Provost’s Addressto the University Senate
Provost’s Addressto the University Senate
December 13, 2004
Necessity’s Sharp PinchNecessity’s Sharp Pinch
- King Lear
Necessity’s Sharp PinchNecessity’s Sharp Pinch
To wage against the enmity o' the air;To be a comrade with the wolf and owl,--Necessity's sharp pinch!
- King Lear (Act II)
Make A Virtue of NecessityMake A Virtue of Necessity
- Robert Burton
Undergraduate Enrollment Growth
Undergraduate Enrollment Growth
A First Look at Possible Effects
Recent Trends:Fall 2001 to Fall 2004
Recent Trends:Fall 2001 to Fall 2004
Headcount: 17,284 to 18,492
7% increase
Freshman Class: 3,037 to 3,961
30% increase
Student Experience:Average Class Size by LevelStudent Experience:
Average Class Size by Level
45 45 44
48
38 3841 42
34 33 34 35
27 28 2826
18 19 18 19
0
5
10
15
20
25
30
35
40
45
50
100 200 300 400 500
Fall01 Fall02Fall03 Fall04
Student Experience: Small, Medium, Large Distribution
Student Experience: Small, Medium, Large Distribution
Full-Time Freshmen (FTF)
Comparison of student schedules based on size of classes small = 30 or less medium = 31-99 large = 100+
Fall 2001 and Fall 2004 schedules
Full-Time Freshmen Enrolled......
In at least 1 ClassIn at least 2
ClassesIn at least 3
ClassesIn 4 or more
Classes
With a Class Size of..... 2001 2004 2001 2004 2001 2004 2001 2004
30 or less 99.6 96.6 92.5 82.3 66.7 55.8 34.2 26.0
31 to 99 76.7 72.0 31.5 27.8 7.4 6.4 1.0 0.9
100 or more 81.0 86.8 33.8 48.5 5.2 15.0 0.2 2.9
Student Experience:Small, Medium, Large Distribution
Student Experience:Small, Medium, Large Distribution
Student Experience: Based on Class Size
Student Experience: Based on Class Size
Little change in likelihood that FTF will have at least 1 small, 1 medium, and 1 large class
15 point increase in likelihood that FTF will have 2 or more large classes
Over one-half have at least 3 small classes
Only 15% of FTF have 3 or more large classes
FTF are 9 times more likely to have 4 or more small classes than to have 4 or more large classes
Student Satisfaction:Advising
Student Satisfaction:Advising
My Advisor... 2001-02 2002-03 2003-04
...spent sufficient time with me.
3.56 3.55 3.58
...was accessible when I needed help.
3.75 3.75 3.76
...is someone I would recommend to other students.
3.70 3.66 3.71
NOTE: On a scale of 1 to 5 where 1=strongly disagree and 5=strongly agree.
Student Satisfaction: Engagement
Student Satisfaction: Engagement
UK
Fresh.
2001
UK
Fresh.
2003
Pub. Doc.
Fresh.
2003
UK
Senior
2001
UK
Senior
2003
Pub. Doc.
Senior
2003
Level of Academic
Challenge51.6 52.2 52.3 53.1 55.0 55.2
Active/Collaborative
Learning35.6 35.1 38.1 44.8 46.2 50.2
Student-Faculty
Interactions33.6 34.4 34.0 39.1 41.5 39.9
Enriching Educational
Experiences50.4 51.4 57.6 42.5 46.7 47.6
Supportive Campus
Environment53.3 59.0 58.0 48.3 53.7 53.4
Student Satisfaction: Quality of Instruction
Student Satisfaction: Quality of Instruction
Items 2001-02 2002-03 2003-04
Overall quality of instruction – faculty
2.84 2.83 2.80
Quality of instruction by TAs
2.50 2.56 2.54
Individual attention from instructors
2.34 2.40 2.33
Willingness of faculty to meet with students
2.99 2.92 2.90
NOTE: On a scale of 1 to 4 where 1=poor and 4=excellent.
TCE Comparison: Strategy for Selecting Courses
TCE Comparison: Strategy for Selecting Courses
100-200 Level: fall 2001 total enrollment ≥ 200Average class size increase ≥ 25%
300-500 Level:fall 2001 total enrollment ≥ 15Average class size increase ≥ 50%
TCE Comparison: Selected Growth CoursesTCE Comparison:
Selected Growth Courses
100-200 Level Results:• BIO152, CHE104, COM101 & CS101• HIS104, PHI120 & MA213• PHY231 & PHY241
300-500 Level Results:28 courses
5 colleges (AG, AS, BE, ED, EN)
TCE Results: 100-200 Level
Selected Growth Courses
TCE Results: 100-200 Level
Selected Growth CoursesItems
Fall 2001 Fall 2002 Fall 2003
Graded papers returned promptly
3.3 3.3 3.3
Helpful comments on graded papers
2.9 2.9 2.9
Course material presented effectively
3.2 3.2 3.2
Instructor available outside class
3.3 3.4 3.3
Class participation encouraged
3.1 3.1 3.0
Overall quality of teaching 3.2 3.3 3.2Overall value of course 3.0 3.1 3.1
NOTE: On a scale of 1 to 4 where 1=poor and 4=excellent.
TCE Results: 300-500 Level
Selected Growth Courses
TCE Results: 300-500 Level
Selected Growth CoursesItems
Fall 2001 Fall 2002 Fall 2003
Graded papers returned promptly
3.4 3.2 3.3
Helpful comments on graded papers
3.0 2.9 3.0
Course material presented effectively
3.3 3.2 3.3
Instructor available outside class
3.5 3.4 3.5
Class participation encouraged
3.3 3.3 3.3
Overall quality of teaching 3.3 3.2 3.3
Overall value of course 3.2 3.1 3.3NOTE: On a scale of 1 to 4 where 1=poor and 4=excellent.
Student Satisfaction: Learning Outcomes
Student Satisfaction: Learning Outcomes
Student ratings of change in ability to....
Spring 2002
(N=1411)
Spring 2003
(N=2060)
Spring 2004
(N=2045)
Write (effectively). 3.87 3.97 3.93Make effective oral presentations.
3.35 3.44 3.40
Use statistics and mathematical reasoning.
3.52 3.43 3.49
Appreciate the arts. 3.34 3.32 3.35Understand methods in science.
3.54 3.50 3.50
NOTE: On a scale of 1 to 5 where 1=Much weaker and 5=Much stronger.
Grades: 100-200 LevelSelected Growth Courses
Grades: 100-200 LevelSelected Growth Courses
Percent enrolled
that received -- Fall 2001 Fall 2002 Fall 2003
A 29.8% 29.5% 25.7%
B 27.7% 29.5% 30.8%
C, P 19.3% 18.9% 21.3%
D, E, W 23.1% 22.0% 22.2%
Grades: 300-500 LevelSelected Growth Courses
Grades: 300-500 LevelSelected Growth Courses
Percent enrolled
that received -- Fall 2001 Fall 2002 Fall 2003 *
A 35.4% 36.6% 37.1%
B 38.7% 37.0% 34.7%
C, P 14.9% 16.5% 16.4%
D, E, W 10.8% 9.8% 10.7%
* There were 16 Incompletes in fall 2003 – 1% of total grades assigned.
Entering Freshmen and Retention Rate
Entering Freshmen and Retention Rate
29603116
3692 3718
78.4%77.1%
79.3%77.7%
0
500
1000
1500
2000
2500
3000
3500
4000
2000 2001 2002 2003
60.0%
65.0%
70.0%
75.0%
80.0%
Entering Freshman Cohort Retention Rate
First Semester GPAof Entering Freshmen
First Semester GPAof Entering Freshmen
Percent enrolled
that received --
Fall 2001 Fall 2002 Fall 2003 3-Year
Change
3.5-4.0 22.1% 23.7% 26.1%
3.0-3.49 23.3% 24.6% 24.9%
2.5-2.99 18.5% 17.8% 17.2%
2.0-2.49 16.5% 15.4% 14.3%
1.5-1.99 8.4% 8.2% 6.6%
<1.5 11.2% 10.2% 10.8%
Necessity,
the Mother of Invention
Necessity,
the Mother of Invention
- George Farquhar
New Academic InitiativesNew Academic Initiatives
Reorganization of Enrollment Management TeamCenter For Undergraduate ExcellenceExpansion of the Honors ProgramReform Undergraduate Studies Program (USP)Enhanced Teaching Resources for Undergraduate EducationCommittee on Academic PrioritiesWinter IntersessionProvost Workgroup on International Affairs & Public PolicyProvost Workgroup on Multimedia StudiesThe Commonwealth Collaboratives
Center OrganizationCenter Organization
Discovery Seminar ProgramThe Honors ProgramLiving-Learning CommunitiesOffice of Undergraduate ResearchOffice of Study AbroadThe Gaines Center for the HumanitiesOffice of External ScholarshipsThe Intercollegiate Debate Program
GoalsCenter for Undergraduate
Excellence
GoalsCenter for Undergraduate
Excellence
Strengthen the individual programs within the Center
Enhance the synergism among programs within the Center
Improve the academic profile of the entering class
Promote excellence in undergraduate education
Prepare our best students for external scholarship competition
Prepare our best students for admission to the most prestigious graduate and professional schools in the country
Faculty IssuesFaculty Issues
Recommend Promotion Increments
Promotion from Assistant to Associate• Increase from $2,600 to $4,000
Promotion from Associate to Full• Increase from $3,800 to $5,500
Sabbatical Leave Sabbatical Leave
Sabbatical Leaves Granted
2001-02 2002-03 2003-04 2004-05
Half-Pay Leave 30% 30% 30% 40%
Full-Pay Leave 70% 70% 70% 60%
Sabbatical Leave PolicySabbatical Leave Policy
Encourage more full-year sabbaticals
Increased compensation contingent on prior performance
Faculty Title SeriesFaculty Title Series
Is it time to examine the 4 tenurable title series?
Is it time to examine greater use of the differentiated DOE?
Lecturer FacultyLecturer Faculty
Complete Some Unfinished Business
Opportunity for advancement to Senior LecturerMulti-year appointments
Opportunityfor
Accelerated Advancement
Opportunityfor
Accelerated Advancement
Promotion from Assistant to Full Professor
Elimination of Associate Professor rank
Commonwealth Collaboratives
Commonwealth Collaboratives
Institutionalize the connection between scholarship and service
Senior faculty leadership for service activities tied to Strategic Plan priorities