University of Wisconsin-Milwaukee
Home
Contact Us
A-Z Sitemap
Print This Page

  
UWM Academic Affairs
Academic Program Planning and Review
Access to Success
Assessment and Institutional Research
Budget and Planning
Diversity and Climate
Faculty/Staff Programs
News and Events
Policies and Procedures
Research Support
  Accreditation  
  Active Learning Classrooms  
  UWM Planning Portal  
  Student Success Collaborative  
  Campus Space Planning  
  UW-Milwaukee's Digital Future  

 


Archive

Resource Planning Document
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
2. Campus enrollment plan for 1997-98: PAGE 7
3. Opportunities to enhance and stabilize enrollments: PAGE 12

Extramural Support: PAGE 13

1. Campus research and instructional extramural funding: PAGE 13
2. School/College extramural funding: PAGE 13
3. Proposal submissions: PAGE 18
4. Planned research support and incentives: PAGE 20

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
2. Reviews of policies and practices: PAGE 29
3. Plans for increasing effective utilization and allocation of resources: PAGE 34
4. Communication: PAGE 35

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
2. Interdisciplinary and multidisciplinary study: PAGE 36
3. Program array review: PAGE 38
4. Indicators of scholarly productivity: PAGE 39
5. Student learning outcomes assessment: PAGE 39
6. Professional development: PAGE 39
7. Relevance of faculty review and promotion policies to the strategic plan: PAGE 40
8. Diversity and the Milwaukee Initiative II: PAGE 40
9. Curriculum and program review and enhancement: PAGE 42
10. Research Initiatives: PAGE 44
11. Faculty/staff orientations and training for graduate teaching assistants: PAGE 45
12. Community partnerships and student placements: PAGE 45
13. Campus partnerships: PAGE 46
14. Academic advising and orientation experiences: PAGE 47
15. Degrees granted, graduation rates and credits-to-degree: PAGE 48

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
2. Distance education updates and plans: 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
2. Classroom improvement maintenance plans: PAGE 56
3. Student surveys: PAGE 56

1997-98 Budget Decisions: PAGE 57

A. Budget Considerations: PAGE 57
1. The State budget: PAGE 57
2. Enrollment effects: PAGE 57
3. Long-range fiscal plans: PAGE 57
4. The Campus Opportunity Fund: PAGE 58

B. 1997-98 Budget Reductions: PAGE 58
1. Mandatory campus base budget reduction: PAGE 58
2. Sources of funds for campus budget reductions: PAGE 59

C. Campus Investments in Strategic Initiatives: PAGE 60
1. Sources of funds: PAGE 60
2. Strategic initiative commitments for 1997-98: PAGE 60
3. Additional potential one-time allocations in 1997-98: PAGE 63
4. Resource commitments beyond 1997-98: PAGE 66

Appendices

A. Strategic Plan for the Future of the University of Wisconsin-Milwaukee
B. Instructional Capacity
C. UW-Milwaukee UWS Faculty/Staff Development Program 1996-97
D. Summary of Faculty/Academic Staff Policy Implementation - 1996/97


INTRODUCTION

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

ENROLLMENT RESOURCES

  1. Campus enrollment goals and achievements in 1996-97
  2. 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:

    TABLE 1
    Fall, 1996 Enrollment Planning Goals and Final Enrollments

                                GOALS      ACTUAL FALL,1996        % DIFFERENCE      
    TOTAL (HEADCOUNT)          22,321           21,877                -2.0%          
             (FTE)             15,071           15,030                -0.3%          
    NEW FRESHMEN (HDCT)         2,053           2,253                 +9.7%          
             (FTE)              1,612           1,798                 +11.5%         
    NEW TRANSFERS (HDCT)        1,544           1,399                 -9.4%          
             (FTE)              1,197           1,106                 -7.6%          
    REENTRIES (HDCT)            1,545           1,438                  -6.9          
             (FTE)               708             676                  -4.5%          
    NEW SPECIALS (HDCT)          622             673                  +8.2%          
             (FTE)               216             225                  +4.2%          
    NEW MASTERS (HDCT)           771             736                  -4.5%          
    NEW DOCS (HDCT)              72               65                  -9.7%          
    NEW NDCs                     263             269                  +2.3%          
    CONTINUING UG (HDCT)       11,856           11,665                -1.6%          
    CONTINUING G (HDCT)         3,595           3,089                 -14.1%         
    
    
    The overall Fall, 1996 enrollment was fairly close to the goal set by the planning model, but it was achieved through new freshman enrollments considerably in excess of the goal - a goal that had already taken into account a predicted demographic increase in high school graduates. New freshman enrollments were achieved through efforts across the university to recruit and enroll new students. Increases in new undergraduate and graduate specials reflect additional program and recruitment efforts targeting the adult student market. The greatest disappointment in the Fall, 1996 enrollments was in the graduate student recruitment and in retention of graduate and undergraduate students.

    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.

    TABLE 2
    School/College 1996 Enrollment Goals and Final Enrollments

                  Fall, 1996 FTE Goal   Fall, 1996 FTE Actual      % Difference       
    AHP                   690                    716                   +3.8%          
    ARUP                  495                    503                  +1.6 %          
    SBA                  1501                   1555                   +3.6%          
    ED                   1200                   1238                   +3.2%          
    EAS                   777                    716                   -7.9%          
    FA                   1092                   1136                   +4.0%          
    L&S                  8163                   7988                   -2.1%          
    LIS                   200                    156                  -22.0%          
    NURS                  473                    462                   -2.3%          
    SW                    589                    560                   -4.9%          
    
    

    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.

  3. Campus Enrollment Plan for 1997-98
  4. 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:

    • Increasing new freshmen to a minimum of 2300 per year.

    • Increasing the average campus “market share” of transfer students to the level that UWM achieved in the last decade.

    • Increasing all specials by 2% over the next two years.

    • Increasing new master’s students 2.5% for each of 4 years.

    • Enrolling an additional 5 new doctoral students each year.

    • Increasing year-to-year retention 1%.

    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.

    TABLE 5
    School/College Fall, 1997 Enrollment Goals
                Fall, 1997 FTE Enrollment Target        Capacity target:   FTE       
                                                                          Students/ FTE Instructional     
                                                                                     Staff                
    AHP                        740                                            14.6                
    ARUP                      510                                            13.6                
    SBA                       1600                                           20.0                
    ED                         1250                                           14.0                
    EAS                         777                                          11.1                
    FA                         1147                                           10.6                
    L&S                       8148                                           17.0                
    LIS                          165                                           14.0                
    NURS                      473                                             9.0                 
    SW                          589                                           17.8                
    
    

    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.

  5. Opportunities to Enhance Campus Enrollments
  6. 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 6
    Fall to Spring Retention Rates
                                   NEW FRESHMEN         ALL UNDERGRADUATES         
    Fall ‘93 - Spring ‘94          84.5                                     81.1             
    Fall ‘94 - Spring ‘95          83.1                                     81.4               
    Fall ‘95 - Spring ‘96          83.6                                     83.8                
    Fall ‘96 - Spring ‘97          84.6                                     85.8               
    
    

    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.

EXTRAMURAL SUPPORT

  1. Campus Research and Instructional Extramural Funding
  2. 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.

  3. School/College Extramural Funding
  4. 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.

    TABLE 8
    Research Fund Expenditures in 1995-96

                 A Extramural       B State-based       Ratio       Extramural     
                Research Funds      Research Funds      (A/B)      Funds/FacFTE    
                Expended 95/96      Expended 95/96      3-year      3-year ave.    
                                                         ave.                      
    AHP            $240,132             $2,078          47.0/1        $8,923       
    ARUP           $567,886            $103,631         5.0/1         $16,099      
    BA             $586,198            $383,791         2.5/1         $9,222       
    ED             $239,738            $193,052         1.2/1         $4,171       
    EAS           $1,954,701           $575,243         3.4/1         $36,021      
    FA              $2,473              - 0 -             NA           $101        
    L&S           $3,160,038          $1,221,649        2.8/1         $10,133      
    LIS             $4,730               - 0 -            NA           $724        
    NURS           $656,916            $125,900         4.9/1         $19,947      
    SW             $363,660            $57,642          6.5/1         $20,015      
    GRAD          $3,025,055          $3,209,534        0.9/1*          NA         
    I&MT              NA               $250,109           NA            NA         
    Other             NA               $35,130            NA            NA         
    Administ-
    rative Units
    TOTAL CAMPUS:$10,801,450          $6,157,759        1.8/1         $43,017      
    
    *In regards to the Graduate School data, consideration must be given to the fact that the majority of the research infrastructure support for research faculty and staff across the university is within the Graduate School.

    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.

  5. Proposal submissions
  6. 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.

    TABLE 9
    Proposals Submitted (UWM Graduate School Data)

    Academic Year          1991-92     1992-93     1993-94     1994-95       1995-96     
    Proposals Submitted      591         536         516         551           471       
    FTE Faculty             745.4       720.3       691.1       688.2         658.2      
    Ratio (Props/FTE)        .79         .74         .75         .79           .70       
    
    

    TABLE 10
    1995-96 Proposals Submitted by School/College (UWM Graduate School Data)

                Proposals submitted          # Individuals Submitting   
                                                          Proposals/# Faculty 
    AHP                 29.5                           .68                    
    ARUP               12.5                           .28                    
    BA                    18                             .20                    
    ED                    40.5                          .36                    
    EAS                  91                            .74                    
    FA                      9                            .07                    
    L&S                 119                            .26                    
    LIS                    19.5                        1.19                   
    NURS                31.5                          .66                    
    SW                     6.5                           .27                    
    CAMPUS                                            .40                    
    
    

  7. Planned Research Support and Incentives
  8. 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.

GIFTS AND CONTRIBUTIONS

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.

  1. Report on Major Budget Items in 1996-97
  2. a. Results of the 1996-97 Resource Planning

    1. Base Budget Adjustments
    2. 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:

      • Enrollment Adjustment Decrement -- $553,900

      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.)

      • State Mandated Budget Cut -- $1,192,300

      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.

      • Enrollment Contingent Account -- $77,800

      These funds were added to an enrollment contingency account that had been established the previous year to cover anticipated campus enrollment revenue shortfalls.

      • Campus Commitments and Initiatives -- $708,900
      These funds supported a variety of activities associated with the planning goals for the campus:

      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.

    3. Other Activities Funded in 1996-97
    4. In addition to base adjustments, a number of activities and initiatives in 1996-97 were supported with “one-time” funds. These included:

      • Writing Across the Curriculum: Funds support a part-time faculty director and professional development activities.
      • Collegiate Academic Tracking System (CATS): Funds support the programming and development of a software system to allow direct and user-friendly access to the student data base, write reports on that data base, and track student progress.
      • Direct Assistance Center (DAC): Located in the lower lobby of the student union, the Direct Assistance Center provides ready information and referrals for students.
      • Tutoring Initiatives: The Tutoring and Academic Resource Center continues to pilot new approaches to improve student learning and retention.
      • Marketing: In response to the recommendations of the Marketing Report commissioned by the chancellor, additional contingency funds were allocated to advertising; Student Affairs established, through internal reallocation, the Office for Adult and Returning Student Services.
      • Enhanced Student Registration System: Progress continued on the development and implementation of on-line student registration.
      • Allied Health enrollment initiatives: One-time funds supported an additional supervisor in Communication Sciences and Disorders and expansion of capacities in the graduate Clinical Lab Sciences program.
      • SBA technology position: Partial support was provided for a position to support technology in the Business Building. (This will be built into the base budget for 1997-98).
      • Accommodation services for deaf/hard of hearing students: Approximately $30,000 was allocated to support interpreting and other services not covered by the Department of Vocational Resources.
      • The Center for Urban Initiatives and Research was implemented upon the recommendation of a select committee.
      • The Learning Technology Center, proposed by both the College of Letters and Science and the Division of Information and Media Technologies, was implemented.

    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):

    Laboratory Modernization $824,872
    Classroom modernization $280,028
    Campus Computer Labs $256,723
    Instructional Equipment Replacement $307,890
    Student Technology Fee $877,507
    Total $2,547,020



    Laboratory Modernization Projects Funded 1996-97

    School                Project                                                 Funded  
    Allied Health         HK Motor Control/Learning Lab                25,600  
    Allied Health         HK Exercise Physiology Lab                    7,000  
    Architecture/Urban    CAD/GIS Computing Lab                     92,400  
    Planning                                                                       
    Business              Student Laboratory N234B                     41,500  
    Education             Enderis 724/740 Microcomputer Lab      125,000  
    Engineering           High speed simulation lab                      49,600  
    Fine Arts             Video Production /Post-production Lab      29,999  
    Fine Arts/ L&S        Mitchell 349 Mac Lab                           136,787  
    Golda Meir Library    CD-ROM Multi-media Information Ctr     69,661  
    Golda Meir Library    Videodata projector for E159 lab           14,200  
    Letters & Science     NMR Replacement 500 MHZ                15,250  
    Letters & Science     Curtin 108 Computer Lab                     129,375  
    Nursing               Reconfigure CUN 373, 375, 379 383, 384    25,000  
    Nursing               Mannequins                                             13,500  
    Social Welfare        Enderis 1024 Microcomputer Lab            50,000  
                          Total Laboratory Modernization             $824,872  
    
    

    Classroom Modernization Projects Funded 1996-97

    School                Class Mod Project                           Funded  
    Architecture/Urban    Projection Booth AUP 170                    6,000  
    Planning                                                                      
    Business              Distance Learning Upgrade                  33,000  
    I&MT                  Continuing costs for GALs                 100,700  
    I&MT                  Multimedia Upgrade E-175 LIB                8,000  
    I&MT                  Multimedia Upgrade Enderis 189             11,000  
    I&MT                  Multimedia Upgrade Lapham 162              14,672  
    I&MT                  Campus AV Equipment Pool                   33,450  
    I&MT                  Campus Phones for Multimedia classrooms     1,575  
    Letters & Science     TV/VCR Curtin 221                           2,100  
    Letters & Science     TV/VCR cart Curtin 119,121                  1,300  
    Letters & Science     TV/VCR cart Curtin 103                      1,300  
    CPID/LTC              Portable Multimedia computers (laptop      39,273  
                           loan program)                                         
    Nursing               Multimedia Projector                        5,000  
    Nursing               Replacement Notebook Computer               4,158  
    Library and           SLIS Information Technology Lab            18,500  
    Information Science                                                           
                          Total Classroom Modernization            $280,028  
    
    

    Campus Computer Laboratories Funding 1996-97


    Hardware replacements		$215,123
    Continuing costs        	       41,600
    	                	                $256,723



    Instructional Capital Equipment Replacement 1996-97

    School                     Equipment                                Funded  
    Allied Health              Speech lab system software               26,460  
    Architecture/Urban Plan.   large SVGA  monitor                       6,500  
    Business                   Ethernet hub                              1,584  
    Business                   2 instructional tutorial computers        6,470  
    CPID                       LTC Equipment                            60,000  
    Education                  Projection systems                       12,000  
    Education                  Assessment instruments                    6,000  
    Engineering                6 function generators                    10,400  
    Engineering                1 dissolved oxygen meter                  2,500  
    Engineering                1 abrasive cutter                        10,000  
    Engineering                2 electronic balances                     4,300  
    Engineering                1 computer projection system              8,000  
    Engineering                1 pentium controls computer               2,600  
    Fine Arts                  Dimmer modules for Fine Arts Theater     30,000  
                               lighting system                                      
    Letters & Science          Smartboard, LCD projector, laptop        10,000  
    Letters & Science          Smartboard, LCD projector, laptop        10,000  
    Letters & Science          6 video/audio switchers                  15,900  
    Letters & Science          15 microscopes                           22,125  
    Letters & Science          human skulls/articulated pelves           2,110  
    Letters & Science          10 balances                              12,000  
    Letters & Science          sharp projection panel                    6,396  
    Letters & Science          high intensity overhead projector           895  
    Letters & Science          notebook computer                         4,000  
    Letters & Science          Cineperm screen                             500  
    Letters & Science          Panasonic video imager                    3,256  
    Letters & Science          Panasonic VCR                               750  
    Letters & Science          TV monitor                                  600  
    Letters & Science          African America Maps                      2,000  
    Library/Info. Science      Multimedia authoring PC and camera        5,500  
    Library/Info. Science      Digital Camera                            2,500  
    Nursing                    25 home visit bags                        1,149  
    Nursing                    equipment for bags                       11,395  
    Social Welfare             multimedia portable computers for        10,000  
                               faculty                                              
                           Total Instructional Equipment Replacement  $307,890                         
    
    

    Educational Technology Fee Projects Funded 1996-97

    Project: 24 Hour- General Access Lab
    Amount: $18,500
    Unit: I&MT
    Description: The Library E159 Lab will be open all evening and weekends, providing 24 hour access to students to campus computer laboratories.

    Project: Academic Computing System Upgrade
    Amount: $178,500
    Unit: I&MT
    Description: An upgrade of the interactive Alpha complex to include adding a third interactive Alpha and upgrade the CPUs of the remaining Alphas.

    Project: Expand Modem Pool Line Cost
    Amount: $22,833
    Unit: I&MT
    Description: Cover the cost of the telephone line charges in 1996-97 for the 129 additional modems installed with 1995-96 Educational Technology Fees.

    Project: Completion EMS GAL
    Amount: $60,800
    Unit: I&MT
    Description: Finish equipping the General Access Lab in EMS that was initiated with 1995-96 Student Technology Fees.

    Project: Electronic Instructional Facility/Extended Hours Student Access Lab
    Amount: $167,980
    Unit: Golda Meir Library with support from I&MT
    Description: Expand the Library’s Electronic Instructional Facility and provide students with an extended hours, General Access Lab on the first floor of the East Wing of the Library.

    Project: Sandburg Computer Center
    Amount: $40,788
    Unit: I&MT
    Description: Transfer responsibility of the Sandburg General Access Lab to I&MT and provide student staffing for 1996-97.

    Project: Union Computer Center
    Amount: $74,198
    Unit: I&MT
    Description: Transfer responsibility of the Union General Access Lab to I&MT and provide student staffing for 1996-97.

    Project: Staffing and Printing Supplies for EMS GAL
    Amount: $69,000
    Unit: I&MT
    Description: Provide student staffing and supplies for the EMS General Access Lab.

    Project: Expanding Electronic Reserve System
    Amount: $26,920
    Unit: Golda Meir Library
    Description: Expand the Electronic Reserve System to at least 25 additional courses in 1996-97.

    Project: Enhanced Student Access To Campus Network
    Amount: $16,520
    Unit: I&MT
    Description: A pilot project to provide several internet access ports in such campus locations as the new snack bar area in the Union and in the EMS 173 student lounge.

    Project: Student Literacy Drop-In Sessions
    Amount: $40,750
    Unit: I&MT
    Description: Provide all students with an awareness of a range of computing resources on campus via drop-in orientation sessions.

    Project: Expanding Student Access To Electronic Resources
    Amount: $28,490
    Unit: Golda Meir Library
    Description: Extend commercial licensing for eight heavily used electronic databases and make them available on the Library network and other campus computer sites.

    Project: Training of I&MT and non-I&MT Lab Staff
    Amount: $5,619
    Unit: I&MT
    Description: A technology training program for student employees in General Access Labs and open to all staff in non-I&MT labs wishing to participate.

    Project: Evening and Saturday Information Literacy Workshops
    Amount: $13,617
    Unit: Golda Meir Library
    Description: Free, walk-in and class centered workshops on evenings and Saturdays (an extension of the current walk-in sessions available during the daytime hours).

    Project: Web-based Conferencing Software
    Amount: $29,802
    Unit: I&MT
    Description: The creation of a 500 user computer conferencing system that would allow the creation of shared bulletin boards, discussion groups, and shared files.

    Project: Scientific Word/Scientific Workplace Site License
    Amount: $17,190
    Unit: Department of Mathematical Sciences/College of Letters and Science
    Description: Installation of technical word processing and computational software on all IBM-compatible personal computers in the General Access Labs. In addition, up to ten one-hour training sessions for students in both the Fall and Spring Semesters.

    Project: Changing the Large-Lecture Science Class Using Technology
    Amount: $45,000
    Unit: Natural Science Department of the College of Letters and Science
    Description: A pilot to equip one large lecture hall with Class Talk (a computer system designed to enhance active learning).

    Project: Tutorial Support through TARC
    Amount: $15,000
    Unit: Tutoring and Academic Resource Center
    Description: Pay tutors to extend tutoring sessions to include technology used in courses and provide tutoring access via e-mail.

    Project: Mitchell 349 Macintosh Lab
    Amount: $6,000
    Unit: School of Fine Arts, College of Letters and Science, and I&MT
    Description: A pilot project to have the Fine Arts/L&S instruction Macintosh computer lab become an extended, General Access Lab (open to all UWM students) for 12 hours a week during the Fall and Spring Semesters.

    Total Funds by Unit:

    Unit                    Total Funds       
    Allied Health            59,060          
    Architecture/Urban  104,900           
    Planning                                  
    Business                 82,534          
    CPID/LTC                 99,273          
    DSAD                      15,000          
    Education               143,000           
    Engineering              87,400          
    Fine Arts                134,393           
    Golda Meir Library   320,868           
    I&MT                      983,430           
    Letters & Science    370,440           
    Library & Info Science 26,500          
    Nursing                     60,202          
    Social Welfare           60,000          
    
    

    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.

  3. Reviews of Policies and Practices

    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].

    • All deans, but one, review department workload policies and workload deployment with several approving them as well.
    • Six schools/colleges indicate executive committees actively deal with workload on a regular basis; four units indicate minimal executive committee involvement; one unit defers entirely to program area heads.

    Tenured Faculty Development and Review Policy [UWM Faculty Doc #1877].

    • Six deans report having Faculty Development Plans (FDP’s) on file for all faculty; three report being in process (50-75% of FDP’s have been filed); two report having no FDP’s on file, but that they were working with their executive committees to develop and file them.
    • The majority of deans report that FDP’s are tied to departmental workload policies.
    • The majority of deans report that FDP’s are annually reviewed, primarily in the merit review context; several report departments that perform FDP reviews apart from the merit process.
    • Five schools/colleges use FDP’s (sometimes called “annual plans”) for non-tenured faculty as well, with annual review in the merit process.

    Merit Salary Recommendations - Information to Faculty Members [SAAP #S-39].

    • All faculty receive written notification of allocated merit from either the dean or department chair; only L&S (Arts & Humanities) and Nursing provide written rationales as well.
    • Nearly all deans or chairs report providing annual written feedback to all non-tenured faculty; 27 of 47 chairs (57%) report they (or their executive committees) annually conduct “face to face” evaluations as well.
    • Several chairs report having aggressive mentoring programs for non-tenured faculty, with both formative and summative approaches.

    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.

  4. Plans for Increasing Effective Utilization and Allocation of Resources
  5. 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.

  6. Communication
  7. 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.

  1. Integration of the creation, dissemination and application of knowledge. Numerous examples exist of integration of knowledge in UWM programs. In some disciplinary areas - Architecture and Urban Planning, for example - most if not all of faculty research is brought into the curriculum and outreach activities of the faculty and students. In a number of other units, integration is facilitated by undergraduate research programs and centers - such as the Silver Spring Nursing Center - at which research, instruction and outreach are seamlessly interwoven. A number of recent innovations, such as the Freshman Scholars program, involve students with active research interests of faculty in learning basics of the discipline and general skills of communication and critical thinking.

    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.

  2. Interdisciplinary and Multidisciplinary Study. During the preparation of the UWM strategic plan there were frequent references to the need to encourage and support “interdisciplinary” scholarship and study. At a time when much of the most important research, scholarship, creative work and problem solving happens at the interface between two or more fields of expertise, it is imperative that the campus be a place where such work is encouraged and rewarded not just for our faculty, but also for our students.
  3. 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.

  4. Program array review. During the process of developing the campus strategic plan, it was frequently noted - from all constituent groups across the campus - that a key strategy in furthering UWM’s progress in becoming a premier urban research university is our ability to ensure that our areas of strength can continue to thrive at the same time that we maintain the institution’s vitality by identifying those new areas that must become a part of the university’s array of program offerings. The Faculty Academic Planning and Budget Committee (FAPBC) planning document that was endorsed by the Faculty Senate included the following strategies for identifying and supporting program quality and strength:
  5. “Focus resources on areas of excellence.

    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.”

  6. Indicators of scholarly productivity. Faculty accomplishments are reviewed by all academic departments, often in the awarding of promotion and merit. Each unit has adopted a methodology for reporting faculty activities that is consistent with the disciplines represented. Both the Academic Planning and Budget Committee and the Research Policy Committee are working this year on developing formats for reporting faculty productivity across the university. In addition, both the Graduate School and the Golda Meir Library have offered to support the development of such an information base. By improving the collection of this information, the extensive accomplishments of faculty, staff and students can be promoted within and outside the university.
  7. Student learning outcomes assessment. All programs have developed their own assessments of student learning in their programs. A number of units are planning or developing capstone courses and experiences as part of the curriculum. Senior capstones are part of the proposed revised Letters and Science degree requirements. Increasingly, student learning outcomes assessments need to be incorporated into program reviews.
  8. Professional development. The opportunities for professional development are summarized in a previous section of this document. The Office of Academic Affairs plans to work toward increased coordination of professional development opportunities and to increasingly link these activities with the campus strategic plan.
  9. Relevance of faculty review and promotion policies to the strategic plan. The Provost has initiated discussions with the University Committee and department chairs regarding faculty review and promotion policies and their support of the campus strategic initiatives. All individuals can and should contribute to the strategic goals, but they may differ considerably from others in their units or in other campus units - or even at different times over their UWM careers - in their strengths in creating, disseminating, and/or applying scholarship. Our faculty development, review and promotion policies and practices need to recognize the differing contributions of our faculty and be flexible while encouraging excellence in the creation, dissemination and application of knowledge.
  10. Diversity and the Milwaukee Initiative II.

    TABLE 12
    New Underrepresented Students
     Racial/Ethnic Group     Fall                  Fall               Fall   
                                      1994                1995              1996
                                     n        %          n        %        n       %
    African American        179     *9.9      211    *10.6    233   *10.3  
    American Indian          17        0.9       22       1.1      20     0.9  
    Hispanic/Latino           73        4          78       3.9      88     3.9  
    Southeast Asian         32     *1.8         38     *1.9      45    *2.0  
    All Underrepresented  301    16.7       349    *17.6     386    17.1  
    Students                                                                      
    All New Freshmen      1806              1988                2253        
    
    
    * Exceeded the MI II goal

    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.

  11. Curriculum and program review and enhancement.
  12. 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:
    Architecture MS, Ph.D.
    Business Administration MS, MBA
    Criminal Justice MS
    Music MM
    Political Science MA, Ph.D.
    Public Administration MPA
    Sociology MA

    Graduate Program reviews in progress in 1995-96:
    English MA, Ph.D. (now complete)
    Library Science MLIS
    Mathematics MA, Ph.D. (now complete)
    Nursing Ph.D. (now complete)
    Philosophy MA (now complete)
    Urban Studies MUP (now complete)

    Undergraduate Program reviews completed in 1995-96:
    Business Administration BBA
    Economics BA
    Political Science BA

    Undergraduate Program reviews in progress in 1995-96:
    Engineering BSE
    English BA
    International Relations BA
    Mathematics BS
    Sociology BA
    Theater BFA

    Undergraduate program reviews scheduled but deferred:
    Africology BA
    Applied Math and Physics BS
    Film BFA
    Linguistics BA
    Philosophy BA

    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
    Health Sciences, Education, Civil Engineering, Music Education, Theatre, Africology, Biological Sciences, English, International Relations, Mathematics, Physics, Political Science, Sociology

    Graduate
    Urban Planning, Urban Education, Geosciences, Curriculum and Instruction

    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:

    • In Allied Health, new degree programs include the Occupational Therapy master’s program and the development of a Physical Therapy master’s program. In addition, a number of certificate programs targeting baccalaureate and master’s-trained health professionals are suggested: Ergonomics, Geriatrics, Phlebotomy, Nutrition, Forensics, Flow Cytometry, and Nursing Home Administration/Long-term Care. Other programs suggested include a B.S. in Athletic Training, a Master’s in Environmental Health and in Physician Assistant, among others.
    • Architecture and Urban Planning also recognizes a need in the profession for certificate and other continuing education opportunities. The School is developing, with UW-Madison, a landscape architecture option.
    • The School of Business is exploring possible articulations with other business schools across the UW-System, and plans to develop a weekend MBA program and to expand its taxation programs.
    • The revised curriculum for elementary teacher education students - the Collaborative Teacher Education Program for Urban Communities - is currently under review. The School of Education is also developing dual certification programs and is exploring weekend administrative leadership and curriculum and instruction programs. Two education doctoral programs were recently accredited by the American Psychological Association.

    • Anticipated changes in the engineering accreditation standards are seen as opportunities to revisit the undergraduate engineering curriculum. The College of Engineering and Applied Science is also exploring the development of a COOP program for master’s students, a joint business and engineering degree, and a certificate program in hazardous waste management.
    • A bachelor’s of arts degree has been implemented in theatre, and is being explored in art and music to provide options for students to the bachelor’s of fine arts degree programs in place. Opportunities for certificate program development include music and business, arts administration, and cultural literacy.
    • The College of Letters and Science is in the process of revising its core degree requirements, with new emphases on writing in the discipline, seminar courses, capstone courses, and international courses. The College has advanced the idea of developing a University Studies program and is exploring the development of new master’s programs in Liberal Arts, Public Policy, Health Psychology, Forensic Science, and Translation. A continuing long-term goal is the development of a Ph.D. in History.
    • A proposed bachelor’s degree in Information Science is currently under review. The School of Library and Information Science is also interested in developing a degree program in archives and a doctoral program in library and information science.
    • The School of Nursing plans to develop consortial programs with other universities’ continuing education units and is exploring the development of an accelerated master’s program for registered nurses, certificate programs in health law and leadership, and post-master’s certificates in psychiatric mental health and family nurse practitioner.
    • Social Welfare proposes to expand its master’s program in social work in the area of child welfare, and wishes eventually to develop a doctoral degree in this area.

  13. Research Initiatives. General campus strategies to support research endeavors include returning higher proportions of indirect costs to the principal investigators and to general research incentives and, as described earlier, redistributing state-based research funds. The program array review and the identification of cross-disciplinary areas of emphasis will also serve to identify and build those areas of research strength for the campus. Plans that are in development or proposed that are described in school/college planning documents include:
    • The establishment of the Center for Urban Initiatives and Research to help coordinate and support research across disciplines dealing with urban issues. The Graduate School also proposes developing research centers in Neurobiology and Aging, Environmental Health, and Biomedical Engineering with a focus on Surface Studies; establishing small grants for graduate student research travel, emergency funds for principal investigators temporarily losing grant support, and a Research Centers Fellowship Program; and restructuring the Center for Great Lakes Studies and the Great Lakes Research Facility.
    • A number of schools/colleges have developed or have proposed the development of additional research centers or supporting offices within their units. These include an Office of Research in Allied Health; the Community Design Center in Architecture and Urban Planning to enhance the ongoing Center for Architecture and Urban Planning Research; the Deloitte and Touche Center for Multistate Taxation and the Regent Center of Excellence in Business Competitiveness in the School of Business Administration; increased collaboration and support for the School of Education’s Center for Teacher Education, Center for Early Childhood Education Research, Center for Economic Education, and Math and Science Education Research Center; new research centers in Engineering and Applied Sciences along with integrated undergraduate research projects; the purchase and development of a performance facility in Fine Arts, along with the development of the UWM Art Museum; a Faculty Scholars Program as well as a Biomedical Research Center for Urban Health, a Fresh Water Initiative Center, a Forensic Science Center, a Center for Environmental Health and Toxicology, and a Biochemistry Center in the College of Letters and Science; a Center for Nursing Research in the School of Nursing.
    • Other mechanisms of support include the deans’ utilization of indirect cost and state-based research funds to support the preparation of proposals and numerous strategies to support graduate education and students.

  14. Faculty/staff orientations and training for graduate teaching assistants. Orientation sessions for new faculty and staff take place each fall. The format is continually adjusted to respond to suggestions made by participants, department chairs, and others. Fall orientations are also held for graduate teaching assistants. The Center for Instructional and Professional Development, which has conducted teaching assistant and academic staff lecturer orientations, is now in the process of designing more comprehensive training sessions based largely on the model of the Preparing Future Faculty (PFF) program UWM has cosponsored with Marquette University during the past several years.
  15. Community partnerships and student placements. An important component of the strategic plan is the continuing development of activities associated with UWM’s surrounding community. A number of the partnerships that exist in the schools and colleges are described in the above section on campus diversity and will not be repeated here. A new development that grew from the recommendation of a working group on urban initiatives is the creation this year of the Center for Urban Initiatives and Research. This new center, which is located in the Graduate School and expands upon the previous Center for Urban Research, has been developed to better coordinate and encourage ties between UWM scholars and community interests. It began with an active agenda, coordinated through an advisory committee of UWM faculty and staff.
  16. 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.

    • Allied Health participates in extensive affiliation agreements through which many student practicums are established.
    • All Urban Planning students participate in internships, and pending contractual agreements with the City of Milwaukee and an area design council will expand considerably the opportunity for internships for architecture and urban planning students.
    • An active COOP and internship program is administered in the School of Business Administration.
    • Almost all Education students participate in student placements. In addition, the Educational Policy and Community Studies program offers the Community Service Course through which students can earn credit for monitored community volunteer experiences.
    • Engineering and Applied Sciences operates a very successful COOP program. The College estimates that 85% of its undergraduates participate in engineering-related work experiences.
    • The School of Fine Arts maintains numerous partnerships and internships with local schools and performing (or exhibiting) groups.
    • All Library and Information Science degree students participate in placements even though they are not required for the degree.
    • A number of Letters and Science units offer students placements and internships. A very successful program exists in professional and technical writing.
    • All Nursing students participate in placements through numerous professional and community partnerships.
    • All social work students participate in professional community placements and the department of Criminal Justice offers an elective course with placements which many students elect.

    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.

  17. Campus partnerships. The campus will reach its goals only by realizing that partnership will be a more effective approach to moving forward than isolated or competitive efforts. Partnership with community and other external entities is important, but the greatest need and opportunities for partnership and cooperation lie within our own campus. A preceding section on Multidisciplinary Areas emphasized the need to establish partnerships and cooperation across boundaries. This will be particularly important for those major campus units whose mission includes providing support across campus boundaries. Within Academic Affairs, these are the Graduate School, the Division of Outreach and Continuing Education Extension, Information and Media Technologies, the Golda Meir Library and the Division of Student Academic Development. The first three of these units are in the process of selecting new leadership. In the selection process it will be emphasized that each unit has a campus-wide mission and is expected to support the campus through strong and cooperative partnerships.

    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.

  18. Academic advising and orientation experiences. UWM recently had the opportunity to review its advising programs and progress and to suggest areas of enhancement as part of its contribution to the development of a UWS budget request for academic advising. Those activities which were highlighted as best practices for UWM included activities to facilitate:
    • The transition of entering freshmen, including enhanced freshman advising, freshmen orientation programs, freshmen transition courses and workshops, the Freshman Scholars program, and the assignment of freshmen in three UWM schools/colleges to faculty advisors/mentors. Over the past two years, one-year retention of new freshman has increased by 7.1%.
    • The transition of adult and transfer students, including the newly configured Office of Adult and Returning Student Services, the Evening/Weekend Degree Program, transfer fairs, published transfer guidelines, and the extensive (over 25) number of articulation programs in place with UW Centers and institutions in the Wisconsin Technical College System.
    • The transition to the major, including faculty advising models, multicultural advising programs, and mentoring programs - with the example of the Building Blocks for the Future Program for students of color in the School of Business being cited as a model for effective community and professional mentoring.
    • The transition to careers or post-baccalaureate education, including numerous placement and internship experiences often facilitated by offices of career placement at the university or school/college level.
    • The transition of high school students to college, including UWM’s model pre-college programs.

    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:

    • Support for technology to provide access for faculty and professional advisors to student data. The College of Letters and Science is developing and piloting the Collegiate Academic Tracking System (CATS) as a key step in facilitating and coordinating the work of advisors across the campus.
    • Development of Web tools to facilitate communication between faculty and professional advisors and students.
    • Professional development and training to support faculty and staff participation in conferences and professional dialogues and to ensure that faculty, professional advisors and students can utilize effectively the technologies that are designed to improve access to information and to each other.
    • Additional salary support for personnel and release time for faculty advisors.

    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.

  19. Degrees granted. graduation rates and credits-to-degree.
  20. 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.

    TABLE 13
    Credits-to-degree

             Credits to Degree of graduates       Change over past four   
             starting as freshmen                 years
    AHP      150                                  increase                     
    ARUP     123                                  steady                       
    SBA      125                                  steady                       
    ED       153                                  increase                     
    EAS      143                                  steady                       
    FA       139                                  steady                       
    L&S      126                                  steady            
    NURS     143                                  increase                     
    SW       122                                  steady                       
    
    

    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.


Strategic Initiative: Employ appropriate information and communication technology to improve the academic, student services and administrative operations of the campus.

  1. Technology Roundtable and the Learning Through Technology Plan. The objective of the Learning Through Technology Plan is to establish a strategic plan for the effective deployment, coordination, and use of UWM’s communication and technology resources and staff. In Fall 1996, the concept of using a roundtable as the means to develop the plan was initiated and presented to Deans, Division Heads, and faculty committees. The Learning Through Technology Campus Roundtable will draft the Learning Through Technology Plan for presentation to the Vice Chancellor in May 1997. The Roundtable will provide the main venue of discussion for the Plan–with the issues coming to the Roundtable via schools/colleges, and faculty and staff committees, and flowing back to these groups for continued discussion. The Roundtable will identify a set of planning assumptions (both internal and external); technology strengths, threats, and weaknesses facing UWM; goals for technology planning; objectives for each goal; and examples of proposed accountability measures.

    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/

  2. Distance Education Updates and Plan
    1. Adoption of UWM Distance Education Academic Infrastructure Guidelines. The guidelines outline the key infrastructural support provided on campus for distance education (they include information and contacts in units such as Business and Financial Services, CIPD, DOCEx, I&MT, Enrollment Services, Library, Academic Affairs, and School/College Distance Education Liaisons). The guidelines provide a checklist to be used by units for planning and developing distance education courses.
    2. Designation of Distance Education Liaison. A Distance Education Liaison (DEL) has been identified in each School/College. The DEL’s responsibility is to coordinate, facilitate, and provide oversight to the school/college’s distance education activities.

    3. Courses offered.
    4. FALL 1996

      BUSINESS
      Course Number: 216-330 section 106 & 107
      Course Title: Organizations
      Credits: 3
      Technology: ITFS
      Origin/Destination: UWM to UW-Waukesha Co and UW-Washington Co

      Course Number: 216-360 section 107 & 108
      Course Title: Principles of Marketing
      Credits: 3
      Technology: ITFS
      Origin/Destination: UWM to UW-Waukesha Co and UW-Washington Co

      Course Number: 216-370 section 105 & 106
      Course Title: Production and Operations Management
      Credits: 3
      Technology: ITFS
      Origin/Destination: UWM to UW-Waukesha Co and UW-Washington Co

      NURSING
      Course Number: 068-341 Lc 101
      Course Title: Theoretical Foundations of Nursing
      Credits: 4
      Technology: Audiographics
      Origin/Destination: UW-Eau Claire to UWM

      Course Number: 068-34 Lc 101
      Course Title: Nursing Research
      Credits: 4
      Technology: Audiographics
      Origin/Destination: UWM to other UW campuses in Collaborative Nursing Program

      Course Number: 068-437 Lc 101
      Course Title: Nursing Management & Leadership
      Credits: 4
      Technology: Audiographics
      Origin/Destination: UW-Green Bay to UWM

      Course Number: 068-444 Lc 101
      Course Title: Community Health Nursing
      Credits: 3
      Technology: Public TV and Wisline
      Origin/Destination: UW-Oshkosh to UWM

      SPRING 1997

      BUSINESS
      Course Number: 216-350 section 105 & 106
      Course Title: Principles of Finance
      Credits: 3
      Technology: ITFS
      Origin/Destination: UWM to UW-Waukesha Co and UW-Washington Co

      Course Number: 216-380 section 205 & 106
      Course Title: Introduction to Real Estate Markets
      Credits: 3
      Technology: ITFS
      Origin/Destination: UWM to UW-Waukesha Co and UW-Washington Co

      Course Number: 216-391 section 105 &106
      Course Title: Business Law I
      Credits: 3
      Technology: ITFS
      Origin/Destination: UWM to UW-Washington Co and UW-Washington Co

      EDUCATION
      Course Number: 272-500 section 101
      Course Title: Teaching Math- implementing K-4 NCTM Standards
      Credits: 2-3
      Technology: Video, Videotape, and internet
      Origin/Destination: UWM to a variety of locations

      ENGINEERING AND APPLIED SCIENCE
      Course Number: 590-201
      Course Title: Engineering Materials
      Credits: 3
      Technology: Compressed Video
      Origin/Destination: to Parkside and Green Bay

      Course Number: 490-360 section 003
      Course Title: Engineering Economics
      Credits: 3
      Technology: Compressed Video
      Origin/Destination: Parkside to UWM

      L&S
      Course Number: 900-101 section 304
      Course Title: Introduction to Sociology
      Credits: 3
      Technology: TV combined with classroom
      Origin/Destination: Channel 10/36 transmission

      NURSING
      Course Number: 068-317 Lc 101
      Course Title: Health Assessment
      Credits: 4
      Technology: Audiographics and Compressed video
      Origin/Destination: UW-Madison to UWM

      LIBRARY AND INFORMATION SCIENCE
      Course Number:
      Course Title: Automation
      Credits: 3
      Technology: Compressed Video
      Origin/Destination: UWM to UW Eau Claire

      SOCIAL WELFARE
      Course Number: 896-591
      Course Title: Women and Poverty Seminar
      Credits: 3
      Technology: Compressed video
      Origin/Destination: UWM to UW Parkside, Eau Claire, La Crosse

      PLANNED FOR FALL 1997:
      Business: 3 courses
      Allied Health: 4 courses
      Nursing: 1 course in addition to the Collaborative Nursing Program
      Library and Information Science: 1 course
      Letters and Science: 1 course


Strategic Initiative: Improve the support systems and physical facilities that make the campus environment conducive to learning and working.

  1. Implementation of the Marketing Plan. The Marketing Plan developed for the chancellor by the UWM Center for Business Competitiveness provided a number of recommendations for enhancing the experience of students - primarily adult and returning students. The Division of Academic Affairs was asked to focus on the following recommendations:
    • Develop specific plans that formalize time-to-degree.

    • The evening degree programs, development of pre-major curricula, and other advising strategies respond to this recommendation.

    • Review program offerings for non-traditional students.

    • The Adult Access Working Group has addressed this recommendation in its report.

    • Ensure that faculty office hours and academic advising are available for non-traditional students.

    • The Provost has requested that services for adult and returning students be available, at a minimum, until 6:30 p.m. on Monday and Tuesday evenings.

    • Review class scheduling for non-traditional students.

    • All units are asked to ensure that courses are available for evening-only students.

    • Use distance education technologies and satellite campuses to appeal to non-traditional students.
      A number of distance education courses are offered (as described above); the development of satellite sites is being explored.
  2. Classroom improvement maintenance plan. Academic Affairs, in cooperation with I&MT and Administrative Affairs has been working on a model for classroom management and coordination. The model addresses both short-term and long-term needs for managing, maintaining, and upgrading campus teaching spaces. The model is designed to help eliminate some of the current inefficiencies and loss of instructional time or quality due to classroom infrastructure problems. Work has begun on a classroom attribute database that will be used in conjunction with the classroom scheduling system. Another element of the model is a classroom hotline–one number that can be called for a wide range of classroom problems from lighting to multimedia equipment. I&MT’s Classroom Support Unit has been charged with developing a plan with a September 2, 1997 implementation date.
  3. Student surveys. These surveys have been conducted in the last year:
    • As part of the research for the development of the UWM Marketing Plan, 2,146 undergraduate students participated in a survey (a 43% return).
    • The graduating seniors were again surveyed; 1,293 surveys were completed (a 78% return).
    • The Social Science Research Facility (SSRF) conducted a survey of students eligible to enroll in Fall, 1996 who had not enrolled. By the beginning of the Spring, 1997 semester, SSRF interviewers had conducted 631 interviews with non-returning students, achieving a 61% response rate.

1997-98 Budget Decisions

A. Budget Considerations

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.

  1. State Budget. As this document is being completed, we are still uncertain as to what the state budget will hold for UWM in the 1997-99 biennium. We do know that the Governor’s budget proposal includes new funds in the area of technology and deep budget reductions for UW Extension, which includes UWM outreach and extension budgets, but no other base budget reductions are proposed. UW system requests for additional support for libraries, advising, allied health programs, or pre-college programs were not included in the Governor’s budget.

    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.

  2. Enrollment Effects. Campus enrollments, which for the past three years have lagged substantially behind levels targeted by UWS, also have produced serious fiscal consequences for the campus. Last year President Lyall asked the campus to reduce its enrollment target 285 FTE students and reduce its base budget correspondingly in three annual installments. The budget reduction for 1996-97 was $553,900 which will be followed by an additional reduction of $354,400 during the 1997-98 fiscal year and another $354,500 in 1998-99. Our budget plans must provide this sum for budget reduction no matter the outcome of the state budget process this spring and summer.

    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.

  3. Long-Range Fiscal Plans. The fiscal situation described above suggests that campus fiscal planning should remain flexible and take a longer view than has been the case in past years, especially when coupled with the fact that we now have in place a campus strategic plan intended to carry us into the new millennium. Reasons favoring this longer range fiscal planning include:
    • The campus has undergone two years of cuts and internal reallocation which have challenged the ability of all units, to differing degrees, to offer adequate support to their programs and activities. Further internal reallocations must be very sensitive to the losses units have already incurred and should be based on a careful review of program strengths and weaknesses. Until the campus, with the leadership of the Academic Planning and Budget Committee and the Academic Deans Council, has completed this review, internal reallocations will be as limited as possible.
    • Each campus unit has taken important first steps in articulating its plan for realizing the campus strategic goals. Furthermore, all deans, division heads and directors have argued strongly for retaining resources within their units to support ongoing as well as planned activities in support of the campus plan.
    For these reasons, reallocation only for the most essential items and previous commitments will occur in this year’s budget plan. These items must include the $354,400 for the second installment on the enrollment target reduction.

    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.

  4. The Campus Opportunity Fund. When the campus returns to its targeted enrollment levels, the enrollment contingency fund will no longer be needed. Our long-range campus fiscal plan, then, should be coupled with our plan to return the campus to its targeted enrollment levels. Currently, our enrollment gap produces about a $1.2M revenue shortage that must be covered from the contingency. As we reduce the enrollment gap and gain confidence that the campus enrollments will remain permanently at or near target levels, we can release enrollment contingency funds to be applied to activities attuned to the strategic plan. In other words, we will have created from the enrollment contingency a campus opportunity fund.

    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.

B. 1997-98 Budget Reductions

  1. Mandatory Campus Base Budget Reduction
  2. 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.

  3. Sources of Funds for Campus Budget Reductions
  4. 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.

    TABLE 14
    Campus Base Budget Reduction

    Units below   Budget Reduction*       Assigned Internal              
    target                                             Reallocation To Prior Budget   
                                                         Commitment                     
    CEAS          $100,000
    L&S             $200,000                     $10,000                        
    NURS            $10,000                                                        
    SLIS                                              $10,000                        
    SW                                                $10,000                        
    TOTAL         $310,000                                  
                   $44,400 deducted from campus Enrollment Contingency
                  $354,400 = 1997-98 campus base payment for reduced 
    			 enrollment target
    
    
    * The Provost will negotiate plans with Deans of these units for spreading these base budget adjustments over a 2- to 3- year time period, contingent on unit and campus enrollment revenues.

C. Campus Investments in Strategic Initiatives

  1. Sources of funds
  2. 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.

  3. Strategic Initiative Commitments for 1997-98
  4. a. Scholarship Investments:

    1. In recognition of the crucial need to sustain and increase extramural funding on the campus so that we will retain and enhance our Research II status, a commitment of $160,000 will be made from federal indirect cost funds as an additional return to the principal investigators who generated the funds and, in select instances, to support ongoing projects of principal investigators who temporarily lose grant funding. This action will double, from 5% to 10%, the return to the PI’s. Principal investigators use these returned overhead funds as flexible support for their research. As such, the funds serve to position them for renewals of current funded projects and to enable them to initiate new programs that will engender research support in the future. It is also hoped that this additional return to the PI’s will make it more feasible for schools and colleges, which receive 20% of the indirect cost funds coming to the campus, to use those funds in a more targeted manner to generate additional extramural funds within their units.
    2. The Center for Instructional and Professional Development (CIPD) and the Learning Technology Center (LTC) will receive a base budget infusion of $71,000 and a one-time commitment of at least $17,000. Source: Base reallocation from the campus contingency funds. Additional one-time funds for professional development are anticipated from the state budget as well as from institutional funds.
    3. UWM will continue its participation as a charter member of Internet II ($25,000). Source: One-time allocation from contingency funds.
    4. Base funds will be allocated to scholarship activities that have been supported with annual budget transfers:
    5. 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.

    6. The Center for Urban Initiatives and Research (CUIR) will receive a dedicated base budget of $55,000 (Source: Assigned Reallocation from the Graduate School) and one-time funds of $20,000 (Source: One-time allocation from contingency funds.)
    7. It is estimated that the chancellor and provost will contribute approximately $400,000 to the recruitment of new faculty in 1997-98. These one-time funds are provided to academic units to assist in set-up costs and other expenses related to attracting and providing initial support to new faculty in science and engineering fields where this is particularly expensive.
    b. Enrollment Revenue Investments

    1. In recognition of the primacy of our need to increase enrollments, attract the very best students possible, and increase public recognition of the quality of UWM, the chancellor made a commitment of $140,000 from non-federal indirect cost funding to be applied to more effective marketing of UWM. This commitment will be renewed in 1997-98. While funds from various contingencies have been used to support the campus marketing efforts in the past, this infusion of funds will provide an identified budget for these very important efforts.
    2. A computerized tracking system for prospective students will be purchased and implemented at an approximate cost of $100,000. Source: One-time allocations of campus contingency funds.
    3. Base funds will be allocated to support a faculty position in Occupational Therapy ($55,000) and partial support for Clinical Lab Science in the School of Allied Health Professions ($10,000). These allocations commit base funds to positions and activities that were funded in 1996-97 and which are part of the School’s plan to expand programs in response to student demand. Source: Base reallocation from the campus contingency funds.
    4. Base funds will be allocated to support prior commitments to advising initiatives in the School of Library and Information Science ($10,000). Source: Assigned Reallocation of $10,000 from the School of Library and Information Science.
    5. The development of World Wide Web access to the SASI system will be developed, along with other initiatives to enhance student access to records and registration. Source: Assigned one-time reallocation of $25,000 in the Division of Student Affairs, which brings the total GPR reallocations within Student Affairs for strategic initiatives in 1997-98 to $175,000.
    6. The budget planning for 1997-98 relies on the success of campus units in meeting fall enrollment projections. If enrollments do not meet the planned projections, resources will likely need to be reallocated to meet revenue shortfalls. For that reason, all campus units will hold in reserve a 1% enrollment contingent in their 1997-98 budgets. The contingent funds will be released in October pending favorable enrollment figures.
    c. Technology Investments

    1. The campus computing network will continue to be enhanced. Source: Restricted one-time 1996-97 state capital budget allocation of $285,000.
    2. The campus rehosting project (moving campus data and transactions from an IBM MVS environment to a UNIX environment with a relational data base) will continue to be supported as per prior commitments ($300,000); additional funds will be provided if needed to maintain progress. This investment will eventually pay for itself through substantially reduced maintenance and operating costs for the new support environment. Source: Campus contingent funds.
    3. Base funding of $35,000 will be provided as per a prior commitment to fund a technology position in the School of Fine Arts. Funds ($21,000) will also be provided to support a portion of a technology position in the School of Business Administration. Source: Base reallocation from the campus contingency funds.
    4. In 1997-98, UWM will be able to provide over $1.67M for appropriate projects from funds allocated to the campus for laboratory modernization, classroom modernization, campus computer laboratories, and instructional equipment replacement. Funds from the Educational Technology Fee will support an additional $900,000. As part of the 1996-97 resource planning process, each unit was asked to submit preliminary technology proposals. Following a review of these preliminary proposals, Academic Affairs units were asked to submit more information regarding the following proposed projects: These projects, listed in Table 15, do not include proposals that units might submit to the Educational Technology Fund.
    5. As discussed above, the Governor’s proposed budget includes significant allocations to the UW system for technology and related professional development. This funding, if part of the approved budget, will facilitate campus technology plans already in place as well as the long-term strategies that will be part of the campus Learning Through Technology plan to be completed this spring. The projects these funds are expected to address are BadgerNet, technology infrastructure, curricular redesign (faculty/staff development and desktop computing) and PK-12 initiatives.
    d. Campus Environment Investments

    1. Administrative Affairs will reallocate $75,000 to add three campus security officers. Source: Assigned allocation from Administrative Affairs. This will bring Administrative Affairs’ anticipated internal reallocation to $228,000.
    2. Student Affairs will receive a $15,000 commitment from the Provost’s Undergraduate Initiative fund for permanent support of the Direct Assistance Center. The Provost will also make a $14,000 commitment to cover the fees for use of testing services for academic departments. Departments will no longer be charged for this service. Student Affairs will reallocate an additional $6,000 to cover anticipated costs.

    All budget allocations are summarized in Table 16.

  5. Additional Potential One-Time Allocations in 1997-98

    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:

  6. 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:

    • Weekend certificate or degree programs

    • Degree or certificate programs offered at a western Milwaukee metropolitan area site

    • Classes delivered by Internet combined with classroom meetings targeted to Milwaukee area residents

    • On-site programs for Milwaukee area employers

    • Programs using terms differing from standard semesters

    b) Enrollment enhancement activities

    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.

    TABLE 15
    Lab/Class Mod & Instructional Equipment Replacement Projects

    FINE ARTS  Replacement of Film Instructional Equipment             $100,000  
               Computer Replacement for Lab FAA 417 (Graphic Design)    $16,390
    SARUP      Development of student multimedia computing facility     $86,500
               Upgrade SARUP Computer Network                           $26,000
    SAHP       Instructional Microcomputer Lab Modernization           $140,000  
               Human Kinetics First Aid/CPR Courses                     $22,000
    EDUCATION  Enderis 724/740 Microcomputer Lab - Phase II            $100,000  
               Multimedia Portable Computers for Faculty Development    $27,500
    CEAS       Experimental Station for Machining and Machinability   
                  Studies in Instruction and Research                  $128,000
               Advanced Computer Graphics Laboratory                    $67,500
               Programmable Logic Controller Laboratory                 $66,000
               Match for NSF ILI grant proposal submitted by                 
                 by McRoy - Computer Sci                                $43,225
    DSAD       Computer Lab Modernization Project                       $40,100
    L&S        Computer Classroom Modernization and Replacement -    
                  English Curtin 108                                   $165,000
               Expansion of McFarland Learning Center                  $150,000  
               Twelve Microscopes - Biological Sciences                 $14,000   
               Match for NSF ILI grant proposal submitted by                  
                  DeFelice - GeoScience                                 $43,500
               Match for NSF ILI grant proposal submitted by              
                  Ehlinger, et. al - BioSci                             $50,137
    SLIS       10-X terminals                                           $20,000
               Sun Sparc processor                                       $2,500
               30 100BaseT Network cards                                 $9,000
    I&MT       Campus Computer labs continuing cost                    $110,800
               Upgrade CCLs                                            $215,123  
               Lapham 162 multimedia upgrades                           $27,500
               Classroom AV pool                                        $30,000
               Lapham 160 upgrades                                       $6,400
               Engelmann Lecture Hall multimedia development            $38,285
               SBA PicTel Video Maintenance                              $4,500
               Enderis 177 multimedia upgrade                           $19,135
    OTHER      CIPD/LTC                                                 $50,000
               Ethernet additional campus classrooms                     $5,000
               Distance Education Infrastructure                        $20,000
    


    TABLE 16
    1997-98 Budget Allocations and Sources

                                                    SOURCES                                             
    1997-98 ALLOCATIONS*         CAMPUS-BASE    ASSIGNED**          ONE-TIME       
    SCHOLARSHIP                                                                    
    Research Incentives                                           $160,000***      
    CIPD/LTC                      $ 71,000                          $ 17,000       
    Internet II                                                     $ 25,000       
    CABHR                         $ 18,000       $ 10,000                          
    L&S Initiatives                              $ 10,000                          
    CUIR                                         $ 55,000           $ 20,000       
    Faculty Recruitment                                             $400,000       
    ENROLLMENT
    Marketing                                                       $140,000       
    Recruitment Tracking                                            $100,000(96-97 
    								   funds)
    OT/CLS                    $ 65,000                                             
    SLIS                                         $ 10,000                          
    WWW/SASI                                     $ 25,000                          
    TECHNOLOGY
    Networking                                                      $285,000(one-time       
                                                                  96-97 state funds)
    Rehosting                                                       $300,000       
    FA and SBA positions          $ 56,000                                         
    CAMPUS ENVIRONMENT                                                    
    Security positions                           $ 75,000                          
    Eliminate testing charges      $14,000        $ 6,000                           
    Direct Assistance Center       $15,000                                         
    1997-98 Campus Investments:   $239,000       $191,000      $1,062,000 (97-98   
                                                                     funds)        
                                                                $385,000 (96-97    
                                                                     funds)        
    ‘97-8 Campus Decrement for   <$ 44,000>     <$310,000>     
    Enrollment:                                                                    
    TOTALS  (1997-98)             $283,400       $501,000          $1,062,000      
    
    
    LEGEND: 
    CAMPUS-BASE:  Base reallocation from campus contingency funds 
    ONE-TIME:     One-time allocation from campus contingency funds 
    ASSIGNED:     Reallocation assigned to unit
    
    * See preceding narrative for more information on allocation items.
    ** The May 1997 Long Range Plan will include the comprehensive list of all units’ internal reallocations.
    *** This funding would continue depending on continued levels of indirect cost returns.

  7. Resource Commitments Beyond 1997-98
  8. 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:

    • The Collaborative Teacher Education Program for Urban Communities (ED)

    • The completion of an Occupational Therapy M.S. Program and the development of a Physical Therapy M.S. Program (AHP)

    • On-site and distance education programs (BA)

    • Joint degree programs (Business/Music; Business/Engineering; BA in Arts)

    • New degree programs (MS in Liberal Studies; BA in Information Sciences; Ph.D. in History, etc.)

    • Expanded graduate programs and support (expansion of GTA lines in L&S; expansion of MSW program in SW; expansion of Masters program in Nursing; etc.)

    • Curriculum revisions (Writing-Across-the-Curriculum; Revisions in the L&S Core Requirements)

    • Named professorship in International Finance (BA)

    • Undergraduate Research Scholarship Programs (Models proposed by CEAS, AHP)

    • Expansion of COOP and internship programs (CEAS, etc.)

    • Certificate program development (L&S; ARUP; FA)

    • Freshmen transition programs (L&S, ED, AOC, FA)

    • Enhanced access to data (CATS, etc)

    • Enhanced services to students with disabilities (DSAD)