (SCH) per Full-Time Equivalent
Faculty (FTE)
1996- 1997- 1998- 1999- 2000-
Year
97 98 99 00 01
SCH/FTE 280 302 314 321 339
Research Proposals for Grants and Contracts
Excluding Scholarships and Financial Aid
Proposals and 1996- 1997- 1998- 1999- 2000-
Grants 97 98 99 00 01
Proposals
75 71 73 65 73
Submitted
Grant/Contract
Receipts (in $2.19 $1.61 $1.34 $2.13 $2.35
millions
Student Loan Default Rates
FY FY FY FY FY
1996 1997 1998 1999 2000*
UW-River Falls 2.8% 3.5% 1.3% 1.6%
UW System 3.6% 3.8% 3.6% 2.4%
National Rate 9.6% 8.8% 6.9% 5.6%
*FY 2000 data available fall 2002
Achieving Excellence at
UW-Stevens Point
The goals and measures presented below are intended to provide a description of the many ways in which
UW-Stevens Point is achieving excellence. For each goal, there is one measure that is common to all UW four-
year institutions. Additionally, UW-Stevens Point has selected several supplementary measures that are reflective
of its specific institutional mission and values. These unique campus-specific measures are useful as a means of
providing context to the performance on the Systemwide measures.
Goal I
Provide Access to Higher Education for the Citizens Merit-based Student Financial Assistance/Scholarships
of Wisconsin
Amount from Amount from UW-Stevens
all Sources* Point Foundation Only
Systemwide Measure: Progress toward enrollment
1996 $1,904,107 $241,806
targets
1997 $2,072,798 $269,060
UW-Stevens Point Enrollments 1998 $2,185,747 $303,547
1999 $2,456,586 $344,603
Year Actual Target % +/- Target 2000 $2,999,232 $368,196
1996 7,611 7,657 -0.6% *These figures include the following, primarily non-UW-Stevens
Point Foundation, sources: institutional scholarships, tuition
1997 7,690 7,667 +0.3%
remissions (2%, Lane Tech, graduate student, foreign student),
1998 7,696 7,677 +0.2% Wisconsin Excellence, Foundation (both Departmental and
1999 7,749 7,697 +0.7% Charter), ROTC, All-State, portable external scholarships, and
2000 7,785 7,769 +0.2% Cooperative Education internships. During the five-year reporting
period, UW-Stevens Point Foundation dollars provided, on
2001 7,891 7,769 +1.6%
average, approximately 13.1% of the total funding available for
merit-based student financial assistance.
Additional Measures
Distance and Continuing Education
1998 1999 2000
Credit-outreach offerings
# of courses 300 308 390
Enrollments 2,801 2,836 3,449
Non-credit outreach
# of courses 120 99 142
Enrollments 4,710 4,649 4,676
Collaborative Degree Program
# of courses 10 11 10
Enrollments 255 280 281
Internet-based courses
# of courses 6 9 23
Enrollments 24 48 191
Goal II
Provide academic support services that facilitate
academic success
Systemwide Measure: Progress toward retention
targets
UW-Stevens Point
2nd Year Retention at Institution Where Started and
6 Year Graduation Rates Anywhere in the System
Fall 2nd Yr Retention 6 Year Graduation
Cohort Actual Targeted Actual Targeted
1990 55.9%
1991 61.0%
1992 62.1%
1993 60.9%
1994 73.6% 61.6% 60.5%
1995 72.7% 62.6% 60.5%
1996 74.2%
1997 71.7%
1998 76.0%
1999 74.9% 75.5%
2000 76.2% 75.7%
Additional Measures
First Year Academic Success Rates: Second-year
Academic Eligibility
Fall % Academically Eligible
Total New Freshmen
Term to Return for 2nd Year
1996 1,586 93.1%
1997 1,551 93.1%
1998 1,519 94.3%
1999 1,500 93.9%
2000 1,531 95.0%
Regarding advising at UW-Stevens Point, we have
initiated actions in Fall 2001, which represent
structured collaboration between academic and career
advising instituted Fall 2001.
Retention of Minority Students at Any UW Institution
Year Actual Target % +/- Target
1996 68.0% 70% -2.0%
1997 72.7% 70% +2.7%
1998 62.5% 70% -7.5%
1999 70.9% 70% +0.9%
2000 76.4% 75% +1.4%
Goal III
Provide a campus environment that fosters learning Service Learning/Citizenship: Number of Students
and personal growth Involved in Service-Learning Projects.
Systemwide Measure: Student Involvement in Year Actual Target % +/- Target
Planned Out-of Classroom Activities that Promote 1996 1,060 1,000 +6%
Learning and Good Citizenship. Assessment of 1997 1,255 1,000 +26%
Success in This Area is Evaluated by Comparisons 1998 1,744 1,000 +74%
to National Benchmarks. 1999 1,347 1,200 +12%
2000 1,474 1,200 +23%
Responses of UW Seniors to NSSE Questions
Stevens Point National
These are data on student involvement in the
Participated in co-curricular
activities (organizations, UW-Stevens Point Association for Community Tasks
* 69.1% 52.0% (ACT), whose efforts range from assisting the
publications, student gov’t,
sports, etc. developmentally disabled at the Stevens Point Nursing
Did practicum, internship, and Rehabilitation Center, to working with the elderly
field experience, or clinical * 78.4% 70.2% at the Portage County Health Care Center, to tutoring
assignment
children in local schools. ACT also organizes the
Did community service or
volunteer work
* 67.1% 57.9% annual UW-Stevens Point Blood Drive and Hunger
*Indicates difference between institutional percentage and National
CleanUp.
percentage is significant at the .05 level. See “service learning/
citizenship” information on this page, right column, for additional Study Abroad
data.
Year Participation Programs
Additional Measures 1997 314 13
1998 346 14
Two NSSE Questions Related to Student Interactions 1999 412 17
with Faculty Members 2000 424 16
Responses of UW Seniors to NSSE Questions
Stevens Point National
Often or very often talked
about career plans with a * 50.7% 36.8%
faculty member or advisor
Often or very often worked
with faculty members on
activities other than
* 25.0% 16.9%
coursework (committees,
orientation, student-life
activities, etc.)
*Indicates difference between institutional percentage and National
percentage is significant at the .05 level.
Goal IV
Utilize resources in an efficient and effective manner Facilities Maintenance: Data on Allocation of
Funding/Staff Devoted to Maintaining and Upgrading
Systemwide Measure: Credits to degree Facilities
Average UW-Stevens Point Attempted Credits to Degree Fiscal Year Actual Target*
1996 $2,602,279
Year Credits 1997** $4,895,287
1995-96 147 1998 $3,825,591
1996-97 145
1999*** $3,140,767
1997-98 144
2000 $4,539,665
1998-99 143
2001 $1,185,657
1999-00 141
*Facilities maintenance is not currently setting targets, but will
2000-01 141
begin in Fiscal Year 2002.
Goal 142 **Fiscal Year 1997’s figure does not include $4.1 million for the
renovation of a residence hall and part of the University Center.
***Fiscal Year 1999’s figure does not include $26 million for
Additional Measures renovation of the UW-Stevens Point Fine Arts Center.
Increase in Non-state Funding
UW-Stevens Point
Extramural Grants Received (Actual) UW-Stevens Point American Suzuki
Paper Science
and Requested (Target) Foundation** Foundation
Foundation
Fiscal Unrestricted Gifts
Actual Target % of Target Gifts Received Gifts Received
Year Received
1996 $2,639,957 $3,669,437 72% *** $101,595
1997 $2,416,770 $3,824,952 63% *** $109,245
1998 $2,829,787 $5,037,135 56% $1,385,087**** $113,899 $8,821
1999 $6,134,579 $8,976,330 68% $1,259,623 $92,450 $13,925
2000 $5,304,909 $6,179,871 86% $975,990 $99,450 $16,243
2001 * * * $2,697,572 $98,250 $20,720
*Data on extramural grants are not yet available for FY2001.
**These figures do not include the UW-Stevens Point Paper Science Foundation and the American Suzuki Foundation.
***UW-Stevens Point Foundation reporting standards for 1996 and 1997 are not comparable to those in use since 1998. While there are
not comprehensive targets for past years, the Foundation, which strives for significant growth, intends to set such targets in future years,
beginning in Fiscal Year 20002.
****In 1998, the UW-Stevens Point Trust Funds received a one-time gift of $108,316, which is not included in the total for this year in the
Foundation column.
Achieving Excellence at
UW-Stout
The goals and measures presented below are intended to provide a description of the many ways in which UW-Stout is
achieving excellence. For each goal, there is one measure that is common to all UW four-year institutions. Additionally,
UW-Stout has selected several supplementary measures that are reflective of its specific institutional mission and values.
These unique campus-specific measures are useful as a means of providing context to the performance on the Systemwide
measures.
Goal I Distance Education
Shown below is the number of distance education courses
Provide Access to Higher Education for the Citizens of offered at UW-Stout in comparison to the 2004 target, to
Wisconsin the UW Comprehensive average and to the UW
Comprehensive campus with the largest number of
Systemwide Measure: Progress toward enrollment distance learning courses offered. In 1999-00, UW-Stout
targets had the highest number of distance education courses
offered of any UW Comprehensive campus.
UW-Stout Enrollments
Distance Education Courses Offered
Year Actual Target % +/- Target
1996 6,625 6,709 -1.3%
1997 6,697 6,713 -0.2% UW-Stout UW Comp avg Highest UW
1998 6,865 6,718 +2.2% 100
100
1999 6,911 6,726 +2.8% 90
2000 6,967 6,941 +0.4% 80
70
# of courses
61 61
2001 7,038 6,941 +1.4% 60
57 57
48 46
50
40
UW-Stout has been within 3% of its enrollment target 30 20
24
30
each year for the past six years, as shown above. 20
10
0
Additional Measures
97-98 98-99 99-00 2004 target
Multicultural/Disadvantaged
The following chart contains the number of white,
minority and international students enrolled at UW-Stout, Student Financial Assistance/Scholarships
segmented by specific minority group. UW-Stout has a The following indicator shows both the number of
target of 200 international students by 2004. The Foundation scholarships awarded and the amount of
percentage of minority students at UW-Stout is the same scholarship dollars awarded in comparison to the 2004
as the percentage of people in the surrounding three target. UW-Stout has shown a continual increase in the
county area that are minorities (4%). number and dollar of scholarships awarded.
Fall Semester Enrollment by Ethnic Category Total Scholarships Awarded
2004
1999 2000 2001
target
White 7,079 7,286 7,380 Number awarded Dollars awarded
Total Minority 294 294 291 600 $600,000
African American 70 69 78 $523,737 $500,000
# awarded
$ awarded
550
$394,000 $400,000
Native American 28 35 35 500 $339,218 $300,000
Asian American 141 127 117 $200,000
450
Hispanic American 55 63 61 $100,000
400 $0
International 144 122 109 200 98-99 99-00 00-01 2004
University Total 7,517 7,702 7,780 target
Goal II Stude nt Satisfaction with Care e r Se rvice s
Provide academic support services that facilitate UW-Stout Peer Group Nat'l Avg
academic success
5
Systemwide Measure: Progress toward retention 4
targets
rating
3
UW-Stout 2
2nd Year Retention at Institution Where Started and
6 Year Graduation Rates Anywhere in the System 1
94-95 99-00 00-01 2004 target
Fall 2nd Yr Retention 6 Year Graduation
Cohort Actual Targeted Actual Targeted
1990 52.3% Stude nt Satisfaction with Job Place me nt
1991 47.3%
1992 50.2% UW-Stout Peer Group Nat'l Avg
1993 54.8%
1994 70.0% 44.7% 55.0% 5
1995 69.4% 44.5% 55.5%
4
1996 73.7%
rating
1997 74.0% 3
1998 73.5%
1999 76.8% 74.0% 2
2000 74.9% 75.0%
1
Shown above is the comparison of actual to targeted 94-95 99-00 00-01 2004 target
second year retention rates and six-year graduation rates
by year. UW-Stout has reached its target for retention the
Stude nt Satisfaction with Financial Aid
last two years, but graduation rates are currently 11
percentage points below the target. It is anticipated that UW-Stout Peer Group Nat'l Avg
the six-year graduation rate will increase significantly
based on increased second year retention rates. 5
Additional Measures 4
rating
Student Services 3
The following indicators highlight results from the ACT
student opinion survey given to current students. 2
Satisfaction ratings are shown for a selection of support
1
services for UW-Stout, a peer group and the national
94-95 99-00 00-01 2004 target
average. Results show continual improvement since
1994-95. The 2000-01 results are better than comparative
groups and are approaching the 2004 target.
Student Satisfaction with Security
Stude nt Satisfaction with the Library UW-Stout Peer Group Nat'l Avg
UW-Stout Peer Group Nat'l Avg 5
5 4
rating
4 3
rating
3
2
2
1 1
94-95 99-00 00-01 2004 target 94-95 99-00 00-01 2004 target
Goal III
Provide a campus environment that fosters learning and Critical Thinking
personal growth The UW-Stout alumni follow-up survey is given to
UW-Stout graduates one and three years after graduation.
Systemwide Measure: Student Involvement in In this survey, students rate the importance of UW-Stout
Planned Out-of Classroom Activities that Promote in their development in 17 areas on a five-point scale.
Learning and Good Citizenship. Assessment of Shown are the results related to critical thinking
Success in This Area is Evaluated by Comparisons to
Alumni Critical Thinking Skills
National Benchmarks.
Year Graduated 1996 1997 1998 2004
Responses of UW Seniors to NSSE Questions Year Surveyed 2000 1998 2000 target
Stout National Solve Problems 3.9% 4.0% 4.0% 4.0%
Participated in co-curricular Analyze Information 3.9% 4.0% 4.0% 4.0%
activities (organizations, Make Decisions 4.0% 4.0% 4.0% 4.0%
* 63.9% 52.1%
publications, student gov’t, Think Creatively 4.0% 3.9% 4.0% 4.0%
sports, etc.
Did or plan to do practicum,
internship, field experience, or * 89.7% 70.1%
clinical assignment
Did or plan to do community
52.5% 58.1%
service or volunteer work
*Indicates difference between institutional percentage and
National percentage is significant at the .05 level.
The National Survey of Student Engagement (NSSE) was
given to freshmen and senior students at UW-Stout and to
students at other national colleges and universities.
Results are shown for senior students for three questions
related to out-of classroom experiences that promote
learning and good citizenship. Comparisons are made to
the national average.
Additional Measures
Study Abroad
The following indicator provides a measure of UW-Stout
student active learning experiences. Currently, UW-Stout
ranks sixth in the UW System on the proportion of
bachelor's degree recipients who studied abroad.
Bache lor's De gre e Re cipie nts who Studie d
Abroad as a Proportion of all Bache lor's De gre e
Re cipie nts
UW-Stout Best UW Campus UW System Avg
20%
15%
Percentage
10%
5%
0%
97-98 98-99 99-00 2004 target
Goal IV
Utilize resources in an efficient and effective manner Utilization of Technology
The following indicators are from the computer
Systemwide Measure: Progress toward credits to competency survey, given to students in 1994, 1999 &
degree targets 2001. The data shown below are composites of questions
dealing with several skill areas. Specific questions from
Average UW-Stout Attempted Credits to Degree this survey included: install new software, type a business
letter, create a new spreadsheet, create a database report,
Year Credits insert clip art and insert images.
1995-96 149
1996-97 149 Computer Competencies of Students
1997-98 148
1998-99 146 1999 2001 2004 target
1999-00 144
2000-01 144 100%
% of "yes" responses
Goal 145 80% 75%
68%
The indicator shows the average attempted credits to 60% 50%
43% 40%
degree in comparison to the 2000-01 goal. Each year for 40% 28%
the last six years, UW-Stout has been within 4% of its
goal. 20%
0%
Web Page Dev't/creation Peripheral Use
Additional Measures
Computer Competencies of Students
Increased Research Output
The following indicators provide measures of "promoting 1999 2001 2004 target
excellence in…research." They include: the percentage of
95% 95%
faculty and academic staff that apply for or receive grants 100%
yearly, and the number of funded research projects.
% of "yes" responses
80% 79%
76%
80%
66%
60%
Percentage of Faculty and Academic Staff who
Applied or Received Grants 40%
Faculty Academic Staff 50% 20%
50%
0%
36%
40% Presentation Telecommunications
31%
Percentage
28%
30%
17%
20% 15% 14% Computer Competencies of Students
10%
1994 1999 2001 2004 target
0% 95% 95%
100%
97-98 98-99 99-00 2004 goal 90%
77% 79%
% of "yes" responses
80% 75%
69% 71%
70%
55%
Number of Funded Research Projects 60%
50%
2004 40%
1997-98 1998-99 1999-00 2000-01
target 30%
# Funded 199 201 241 231 300 20%
10%
0%
Computer Operations Word Processing
Achieving Excellence at
UW-Superior
The goals and measures presented below are intended to provide a description of the many ways in which UW-Superior is
achieving excellence. For each goal, there is one measure that is common to all UW four-year institutions. Additionally,
UW-Superior has selected several supplementary measures that are reflective of its specific institutional mission and values.
These unique campus-specific measures are useful as a means of providing context to the performance on the Systemwide
Measures.
Goal I
Provide Access to Higher Education for the Citizens of Upward Bound
Wisconsin
The Upward Bound pre-college program, a partnership with
Systemwide Measure: Progress toward enrollment Superior Senior High School, is in its third year. This year
targets it will reach full enrollment of 50+ students.
UW-Superior Enrollments Students of Color
Year Actual Target % +/- Target With increased efforts to attract and serve students of color,
1996 2,028 2,083 -2.6% the population increased from 96 in fall 2000 to 129 fall
1997 2,043 2,098 -2.6% 2001 or 34%. This past year the Multicultural Center was
dedicated and a Hmong Coordinator was added to the
1998 2,113 2,111 +0.1%
Multicultural Center staff.
1999 2,176 2,126 +2.4%
2000 2,232 2,200 +1.5% International Students
2001 2,186 2,200 -0.6%
The number of International Students has increased from 35
Aside from serving a solid core of traditional students in the students in the Fall of 1996 to 131 in the Fall 2001 or 274%.
service region, UW-Superior is serving non-traditional,
international, multicultural and disadvantaged students in Pre-college
northwestern Wisconsin and northeastern Minnesota. Four
UW-Superior programs deserve special recognition in this An increase in the number of pre-college students from 260
year’s Achieving Excellence accountability report. These to 385 in the past year can be attributed to:
programs are highlighted below • Increasing the pre-college (Youth Summer) from four
weeks to five weeks.
Additional Measures • Increasing the number of class offerings from 32 to 40.
• An increase in the Department of Public Instruction or
Number of 402 funds to support 50% of the total Youth Summer
Programs Students in % of Students participants. In previous years it was about 30%.
2001
• Working directly with the Bad River Reservation
Upward Bound 50 2.28% Educational coordinator
Students of Color 129 5.90%
International Students 131 5.99% Non-traditional Students
Pre-college 385 N/A
Non-traditional 838 29.90%* During Fall 2001, UW-Superior enrolled 519 undergraduate
*This is 29.9% of the UW-Superior Fall headcount enrollment of and 319 graduate non-traditional students.
2,803 students.
Goal II
Provide academic support services that facilitate academic Additional Measures
success
Access to Technology
Systemwide Measure: Progress toward retention targets
A construction project was completed that wired all the
UW-Superior residence halls with computer cable, telephone and
2nd Year Retention at Institution Where Started and television cable. Also, a residence hall Network was
6 Year Graduation Rates Anywhere in the System established to administer and maintain the new system. As
a result, this year 272 students with computers connected to
Fall 2nd Yr Retention 6 Year Graduation the network (almost one half of the residence hall
Cohort Actual Targeted Actual Targeted population).
1990 31.6%
1991 29.5% Residence Hall Living
1992 39.1%
1993 38.6% Combined with the existing ResNet system and computer
1994 59.5% 43.3% 38.6% lease/buy program, students have access to technology and
1995 62.5% 37.5% 39.0% technology assistance as never before. Such access is
1996 66.8% thought to be one of the contributing factors to the largest
1997 62.2% growth of individuals choosing residence hall living in
1998 60.3%
recent years from 385 four years ago to more than 630 this
1999 67.7% 60.5% fall or 32.4% percent of all full-time undergraduates.
2000 64.6% 63.0%
Size of Class
For all practical purposes, UW-Superior has reached its
two-year retention and six year graduation rate targets. UW-Superior has the smallest average class size in the
However, the objective is to exceed retention and graduation UW System (18 students) and Freshman composition
targets in the future. courses are capped at 22, down from 24. The size of other
general education courses also have been reduced to reflect
our commitment to personal attention for students.
Students’ Perception
Institution Comps Masters National
st
1 year 36.0% 14.8%* 17.0%* 16.1%*
Did or plan to do independent study or self-designed major
Senior 41.3% 26.5%* 25.3%* 26.2%*
Did or plan to do culminating senior experience (comprehensive 1st year 44.0% 26.3%* 35.4%* 36.2%*
exam, capstone course, thesis, project, etc.) Senior 60.6% 45.1%* 48.5%* 49.1%
Campus environment encouraged (very much or quite a bit): contact st
1 year 37.8% 38.8% 45.4% 47.5%
among students from different economic, social, and racial or ethnic
backgrounds Senior 42.6% 28.1%* 39.3% 38.8%
*Indicates difference between institutional percentage and comparison group percentage is significant at the .05 level.
Goal III
Provide a campus environment that fosters learning and The UW-Superior select mission states that…”Students
personal growth grow through study, scholarships and service.” Evidence
that UW-Superior is accomplishing its mission and
Systemwide Measure: Student Involvement in Planned achieving excellence is demonstrated by reviewing the
Out-of Classroom Activities that Promote Learning and results of the 2001 National Survey of Student Engagement
Good Citizenship. Assessment of Success in This Area is (NSSE) survey and using the concept of “valued added”.
Evaluated by Comparisons to National Benchmarks. First year students at UW-Superior studied, rehearsed and
participated in community activities less than their
Responses of UW Seniors to NSSE Questions consortium or national peers. Also, first year students at
UW-Superior perceived a campus environment that helped
Superior National
them less with non-academic responsibilities or support they
Participated in co-curricular activities need to thrive socially. Between the freshman and senior
(organizations, publications, student 50.5% 52.2%
year, these statistically significant differences have been
gov’t, sports, etc.
eliminated and, in the case of encouraging contact among
Did practicum, internship, field
76.1% 70.2% students from different economic, social and racial or ethnic
experience, or clinical assignment
backgrounds, the effect is statistically significant in a
Did community service or volunteer
51.9% 58.0% positive direction – indicators of “value added”. (See
work
below)
In this table, none of the differences was significant.
Additional Measures
Level of Academic Challenge
Institution Comps Masters National
Prepared 16 hours or more per week (studying, reading, writing, 1st year 17.1% 32.3%* 24.9% 30.5%*
rehearsing, and other activities related to your academic program) Senior 38.5% 37.5% 30.6% 33.2%
Campus environment emphasized (very much or quite a bit) spending 1st year 64.0% 76.6%* 76.8%* 77.6%
significant amounts of time studying and on academic work. Senior 77.8% 76.0% 77.8% 77.2%
*Indicates difference between institutional percentage and comparison group percentage is significant at the .05 level.
Active and Collaborative Learning
Institution Comps Masters National
Often or very often participated in a community-based project as part 1st year 1.3% 3.8% 6.0%* 6.0%*
of a regular course. Senior 12.0% 13.0% 12.5% 11.5%
*Indicates difference between institutional percentage and comparison group percentage is significant at the .05 level.
Enriching Educational Experiences
Institution Comps Masters National
Campus environment encouraged (very much or quite a bit); contact st
1 year 37.8% 38.8% 45.4% 47.5%
among students from different economic, social, and racial or ethnic
backgrounds Senior 42.6% 28.1%* 39.3% 38.8%
*Indicates difference between institutional percentage and comparison group percentage is significant at the .05 level.
Supportive Campus Environment
Institution Comps Masters National
st
Campus environment helped (quote a bit or very much): you cope 1 year 17.3% 23.9% 27.0%* 25.3%
with your nonacademic responsibilities (work, family, etc. Senior 17.8% 16.0% 19.1% 18.1%
Campus environment provided (quote a bit or very much): the support 1st year 24.0% 36.0%* 6.6%* 37.1%*
you need to thrive socially. Senior 38.8% 27.0% 26.7% 26.5%
*Indicates difference between institutional percentage and comparison group percentage is significant at the .05 level.
Goal IV
Utilize resources in an efficient and effective manner Use of Technology
Systemwide Measure: Progress toward credits to degree The table shows the number of online courses from
targets 1997-2001. For 2002, it is expected that an additional 10
courses will be online.
Average UW-Superior Attempted Credits to Degree
Extended Degree Online Course Development
1997-2002
Year Credits
1995-96 145
# of online
1996-97 145 Year Goal Software used
courses
1997-98 142
1997-98 7 1 Homegrown/Learning Space
1998-99 142
1998-99 15 12 Learning Space
1999-00 140
Learning
2000-01 141 1999-00 30 28
Space/Blackboard/WEBCT
Goal 141
2000-01 32 32 Blackboard
UW-Superior has reached its goal of 141 average attempted 2001-02 45 47 Blackboard
credits to degree. Note: 2001 Total courses = 155
Additional Measures Thirty percent of Extended Degree courses are online.
While the number of courses that are totally online is
Extended Degree Program increasing, those that use technology is 90%. The form of
technology used over the years has varied. Currently the
The following table shows FTE for the Extended Degree vast majority of courses use technology such as computers,
Program for the last five years. email, Internet access, web pages, CD-ROMs, and course
authoring software
FTE Extended Degree Targets and Actuals
1997-2001 Use of Email and Faculty Participation
% of The following table portrays the percentage of students and
Sem. FTE
FTE Fall Annual target faculty who are utilizing email. It also lists the current
Year FTE Spring
(Jan-Jun) Total for the number of faculty who are teaching online, and the number
target (Jul-Dec)
year of faculty teaching for Extended Degree. Forty-two percent
1997 105 134.5 139.3 273.8 130% of all UW-Superior faculty teach in the Extended Degree
1998 105 127.9 138.2 266.1 127% format. Of those faculty who teach for Extended Degree,
1999 105 146.6 129.2 275.7 131% forty-two percent now teach courses online.
2000 105 146.5 138.6 285.1 136%
Extended Degree Use of Technology
2001 105 124.5 141.5 266.0 127%
2002 105 196.8 In progress 187% Use of Technology Number Percentage
Note: July-Dec FTE is reported as spring of the following year.
Students with email access 497 90%
Jan-Jun FTE is reported as fall of that same year.
Faculty with email access 49 98%
Faculty teaching online 21 42%
Faculty participation in Extended
50 42%
Degree
Achieving Excellence at
UW-Whitewater
The goals and measures presented below are intended to provide a description of the many ways in which
UW-Whitewater is achieving excellence. For each goal, there is one measure that is common to all UW
four-year institutions. Additionally, UW-Whitewater has selected several supplementary measures that
are reflective of its specific institutional mission and values. These unique campus-specific measures are
useful as a means of providing context to the performance on the Systemwide measures.
Goal I
Provide Access to Higher Education for the Additional Measures
Citizens of Wisconsin
Increase the Number of Students of Color Enrolled
Systemwide Measure: Progress toward (New Fall Undergraduates)
enrollment targets
Fall Term Number of Students
UW-Whitewater Enrollments 1996 107
1997 123
Year Actual Target % +/- Target 1998 132
1996 8,766 8,654 +1.3% 1999 147
1997 8,891 8,654 +2.7% 2000 214
1998 9,026 8,654 +4.3% 2001 Data not yet available
1999 8,990 8,654 +3.9%
2000 8,850 9,040 -2.1%
2001 8,832 8,850 -0.02%
Increase the Number of Courses Taught and
Student Credit Hours Earned Through Distance
Education Via Synchronous and Asynchronous
Technologies
Courses Credits
1996-97 N/A N/A
1997-98 N/A N/A
1998-99 N/A N/A
1999-00 27 2,087
2000-01 44 3,218
Goal II
Provide academic support services that facilitate Increase the Graduation Rate for Students of Color
academic success to the Rate for All Students (First-time, Full-time
at UW-Whitewater)
Systemwide Measure: Progress toward
retention targets Students of
Cohort All Students
Color
UW-Whitewater 1990 41.1% 58.6%
2nd Year Retention at Institution Where Started and 1991 32.3% 56.3%
6 Year Graduation Rates Anywhere in the System 1992 40.0% 55.2%
1993 31.4% 54.7%
Fall 2nd Yr Retention 6 Year Graduation
1994 32.9% 55.2%
Cohort Actual Targeted Actual Targeted
1995 42.7% 58.1%
1990 58.6%
1991 56.3%
1992 55.2%
1993 54.7%
1994 73.9% 55.2% 56.0% Graduate the Highest Number of Students of Color
1995 75.9% 58.1% 58.0% in the UW System, in General, and at the
1996 79.1% Comprehensive Institutions in Specific (First-time,
1997 76.0% Full-time, and UW Institution)
1998 75.6%
1999 74.0% 74.1% # at UW- Rank in Rank for
2000 74.3% 74.8% Cohort
Whitewater UW System Comps
1990 60 2nd 1st
1991 50 3rd 1st
1992 62 3rd 1st
Additional Measures
1993 44 3rd 1st
1994 47 3rd 1st
Increase the Six Year Graduation Rate at
1995 53 3rd 1st
UW-Whitewater (First-time, Full-time at
UW-Whitewater)
Actual Six Year
Fall Cohort
Graduation
1990 50.6%
1991 50.2%
1992 49.7%
1993 47.2%
1994 48.5%
1995 51.3%
Goal III
Provide a campus environment that fosters Increase the Percentage of Participation for
learning and personal growth Underrepresented Gender and Racial Groups in
Co-curricular Activities
Systemwide Measure: Student Involvement in
Planned Out-of Classroom Activities that Baseline Data 2000-01
Promote Learning and Good Citizenship.
Gender Race
Assessment of Success in This Area is
Students
Evaluated by Comparisons to National Females Males of
White
Benchmarks. Students
Color*
% of all
Responses of UW Seniors to NSSE Questions 54% 46% 7% 92%
students
Student
Whitewater National 56% 44% 16% 84%
Org.
Participated in co-curricular
activities (organizations, Governance 55% 45% 12% 88%
* 77.9% 52.0%
publications, student gov’t,
sports, etc. Intercol.
43% 57% 6% 94%
athletic
Did practicum, internship,
field experience, or clinical * 85.3% 70.1% Rec. sport 42% 58% 5% 95%
assignment
Did community service or Club sport 22% 78% 3% 97%
* 78.2% 57.8%
volunteer work
*Indicates difference between institutional percentage and Leadership
67% 33% 4% 96%
National percentage is significant at the .05 level. program
Service
87% 13% 23% 77%
program
On-campus
61% 39% 12% 88%
employ.
Additional Measures
Career
77% 23% 5% 95%
groups
Increase to 10% the Percentage of Music
UW-Whitewater Students Having an International 62% 38% 12% 88%
program
Learning Experience Through Study Abroad *Race not reported for 1% of students.
Year # of Students* % of FTE
1996-97 N/A N/A
1997-98 N/A N/A
1998-99 164 1.8%
1999-00 175 1.9%
2000-01 293 3.3%
*Includes UW-Whitewater students who study abroad
through programs at other institutions.
Goal IV
Utilize resources in an efficient and effective
manner
Systemwide Measure: Progress toward credits
to degree targets
Average UW-Whitewater Attempted Credits to Degree
Year Credits
1995-96 145
1996-97 145
1997-98 142
1998-99 142
1999-00 140
2000-01 141
Goal 141
Additional Measures
Increase the Number of Proposals Submitted for
External Funding and the Amount Awarded
# of Proposals Amount
Year
Submitted Awarded
1996-97 N/A N/A
1997-98 134 $3,303,528
1998-99 192 $4,957.582
1999-00 203 $5,778,996
2000-01 181 $6,033,456
Increase the Value of the Endowment
Year Amount (in millions)
1996-97 $3.2
1997-98 $6.2
1998-99 $7.6
1999-00 $9.2
2000-01 $8.4
Achieving Excellence at
UW Colleges
The goals and measures presented below are intended to provide a description of the many ways in which
UW Colleges is achieving excellence. UW Colleges has selected several measures that are reflective of its specific
institutional mission and values. These unique campus-specific measures are useful as a means of providing context
to the performance on the common measures.
Goal I
Provide Access to Higher Education for the Citizens Pre-college Program Enrollment
of Wisconsin Enrollment in pre-college programs has more than
doubled since the base year of measurement in 1998
Systemwide Measure: Progress toward enrollment when the UW Colleges had 223 individuals
targets participating. In 2000, 509 students participated in
pre-college programming across our campuses.
UW College Enrollments
Adult Student Enrollment
Year Actual Target % +/- Target Through the effective use of DIN funds which allowed
1996 6,029 7,538 -20.0% each campus to hire a half-time returning adult student
1997 6,130 7,538 -18.7% advisor, targeted marketing and collaborations with
1998 6,935 7,538 -8.0% UW baccalaureate institutions, the Colleges succeeded
in increasing its enrollment of adult students by 20% in
1999 7,700 7,538 +2.1%
fall 2001 as compared to fall 2000.
2000 7,994 7,835 +2.0%
2001 8,540 8,155 +4.7% HC-22 and % Change From
Fall Semester
Older Prior Fall
1997 3,106
1998 3,124 0.6%
Additional Measures 1999 3,345 7.1%
2000 3,329 -0.05%
The UW Colleges has increased its FTE enrollment by
42% since 1996 and has succeeded in meeting its target 2001 4,006 20.3%
for 1999, 2000 and 2001.
Online Distance Education Enrollment Enrollment of Students of Color
In 1998, the UW Colleges began offering online Since the base year of measurement in 1998,
distance education courses. The enrollments have enrollments of students of color have increased in the
grown dramatically as shown below. In fall 2001, the Colleges each year.
institution received approval from the North Central
Association to offer its Associate Degree online and % Change From
Fall Semester HC
now has all courses in place for matriculating students. Prior Fall
1998 463
Fall 1999 520 +12.3%
Enrollment # of courses
Semester 2000 586 +12.7%
1998 60 3 2001 771 +31.6%
1999 239 9
2000 467 16
2001 500 22
Goal II
Combined 5th Year Graduation and 6th Year Retention
Provide academic support services that facilitate Rates for UW Colleges Students Who Transferred to a
academic success UW Four-Year Institution by Student Classification at
the Time of Transfer
Systemwide Measure: Progress toward retention The table below indicates the combined graduation and
targets retention rates for UW Colleges students who
transferred to other UW institutions. This is another
The Systemwide Measure does not apply to measure of the success of the UW Colleges at preparing
UW Colleges. students to complete a baccalaureate education.
Additional Measures Transfer
Cohort Freshmen Sophomores Upperclassmen
Retention of New Freshman Cohorts to the2nd Year 1990 64% 73% 83%
As the UW Colleges evaluates its retention rates from
1991 58% 72% 82%
the first to the second year of enrollment, the institution
1992 58% 71% 81%
is not only interested in tracking those students who
remain at the Colleges but also those who are enrolled 1993 57% 70% 80%
at any other UW institution. As the table indicates, 1994 65% 68% 80%
approximately 11% of new freshman students who are
no longer at the UW Colleges at the beginning of their
second year are at another UW institution. Retention Initiatives Undertaken by the UW Colleges
• Advising Initiative
At UW Colleges At Any UW Three year initiative, begun in 2000-2001 to
Fall Institution improve advising on the campuses.
Semester
Sem. 1 Sem. 3 Sem. 1 Sem. 3 • Returning Adult Student Advisors
1996 100% 51.5% 100% 63.9% Half-time positions established on each
1997 100% 53.3% 100% 64.8% campus to meet the advising needs of
1998 100% 54.5% 100% 65.7%
returning adults.
• Learning Community Development
1999 100% 52.3% 100% 62.9%
Ongoing initiative to establish learning
2000 100% 53.2% 100% 64.3%
communities on Colleges’ campuses.
• Freshmen Seminars
Retention of New Freshmen Cohorts to the 2nd Year by Ongoing initiative to increase the number of
Age freshmen seminars on the campuses.
The table below indicates the retention rate of fall term
• GISE Grants
new freshmen to the2nd year at the UW Colleges by
Grant Initiative for Student Engagement:
age. As the table indicates, the Colleges are retaining
UW Colleges grant program to address the
students aged 22 and over at a somewhat lower rate
development of learning communities,
than those under 22.
freshmen seminars and new pedagogies for
diverse students.
Fall
Semester Age Retained
1996 <22 49.2%
22 and up 52.8%
1997 <22 51.4%
22 and up 47.3%
1998 <22 52.9%
22 and up 49.2%
1999 <22 51.2%
22 and up 48.5%
2000 <22 52.3%
22 and up 46.7%
Goal III areas such as Academic Advising, Tutoring, Student
Activities, Campus Facilities, and Financial Aid. The
Provide a campus environment that fosters learning results are now being analyzed; the institution intends
and personal growth to use them to improve institutional effectiveness in
fostering learning and personal growth.
Systemwide Measure: Student Involvement in
Study Abroad Opportunities
Planned Out-of Classroom Activities that Promote
While the UW Colleges has offered non-credit study
Learning and Good Citizenship. Assessment of
abroad opportunities for sometime, we have begun to
Success in This Area is Evaluated by Comparisons
establish institution-wide credit study aboard programs
to National Benchmarks.
that we feel are appropriate to our student body. In
2000-2001 the following courses were offered: Earth
The Systemwide Measure does not apply to
Science and Art in Italy; Intensive Spanish in Costa
UW Colleges (2-year colleges are not included in
Rica; and Rainforest and Coral Reef Ecology in Belize.
NSSE).
The Colleges partnered with UW-Whitewater to offer
our students the Spanish language opportunity in Costa
Additional Measures
Rica. In 2001-2002, we are again offering the
Rainforest and Coral Reef Ecology course as well as a
Use of new technologies in the classroom
course in the Culture, History & Archaeology of the
The UW Colleges has worked to include appropriate
Yucatan Peninsula. Most of these courses have a
technology in the classroom to foster student learning.
sizeable online component that is completed here in the
The following has been accomplished since 1996:
United States that both prepares students for the trips
• establishment of 36 new smart classrooms;
and helps them integrate their experiences afterward.
• increased use of Blackboard by faculty to web-
enhance 660 on-campus courses; Individual campuses also offer study abroad credit
• installation of 24 new compressed video opportunities for their students. UW-Sheboygan is
classrooms to allow lower enrollment courses to be sponsoring a trip to Italy. UW-Waukesha is including a
offered across campus sites; study abroad one-credit option as an addition to a three-
• growth of compressed video from 6 in fall 1998 to credit history course.
21 courses in spring 2002.
Multiculturalism in the Curriculum
Assessment of Student Learning and Institutional Multiculturalism in the curriculum is fostered in a
Effectiveness number of ways, one of which is by the Ethnic Studies
The UW Colleges Assessment process occurs in two- requirement of the Associate of Arts and Science
year cycles, the last of which was 1999-2001. During Degree. The number of sections of ethnic studies
this time assessment activities were conducted on three courses offered each year and the number of students
levels: course, program/degree and institutional enrolled is indicated below.
effectiveness. The major focus of this assessment is
student acquisition of discipline-based breadth of Year # of Sections # of students
knowledge (content) outcomes and institution-wide 1997-1998 287 4,773
proficiencies at the course level. The Colleges has
1998-1999 266 5,259
three major areas of proficiency: Clear and Logical
Thinking; Effective Communication; and Aesthetic 1999-2000 149* 2,859
Response. In 2000-2001, using a variety of assessment 2000-2001 216 4,014
techniques, the academic departments determined that *In fall 1999 we modified the definition of an ethnic studies
36% of assessed students exceeded the expectations on course and some courses became ineligible for that
designation.
proficiency attainment, 38% met those expectations and
26% did not meet the expectations. These assessment
Learning Communities
results then feedback into course level pedagogy to
There is at least one learning community offered each
improve students’ abilities to meet the expectations of
semester on each of our thirteen campuses. These
the proficiencies.
learning communities link 2-3 classes through
interdisciplinary seminars or team-teaching to
Survey of Students
promote integration across disciplinary and course
boundaries. Equally important, learning communities
While the Colleges will participate in the Community
foster a sense of community between and among
College Survey of Student Engagement (the version of
instructors and students. The UW Colleges has been
the NSSE for two-year institutions) this spring, we have
among the leaders in this national movement
surveyed our students in fall 2001 as part of our Higher
development.
Learning Commission of the North Central Association
self-study. A total of 1,294 students were surveyed in
Goal IV institutional research function was established in 1998.
The creation of research databases, for example, has
Utilize resources in an efficient and effective manner allowed the institution to identify subpopulations of
students across the Colleges and by individual
Systemwide Measure: Progress toward credits to campuses and to track retention of these subpopulations
degree targets longitudinally. We now can identify the time in
students’ educational careers with the Colleges when
The Systemwide Measure does not apply to they are at greatest risk for nonretention. We have
UW Colleges. found that largest loss of students occurs from the first
to the second year with the Colleges for most
Yearly Institutional Priorities subpopulations. In response, campuses have developed
The Chancellor, in consultation with appropriate advising initiatives and educational programs to target
institutional constituencies, develops institutional this particular transition period.
priorities for each academic year. These priorities drive
decisions regarding budgeting, management, staffing Retention of Probationary Faculty
and new initiatives. This process allows the institution The Colleges have been very successful at retaining
to channel its resources effectively and efficiently into faculty as demonstrated in the table below.
the activities which have, via strategic planning, been
determined to be those of greatest importance. Year # hired # retained % retained
1996 1 1 100%
Utilization of Technology 1997 7 7 100%
Implementation of Common Microsoft Environment 1998 13 11 85%
Given the geographical dispersion of the UW Colleges, 1999 12 12 100%
efficient electronic communication is critically 2000 29 25 86%
important. The development of a common Microsoft 2001 23 23 100%
Exchange environment across the 13 campuses and the
Total 85 79 93%
central office has:
• allowed replacement of many paper forms with
Facilities Maintenance
electronic ones;
With the help of UW System staff, UW Colleges
• decreased dramatically the reliance on phone usage
campuses have been leaders in improving energy
and so has decreased cost;
efficiency through the Wisconsin Energy Initiative
• allowed efficient and effective document Phase 3 program. By the end of 2002, all 13 campuses
transmission through attachments; will have undergone major engineering improvements
• allowed remote “fix” procedures to reduce staff to reduce energy use through the WEI-3 program.
time in computer upgrades and maintenance;
• increased the security of the user desktop Building superintendents, who oversee the physical
environment. plant of each UW Colleges campus, have established an
executive group which coordinates professional
Allocation of Resources development and skill-building activities of physical
UW Colleges has developed effective processes for plant personnel. UW Colleges has budgeted funds for
allocating instructional and non-instructional staff physical plant staff professional development for the
positions. These individual processes are being brought last two years.
into alignment with the annual and biennial budget
cycles so that decisions can be made within the overall The building superintendent executive group is
context of the budget and the institutional priorities reviewing alternatives for a common networked work
established by the Chancellor. order and preventative maintenance tracking system.
UW Colleges has increased its budgeted tuition revenue Utilization of Physical Resources
base by 60% since 1996-97 through a combination of UW Colleges campuses have been very effective in
enrollment increases, tuition pricing adjustments, and improving the use of their facilities. Since 1995,
differential pricing of its online program. Revenue has campus administrative and faculty leaders have
been used for staff and infrastructure to support non- influenced local governments to build over $66 million
traditional/adult markets, faculty salary improvement, in new and improved facilities designed specifically to
and other initiatives to provide future institutional enhance and support undergraduate learning and
stability. student services programs. This locally sponsored
construction has brought with it almost $15 million in
Data Driven Management Decision-Making funding for movable equipment and furniture from the
In order to provide the Colleges with up-to-date, State of Wisconsin, allowing UW Colleges to increase
relevant, and appropriate data for decision-making, an and improve its physical resource base dramatically.
Achieving Excellence at
UW-Extension
The goals and measures presented below are intended to provide a description of the many ways in which UW-Extension is achieving
excellence. Because of UW-Extension’s unique mission with the UW System, this report does not contain data on the systemwide
measures. In place of the Systemwide measures, this report contains indicators that are reflective of UW-Extension’s specific institutional
mission and values. These unique measures are useful as a means of demonstrating how UW-Extension works to achieve the Systemwide
goals.
Goal I
Telecourse enrollments 1,831 2,189 3,571
Provide Access to Higher Education for the Citizens of Interactive conferencing
Wisconsin N/A 76,536 88,576
hours
Pre-college programs:
Expand General Public Access to University of Wisconsin 4-H Youth Development 165,072 139,572 193,819
Faculty and Staff Expertise and Resources participants
Programming for diverse
1998-99 1999-00 2000-01
audiences: number of
Contacts with N/A 37 N/A
programs reported every
Cooperative Extension other year in Plan 2008
941,352 970,286 801,158*
county and campus
faculty/staff Increase the Responsiveness of the University of Wisconsin by
Contacts with Engaging with Audiences, Partners, and Communities and
InfoSource Offering Services in Appropriate Ways and Seeking Joint
(telecommunications- Academic-Community Definitions of Problems and Solutions
based education and
information provider): This measure is reflective of the guiding principles of
Visits to the websites 15,288 15,191 16,201 engagement set forth by the Kellogg Commission on the Future
Visits to the of State and Land Grant Universities. UW-Extension engages in
Automated Telephone 43,356 39,024 23,760 numerous and extensive efforts to assess the needs of the
System citizens of Wisconsin. A sample of such work over the past
three years would include:
Small Business
Counseling provided by
the Small Business 12,138 15,013 19,628 • The Entrepreneurial Network Study conducted in 1988-89,
Development Centers’ • The Green Bay Small Business Partnership assessment in
faculty and staff (hours) 1999-00, and
• The Hispanic Needs Assessment Project in 2000-01.
Viewership &
Listenership to Public
1,162,400 945,300 949,700 A major needs assessment effort is conducted county by county
Television and Radio
every four years. Needs assessments set the greater part of the
(data/week)
programming and service agenda for UW-Extension. As the
Visits to UW-Extension public increasingly demands flexible access to educational and
1,334,000 2,195,000 4,458,000
major websites informational resources, UW-Extension is responding and
*Change in reporting system from counting inputs to measuring increasing its capacity to meet today’s needs.
significant impacts.
Expanded Access to University of Wisconsin Courses and
Programs
1998-99 1999-00 2000-01
On-Line Enrollments 392 1,015 2,215
Continuing Education and
Business & Manufacturing
Enrollments credit and
non-credit enrollments
Non-credit 288,368 167,833 186,004
Undergraduate credit 10,393 14,310 17,460
Graduate credit 8,572 9,621 8,539
Total 307,333 191,764 212,003
Goal II
Provide academic support services that facilitate academic
success
Expand Access to Admissions and Academic Counseling to
Prospective Students for the UW System Institutions
1998-99 1999-00 2000-01
Telephone contacts 20,267 19,308 20,297
E-mail contacts 4,224 5,488 5,907
UW-Extension’s Higher Education Location Program (HELP) is
a significant entry point for prospective students with an interest
in attending UW institutions. Assisting students in the process
of selecting a program and an institution is an important
component in guiding students toward the successful
achievement of their academic goals.
Expand Student Support Services for On-line Learners
1998-99 1999-00 2000-01
Students served by the
Learner Relationship 392 1,015 2,215
Management System
UW-Learning Innovations development and expansion of the
Learner Relationship Management System (LRMS) is a major
initiative in UW System efforts to provide the full-range of
support that learners involved in on-line courses and programs
need. On-going refinement and enhancement of the LRMS
represents a significant market advantage for the University of
Wisconsin in positioning itself to meet society’s educational
needs in the future.
Expand and Support the Numbers of Flexible Access Courses
and Programs Available
1998-99 1999-00 2000-01
Number of On-line courses 26 55 114
Number of On-line programs
3 8 9
(degree and/or certificate)
Offering flexible access to courses and programs facilitates
academic success by providing students with the opportunity to
continue to take courses and pursue degrees when personal and
other circumstances might otherwise prevent them from
achieving their academic goals. UW-Extension, in partnership
with the UW System institutions, provides the flexible options
today’s students need.
Goal III
Provide a campus environment that fosters learning and Enhance the Public Decision-making Environment for the
personal growth. Citizens of Wisconsin by Playing the Role of Neutral Facilitator
and Source of Information
Ensure that UW-Extension Programs and Services are of the
Highest Quality as Measured by Program Reviews, Audits and Public policy education and citizen engagement are major roles
Evaluations for UW-Extension. The programs reported represent examples
of significant public policy education efforts that are ongoing.
This measure reflects one of the guiding principles of
Program Reviews, Audits, and
Year engagement set forth by the Kellogg Commission on the Future
Evaluations Completed
of State and Land Grant Universities.
1998-99 Instructional Communications Systems Program
Review The Water Basin Education Program—A partnership
Entomology Program Review between UW-Extension and the State Department of
Soil Science Program Review Natural Resources that engages citizens in developing
Small Business Development Center Program public policy for the wise stewardship of water resources.
Review The Smart Growth Initiative—UW-Extension county faculty
Small Business Administration Financial and staff play a major role working within their
Examination communities to develop growth management plans.
The Family Impact Seminars—This program focuses on
1999-00 Horticulture Program Review
providing current research for policy makers about the
Plant Pathology Program Review impact of proposed or potential policies on family and
Small Business Development Center Accreditation youth.
Review The “We the People” Series—Wisconsin Public Radio and
Small Business Development Program Review Wisconsin Public Television partnered with the Wisconsin
Civil Rights Reviews (18 counties) State Journal, WISC-TV, and the Wood Communications
Group to provide programs that ask citizens to define issues
2000-01 Food Science Program Review
of importance and public policy to be addressed in the
Small Business Development Program Review media.
Small Business Administration Financial
Examination Enhance the Integration of the University’s Work of Teaching,
Civil Rights Reviews (20 counties) Research and Scholarship:
Program reviews are an important part of on-going efforts to With the increased national attention on the importance of the
assure that UW-Extension is providing high quality educational scholarship of outreach, UW-Extension is playing a significant
programs and services that meet the standards of partners, role in defining a national outreach agenda. This measure
clients, and citizens. UW-Extension also conducts periodic reflects one of the guiding principles of engagement set forth by
internal audits of administrative and programming units. the Kellogg Commission on the Future of State and Land Grant
Universities and is the foundation of the scholarly work
Increase Program Impact Assessment Capacity on an Institution- accomplished by UW-Extension faculty and staff
wide Basis
Action Status
2000-01 Formulation and adoption of
Assessments reported in the Cooperative a “new, expanded” definition Completed in June 2001
35 team reports of scholarship
Extension Reports System
Assessments highlighted in UW-Extension 18 program Co-sponsorship of the Outreach
Leadership and participation
Program Impacts System reports Scholarship Conference in
in defining the “Scholarship
2000-01 with Penn State and
Faculty and staff involvement in Professional of Outreach”
96 faculty and Ohio State
Development activities related to Impact
staff
Assessment
UW-Extension emphasizes the assessment of program and
service impact. The database for that effort was launched last
year and the reports are now available for 2000-01. Significant
effort has been devoted to building institution-wide capacity to
assess impact by providing faculty and staff with opportunities
to enhance their assessment proficiencies.
Goal IV using GPR funds to leverage additional Federal Funds; County
Contributions; Gifts, Grants and Contracts; and Program
Utilize resources in an efficient and effective manner Revenue. For each $1.00 of state GPR, UW-Extension secures
an additional $1.90 in funds to support the programs and
Expand the Effective Use of Technology to Enhance services it provides to our citizens. This measure reflects one of
Institutional Efficiency and Effectiveness the guiding principles of engagement set forth by the Kellogg
Commission on the Future of State and Land Grant Universities.
Effective Use Users Use
of Technology Improve the Efficient and Effective Use of Resources by
Audio- faculty, staff, Hold meeting or provide
Coordinating Consortia and Partnership Efforts Focused on
conferencing students, participants, instruction through phone Meeting the Educational and Informational Needs of Wisconsin
state agencies linkage Citizens
Interactive UW institutions, Offer instruction from one
Video Collaborative campus to many via bridged Coord. Project Partners Desc.
Conferencing Nursing Program, video UW-
(compressed Collaborative Degree Collabor- Eau Claire, Assoc. Degree to BSN
and fiber- Program, School of ative Madison, Degree Completion for
based) Education, state Nursing Milwaukee, in-state and regional
agencies Program Green Bay & students
Web faculty, staff, Incorporate a shared Oshkosh
conferencing participants, state discussion space on the Fostering lifelong
agencies internet into a WI Arts Board, learning and greater
teleconference WI Historical appreciation for the arts,
Web UW-LI, UW- Design and deliver credit Society, WI culture, humanities, and
Cultural
instruction Platteville, UW- programs and degree Academy of history throughout
Coalition
Milwaukee, UW-La programs through the Arts & Science, Wisconsin; sponsor of
(on-going)
Crosse internet WI Humanities Sesquicentennial, Folk
1998- Council, WPT, Art Festival, Cultural
Learner UW-LI, students in Registration, advising,
1999 WPR, UWEX Congress, Portal
Relational enrolled in UW-LI tuition, bookstore and tech
Wisconsin
Management supported courses support services offered on-
System line for on-line students Educational
Partnership to provide
Communica-
Digital Wisconsin Public Conversion on analog ECB-WPT- Public Television and
tions Board and
Broadcasting Television and Radio broadcasting to digital with WPR (on- Public Radio statewide
WI Public
gain in available bandwidth going) through 24 radio stations
Radio and
to allow multicasting and and 6 television stations
Television
datacasting
Statewide network
Digital Asset faculty, staff, Created a shared database Small Business
Management students, participants providing business
for the housing and Development
education services and
redistribution of digital SBDC-SBA Centers and
counseling in partnership
assets Small Business
with federal Small
Administration
Business Administration
UW-Extension uses technology to remove barriers of time and BSN-LINC
place for participants in programs, thereby facilitating access to 1999- National BSN degree
Nursing UW-Green Bay
educational programs and services, and encouraging inter- 2000 completion program
On-Line
institutional cooperation to meet educational needs. By making Teams in
various technologies widely accessible to all System institutions, agriculture Connection of campus
UW-Extension provides a level of access that could not be (16), Family and county educators
Cooperative
achieved by individual institutions. 2000-
Extension
Living (4), 4-H along with outside
2001 (4) and partners to focus on
Teams
Expand the Building of Partnerships and Alliances to Expand Community specific areas of need and
the Resource Base Development interest
(6)
Expenditures by Source of
1998-99 1999-00 2000-01 UW-Extension helps meet the educational needs of Wisconsin
Funds
State GPR $53.8M $56.6M $61.7M
citizens by bringing together multiple partners with unique
resources to provide needed programs and services. UW-
County Contribution $16.8M $17.9M $19.1M
Extension plays an active ongoing role in coordinating these
Federal Funds $18.6M $19.6M $20.2M partnerships and collaborations. The projects listed are
Gifts, Grants & Contracts $11.7M $11.8M $13.0M representative of the major efforts undertaken during the past
Program Revenue $60.1M $63.7M $66.0M three years.
Total $161.0M $169.6M $180.0M
* The seven guiding characteristics of an engaged institution,
Over the past 13 years, the largest percentage of growth in the according to the Kellogg Commission on the Future of State and
budget has been in Program Revenue, and Gifts, Grants and Land Grant Universities, are: responsiveness, respect for
Contracts. This is expected to continue, putting an increased partners, academic neutrality, accessibility, integration,
emphasis on UW-Extension’s goal of building and expanding coordination, and resource partnership.
resource partnerships with a variety of institutions and agencies.
The figures also provide a measure of how UW-Extension is
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