Provost’s Address to the University Senate

Provost’s Addressto the University Senate

Provost’s Addressto the University Senate

December 13, 2004

Necessity’s Sharp PinchNecessity’s Sharp Pinch

- King Lear

Necessity’s Sharp PinchNecessity’s Sharp Pinch

To wage against the enmity o' the air;To be a comrade with the wolf and owl,--Necessity's sharp pinch!

- King Lear (Act II)

Make A Virtue of NecessityMake A Virtue of Necessity

- Robert Burton

Undergraduate Enrollment Growth

Undergraduate Enrollment Growth

A First Look at Possible Effects

Recent Trends:Fall 2001 to Fall 2004

Recent Trends:Fall 2001 to Fall 2004

Headcount: 17,284 to 18,492

7% increase

Freshman Class: 3,037 to 3,961

30% increase

Student Experience:Average Class Size by LevelStudent Experience:

Average Class Size by Level

45 45 44

48

38 3841 42

34 33 34 35

27 28 2826

18 19 18 19

0

5

10

15

20

25

30

35

40

45

50

100 200 300 400 500

Fall01 Fall02Fall03 Fall04

Student Experience: Small, Medium, Large Distribution

Student Experience: Small, Medium, Large Distribution

Full-Time Freshmen (FTF)

Comparison of student schedules based on size of classes small = 30 or less medium = 31-99 large = 100+

Fall 2001 and Fall 2004 schedules

Full-Time Freshmen Enrolled......

In at least 1 ClassIn at least 2

ClassesIn at least 3

ClassesIn 4 or more

Classes

With a Class Size of..... 2001 2004 2001 2004 2001 2004 2001 2004

30 or less 99.6 96.6 92.5 82.3 66.7 55.8 34.2 26.0

31 to 99 76.7 72.0 31.5 27.8 7.4 6.4 1.0 0.9

100 or more 81.0 86.8 33.8 48.5 5.2 15.0 0.2 2.9

Student Experience:Small, Medium, Large Distribution

Student Experience:Small, Medium, Large Distribution

Student Experience: Based on Class Size

Student Experience: Based on Class Size

Little change in likelihood that FTF will have at least 1 small, 1 medium, and 1 large class

15 point increase in likelihood that FTF will have 2 or more large classes

Over one-half have at least 3 small classes

Only 15% of FTF have 3 or more large classes

FTF are 9 times more likely to have 4 or more small classes than to have 4 or more large classes

Student Satisfaction:Advising

Student Satisfaction:Advising

My Advisor... 2001-02 2002-03 2003-04

...spent sufficient time with me.

3.56 3.55 3.58

...was accessible when I needed help.

3.75 3.75 3.76

...is someone I would recommend to other students.

3.70 3.66 3.71

NOTE: On a scale of 1 to 5 where 1=strongly disagree and 5=strongly agree.

Student Satisfaction: Engagement

Student Satisfaction: Engagement

UK

Fresh.

2001

UK

Fresh.

2003

Pub. Doc.

Fresh.

2003

UK

Senior

2001

UK

Senior

2003

Pub. Doc.

Senior

2003

Level of Academic

Challenge51.6 52.2 52.3 53.1 55.0 55.2

Active/Collaborative

Learning35.6 35.1 38.1 44.8 46.2 50.2

Student-Faculty

Interactions33.6 34.4 34.0 39.1 41.5 39.9

Enriching Educational

Experiences50.4 51.4 57.6 42.5 46.7 47.6

Supportive Campus

Environment53.3 59.0 58.0 48.3 53.7 53.4

Student Satisfaction: Quality of Instruction

Student Satisfaction: Quality of Instruction

Items 2001-02 2002-03 2003-04

Overall quality of instruction – faculty

2.84 2.83 2.80

Quality of instruction by TAs

2.50 2.56 2.54

Individual attention from instructors

2.34 2.40 2.33

Willingness of faculty to meet with students

2.99 2.92 2.90

NOTE: On a scale of 1 to 4 where 1=poor and 4=excellent.

TCE Comparison: Strategy for Selecting Courses

TCE Comparison: Strategy for Selecting Courses

100-200 Level: fall 2001 total enrollment ≥ 200Average class size increase ≥ 25%

300-500 Level:fall 2001 total enrollment ≥ 15Average class size increase ≥ 50%

TCE Comparison: Selected Growth CoursesTCE Comparison:

Selected Growth Courses

100-200 Level Results:• BIO152, CHE104, COM101 & CS101• HIS104, PHI120 & MA213• PHY231 & PHY241

300-500 Level Results:28 courses

5 colleges (AG, AS, BE, ED, EN)

TCE Results: 100-200 Level

Selected Growth Courses

TCE Results: 100-200 Level

Selected Growth CoursesItems

Fall 2001 Fall 2002 Fall 2003

Graded papers returned promptly

3.3 3.3 3.3

Helpful comments on graded papers

2.9 2.9 2.9

Course material presented effectively

3.2 3.2 3.2

Instructor available outside class

3.3 3.4 3.3

Class participation encouraged

3.1 3.1 3.0

Overall quality of teaching 3.2 3.3 3.2Overall value of course 3.0 3.1 3.1

NOTE: On a scale of 1 to 4 where 1=poor and 4=excellent.

TCE Results: 300-500 Level

Selected Growth Courses

TCE Results: 300-500 Level

Selected Growth CoursesItems

Fall 2001 Fall 2002 Fall 2003

Graded papers returned promptly

3.4 3.2 3.3

Helpful comments on graded papers

3.0 2.9 3.0

Course material presented effectively

3.3 3.2 3.3

Instructor available outside class

3.5 3.4 3.5

Class participation encouraged

3.3 3.3 3.3

Overall quality of teaching 3.3 3.2 3.3

Overall value of course 3.2 3.1 3.3NOTE: On a scale of 1 to 4 where 1=poor and 4=excellent.

Student Satisfaction: Learning Outcomes

Student Satisfaction: Learning Outcomes

Student ratings of change in ability to....

Spring 2002

(N=1411)

Spring 2003

(N=2060)

Spring 2004

(N=2045)

Write (effectively). 3.87 3.97 3.93Make effective oral presentations.

3.35 3.44 3.40

Use statistics and mathematical reasoning.

3.52 3.43 3.49

Appreciate the arts. 3.34 3.32 3.35Understand methods in science.

3.54 3.50 3.50

NOTE: On a scale of 1 to 5 where 1=Much weaker and 5=Much stronger.

Grades: 100-200 LevelSelected Growth Courses

Grades: 100-200 LevelSelected Growth Courses

Percent enrolled

that received -- Fall 2001 Fall 2002 Fall 2003

A 29.8% 29.5% 25.7%

B 27.7% 29.5% 30.8%

C, P 19.3% 18.9% 21.3%

D, E, W 23.1% 22.0% 22.2%

Grades: 300-500 LevelSelected Growth Courses

Grades: 300-500 LevelSelected Growth Courses

Percent enrolled

that received -- Fall 2001 Fall 2002 Fall 2003 *

A 35.4% 36.6% 37.1%

B 38.7% 37.0% 34.7%

C, P 14.9% 16.5% 16.4%

D, E, W 10.8% 9.8% 10.7%

* There were 16 Incompletes in fall 2003 – 1% of total grades assigned.

Entering Freshmen and Retention Rate

Entering Freshmen and Retention Rate

29603116

3692 3718

78.4%77.1%

79.3%77.7%

0

500

1000

1500

2000

2500

3000

3500

4000

2000 2001 2002 2003

60.0%

65.0%

70.0%

75.0%

80.0%

Entering Freshman Cohort Retention Rate

First Semester GPAof Entering Freshmen

First Semester GPAof Entering Freshmen

Percent enrolled

that received --

Fall 2001 Fall 2002 Fall 2003 3-Year

Change

3.5-4.0 22.1% 23.7% 26.1%

3.0-3.49 23.3% 24.6% 24.9%

2.5-2.99 18.5% 17.8% 17.2%

2.0-2.49 16.5% 15.4% 14.3%

1.5-1.99 8.4% 8.2% 6.6%

<1.5 11.2% 10.2% 10.8%

Necessity,

the Mother of Invention

Necessity,

the Mother of Invention

- George Farquhar

New Academic InitiativesNew Academic Initiatives

Reorganization of Enrollment Management TeamCenter For Undergraduate ExcellenceExpansion of the Honors ProgramReform Undergraduate Studies Program (USP)Enhanced Teaching Resources for Undergraduate EducationCommittee on Academic PrioritiesWinter IntersessionProvost Workgroup on International Affairs & Public PolicyProvost Workgroup on Multimedia StudiesThe Commonwealth Collaboratives

Center OrganizationCenter Organization

Discovery Seminar ProgramThe Honors ProgramLiving-Learning CommunitiesOffice of Undergraduate ResearchOffice of Study AbroadThe Gaines Center for the HumanitiesOffice of External ScholarshipsThe Intercollegiate Debate Program

GoalsCenter for Undergraduate

Excellence

GoalsCenter for Undergraduate

Excellence

Strengthen the individual programs within the Center

Enhance the synergism among programs within the Center

Improve the academic profile of the entering class

Promote excellence in undergraduate education

Prepare our best students for external scholarship competition

Prepare our best students for admission to the most prestigious graduate and professional schools in the country

Faculty IssuesFaculty Issues

Recommend Promotion Increments

Promotion from Assistant to Associate• Increase from $2,600 to $4,000

Promotion from Associate to Full• Increase from $3,800 to $5,500

Sabbatical Leave Sabbatical Leave

Sabbatical Leaves Granted

2001-02 2002-03 2003-04 2004-05

Half-Pay Leave 30% 30% 30% 40%

Full-Pay Leave 70% 70% 70% 60%

Sabbatical Leave PolicySabbatical Leave Policy

Encourage more full-year sabbaticals

Increased compensation contingent on prior performance

Faculty Title SeriesFaculty Title Series

Is it time to examine the 4 tenurable title series?

Is it time to examine greater use of the differentiated DOE?

Lecturer FacultyLecturer Faculty

Complete Some Unfinished Business

Opportunity for advancement to Senior LecturerMulti-year appointments

Opportunityfor

Accelerated Advancement

Opportunityfor

Accelerated Advancement

Promotion from Assistant to Full Professor

Elimination of Associate Professor rank

Commonwealth Collaboratives

Commonwealth Collaboratives

Institutionalize the connection between scholarship and service

Senior faculty leadership for service activities tied to Strategic Plan priorities