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Division of Academic Affairs 1997-98 Prepared by the Office of the Provost and Vice Chancellor March 1997 Table of Contents, Page
Introduction: PAGE 1
Recapturing Resources: PAGE 3
Strategic Initiative - “Increase student enrollment and retention, better utilize existing resources, and find ways to enlarge the university’s resource base.”: PAGE 3
Enrollment Resources: PAGE 3
1. Campus enrollment
goals and achievements
in 1996-97: PAGE
3
Extramural Support: PAGE 13
1. Campus research and
instructional extramural
funding: PAGE 13
Gifts and Contributions: PAGE 21
Establish Resource Responsibility and Accountability: PAGE 21
Strategic Initiative - “Increase student enrollment and retention, better utilize existing resources, and find ways to enlarge the university’s resource base.”: PAGE 21
1. Report
on major budget items
in 1996-97: PAGE
21
Cultivate Innovation and Collaboration and Promote Performance and Productivity: PAGE 36
Strategic Initiative - “Strengthening and more effectively integrating the university’s central functions of creating, disseminating and applying knowledge. In other words, better using UWM’s strengths as an urban research university to enhance the education of its students.”: PAGE 36
1. Integration of the
creation, dissemination
and application of knowledge.:
PAGE 36
Strategic Initiative - “Employ appropriate information and communication technology to improve the academic, student services and administrative operations of the campus.”: PAGE 53
1. Technology Roundtable
and the Learning Through
Technology Plan: PAGE
53
Strategic Initiative - “Improve the support systems and physical facilities that make the campus environment conducive to learning and working.”: PAGE 55
1. Implementation of
the Marketing Plan:
PAGE 55
1997-98 Budget Decisions: PAGE 57
A. Budget
Considerations:
PAGE 57
B. 1997-98
Budget Reductions:
PAGE 58
C. Campus
Investments in Strategic
Initiatives: PAGE
60
Appendices
A. Strategic
Plan for the Future
of the University of
Wisconsin-Milwaukee
During the 1995-96 academic year the campus completed the preparation of a strategic plan. The plan (Appendix A) was finalized by the Chancellor and presented to the Board of Regents at its June, 1996, meeting in Milwaukee. It established four central priorities to direct the campus as it prepares to enter the new millennium. These four priorities; fulfilling our basic mission to provide knowledge and support learning, stabilizing enrollments and resources, implementing appropriate technologies to support our work, and developing a more positive learning and working environment, informed the preparation for our resource planning cycle this year. The four priorities also were the basis for the preparation of long-range plans by each of our units. These plans all have appeared in draft form and are to be completed by March 15 by each school/college and division within Academic Affairs.
In the “Strategic Plan for the Future of the University of Wisconsin-Milwaukee,” Chancellor Schroeder charged the provost with responsibility for implementation of the plan. In September, the “Provost’s Action Plan” was widely distributed. It included 50 specific action steps for implementation of the strategic plan. Units also were given guidelines for preparing an annual resource plan for 1997-98 and for preparing a long-range plan. The annual resource plans from all units and draft long-range plans have been reviewed and meetings have been held with each dean and director to discuss plans for 1997-98 and beyond. These, along with the campus strategic plan and the “Provost’s Action Plan,” are the bases for this document.
The document follows the guidelines established for all units in preparing their resource planning documents. It reports on efforts and plans to recapture resources, to establish resource responsibility and accountability and to cultivate innovation and collaboration and promote performance and productivity.
Plans to recapture resources emphasize our efforts to increase enrollments to the target level established by the UW System. This document discusses success in reversing the trend of decreasing enrollments experienced from 1992-1995, the implications of the enrollment situation for current and future budgets, our particular need to retain the capable students that we have, and our plans to expand access, particularly to non-traditional adult students. The document also presents information on our plans and successes in capturing extramural resources, including research and instructional grants and private gifts. Finally, this section describes special resource challenges facing UWM such as the rapidly escalating cost of library collections, the need to provide resources to support a sufficient technology infrastructure, and the more effective allocation of the resources that are available to expand our research and scholarly efforts.
Plans to establish resource responsibility and accountability include the review of our programs, both administrative and academic, to ensure quality, productivity and efficiency and to establish priorities for the allocation of resources. These plans also include efforts to improve communication and cooperation across the campus as an important step in improving the services we provide.
Campus efforts and plans to cultivate innovation and collaboration and promote performance and productivity include the review of the use of state research dollars to enhance our capacity to attract extramural funds to the campus. They also include plans for increasing the commitment to multidisciplinary and collaborative work on the campus. The latter is seen as a critical element of the campus goal to “Integrate the creation, dissemination and application of knowledge,” as called for in priority #1 of the strategic plan.
We also cultivate innovation and promote performance and productivity through the effective implementation of appropriate technology. Plans for expanding the effective use of technology include the provision of a more effective infrastructure, improved support for development activities available to our faculty and staff and our decision to become an institutional member of the group of research universities planning Internet 2.
Collaboration and cooperation with our external community also is an essential element of our efforts to integrate the creation of knowledge with its dissemination and application. Partnerships with the community, internships or related learning opportunities for our students and increased scholarship and research emphasis on issues of the urban environment form a critical part of this collaboration and are reported in this document. Finally, this section also will report on a review of personnel practices that was part of the resource planning process this year.
Recapturing
Resources
Strategic
Initiative: Increase
student enrollment and
retention, better utilize
existing resources,
and find ways to enlarge
the university’s
resource base
a) The 1996-97 Enrollment
Growth Plan and Performance:
Even though the final
Fall, 1996 enrollment
of 15,030 FTE was
slightly lower than
that of the previous
fall (15,086 FTE),
it actually reflected
significant improvements
in a critical component
of enrollment - student
recruitment. Had recruitment
and retention rates
remained unchanged,
the Fall, 1996 enrollment
was projected at 14,726
FTE. The most significant
improvements were
in the numbers of
new freshmen and new
undergraduate and
graduate special students.
Campus progress in
recapturing enrollment
resources is best
measured against the
enrollment planning
model proposed in
last year’s planning
document. That model
established incremental
annual goals which,
if met, would bring
UWM enrollments to
the level required
by Enrollment Management
III by the year 2000.
The model was not
intended as an enrollment
projection; rather,
the model provided
a series of recruitment
and retention goals
considered to be both
challenging and feasible.
The model proposed
incremental enrollment
increases by increasing
recruitment of undergraduate
and graduate students
by approximately equal
proportions over previous
years (2% over the
number that would
be predicted by demographic
changes for undergraduates
and 3.5% each year
for five years for
graduate students).
It also built in a
1% increase in year-to-year
retention of undergraduate
and graduate students.
Actual enrollments
against the goals
of the enrollment
planning model are
summarized below:
b) School/College
Enrollment Goals and
Performance in 1996/97
As part of the budget
and resource planning
for 1996-97, each
dean negotiated an
FTE enrollment target
for Fall, 1996. In
the table below, these
targets are compared
with actual Fall,
1996 enrollments.
c) Retention Performance
The importance of
retention to UWM’s
ability to improve
its enrollment cannot
be overstated. The
impact of a 1% increase
in retention on enrollment
growth, as illustrated
in Figure 1, is substantial.
Further, retention
has a direct impact
on recruitment. Students
who leave the university
dissatisfied with
their experience here
have a detrimental
impact on the fairly
localized market of
prospective students.
As noted in the UWM
Marketing Plan commissioned
by Chancellor Schroeder,
“Students who
are very satisfied
will generate positive
word-of-mouth for
UWM. In addition students
who are dissatisfied
will generate negative
word-of-mouth. In
general, satisfied
people tell two or
three other people
how satisfied they
are while dissatisfied
people tell twelve
or more people how
unhappy they are.”
(Peracchio, et.al.
1996. University of
Wisconsin-Milwaukee
Marketing Plan).
Improving retention
has the been the focus
of a range of campus
activities including
those recommended
by the Blue Ribbon
Committee on the Undergraduate
Experience, advising
initiatives, enhancement
of the registration
system, freshmen orientation
programs and courses,
the Freshman Scholars
program, and others.
Table 3 provides an
overview of year-to-year
retention by year
in school over the
past ten years. Retention
of new freshmen has
been making a steady
comeback following
a drop associated
with the implementation
of the campus-wide
academic drop and
probation policy in
1993. Despite these
gains, overall retention
is slightly below
that of the past few
years.
Year-to-year retention
is affected by a number
of factors, many of
which are beyond institutional
control. Particularly
at urban universities,
students’ enrollment
fluctuates with job
availability, family
responsibilities,
and personal finances.
For these reasons,
only modest improvements
in retention can be
established as goals.
However, even modest
gains have considerable
impact on enrollments
and appropriate attention
to retention issues
will help our students
have a more positive
experience at UWM.
Figure 2 illustrates
year-to-year retention
rates by school/college
over the past ten
years.
a) Enrollment Growth
Plan
The Enrollment Management
Working Group adjusted
the campus enrollment
planning model to
reflect this year’s
experience. While
gains are still sought
in all areas, the
goals for graduate
student increases
have been reduced
somewhat while goals
have been increased
for new freshmen.
In addition, because
the implementation
of the recommendations
of the Adult Access
Working Group would
be expected to increase
undergraduate and
graduate special students
as well as transfer
students, goals for
these groups have
increased. The planning
model, summarized
on Table 4, still
accomplishes the long-range
goal that the campus
will meet the UWS
Enrollment Management
target by the year
2000.
The revised campus
planning model is
built on the following
goals:
This planning model
further suggests that,
if all its goals are
met, the campus should
be able to restrict
the entering freshman
class to 2300 students
by raising admission
criteria. Doing so
would increase the
likelihood that student
retention would increase.
b) School/College
Enrollment Goals for
1997-98
Fall, 1997 enrollment
goals are still being
finalized for each
school or college.
Table 5 indicates
Fall, 1997 goals expressed
as FTE student credit
hours conveyed and
FTE students per total
instructional staff.
Each dean will have
the opportunity to
discuss further and
negotiate a final
planning goal at the
budget meetings.
Expressing enrollment
goals in terms of
capacities is an attempt
to take into account
the instructional
resources of a unit,
its historical ability
to offer credit hours,
and the differing
modes of instruction
across schools and
colleges.
Targets expressed
as FTE students/FTE
instructional staff
recognize that the
number of student
credit hours a unit
is capable of delivering
is directly a factor
of the size of its
total instructional
staff -- faculty,
academic staff, and
graduate teaching
assistants. The enrollment
capacity targets in
the above table are
derived from a report
on historical instructional
capacities and suggested
targets, included
in Appendix B.
a) Recruitment and
retention initiatives.
Considerable changes
have taken place in
the efforts that go
into recruiting and
retaining students.
The increases in new
students were made
possible by increased
recruitment activities
as well as by intensive
follow-through with
admitted students
on the part of school/college
faculty and staff.
A number of freshman
transition courses
were added in the
fall. These included
orientation workshops
in Business Administration,
Allied Health Professions,
Social Welfare, and
Fine Arts. The School
of Education launched
its Foundations for
Academic Success course.
The College of Engineering
and Applied Science
and the Academic Opportunity
Center expanded their
orientation courses.
And the College of
Letters and Science
implemented its Freshman
Scholars program.
In total, there were
approximately 1700
enrollments in this
wide array of opportunities
for new college students.
Retention rates of
students from fall
to spring semester
indicate that transition
activities for new
freshmen as well as
efforts to address
the academic and advising
needs of all students
are being successful.
As noted in Table
6 below, fall to spring
retention of new freshmen
improved over the
past two years and
fall to spring retention
of all undergraduates
increased over the
past four years.
Table 7 summarizes
fall to spring retention
by school/college.
Units with improvements
in new freshman retention
included Business
Administration, Engineering
and Applied Sciences,
Education, Letters
and Science, Nursing
and Social Welfare.
b) Recommendations
of the Adult Access
Working Group
The Adult Access Working
Group submitted its
report to the Provost
and Chancellor in
December, 1996. The
report underscores
the importance of
the adult student
market to UWM and
recommends the development
of certificate and
master’s programs
for adult students,
the establishment
of satellite sites
in the western Milwaukee
metropolitan area,
and enhanced program
accessibility during
weekend and evening
hours. In addition,
units are encouraged
to develop programs
to be offered on-site
at Milwaukee employment
sites. The campus
administration is
supporting the Working
Group’s recommendations
and has invited proposals
from academic units.
The campus strategic
plan reinforces the
extramural funding
goals established
by the campus’
Research Plans I and
II. As Figures 3 -
5 demonstrate, the
campus has made steady
gains in extramural
funds since 1986-87.
Fiscal 1995-96 saw
a decline in non-federal
research support and
in instructional funding.
To date, research
funding in fiscal
1996-97 is below that
of the previous year,
with federal awards
now 25% below those
of last year.
Figures 6 & 7
provide a breakdown
of extramural research
and instructional
funds awarded
to school/college
faculty and staff
in 1995-96.
Table 8 below compares
the expenditures
of extramural
research funds
raised to expenditures
of state-based
research funds.
The table above provides
only a starting point
in the campus analysis
of the distribution
of state-based activity
4 funds. As noted
in the strategic plan,
the campus will review
its utilization of
activity 4 funds to
ensure that these
funds are wisely and
efficiently invested
and yield maximum
returns in extramural
research funds generated.
The data included
are limited to expenditures
per fiscal year. Ratios
calculated of extramural
funds per state-based
funds reflect the
vastly differing amounts
of state-based research
funds budgeted across
the units. They also
reflect the varying
nature of scholarship
across disciplines.
For example, research
funding is to be expected
in engineering and
the hard sciences;
federal research dollars
are minimal in the
arts.
Figure 8 illustrates
the number of proposals
submitted, as reported
by the Graduate School,
over the past six
years. An important
contributing factor
to the decline in
proposals submitted
is the decline in
FTE faculty over this
period. The following
tables (9 & 10)
provide additional
information.
The UWM Strategic
Plan’s first
strategic initiative
states: “Advance
UWM’s stature
as a center of scholarly
excellence and improve
its position in the
Carnegie Ranking of
Research II universities.”
The Carnegie rankings
are based on number
of doctoral graduates
and federal expenditures,
which include federally
financed research
and development expenditures
and federal student
aid. In order to maintain
and advance our research
status, we must ensure
our growing success
in garnering grants
and contracts including
those that are federally
financed. A number
of steps are being
put in place to support
areas and faculty
who are successful
in generating extramural
support.
a) As described later
in this document,
the return of indirect
costs to principal
investigators will
double.
b) The new Dean of
the Graduate School
and Associate Provost
for Research will
play a lead role in
advancing and supporting
research activities.
As part of that role,
the Dean will review
and modify, as necessary,
the distribution of
state-based Activity
4 funds, review with
faculty governance
and campus administration
support mechanisms
including faculty
workload policies
and rewards, and examine
the interaction and
cooperation between
the Graduate School
and academic units
in fostering scholarships
and extramural rewards.
c) A draft Research
III Plan is being
prepared for the new
dean’s review.
Close to $5 million
was raised through the
UWM Foundation in fiscal
1995-96 from more than
20,000 donors. Nearly
every program at the
university benefitted
from this private support.
Among the ways this
assistance was of help
included scholarships,
equipment purchases,
general program support
and funds for unrestricted
use.
A significant achievement
in campus fund-raising
is the reduction in
costs expended to raise
funds. In 1992-93 the
ratio of funds raised
to costs of fund-raising
was $5/$1. In 1995/96,
that ratio increased
to $6.5/$1.
As part of the long-range
campus plan, the chancellor
is developing an all-university
campaign. Deans are
also in the process
of designing and/or
implementing school/college
development plans
Resource
Responsibility And Accountability
Strategic
Initiative: Increase
student enrollment and
retention, better utilize
existing resources,
and find ways to enlarge
the university’s
resource base.
a. Results of the
1996-97 Resource Planning
The 1996-97 annual
budget planning
guidelines directed
campus units to
plan for a campus-wide
reallocation of
2.5%. It was anticipated
that up to 2% of
the reallocations
would be needed
to meet campus budget
decrements resulting
from state-mandated
base budget cuts
and further cuts
stemming from enrollment
revenue shortfalls.
An additional 0.5%
reallocation was
projected to fund
campus initiatives
that would contribute
to campus goals
articulated in the
planning guidelines.
The actual base
reallocation was
$2,532,900 (2.3%)
which funded:
The UW System reduced
UWM’s Fall
1996 FTE enrollment
target from 15,950
to 15,825. This
125 FTE reduction
-- at $4,431/FTE
-- resulted in an
enrollment base
adjustment of $553,900.
(Reductions of 80
FTE in 1997-98 and
1998-99 will cost
the campus $354,400
in each year and
produce a net enrollment
target reduction
of 285 FTE.)
UWM’s 1996-97
state budget cut
totaled $1,192,300
-- an across-the-board
reduction of $768,000
and an administrative
cut of $424,300
(figures do not
include fringe benefits).
The 1996-97 cut
was on top of a
$1,210,100 base
budget reduction
in 1995-96.
These funds were
added to an enrollment
contingency account
that had been established
the previous year
to cover anticipated
campus enrollment
revenue shortfalls.
Enrollment
and Student Recruitment/Retention
Initiatives
Freshman Scholars
Program: A base
budget of $120,000
and $50,000 in additional
provisional funds
for associated faculty
development supported
the implementation
of the Freshman
Scholars program
in the College of
Letters and Science.
In the Fall, 1996
semester, 580 students
enrolled in 45 Freshman
Scholar sections;
314 students enrolled
in 25 sections in
the Spring, 1996-97
semester. Professors
John Johnson and
Scott Solberg are
conducting an evaluation
of the impact of
the program on student
success and retention.
Occupational Therapy
program in Allied
Health Professions.
A faculty line and
supporting clerical
and supply and expense
funding totaling
$50,000 was funded
in the School’s
base. This position
was the second committed
in a plan to expand
the undergraduate
program and to build
a Master’s
program in Occupational
Therapy. The long-range
plan calls for the
addition of a total
of 6 instructional
lines to the School
for this program.
Enrollments were
anticipated to increase
to 15 Master’s
students in Fall,
1996 (actual enrollment
was 2 in the fall,
but increased to
13 in the Spring
semester) and 148
bachelors degree
candidates (actual = 138).
Social Work program.
The Social Work
program, especially
at the Master’s
level, has experienced
student demand far
beyond its capacity.
Class sizes have
grown to the point
that the quality
of the program could
be threatened. A
faculty position
($35,000) was added
to the School’s
base budget to maintain
enrollment capacity.
The number of MSW
students actually
declined somewhat
in Fall, 1996 due
to a lower proportion
than usual of admitted
students enrolling.
The School plans
to address this
issue by admitting
a higher percentage
next fall.
Library and Information
Science. Enrollment
in Library and Information
Science has grown
extensively over
the past few years.
In recognition of
this growth, funds
($5,000) were provided
for a student laboratory
assistant.
Infrastructure
support
Network and license
support ($126,000)
was provided to
Information and
Media Technologies
as part of a long-range
plan to complete
and support the
campus network.
In 1996, UWM’s
connection to the
Internet was improved
with a cooperative
contract between
UWM, UW-Madison,
and WiscNet; progress
was made in providing
sufficient bandwidth
to offices, labs,
and classrooms;
IP access was improved
with a 450 modem
pool; and LAN services
were improved.
Funds ($100,000)
were transferred
to Administrative
Affairs to improve
classrooms. New
furniture was installed
in twenty classrooms
(12 in Curtin Hall,
4 in Enderis Hall,
and 4 in Merrill
Hall). In addition,
over 50 rooms were
painted and refurbished.
In recognition of
the continuing demands
on library resources
caused by increasing
serials costs, $100,000
was allocated to
the library’s
base budget.
The addition of
a new recruitment
position and support
for recruitment
activities ($45,674)
was funded in the
office of Recruitment
and Outreach. Additional
investments in recruitment
have yielded substantial
increases in new
freshmen.
Resource
Development
The School of Fine
Arts was allocated
$25,300 to support
in part a development/marketing
position. This has
enabled the School
to put in place
a fund-raising plan
and to boost its
private support.
Finally, prior commitments
to negotiated salary
changes and to institutional
matches to competitive
grants were funded
($96,800).
All divisions, schools
and colleges contributed
to the $2,532,900,
but the contributions
varied considerably.
The enrollment adjustment
was allocated to
those units whose
enrollment declines
contributed most
significantly to
the campus loss
of tuition revenue
and base budget
reduction. Reallocations
to fund the state
budget cut and campus
reallocations were
distributed by activity
or function, such
that academic support,
student service,
physical plant,
and institutional
support activity
budgets were reduced
2.5% and instruction,
research, and public
service activities
were reduced 1.25%.
The reductions to
each division, school,
and college were
listed in the Academic
Affairs 1996-97
Planning Document
on p. 102. Each
unit had the flexibility
to allocate budget
decreases and reallocate
funds. While every
unit attempted to
avoid layoffs, 43
positions (a number
of which were vacant)
were eliminated
and their supporting
funds contributed
to the unit budget
decrements. In addition,
provisional instruction
funds that support
ad hoc academic
staff and graduate
teaching assistants
were reduced in
a number of academic
units. Reductions
in faculty lines
and ad hoc instruction
reduced the comprehensiveness
of the institution’s
research and instructional
programs. Moreover,
class sections were,
in some cases, reduced
in number and increased
in size. All units,
however, took steps
to maintain as much
of the core of their
academic programs
and course availability
as possible, often
by increasing the
overall faculty
contribution in
undergraduate teaching.
Other reductions
across campus units
occurred in supply
and expense budgets,
student help budgets,
and travel and technical
support. Position
losses and other
budget reductions
reduced the support
of the campus infrastructure
for teaching and
learning by reducing
a number of administrative
services. Where
possible, the impact
of such reductions
was mediated by
increased dependence
on program revenue
funds, consolidation
of services, and
elimination of some
services and functions
determined to be
less central than
others to the goals
of the unit and
the institution.
In addition to base
adjustments, a number
of activities and
initiatives in 1996-97
were supported with
“one-time”
funds. These included:
b. Technology Projects
Funded in 1996-97
The following funds
are those specifically
allocated to the campus
and designed for technology
and equipment improvements
(a break-down of projects
for each fund follows):
Classroom
Modernization Projects
Funded 1996-97
Campus
Computer Laboratories
Funding 1996-97
Educational
Technology Fee Projects
Funded 1996-97
Project:
24 Hour- General Access
Lab
Project:
Academic Computing
System Upgrade
Project:
Expand Modem Pool
Line Cost Project:
Completion EMS GAL
Project:
Electronic Instructional
Facility/Extended
Hours Student Access
Lab
Project:
Sandburg Computer
Center
Project:
Union Computer Center
Project:
Staffing and Printing
Supplies for EMS GAL
Project:
Expanding Electronic
Reserve System
Project:
Enhanced Student Access
To Campus Network
Project:
Student Literacy Drop-In
Sessions
Project:
Expanding Student
Access To Electronic
Resources
Project:
Training of I&MT
and non-I&MT Lab
Staff
Project:
Evening and Saturday
Information Literacy
Workshops
Project:
Web-based Conferencing
Software
Project:
Scientific Word/Scientific
Workplace Site License
Project:
Changing the Large-Lecture
Science Class Using
Technology
Project:
Tutorial Support through
TARC
Project:
Mitchell 349 Macintosh
Lab
Total
Funds by Unit:
c. Professional Development
Activities Funded
in 1996-97
UWM faculty and staff
have numerous opportunities
for professional development.
The following table
(Table 11) summarizes
the full range of
faculty and staff
development programs.
Also, funding awarded
through the 1996-97
faculty/staff development
program administered
in the Office of Academic
Affairs is summarized
in Appendix C.
a. Summary of review
of faculty/staff
workload and development
policies
As part of the 1997-98
planning process,
each dean and division
head in Academic
Affairs was asked
to summarize unit
practices in place
implementing UWM’s
policies, awarding
and notifying merit
recipients, and
reviewing academic
staff members. A
summary of responses
by unit is attached
as Appendix D. In
general, the review
revealed the following:
Faculty
Workload Policy
[UWM Faculty Doc
#2027].
Tenured
Faculty Development
and Review Policy
[UWM Faculty Doc
#1877].
Merit
Salary Recommendations
- Information to
Faculty Members
[SAAP #S-39].
Academic
Staff Annual Reviews
[Academic Staff
Personnel Policies
and Procedures].
All deans and division
heads indicated
this annual process
is done within their
respective units.
Four of the 15 total
units indicate that
they are working
to assure full compliance.
All indicate that
the annual reviews
provide the basis
for merit review
and allocations,
with several supplementing
with “annual
brag sheets”
and related material.
b. Modifications
to the planning
process for 1997-98.
With the existence
of a campus strategic
plan, the annual
planning process
is a primary vehicle
for implementing
that plan. In September,
the Provost prepared
and distributed
a preliminary implementation
plan - the Provost’s
Action Plan - enumerating
the steps that would
be taken to reach
the campus strategic
objectives. At that
time, all schools,
colleges and divisions
were asked to prepare
their own long-range
plans as well as
their plans describing
resource management
strategies to implement
their long-range
objectives. Each
unit has submitted
a resource planning
document along with
a draft long-range
plan; long-range
plans will be finalized
by units in March.
The Provost’s
implementation plan
and report on the
first year’s
progress will be
completed in May.
a. Review of the
Graduate School.
The chancellor appointed
an advisory committee
to make recommendations
regarding the organization
and functions of the
Graduate School. The
committee’s report,
submitted to the chancellor
in fall, 1996, focused
primarily on the function
of the Graduate School
dean and was incorporated
in the position description
in the search in progress.
The Graduate School
dean will assume the
charge to consider
organizational changes
to strengthen the
functions now performed
within the Graduate
School.
b. Review of distribution
of Activity 4 and
other funds supporting
research. This
document provides
a baseline for review
in describing the
current distribution
of Activity 4 funds
across units. The
distribution of indirect
costs will be modified,
as described later
in the budget section,
to promote extramural
funding. The Graduate
School dean, working
with the Research
Policy Committee,
will lead the continuing
review of research
resources and recommend
modifications and
strategies.
c. Review of academic
program array.
In order to begin
attaining the goals
of the strategic plan
over a time period
during which new resources
are not anticipated,
it is necessary to
assure that campus
resources are adequately
supporting those programs
which contribute most
significantly to advancing
UWM. The Academic
Planning and Budget
Committee is now working
through the development
of a process whereby
all academic programs
are reviewed through
selected criteria.
This review is expected
to identify programs
in need of attention
as well as programs
missing from the UWM
array which are necessary
to the strategic goals.
The program array
review will be integrated
into the resource
planning process for
1998-99.
d. Classroom improvement/maintenance
plans. In cooperation
with Administrative
Affairs and Space
Management, an assessment
was conducted in spring
1996 of the campus
general assignment
classrooms. As a result,
in the summer and
fall 1996, 52 classrooms
(including 6 departmental
classrooms) in Enderis
Hall, Curtin Hall,
Merrill Hall, and
the Physics Building
were painted, and
had chair rails installed
and repairs made to
window treatments,
projector screens,
and light switches.
Seating capacity in
all rooms was adjusted
to reflect the appropriate
number of seats based
on room capacity.
New seating (either
tablet arm chairs
or tables and chairs)
was placed in 25 of
the 52 rooms. A plan
has been established
for the painting of
an additional 12 rooms
in the summer of 1997
and new seating to
be placed in 33 rooms.
e. Rehosting.
I&MT is rehosting
UWM’s student
data and administrative
software systems from
the IBM mainframe
to a more open, less
proprietary architecture.
UWM’s student
systems will reside
on a Unix computer
using IP communications
that will permit much
more productive use
of student data by
faculty, advisors
and students than
in the past. The new
Oracle relational
database will replace
the former hierarchical
IMS database, and
new GUI screens accessed
through the Web or
SQL-compliant software
can replace the former
“3270” transaction
screens. This “freeing
the data” will
permit faculty, academic
departments, administrators,
and students much
more effective access
to student information.
I&MT estimates
that the new Unix
platform will decrease
its costs for UWM’s
student systems hardware
and software by 42%
annually and will
consolidate technical
support staff expertise
from two primary architectures
to one.
a. Implementation
of the strategic plan.
The strategic plan
has provided a common
set of goals for all
units. Each academic
department has participated
in the long-range
planning process.
The Academic Planning
and Budget Committee,
along with many other
governance groups,
has been integrally
involved in planning
implementation of
a number of key strategies
stemming from the
campus strategic plan.
These groups have
greatly facilitated
the participation
and awareness of the
campus community in
the implementation
process. Campus administration
has also taken a number
of steps to communicate
during the planning
process. The chancellor
and provost, in addition
to holding luncheon
meetings with department
chairs, met with faculty,
advisors, and other
groups to discuss
the implementation
of the strategic plan.
b. Department chair
orientations and network.
Department chairs
participated in a
2-day retreat that
focused largely on
various strategies
associated with the
strategic plan. An
E-mail reflector exists
for chairs, and group
meetings are held
monthly during the
academic year.
c. Web development
and appointment of
Web Coordinator.
Professor Paul Haubrich
was appointed Webmaster
in the 1996-97 academic
year to build upon
the extensive work
that has already gone
into the UWM website.
The redesigned website
will be launched in
spring, 1997. As the
UWM website becomes
more useable, more
and more data and
communications will
be carried on it.
d. Activities of
the Office of Academic
Affairs. The provost
and his staff interact
regularly with most
governance and administrative
committees on campus.
Cultivate
Innovation and Collaboration
and Promote Performance
and Productivity
Strategic
Initiative: Strengthening
and more effectively
integrating the university’s
central functions of
creating, disseminating
and applying knowledge.
In other words, better
using UWM’s strengths
as an urban research
university to enhance
the education of its
students.
Our challenge is
to continue to identify
more activities
and strategies to
link and integrate
the strengths of
UWM’s research,
instructional and
outreach programs.
The identification
and support of multidisciplinary
areas of strength
and emphasis, discussed
below, are seen
as key to successful
integration.
To initiate a discussion
of the means to this
end, the provost prepared
the following statement
with the hope that
it will provoke comment
and a search for the
best mechanism for
promoting work between
disciplines. The proposed
approach may well
not be the correct
one for this campus,
but the dialogue should
identify the approach
the campus will want
to take.
Identifying
and supporting multidisciplinary
areas of strength
and emphasis.
The Provost’s
Action Plan for the
implementation of
the UWM strategic
plan includes, as
the first tactic,
the following statement,
“The campus will
identify for future
targeted growth select
areas in which UWM
will develop model
interdisciplinary
and cooperative programs
distinctive for their
strength through integration
of research, teaching,
and service. These
might be, for example,
the science
and study of the Great
Lakes region; urban
environmental studies
and design; health
studies and careers;
information
technology and
management; art and
expression related
to community and
culture;
and international
studies.”
The highlighted emphasis
areas were proposed
because they correspond
to broad areas of
considerable investment
and strength at UWM.
They are not an exclusive
or final set and were
suggested only as
illustrative examples.
Surely even the words
used to describe these
areas could be improved.
There appears to be
fairly general agreement
on campus with the
idea that it would
be desirable to increase
the involvement of
our faculty, staff
and students in multidisciplinary
and cross-disciplinary
scholarship. There
is much less agreement
about or understanding
of a strategy for
accomplishing this
goal.
Any strategy for enhancing
multidisciplinary
study must recognize,
respect and support
the strong disciplines
and professional fields
of study that exist
on the UWM campus.
These are the fields
in which much of our
intellectual capital
is grounded and from
which the substance
for meaningful multidisciplinary
work derives. Thus,
in proposing the identification
of strong emphasis
areas such as those
listed above, the
strength of the proposal
ultimately rests on
our traditional disciplinary
fields, particularly
those which have intentionally
built strengths that
support cross-disciplinary
work.
Any other approach
risks going the route
of a number of campuses
of the 1960’s
and 1970’s which
organized themselves
around multidisciplinary
fields of study at
the expense of the
traditional academic
disciplines. Most
of those campuses
survived either by
deserting the multidisciplinary
concept altogether
or by “reinventing”
the traditional disciplines
to support their multidisciplinary
areas. At UWM, we
should not
plan to take that
route. We already
are strongly invested
in the traditional
academic disciplines
and professional fields
and should continue
these investments
as we build, simultaneously,
some cross-disciplinary
and multidisciplinary
capabilities that
will serve the campus
well.
The recognition and
adoption of five or
six special, but not
exclusive, emphasis
areas should not reduce
the importance of
our traditional disciplines.
Indeed, the strength
of our campus in these
emphasis areas will
depend directly upon
the strengths of our
departments and disciplines
and upon the commitment
of these units to
the emphasis areas.
We will build strengths
in the emphasis areas
only as our academic
departments decide
to hire and support
faculty and to design
curricula that also
support the emphasis
areas.
The adoption of a
few primary emphasis
areas should mean
much more than just
the identification
of research areas
or research centers.
It should mean that
we have identified
areas in which overlapping
strengths in teaching,
research and outreach
synergistically reinforce
one another; areas
in which we have a
special opportunity
to bring together
the creation, dissemination
and application of
knowledge so the campus
is widely recognized
as the place a student
would look to, particularly
if interested in studying
in one of the identified
areas. Identified
emphasis areas also
should be recognized
by grant agencies,
corporations or non-profit
institutions as ones
in which there are
special opportunities
to build strong partnerships
with our campus in
order to study a subject
of interest. These
groups often think
in terms of broad
problem or study areas,
like those used above
as illustrative examples,
rather than in terms
of traditional disciplines.
In the vision presented
here, several departments,
schools and colleges
may contribute to
a particular emphasis
area that also may
include within it
several pre-existing
focus centers or other
interdisciplinary
structures on our
campus. For example,
the broad area of
art and expression
related to community
and culture
would include contributions
from departments in
Fine Arts, Education,
the humanities, and
Architecture and Urban
Planning, while also
including several
centers recognized
as centers of scholarly
excellence. These
might include The
Center for Twentieth
Century Studies, The
Professional Theater
Training Program,
The Institute for
Chamber Music, and
The Center for Architecture
and Urban Planning,
all of which have
been recognized as
University of Wisconsin
System Centers of
Excellence. Each of
these could remain
as individual centers,
but increased and
expanded interchange
between them would
be expected if they
are to contribute
to this broad emphasis
area.
In identifying and
selecting multidisciplinary
areas in which the
campus will be well
known, it is important
not to choose too
many. A total of five
or six has been suggested
as the limiting number
if a campus is to
market them effectively
and benefit from the
external recognition
of these strengths.
The campus needs to
discuss and decide
whether this is a
direction it wants
to pursue and, if
so, which emphasis
areas will be identified.
The provost will distribute
this section of the
planning document
to relevant governance
committees and to
all schools and colleges
and request feedback
on the value of the
general concept and
suggestions as to
the best way to proceed
if the campus elects
to pursue this action.
a) Hire scholars
and gather them
into these areas
of excellence with
an initial emphasis
on areas which have
the demonstrated
potential to generate
extramural funding.
b) Review departmental
structures to strengthen
and focus core disciplines
and stimulate interdisciplinary
coordination and
cooperation within
and across colleges.
c) Seek endowment
targeted to support
scholarship.”
“Investigate
merging programs,
departments, schools,
and colleges in
order to more effectively
utilize resources.”
“Install
effective methods
to make fiscal decisions.
Insure effective
administrative-faculty
cooperation in final
decision making.”
These strategies call
for the campus to
identify strong programs
that must be enabled
to thrive for the
overall benefit of
the university; programs
central to the welfare
of the institution,
but that have not
reached appropriate
or desired levels
of strength; programs
not central to the
university’s
mission that may be
merged with other
programs, restructured
or redefined to better
serve the institution;
and new programs that
should be implemented
because they would
make a substantial
contribution to the
institution. In times
of increasing resources,
such as this and other
universities experienced
three decades ago,
it was easy to identify
the resources needed
to accomplish the
above objective. Restrained
and sometimes diminishing
resources make this
task far more difficult.
Yet, an institution
that is not responsive
to changing needs
and new opportunities
will not flourish.
Decisions about how
the institution responds
to changing needs
and opportunities
will be made, but
they are made best
when there is opportunity
for maximum input
from the appropriate
faculty bodies and
broad discussion on
the campus about the
decisions. This approach
also is consistent
with the primacy of
the faculty in curricular
matters.
What is needed is
a process that provides
a better context for
making program decisions
based on an understanding
of our larger academic
program array; a process
in which there is
substantial and informed
faculty input into
the evaluation of
our entire set of
academic programs.
Based on discussions
with the FAPBC, the
provost requested
that the committee
take the lead in developing
such a process to
review the campus
program array. The
committee endorsed
the strategy and accepted
the charge to develop,
with the Faculty Senate,
a program array review
process.
The FAPBC has been
working since September,
holding weekly committee
meetings, conducting
extensive E-mail discussions,
and presenting its
progress on a regular
basis to the Faculty
Senate. The Committee
has done a thorough
job of examining those
factors that should
be part of such a
review process and
has continued to revise
its recommendations
in response to suggestions
and concerns raised
in the Faculty Senate.
The Committee now
proposes that the
campus adopt the process
they have developed.
The provost supports
this recommendation.
As defined by the
FAPBC, the program
array review will
be part of the annual
planning process during
1997-98. As is already
the case, departments
will receive and respond
to planning indicators
from Institutional
Research and will
contribute additional
information regarding
programs, faculty,
staff and students.
A committee comprised
of the FAPBC, the
Academic Program and
Curriculum Committee
and the Graduate Faculty
Council, working with
the provost, will
review the departmental
reports and suggest
programs deserving
special attention.
The provost and deans,
seeking input from
appropriate unit planning
and curriculum committees,
will respond to the
program array review
results in their resource
and long-term plans.
The program array
review process does
not replace the need
to conduct regular
reviews of individual
programs at UWM as
has been done for
many years. Indeed,
the program array
review and the regular
individual program
reviews should complement
each other. It is
anticipated that the
array review will
suggest some programs
for special reviews
outside the regular
ten-year schedule
and information gleaned
from recent program
reviews can be used
as part of the array
review when appropriate
The program array
review should be a
positive experience
for the campus that
provides much useful
information on the
strengthening of particular
programs, identifies
opportunities for
multidisciplinary
cooperation, and illuminates
areas of special concentration
for the campus. It
is not
a process designed
to identify programs
to be terminated,
although it is likely
that it will lead
to conclusions about
merging, restructuring
and even discontinuing
some concentrations,
sub-majors and even
majors.
Finally, we should
view this process
as the pilot process
for studying non-academic
programs on a more
structured basis than
has been the case
in the past. There
are various reviews
of administrative
programs conducted
on a fairly regular
basis on this campus.
But there is no process
currently for looking
at the overall array
of support and administrative
programs on the campus.
This should be the
next step in our efforts
to look at our larger
“program array.”
The number of Fall
1995 new underrepresented
freshmen met the
Milwaukee Initiative
II (MI II) goal
of 17.5%. Because
the total number
of new freshmen
increased, this
percentage dropped
slightly below the
goal in the Fall
1996 semester even
though the number
of underrepresented
students increased
as compared to the
previous fall semester.
Since Fall 1994,
the percent of African
American and Southeast
Asian new freshmen
has exceeded the
MI II goal of 9%
and 1 %, respectively.
However, the percent
of American Indian
and Hispanic/Latino
students fell below
target for all three
fall semesters.
By Fall 1996, the
percent of the undergraduate
population made
up of students from
underrepresented
groups far exceeded
the MI II goal of
11% (Fall 1994:
14.4%, Fall 1995:
15.1% and Fall 1996:
15.1%).
The second year
retention rate of
the Fall, 1995 underrepresented
new freshmen was
61.3%, which was
an increase in retention
rate when compared
to the past two
cohorts (Fall, 1993=58.7%
and Fall, 1994=52.8%).
The retention goal
for these students
was 70%. The Fall,
1995 retention rate
for non-underrepresented
students increased
slightly from the
previous year to
70.3%.
The graduation rate
of Fall, 1989 underrepresented
cohort (seven years
after matriculation)
increased slightly
from 16.1% for the
previous cohort
to 16.2%. It is
notable that these
graduation rates
were much higher
than the graduation
rates for previous
cohorts. The average
graduation rate
for the past five
cohorts (Fall, 1983
to Fall, 1987) was
12.9%. Furthermore,
the “seven
year” graduation
rate of Hispanic/Latino
students reached
an all time high
of 23.6% for the
Fall, 1989 cohort.
However, a gap still
exists between the
graduation rates
of underrepresented
and non-underrepresented
students (Fall,
1989=38.7%). The
number of degree
recipients for both
undergraduate and
graduate students
of color also increased
in 1995-96 as compared
to the previous
years. For example,
the undergraduate
degree recipients
increased 28.8%
(from 212 in 1994-95
to 273 in 1995-96)
while the graduate
degree recipients
increased 5.5% (from
73 to 77 for the
same years).
Plans are currently
underway to develop
a plan beyond the
Milwaukee Initiative
II. A consultant
from UW-Madison’s
Institute for Quality
and Improvement
has been hired to
facilitate the strategic
planning process.
It is anticipated
that a preliminary
draft of the campus
plan will be available
in May 1997.
Diversity
and Community Partnership
Initiatives in Schools
and Colleges.
In their plans and
resource documents,
many schools and
colleges indicated
innovative initiatives
that promote diversity
in student, faculty
and staff populations,
as well as establishing
partnerships with
Milwaukee Public
Schools (MPS) and
community organizations.
Briefly described
below are some of
the most notable
efforts made by
schools and colleges
in those areas.
The School of Fine
Arts established
the Carl and Janet
Moebius Award for
Excellence in Diversity.
Four awards were
given for the first
time in January
1996, and the next
awards will be given
in Fall 1997. The
School of Fine Arts
has also participated
in a number of other
diversity and outreach
efforts including
the implementation
of the “Community
Media Project”
and “Jail to
School Program,”
as well as the reactivation
of the “Great
Artists Series.”
Plans are underway
to establish the
“UWM/MPS Media
Arts Partnership”
and “Video
in the Schools”
project.
In addition to the
School of Fine Arts,
other schools/colleges
have established
or plan to establish
numerous collaborative
efforts with MPS.
Some examples are:
The “Ensuring
Quality Leadership”
project involving
the School of Business
Administration and
the School of Education
and MPS student
information systems
improvement project
in the School of
Business Administration;
and the “MPS
Professional Partnership
Schools,” “Urban
Systemic Initiative,”
and “Collaborative
Teacher Education
Program for Urban
Communities”
in the School of
Education. In addition,
schools and colleges
are involved in
the Saturday Academy,
a component of the
Milwaukee Equity
2000 program, and
the “School-to-Work”
initiatives.
Incorporating diversity
into the curriculum/classroom
is an important
element of quality
education. The School
of Business Administration
has undertaken this
effort to infuse
many of its business
courses with information
regarding diversity
in today’s
business workplace.
The Schools of Social
Welfare, Education
and Nursing, because
of the diversity
contents of their
academic programs,
have always been
strong proponents
of such curriculum
development. Moreover,
the School of Social
Welfare has been
in the forefront
of offering courses
at off-campus community
sites, such as the
Career Youth Development
Center and United
Community Center.
In the near future,
the School of Architecture
and Urban Planning
plans to offer (joint)
certification programs
with UW-Madison
in the areas of
Urban Design and
Urban Landscape
Architecture.
The College of Letters
and Science continues
to provide services
to a large number
of multicultural
students on campus.
New in 1996-97 is
the creation of
the Roberto Hernandez
Center and the reorganization
of its three components:
Latino Student Academic
Services (student
services), Spanish
Speaking Outreach
Institute (cultural
programming, recruitment
and community outreach),
and Latino Studies
Certificate Program
(academic programming
and research). A
national search
is underway to hire
a permanent director
for the Center.
The School of Nursing
has expanded the
Community Nursing
Centers Initiatives
by providing direct
clinical services
at the Silver Spring
Neighborhood Center,
the House of Peace,
and the Shalom Center,
and has started
a new Center in
the River West area..
These facilities
serve primarily
multicultural communities.
The School has also
created the Institute
for Urban Health
Partnerships. Current
partnerships established
by the Institute
include: Riverwest
Lighted Community
School Initiative,
Next Door Foundation
Healthy Families
Project Expansion,
Silver Spring Health
Partnership, and
Primary Health Care
Center.
Plans are underway
to establish an
Occupational Therapy
Assistive Technology
laboratory in the
School of Allied
Health Professions
for students with
disabilities. This
lab will be the
first of its kind
at UWM in providing
accessibility to
technology for students
with disabilities.
The Student Accessibility
Center plans to
collaborate in this
effort.
At the precollege
level, the Southeast
Asian Student Academic
Services (in the
College of Letters
and Science) plans
to work with the
Pre-College Center
in developing an
“I’m Going
to College”
program targeting
fourth grade Southeast
Asian students.
In an effort to
increase the number
of students of color,
the School of Social
Welfare continues
to bring Riverside
High School students
who are in the service
specialization to
campus for lunch,
a tour and a presentation.
As part of the recruitment
effort, the Social
Welfare Dean also
meets with high
school students
from South Division
and North Division
High Schools.
Other
Accomplishments.
The MAAC Retention
Task Force, appointed
in Spring 1995,
submitted its recommendations
to the UWM Provost
and Vice Chancellor
in Fall 1996. Among
the recommendations
were the implementation
of the Academic
Simulation Intervention
Program (developed
by Dr. Scott Solberg),
improvement of orientation
programming and
extending those
programs to parents,
and the establishment
of freshman seminar
courses for all
first year students.
The task force also
recommended that
a standing body
be appointed to
implement, evaluate
and monitor student
retention efforts
throughout the campus
on an ongoing basis.
The School of Business
Administration’s
Minority Entrepreneurship
Program has gained
national attention
in recent years.
It was selected
as one of the nation’s
more innovative
economic development
programs and was
featured by the
National Council
for Urban Economic
Development and
the U.S. Economic
Development Administration
to inspire creation
of similar programs
throughout the country.
The above examples
are just some of
the numerous efforts
(ongoing and new
initiatives) made
by the university
in increasing enrollment,
enhancing student
persistence, promoting
diversity on campus
and developing partnerships
with MPS and community
organizations.
Program
Reviews: Ongoing
Undergraduate programs
are scheduled to be
reviewed every ten
years; graduate programs
are reviewed every
ten years with a two-year
follow-up review.
New programs are reviewed
five years following
implementation. A
total of over 80 different
reviews is required
every 10 years, which
creates a very demanding
schedule for the graduate
and undergraduate
review committees.
The following progress
was made in 1995-96:
Graduate
Program reviews completed
in 1995-96:
Graduate
Program reviews in
progress in 1995-96:
Undergraduate
Program reviews completed
in 1995-96: Undergraduate
Program reviews in
progress in 1995-96:
Undergraduate
program reviews scheduled
but deferred:
In 1995-96 the Academic
Program and Curriculum
Committee (APCC) and
the Graduate Faculty
Council (GFC) considered
a proposal to coordinate
the schedule of undergraduate,
graduate, and accreditation
reviews. The APCC
has adopted a revised
program review schedule.
The GFC is still considering
the matter. Efforts
continue with both
the APCC and the GFC
to improve the program
review process. Examples
of these efforts include:
APCC’s attempts
to decrease the amount
of time between the
departmental self-study
and conducting the
review, catch up on
a significant backlog
of reviews, and better
organize review records.
Programs
scheduled for review
in 1996-97:
Undergraduate
Graduate
Curriculum
Initiatives:
A number of curriculum
changes are being
considered. At the
campus level, the
provost has asked
the Academic Program
and Curriculum Committee
to review and revise
as necessary the General
Education Requirements
in light of the campus
strategic plan. That
review is expected
to be completed this
academic year.
A number of ongoing
and potential curriculum
initiatives are described
in the school/college
resource planning
documents and draft
long-range plans.
A number are referenced
below to provide an
overview of the planning
going on across UWM’s
academic units:
Another important
component of UWM’s
urban mission and
strategic plan is
its ability to offer
students placement,
internship, and volunteer
community experience
as part of the curriculum.
Graduating seniors
consistently report
that these practical
experiences have been
very positive and
helpful in their preparation
for careers. As part
of the 1997-98 planning
process, each unit
provided an overview
of current opportunities
provided to students.
With such extensive
programs already in
place, UWM is able
to offer most if not
all of its students
a practical community/professional
experience. The Office
of Career Development
will be working with
school and college
representatives to
insure awareness of
student placement
opportunities in areas
where needed. A number
of units are planning
to take additional
steps to expand these
student experiences.
Too frequently our
rhetoric suggests
that the academic
units on campus
are somehow in competition
with the above mentioned
support units. This
should not be true.
The existence of
the perception suggests
a problem. For example,
the Graduate School
exists to support
all academic units
in the areas of
graduate study and
research support.
It does not hire
faculty, does not
offer courses, and
does not, by itself,
apply for extramural
funds. The faculty
and staff of our
academic units do
those things. But
faculty and staff
efforts are strengthened
by support of and
partnership with
the Graduate School.
Similarly the other
campus-wide support
units must form
strong partnerships
with our academic
units if the campus
is to prosper.
Responsibility for
developing the needed
partnering with
support units lies
as much with the
academic unit as
with the support
unit. Resources
are too limited
for the campus to
be successful when
units fail to avail
themselves of available
on-campus support
and attempt to “go
it alone.”
The theme of strengthening
essential campus
partnerships will
be a continuing
one as we implement
the campus strategic
plan.
Finally, UWM’s
academic advising
is greatly facilitated
through the communications
established through
the Advising and Counseling
Network and the Academic
Administrative Policy
Committee and by the
increasing utilization
of technology to provide
advisors and students
with up to date information.
Those areas identified
for expansion and/or
development to improve
academic advising
are:
At the time this document
is being prepared,
the UWS request for
additional advising
resources was not
provided in the state
budget presented by
the Governor. Nevertheless,
a number of the plans
advanced for that
funding need to be
considered and included
in campus and school/college
planning.
Degrees
granted:
The most significant
“outcomes”
of the university’s
instructional programs
are the students it
graduates. Figures
9-11 summarize the
ten-year history of
the number of bachelors,
master’s, and
doctoral degrees granted
by the campus as a
whole and by each
school and college.
While bachelors degrees
granted by the campus
have generally declined,
those granted by schools
and colleges have,
for some, fluctuated
around a fairly steady
average, for others
increased, and for
others declined. Master’s
and doctoral degrees
granted have increased
for the university
and for most, but
not all, units over
the decade.
Graduation
rates: The
six-year graduation/retention
rate for students
entering UWM as freshmen
was 45.2% for the
last measurable cohort
(students entering
as new freshmen in
1990). The six-year
rate has changed slightly
over the last 14 years,
with high points of
48.2% for the 1982
cohort and 49.7% for
the 1987 cohort. Figure
12 illustrates the
six-year graduation/retention
rates of entering
freshmen in all UWM
schools and colleges.
Credits-to-degree:
The UWS Board of Regents
requested that each
campus develop a plan
to reduce the average
number of credits
accumulated by students
earning baccalaureate
degrees. In 1995-96,
the campus submitted
a plan formulated
through the help of
the University Committee
to reduce the average
number of credits
from 148 to 145. At
that time, it was
noted that excess
credits were primarily
a factor of students
changing their minds
regarding majors to
pursue and/or students
transferring between
colleges. The following
table lists credits
to degree of only
those students who
started UWM as new
freshmen.
In each unit in which
credits to degree
are higher that the
campus average, strategies
are in place. Curriculum
revisions in Allied
Health and Education
are expected to lower
the number of credits
required. The anticipated
changes in accreditation
requirements in Engineering
and Applied Science
should allow decreases
in the number of required
courses and credits.
The BA degrees being
advanced in Fine Arts
give students options
for reduced credits.
The School of Nursing
is restricting admission
to students whose
preparation ensures
success given the
demands of the curriculum.
All units continue
to improve advising
of freshmen and transfer
students.
In February 1997
an invitation was
sent to a wide range
of campus committees
and units soliciting
participation on
the roundtable and
the roundtable was
formed. More information
about the Learning
Through Technology
Roundtable is available
at http://www.uwm.edu/Dept/Acad_Aff/
FALL
1996
BUSINESS
Course Number: 216-360
section 107 &
108
Course Number: 216-370
section 105 &
106
NURSING
Course Number: 068-34
Lc 101
Course Number: 068-437
Lc 101
Course Number: 068-444
Lc 101
SPRING
1997
BUSINESS
Course Number: 216-380
section 205 &
106
Course Number: 216-391
section 105 &106
EDUCATION
ENGINEERING
AND APPLIED SCIENCE
Course Number: 490-360
section 003
L&S
NURSING
LIBRARY
AND INFORMATION
SCIENCE
SOCIAL
WELFARE
PLANNED
FOR FALL 1997:
The budget decisions
described in this section
reflect the administrative
decision to minimize
resource reductions
to academic units in
1997-98. By doing so,
and by funding a limited
number of campus initiatives,
the provost is providing
maximum support to school/college
plans to allocate and,
in some cases, restore
resources to implement
strategic initiatives
- in departments, schools
and colleges.
We can be cautiously
optimistic that
the next biennium
will see investment
through state budget
allocations in the
technology infrastructure
and in preparation
of faculty and staff
to employ technology
to better serve
our students and
community. This
is consistent with
a priority in our
strategic plan and
with the development
of a campus technology
plan this spring.
The campus must
position itself
to take maximum
advantage of this
opportunity.
Additionally, our
enrollment shortfall
has produced revenue
shortages in each
academic year. These
must be paid from
campus funds. While
not base budget
reductions, these
annual payments
have reduced available
funding on the campus
to pay for the cost
of providing the
quality of instruction,
research and service
we would wish to
provide. The campus
has paid for these
revenue shortages
by establishing
an enrollment contingency
fund of nearly $1.2M
through reallocation
from unit budgets.
Earlier sections
of this document
have discussed our
plans and successes
in working to bring
the campus enrollment
back to targeted
levels. Fall, 1996
enrollments were
even with last year’s
enrollment levels,
and this spring
semester enrollments
have increased by
about 1.3% (190
FTE) over a year
ago. Larger freshman
classes, especially
if combined with
increases in other
new students and
improved student
retention, should
move the campus
back toward target
enrollments. Our
goal is to reach
UWS target enrollment
levels not later
than the fall semester
of 2000. Progress
will result in diminishing
payments to cover
revenue shortages
and will free funds
in the enrollment
contingency for
reinvestment. Obviously,
bringing enrollments
to UWS targets must
remain a primary
campus goal in forthcoming
years.
The Provost’s
Action Plan for implementing
the UWM Strategic
Plan calls for reallocation
of $6.0M over the
next three years,
with much of the reallocation
occurring within units
rather than by campus-level
reallocation. Resource
plans submitted this
fall included many
ideas and plans for
reallocation within
schools/colleges and
divisions. These amounts
will be recorded and
reported for 1997-98
during the upcoming
budget meetings that
establish the fiscal
year budget. They
will appear in the
Provost’s Long-Range
Plan due May 15.
In coming months,
campus units will
be asked to propose
projects that move
UWM in the directions
outlined by the
strategic plan and
that could be funded
from the opportunity
fund. Projects that
are partially funded
by the unit, i.e.
matched, will be
especially attractive.
We anticipate that
most of these activities
will use one-time
funding from the
opportunity fund
during the next
two years, but that
permanent allocations
can be made during
the 1999-2001 biennium
when we are confident
that enrollments
have returned to
target levels with
some promise of
stability.
The total cost to
the campus of the
enrollment target
reduction imposed
last year by UW System
administration is
$1,262,800. The campus
elected to pay this
reduction to its base
budget in three installments:
$553,900 in 1996-97,
$354,400 in 1997-98,
and $354,500 in 1998-99.
Funds reallocated
from unit base budgets
will be limited in
1997-98 only to the
amount the campus
must return to UWS
as partial payment
for the campus enrollment
target reduction.
As has been done in
the past, reallocation
will be from the budgets
of the campus units
that failed to meet
Fall, 1996 enrollment
targets. Fall, 1996
enrollments were below
the negotiated targets
in Engineering and
Applied Science, Letters
and Science, Library
and Information Science,
Nursing, and Social
Welfare. The amounts
assessed these units
are listed below.
The enrollment shortfalls
in Library and Information
Science and in Social
Welfare are contrary
to the consistent,
increasing enrollments
these units have experienced
over several years.
For that reason, these
units will not be
assessed base budget
reductions, but instead
will reallocate their
funds to support priorities
to which the Provost
had committed institutional
funds. Similarly,
a portion of Letters
and Science’s
assessment will be
a reallocation of
its funds to support
a prior institutional
commitment.
The assessments to
Engineering and Applied
Science and to Letters
and Science represent
2% of the CEAS base
budget and .7% of
the L&S base budget.
These assessments
reflect long-term
enrollment history,
the difference between
the unit’s Fall,
1996 enrollment and
target, and plans
and activities in
place within these
units to address low
enrollments. Also
taken into account
are the initiatives
in these two schools
-- the Freshman Scholars
Program, core curriculum
revisions, graduate
student initiatives,
and advising initiatives
in L&S and a strong
freshman orientation,
enhanced new student
recruiting and advising
in CEAS -- which will
have positive impacts
on student learning,
retention, and recruitment.
A portion of the campus
base reduction is
assessed against the
enrollment contingent
account. The entire
enrollment base budget
reduction is not being
assessed against this
account because we
are anticipating an
enrollment revenue
shortfall in 1997-98
that could be as high
as $900,000. However,
the Provost will negotiate
a payment schedule
with the Deans of
CEAS and L&S that,
borrowing from the
enrollment contingent
as allowable, spreads
the units’ base
reduction over a two
or three year period.
To support the efforts
of each campus unit
in implementing the
campus strategic plan,
no base reallocations
will be made in 1997-98
between campus units.
It is expected that
units will proceed
in funding their priority
activities through
internal reallocations.
In some cases, units
will be “assigned”
internal reallocations
to fund activities
representing firm
commitments to the
implementation of
the campus strategic
plan. In either case,
the units’ capacity
and flexibility to
fund internal reallocations
is made possible by
the anticipation of
no state budget cut
and the campus administration’s
decision not to reallocate
across units.
A number of activities
merit either base
budget support and/or
one-time funding support
in 1997-98. The following
strategies will provide
funding for these
activities:
a) Base budget allocations
from campus
contingency funds,
with limited allocations
from the Enrollment
Contingency Fund.
Our progress in reversing
our enrollment decline
should result in smaller
enrollment revenue
shortfalls. We will
continue to protect
the majority of the
Enrollment Contingent
Fund both to ensure
adequate funds for
anticipated enrollment
revenue shortfalls
and to support the
plan for a Campus
Opportunity Fund as
described earlier
in this section. We
are planning, however,
to allocate $239,000
from this and other
campus contingency
funds to support a
selected list of base
budget commitments
for the campus. Utilization
of this and other
campus contingency
funds is being favored
over reallocation
between campus units.
Reallocating from
the Enrollment Contingency
Fund permanently reduces
the fund, meaning
that we are dependent
upon sustaining projected
enrollment gains into
succeeding years.
b) Allocations
assigned to
units in lieu of base
reallocations. A selected
list of activities
will be funded within
the appropriate units.
These include portions
of prior commitments
and/or activities
integral to the campus
strategic plan which
were proposed either
in the Provost’s
Action Plan or by
units in their resource
and long-term planning
documents.
c) One-time
allocations
of campus contingency
funds to support selected
campus strategic priorities.
In addition, other
one-time allocations
will be funded from
campus contingency
accounts and from
a balance in the 1996-97
Enrollment Contingency
Fund that resulted
from higher than expected
enrollment revenues.
a.
Scholarship Investments:
The prior matching
fund commitment
($28,000) to the
Center for Addiction
and Behavioral Health
Research (CABHR)
in the School of
Social Welfare.
Source: $18,000
base reallocation
from the campus
contingency funds;
$10,000 Assigned
Reallocation from
the School of Social
Welfare.
Letters and Science
initiatives ($10,000)
- including a prior
commitment ($6,000)
to the Latino Studies
program. Source:
Assigned Reallocation
from the College
of Letters and Science.
All budget allocations
are summarized in
Table 16.
The budget commitments
noted above are
minimal compared
with the list of
strategies suggested
for the campus and
by specific units
to achieve strategic
goals. At this point
in budget planning,
we cannot make firm
commitments beyond
those described.
Yet, there are a
number of campus
priorities that
we will support
in 1997-98. These
include:
a) Implementing the
pilot projects recommended
by the Adult Access
Working Group. These
projects will be supported
either through one-time
commitments from the
enrollment enhancement
contingency funds
in Academic Affairs
or through authorization
for fund 104 expenditures.
The academic deans
have been asked to
submit, this spring,
proposals for:
In addition to adult
access initiatives,
other strategies have
been suggested by
campus units to increase
and sustain enrollments.
In those instances
where relatively small
investments can increase
the capacities of
programs for which
there is substantial
student demand, we
will seek to identify
and provide one-time
support.
c) Support for acquisitions
in the Golda Meir
Library
The Golda Meir Library
continues to struggle
with meeting the scholarship
demands of the faculty
and students as the
subscription rates
for periodicals continue
to escalate. It is
unlikely, however,
that the campus can
continue to reallocate
over $200,000 per
year to the library’s
acquisition base budget.
Over the past ten
years, about $.8M
in base funds, exclusive
of salary increases,
have been allocated
to the library. This
includes a $100,000
reallocation for the
current year’s
budget. The library
director has estimated
that approximately
$250,000 will need
to be added to the
library’s acquisition
base budget annually
to keep up with the
current inflationary
subscription rates
for current journals
alone, without even
the consideration
of new journal and
book acquisitions.
This is not a tenable
situation, and a long-term
solution must be found
to a budget situation
faced by every research
university. The campus
is prepared to reallocate
base support in future
years and/or identify
substantial one-time
funds following the
development of a comprehensive
campus strategy to
deal with this perpetual
resource problem.
This plan has been
requested by the provost
from the Library Director
and the Library Committee.
d) Technology for
faculty scholarship
enhancement. At the
time this document
is being prepared,
funds that may be
available for technology
are not finalized.
Considerable investment
to enhance faculty
desktop services and
professional development
is anticipated.
a) Ongoing campus
commitments
Substantial one-time
funds are being allocated
in 1997-98 to campus
priorities which will
continue beyond 1997-98,
including marketing,
networking, and rehosting.
In addition, the campus
must again reduce
its base budget by
$354,400 in 1998-99
as the final payment
for our enrollment
target reduction.
b) Support for
unit initiatives
As noted earlier,
we will plan to support
-- with the campus
opportunity fund and
other contingency
funds as well as through
campus reallocations
-- selected activities
which units prioritize
and support themselves
with internal reallocations
when those activities
contribute substantially
to the campus strategic
plan. The resource
plans and the draft
long-range plans submitted
by Academic Affairs
units provide a number
of initiatives. These
include, but are not
limited to:
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