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Acknowledgements
Committees and Bargaining Units Accreditations and Memberships Institutional Accreditation History 1997 Comprehensive Evaluation Visit Response to 1997 Comprehensive Evaluation Visit Findings
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.
The organization's mission documents are clear and articulate publicly the organization's commitments. University of Minnesota Duluth
In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.
Understanding of and support for the mission pervade the organization.
The organization's governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.
The organization upholds and protects its integrity. Student Conduct and Academic Integrity Employee Conduct and Relationships Equal Opportunity and Affirmative Action Information Technology Systems and Services Other Examples of Upholding Integrity
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.
The organization realistically prepares for a future shaped by multiple societal and economic trends. Student Involvement in Planning ePortfolio and Graduation Planner
The organization's resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.
The organization's ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement. Academic Support and Student Life
All levels of planning align with the organization's mission, thereby enhancing its capacity to fulfill that mission. System-Wide Strategic Positioning—Transforming the U UMD's Role in Transforming the U
Conclusions Related to Criterion Two
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.
The organization's goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible. Liberal Education Program Assessment
The organization values and supports effective teaching. Instructional Development Services
The organization creates effective learning environments. Information Technology and Services Disability Services & Resources
The organization's learning resources support student learning and effective teaching. ePortfolio and Graduation Planner
Conclusions Related to Criterion Three
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.
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
The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs. International Education Programs
The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. Preparing for a Global Society Preparing for a Technological Society
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
Conclusions Related to Criterion Four
Chapter 8, Criterion 5: Engagement & Service As called for by its mission, the organization identifies its constituencies and serves them in ways both value.
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
The organization has the capacity and the commitment to engage with its identified constituencies and communities. Internal Constituents—Students Internal Constituents—Faculty and Staff
The organization demonstrates its responsiveness to those constituencies that depend on it for service. Vice Chancellor for Academic Administration Vice Chancellor of Academic Support and Student Life Vice Chancellor for Finance and Operations Vice Chancellor for University Relations
Internal and external constituencies value the services the organization provides. Internal Constituents Value Services Provided External Constituents Value Services Provided
Conclusions Related to Criterion Five
List of Tables and Figures
Tables: 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
Figures: Figure 2.1 University of Minnesota Organizational Chart Figure 2.2 UMD Organizational Chart 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
Chapter 1 PREVIEW
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.
UNIVERSITY OF MINNESOTA DULUTH
UMD at a Glance Fall 2007
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
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