Cover image for UMD Institutional Self-Study Report

Table of Contents




Message from the Chancellor


Chapter 1, Preview

UMD at a Glance, Fall 2007


Chapter 2, Introduction


UMD Today


University Governance

UMD Governance

Committees and Bargaining Units

Accreditations and Memberships



Faculty and Staff

Institutional Accreditation History

1997 Comprehensive Evaluation Visit

Response to 1997 Comprehensive Evaluation Visit Findings


Chapter 3, Self-Study Process

Pre-2007 Activities

2007 Activities


Chapter 4, Criterion One: Mission & Integrity

The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.


Core Component 1a

The organization's mission documents are clear and articulate publicly the organization's commitments.

University of Minnesota

University of Minnesota Duluth

Summary of Component 1a


Core Component 1b

In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.

Summary of Component 1b


Core Component 1c

Understanding of and support for the mission pervade the organization.

Summary of Component 1c


Core Component 1d

The organization's governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.

Policies and Structure


Summary of Component 1d


Core Component 1e

The organization upholds and protects its integrity.

Audit and Control

Student Conduct and Academic Integrity

Employee Conduct and Relationships

Equal Opportunity and Affirmative Action

Information Technology Systems and Services

Other Examples of Upholding Integrity

Summary of Component 1e


Conclusions Related to Criterion One


Areas for Improvement


Chapter 5, Criterion Two: Preparing for the Future

The organization's allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.


Core Component 2a

The organization realistically prepares for a future shaped by multiple societal and economic trends.

Campus Planning

Student Satisfaction

Student Involvement in Planning

External Advisory Boards

New Programming

American Indian Education

Enrollment Management

Academic Facilities Planning

Information Technology

Graduation & Retention


ePortfolio and Graduation Planner

Summary of Component 2a


Core Component 2b

The organization's resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.

Tuition and Fees

Funding for Capital Projects

Capital Planning Process

State Appropriations


Summary of Component 2b


Core Component 2c

The organization's ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.

Accountability Reports

Internal Audits

Institutional Research

Academic Support and Student Life

Summary of Component 2c


Core Component 2d

All levels of planning align with the organization's mission, thereby enhancing its capacity to fulfill that mission.

Compact Process

System-Wide Strategic Positioning—Transforming the U

UMD's Role in Transforming the U

UMD Budget Process

Summary of Component 2d


Conclusions Related to Criterion Two


Areas for Improvement


Chapter 6, Criterion Three: Student Learning & Effective Teaching

The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.


Core Component 3a

The organization's goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.

Learning Outcomes

Liberal Education Program

Liberal Education Program Assessment

Liberal Education Task Force

Uniform Course Syllabus Policy


Program Review

Evaluations of Teaching


Student Experience Surveys

Summary of Component 3a


Core Component 3b

The organization values and supports effective teaching.

Promotion and Tenure

Review of Tenured Faculty

Teaching Awards

Tech Camp

Instructional Development Services

Summary of Component 3b


Core Component 3c

The organization creates effective learning environments.

Information Technology and Services


Honors Program

Supportive Services Program

Disability Services & Resources

Career Services

Four-Year Graduation Plan

Diversity Initiative Funding

Summary of Component 3c


Core Component 3d

The organization's learning resources support student learning and effective teaching.

UMD Library

Technology and UMD

Knowledge Management Center

ePortfolio and Graduation Planner

Summary of Component 3d


Conclusions Related to Criterion Three


Areas for Improvement


Chapter 7, Criterion Four: Acquisition, Discovery & Application of Knowledge

The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.


Core Component 4a

The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning.

Policies Supporting a Life of Learning

Programs and Activities Supporting a Life of Learning

Recognizing and Acknowledging Achievement

Producing Scholarship and Creating Knowledge

Summary of Component 4a


Core Component 4b

The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.

Liberal Education Program

International Education Programs

Graduate Programs

Other Programs and Activities

Summary of Component 4b


Core Component 4c

The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society.

Preparing for Employment

Preparing for a Global Society

Preparing for a Technological Society

Summary of Component 4c


Core Component 4d

The organization provides support to ensure faculty, students, and staff acquire, discover, and apply knowledge responsibly.

Responsible Use of Knowledge and Information

Ethical Conduct in Research and Instruction

Summary of Component 4d


Conclusions Related to Criterion Four


Areas for Improvement


Chapter 8, Criterion 5: Engagement & Service

As called for by its mission, the organization identifies its constituencies and serves them in ways both value.


Core Component 5a

The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.

Learning from Internal Constituents—Students

Learning from Internal Constituents—Faculty and Staff

Learning from External Constituents

Summary of Component 5a


Core Component 5b

The organization has the capacity and the commitment to engage with its identified constituencies and communities.

Internal Constituents—Students

Internal Constituents—Faculty and Staff

External Constituents

Summary of Component 5b


Core Component 5c

The organization demonstrates its responsiveness to those constituencies that depend on it for service.

Vice Chancellor for Academic Administration

American Indian Projects

Vice Chancellor of Academic Support and Student Life

Vice Chancellor for Finance and Operations

Vice Chancellor for University Relations

Summary of Component 5c


Core Component 5d

Internal and external constituencies value the services the organization provides.

Internal Constituents Value Services Provided

External Constituents Value Services Provided

Summary of Component 5d


Conclusions Related to Criterion Five


Areas for Improvement


Chapter 9, Conclusion





Federal Compliance


Institutional Snapshot

List of Tables and Figures


Table 2.1 Historical Data for Key Operational Indicators

Table 2.2 Collective Bargaining Units and Membership Fall 2007

Table 5.1 UMD Revenue (in millions) Fiscal Years 2005 -2007

Table 5.2 Expenditures per FTE Enrollment UMD and Peer Institutions (Fiscal Year 2006)

Table 5.3 Revenue Sources per FTE Enrollment UMD and Peer Institutions (Fiscal Year 2006)

Table 5.4 Major Construction Projects at UMD, 1997 - 2007

Table 6.1 2007 University of Minnesota Student Experience Survey Results for UMD Students

Table 7.1 Single Semester and Sabbatical Leave Participation by Faculty

Table 7.2 P&A Staff Development Leaves, Administrative Transitional Leaves

Table 7.3 Chancellor's Faculty Small Grants Program, Funding/Participation Summary

Table 7.4 Civil Service & Union-Represented Staff, Participation in Regents Scholarship Program

Table 7.5 UROP Participation and Expenditures

Table 7.6 UMD Student and Faculty Participation in Graduate School Funding Programs

Table 7.7 UMD Sponsored Funds Expenditures, Fiscal Years 1997 -2006

Table 7.8 Dissemination of Knowledge by UMD Faculty During 2006

Table 7.9 International Education, Student & Faculty Participation



Figure 2.1 University of Minnesota Organizational Chart

Figure 2.2 UMD Organizational Chart

Figure 2.3 Accreditations

Figure 5.1 UMD NHS Headcount Enrollment Fall 98 - Fall 07

Figure 5.2 UMD Total Headcount Enrollment Fall 98 - Fall 07

Figure 5.3 UMD 4, 5 & 6 Year Graduation and Retention Goals

Figure 5.4 University of Minnesota Duluth Peer Institutions

Figure 5.5 University of Minnesota Office of Institutional Research

Figure 5.6 University of Minnesota Compact Outline

Figure 7.1 Seven Revolutions Framework

Figure 7.2 UMD Multicultural Center, Mission and Goals

Figure 7.3 Board of Regents Policy (selected section of) Code of Conduct

Figure 7.4 Board of Regents Policy (selected sections from) Code of Conduct

Figure 8.1 Vice Chancellor for Academic Support and Student Life Departments

Figure 8.2 Vice Chancellor for Finance and Operations Operational Units







Message from the Chancellor


      On behalf of the many members of the UMD campus community, it is a pleasure for me to greet and welcome all readers of this report. We are pleased you are interested in learning more about UMD and welcome the opportunity to share the results of the recently completed self-study with you. Whether you are part of the campus community or an alumni, friend or supporter of UMD or a member of the comprehensive evaluation visit team from the North Central Association's Higher Learning Commission (HLC), we hope the contents of the report will assist you in understanding and appreciating that UMD is truly a “Great University on a Great Lake.”


      The occasion for this self-study is UMD's decennial reaccreditation review by the Higher Learning Commission. Reaccreditation is necessary for UMD to maintain the eligibility of its students for federal grants and loans, along with the recognition of its degrees by employers, other institutions of higher learning, government agencies, professional licensing boards and similar organizations. Equally important, the self-study completed as the basis for this report offered us the opportunity to gratefully acknowledge our strengths, and to begin the prioritization of our challenges as we address our future opportunities and pursue our goal of “Reaching Higher” and seeking continuous quality improvement and excellence in all the programs, operations and facilities of this campus.


      We remain committed to high quality faculty and students, with strong advising as an important component of the undergraduate learning experience. We are committed to exemplary teaching and the facilities necessary for learning and research.


      Excellence in our relationships with all of our constituencies remains our goal.




Kathryn A. Martin, Chancellor





Chapter 1



Many individuals and groups all sharing interest in and the common goal of continuously reviewing and improving processes, activities, and outcomes at the University of Minnesota Duluth (UMD) participated in the self-study process leading to and the preparation of this report. Members of the UMD community and its external constituencies who participated in the overall process as well as preparation and review of this self-study report believe the data, information, descriptions, and narrative that follow accurately portray the institution, its aspirations, and its achievements. Further, they believe the report provides evidence that UMD meets the criteria established for reaffirming and maintaining accreditation by the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools.


The overview presented in the "UMD at a Glance" that follows is intended to provide the reader a very brief synopsis of and introduction to the institution. This summary data and information is amplified and discussed further in sections of the report that follow.


Following this "Preview" section is an "Introduction" that provides a brief history and current overview of UMD as well as a summary of UMD accreditation history. A section describing The "Self-Study Process" follows the introduction section. Then five separate sections, one for each of the five "Criteria", identify and describe representative evidence to demonstrate how UMD is addressing the core competencies and meeting each of the criteria. The narrative part of the report ends with a "Conclusion" section. The final sections of the report include the "Federal Compliance" and "Institutional Snapshot" sections required by the Higher Learning Commission.


UMD hopes this report will help all readers to be better informed about the institution, its processes and policies, its many and varied activities, its goals and aspirations, and some of its many successes and achievements. Further, the report is intended to provide information and evidence to the HLC comprehensive evaluation visit team, Readers Panel, Institutional Actions Council, and Board of Trustees that confirms UMD has met the criteria required for continued and unqualified accreditation for an additional 10 years without the need for subsequent progress reports or focused visits unless requested by the University.







UMD at a Glance

Fall 2007




Kathryn A. Martin


Four Vice Chancellors


Academic Administration


Vincent Magnuson



Academic Support &

Student Life

Randy Hyman


Finance and Operations


Gregory Fox




William Wade


 5  Collegiate Units in Academic Administration:

          College of Liberal Arts (CLA)

          College of Education and Human Service Professions (CEHSP)

          Labovitz School of Business and Economics (LSBE)

          School of Fine Arts (SFA)

          Swenson College of Science and Engineering (SCSE)


34 Academic Departments


          13  Baccalaureate Degree Programs  (75 Majors)

          10  University of Minnesota Graduate School Master’s Degree Programs (in 22 areas)

            1  University of Minnesota Graduate School Doctoral Degree Program (Ed.D.)

            4  UMD Departmental Master’s Degree Programs

            4  Graduate Degree Programs in Cooperation with Twin Cities Campus Departments

            2  All-University Ph.D.Graduate Degree Programs


2027  Degrees Awarded 2006-2007

                1813  Undergraduate

                  214  Graduate


11,184  Total Headcount Enrollment, Fall 2007

     10,122 Undergraduate and Continuing Education

        739  Graduate

        323 Professional (Medical School, College of Pharmacy)

Undergraduate by Ethnicity

     Am Indian  Asian  Black  Hispanic  Internat'l  White  Unknown  Total

Male      52     142     40      42       45         4228     212   4,761
Female    33     120     81      62       76         4666     208   5,246 
Unknown    1       1      0       1        0           34      20      57
TOTAL     86     263    121     105      121         8928     440  10,064


Admissions Data

      Freshmen       Acceptance Rate = 65.6%      Matriculation Rate from Acceptances = 44.7%

      Transfer         Acceptance Rate = 58.9%      Matriculation Rate from Acceptances = 71.1%

      Graduate       Acceptance Rate = 52.3%      Matriculation Rate from Acceptances = 80.0%


      Mean ACT Composite Score for Admits = 23.3 (ACT Composite required for admission)


Retention Rate for Fall 2006 Entries

      75% of first time/full-time new entering freshmen from 2006 still enrolled one year later


Graduation Rates (based on full-time, new entering freshmen in fall 2000)

      4-Year Graduation Rate = 24%

      5-Year Graduation Rate = 46%

      6-Year Graduation Rate = 51%


4044  Total Faculty, Staff, and Student Employees  (525 Faculty, 974 Staff, 2545 Student)


Faculty—525 Total 

439    Full Time

86    Part Time


Academic Professional and Administration (P&A)—209 Total

      108 Academic Administrative

      101 Academic Professional


Civil Service Staff—350 Total

Bargaining Unit Staff—415 Total


Student Employees—2545 Total

      2002 Undergraduate

        543 Graduate

54 Buildings (3.2 million gross square feet, 2.7 million net square feet)


Fiscal Year 2007 Actual Unrestricted Revenues and Expenses

      $160,418,359    Actual Unrestricted Revenue

      $170,021,587    Actual Unrestricted Expenses



Continue to Chapter Two: Introduction