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Quarterly ReportMinnesota State Colleges and Universities Work Plan for 2002-2004Actions for Third Quarter of 2002-2003April 16, 2003OverviewAs a new Governor took office, the Minnesota State Colleges and Universities also prepared for a period of uncertainty resulting from the fiscal crisis in the State of Minnesota. These challenges -from a disproportionate higher education unallotment to significant cuts proposed for the next biennium-are very real. The Office of the Chancellor and the colleges and universities are addressing these immediate and long-term issues while simultaneously continuing to make progress in the directions of the strategic plan, Designing the Future. Until the legislative session ends, it will be very difficult to predict the options available to address the funding cuts the Minnesota State Colleges and Universities. To prepare for anticipated cuts, Office of the Chancellor staff and presidents continue to analyze and prioritize the functions of each division. STRUCTUREThe Minnesota State Colleges and Universities' strategic plan is comprised of four strategic directions offering a blueprint for the system's future: increase access and opportunity, expand high-quality learning programs and services, strengthen community development and economic vitality, and fully integrate the system. The Minnesota State Colleges and Universities work plan addresses the four themes and adds two priorities to that list: increase support and ensure accountability-oriented measurement. These six priority categories were the basis for developing seventeen action steps, many of which go into even deeper, measurable detail allowing for greater accountability. This report is the third quarterly report for the academic year designed to further the accountability of the Minnesota State Colleges and Universities. These reports focus on the work of the Office of the Chancellor and our thirty-four colleges and universities to advance the agenda set forth in the Minnesota State College and Universities work plan. The report is a snapshot of progress toward achieving the overall objectives of the work plan; it is a representation, not all-inclusive, of the enormous efforts undertaken. The specific focus of this report is the improvements/developments in achieving the overall objectives of the work plan during the third quarter (January through March) of 2002-2003. The report underscores admirable progress toward completion of the specified tasks at the three-quarter point of the timeframe. Priority: Increase Access and Opportunity.Minnesota State Colleges and Universities will continue to recruit students from a broad spectrum of backgrounds, yet focus more intensely on the recruitment and retention of those who have been under-prepared for or traditionally under- represented or under-served in higher education, including students of color, first generation college students, students for whom English is a second language and low income students. The identification and removal of barriers to participation in higher education for students of color, first generation students and low-income students is a priority area for the system. The initiation of new pre-kindergarten through college (P-16) collaborative structures to improve student preparation for and transition into college and work, as well as the development of clear plans for the recruitment, professional development and retention of diverse faculty, staff and administrators are also components of this priority area. Alexandria Technical College updated its affirmative action plan to include goals in the area of diversity. With assistance from the Office of the Chancellor Equal Opportunity and Diversity division, Alexandria Technical College has embarked on a climate and services survey to determine the current understanding of, and attitudes toward, diversity on the campus. Alexandria Technical College has also conducted an environmental scan of current student services functions and continued to work on re-assignment of personnel in Student Services that will make them more efficient and effective. Alexandria Technical College implemented a comprehensive program development and review structure that measures student satisfaction, business/industry demand and College responsiveness, and financial effectiveness. Alexandria Technical College worked with ISD 206, Runestone Area Education District schools, and Lakes Country Services Cooperative schools to increase opportunities for more students to access more college-level courses through the college. Anoka-Hennepin Technical College delineated and integrated admission, program advising, academic counseling, and external referral practices for ease of student access and use. They also identified program and staff development opportunities to assist faculty and staff in creating, updating, or expanding program access or services for an increasingly diverse group of student learners. Anoka-Hennepin Technical College recruited three new members for the General Advisory Committee to improve diversity and inclusiveness; they appointed a representative from the Somali community to the College General Advisory Committee. Anoka-Ramsey Community College's Diversity Committee has been formed and is composed of faculty, staff, administration and students. All committee members have committed to the development process (vision, mission, action planning proposal) through May with a goal of delivering an action plan to the president by mid-May. Their long-term goal is to renew committee commitments and work toward further developing and implementing suggested initiatives. Anoka-Ramsey Community College continues to develop a plan to enhance recruitment focused on local high schools with larger minority populations. Anoka-Ramsey Community College staff attended a Minnesota State Colleges and Universities sponsored conference on Recruitment and Retention for Under-Represented Students. A sub-group of participants met to generate ideas to promote access at Anoka-Ramsey Community College. Approximately 1000 Anoka-Ramsey Community College students (750 at Coon Rapids and 250 at Cambridge) are being surveyed using the ACT Student Opinion survey and additional 20 campus climate questions developed by a system workgroup. Bemidji State University's American Indian Resource Center reports the percentage of the American Indian students retained from the fall semester to the spring semester exceeded 90 percent. This retention level was attained, in part, by the addition of a peer tutoring program, faculty early alert system and the creation of an emergency loan assistance program. Bemidji State University's Center for Research and Innovation, in collaboration with Independent School District 31, obtained a grant to develop a Community Technology Center designed to serve learners within a group of cooperative programs (e.g. Adult Basic Education, Head Start, and Early Head Start). The Center provides new opportunities for individuals seeking to upgrade their skills to gain entry into post-secondary education, to move into the work force, or to obtain a better-paying job. The core of the project is the training of teachers and staff in the implementation and management of computer assisted learning. The Minnesota Humanities Commission has funded Bemidji State University to produce a five-part American History and Culture Seminar Series focusing on the professional development of K-12 educators designed to introduce teachers to historical and cultural material that will enable them to teach about Minnesota American Indian groups. Central Lakes College is expanding weekend and late afternoon classes to reach more non-traditional age students. Central Lakes College reports that enrollments of American Indian students at its Brainerd Campus have increased in fiscal year 2003. Century College has expanded the functions of the Multi-Cultural Affairs Office to develop strong recruitment/community outreach programs to local community of color organizations to improve recruitment and retention rates for students of color, first generation students, low-income students and other under-served populations. Century College is promoting the college's affordability, as well as the availability of financial aid, to low income and first generation students and families, as well as to non-traditional students, dislocated workers and persons with disabilities. Century College also has initiated early intervention strategies and developed a more comprehensive program of support for those students nearing or reaching probationary or suspension status. Dakota County Technical College has assessed their situation, developed an outreach plan to the under-served and set targets. Among the efforts currently underway are a series of six workshops entitled, "The Road Less Taken" about unique job opportunities in a variety of career fields. Fergus Falls Community College's ad hoc retention group meets every other week to discuss items such as a withdrawal process, early warning system, probation program and review of the campus climate. Fergus Falls Community College's diversity infrastructure group continues to meet and hold focus groups in an effort to create the "ideal" infrastructure required for supporting the postsecondary and career aspirations of immigrants, refugees and individuals of color within the Pelican Rapids community, for whom English is not their first language. Fergus Falls Community College's Office of Housing and Multicultural Services has developed evaluation tools to use with under-represented students and has organized an evening focus group with under-represented students to address their perceptions about college programs and services. Fergus Falls Community College has held informational community meetings related to under-served students in nursing careers in Alexandria, Morris and Melrose. A new inter-institutional agreement has been negotiated with Minnesota State University Moorhead to ensure a larger and timelier applicant pool for the Gateway Program. Fergus Falls Community College financial aid staff have traveled to Morris to disseminate financial aide information to prospective applicants for the nursing program in Morris. Fond du Lac Tribal and Community College has a highly successful "Weekend College" with excellent retention and graduation rates. Additionally, Fond du Lac Tribal and Community College has developed remedial academic services for first generation students for example, their PROP (Providing Resources, Opportunities, and Possibilities) Program. Fond du Lac Tribal and Community College also is working with both the Cloquet and Duluth Public Schools on Distance Education needs of their faculty, staff, and students. Hibbing Community College started an initiative to expand diversity through a pilot program using in-state tuition for out-of-state students. The tuition program was extremely successful with 51 of 55 out of state students retained (93 percent). This doubled the retention of former years. They also continued a successful host family initiative for out of state students. Inver Hills Community College has met with Somali counselors from Eagan High School, where a large population of Somali students are nearing graduation, to explore support systems for the students. Lake Superior College developed a Student of Color Mentoring program including high school and four year college connections and presented the program at a Minnesota State Colleges and Universities-wide Diversity conference. Lake Superior College increased enrollment of students of color by 21 percent from fall 2002 to spring, 2003 and by 9.6 percent from fiscal year 2002 to fiscal year 2003. Lake Superior College also expanded diversity programming offerings on campus, providing cultural diversity activities (e.g., Hispanic cultural theater, sponsored participation in the annual Duluth Martin Luther King Day March, sponsored the African American Read-In) as retention activities. Lake Superior College doubled the number of cultural event offerings and involved 6 times the number of community organizations from fiscal year 2002. In fulfillment of the campus commitment to increase the diversity of students at Metropolitan State University, the new admissions model includes four key components designed to target under-served, first generation, and primarily nontraditional students. First, the admissions counselor positions include minority liaison responsibilities for African American, Latino, Asian, and American Indian students. Second, assignments to target urban high schools are an important part of increasing the diversity of students at Metropolitan State, although transfer students remain the primary market. Third, the admissions program includes extensive collaboration with the metropolitan area community and technical colleges. Last, the admissions model at Metropolitan State recognizes that innovative outreach and pre-enrollment advising strategies are needed to reach nontraditional, under-served and first generation learners where they live, work and play. Metropolitan State University has hired a Dean of Student Services, a Director of TRIO and an advisor in the College of Professional Studies, all of whom are American Indians. Metropolitan State University also hired a Chicana counselor and Chicana Customer Service Specialist in the TRIO Program and a Chicana Office Manager in Student Services. Additionally, Metropolitan State University holds Cultural Information Exchanges monthly, maintains student group Web pages and conducts Academic Success Workshops for all students of color. The Otto Bremer Foundation has awarded a grant to Metropolitan State University to develop an American Indian Public Policy Certificate Program related to Indian law and policy. Metropolitan State University will work collaboratively with the American Indian Policy Center and the University of Minnesota, Duluth. The Minnesota State University, Mankato Diversity Task Force is currently reviewing university policies and procedures to increase access of students of color and other under-represented groups. In addition to on-campus initiatives, the International Student Office, in partnership with the College of Education, has initiated a program at Lincoln Community Center to provide tutoring and college-bound experiences for the growing Somali population in the Mankato area. In collaboration with the Office of Admissions Minnesota State University, Mankato developed a recruitment schedule to maximize the use of Multicultural Affairs staff in the overall recruitment efforts of the university. This includes having staff and faculty of color at national high school recruitment fairs, having staff and faculty of color accompany Admissions staff on high school visitations and maintaining the practice of staff in the Office of Multicultural Affairs to work with community agencies in Region Nine to provide college nights and information sessions for communities of color. They continue to work in Region Nine, reaching out to the Lifework Planning Center and Latina youth; La Mano, in the Hispanic communities surrounding Mankato; a partnership with the Region Nine Planning Commission in the Chicano Youth Leadership Institute and as the primary sponsor of the Southern Minnesota Hispanic Career Fair which includes the cooperation and partnership of many area schools and organizations. The Minnesota State University, Mankato's Cultural Diversity Program has hosted a Region Eleven meeting to acquaint high school counselors with Minnesota State University, Mankato and provided information about its diversity program and services for students of color. The Cultural Diversity Program has established in Region Eleven outreach programs with the Somali Communities of Minnesota and continues to develop relationships with the Hmong Community Center and Vietnamese Cultural Center. They also partnered with the Somali Community of Minnesota to organize a campus visitation for high school students coming from the Metro area and Region Nine. Additionally, the program has maintained relationships with tribal colleges and attends recruitment fairs as well as visits high schools with large American Indian populations. The Minnesota State University, Mankato Office of Multicultural Affairs, collaborating with the Admissions Office, has sent follow-up letters and made telephone calls to increase the show rate of accepted under-represented students applicants fall of 2003. They have also collaborated with the First Year Experience Office to involve the Office of Multicultural Affairs staff in the summer new student orientation program. The goal is to enhance the level of diversity in the orientation program and increase participation of under represented students. Finally, the Cultural Diversity Program also invited high school counselors in south central Minnesota to an orientation program directed at familiarizing them with the diversity initiatives designed to serve under represented students and to give them an overview of the total university. In an outreach partnership with Saludando Salud and Open Door Health Center, more than 40 Hispanic and 18 Somali patients used the on-campus dental hygiene clinic, providing valuable preventative dental care for this population, plus providing experiences for dental hygiene students with culturally diverse populations. Approximately 100 patients were treated in a dental hygiene clinic established in Madelia, MN in the fall of 2002 with approximately the same number estimated for this spring. Presidents Davenport and Stover met with members of the university, college and city advisory council and determined that a focus of the group would be diversity within each institution and the greater Mankato community. For more than a year, Minnesota State University Moorhead has engaged the campus community in an intense strategic planning process focusing on the need to increase the racial and ethnic diversity of the university. The President's Task Force on Diversity was created and charged with rewriting the campus diversity plan. The draft, forwarded to the Office of the Chancellor on January 31, 2003, outlines the campus objectives and strategies for achieving higher levels of racially and ethnically diverse students, faculty and staff. Minnesota West has an ongoing process to analyze the needs of its under-served populations. Building on that, Minnesota West has started a planning process with a multi-cultural group of individuals on its Access and Opportunity Committee to determine the best approach for first generation college students from diverse cultures and low income families. Consistent with Minnesota West's goal of reaching out to emerging minority populations, the campus set aside new initiative funds and will hire a full time Minority Affairs Coordinator. Normandale Community College President's Diversity Task Force created and implemented an annual diversity action plan. Normandale Community College and the Office for Students with Disabilities will offer an educational seminar to all special education students who are transitioning from high school to college; students do not need to be attending Normandale in order to attend the seminar. This seminar will cover important topics that will be valuable tools for increased success in the post-secondary setting. As part of its community outreach and internal development programs, Normandale Community College's Office of Student Life sponsored the "Anatomy of Prejudice" workshop by nationally known author Jane Elliott on February 5, 2003. Ms. Elliot, recipient of Emmy and Peabody awards, is best-known for the ground-breaking "Blue Eyes, Brown Eyes" exercise. North Hennepin Community College will complete its plan for increasing minority enrollment by June; they are currently in the process of completing a climate survey. Northland Community and Technical College, with the guidance of a Noel-Levitz program, developed a complete Enrollment Management plan, including a recruitment and outreach program to attract minority student populations. Northland Community and Technical College's proportion of students of color has doubled from four percent to approximately nine percent over the last few years, including more local Native Americans. Northland Community and Technical College has developed close ties with the Workforce Investment Act program which helps them serve students with severe financial problems. Northland Community and Technical College also has established an excellent relationship with the local school district's minority student services. In another outreach effort, Northland Community and Technical College's Umoja Club (students of color organization) is currently working with the elementary teachers and principals in offering educational programs in the elementary classrooms in Thief River Falls. The students serve as peer tutors. Pine Technical College formed an access task force to insure that the college is positioning itself strategically in terms of courses and schedules so that low-income, working students can access classes when they need them. Pine Technical College also completed an outreach plan to improve access by Native American students in the region to Pine Technical College offerings. Rainy River Community College, in partnership with the International Falls Workforce Center, held Career Steps 2003, a career fair designed for high school students in the northeast region of Minnesota and the southwest region of Ontario. An Accessing College Education committee was formed to address the need to increase the enrollment of under-represented students at Ridgewater College. Combined with the results of a climate survey to be conducted spring 2003, the feedback received from the committee will be used to develop a plan, as part of a larger enrollment management plan that will focus on strategies to increase inquiries and applications and reduce attrition of targeted populations. Riverland Community College will complete a plan by June to increase minority enrollment from four percent to 12 percent during the next five years. Rochester Community and Technical College has begun administration of a campus climate survey to determine the perception of students and staff regarding barriers affecting special and under-served populations. Rochester Community and Technical College, Rochester Public Schools, Zumbro Education District, Mayo Clinic and Olmsted Medical Center submitted the College and Career Transition Grant, a five-year initiative for $500,000 to increase health care workers-particularly students of color, first generation college students, students for whom English is a second language and low income students-to the Fund for the Improvement of Post-Secondary Education (FIPSE). While this represents a "new pre-kindergarten through college (P-16) collaborative structure," it is also an effort to "increase capacity, enrollment and practice in health care education programs." St. Cloud State University will complete a review of its current student services structure and a strategic planning process by mid-summer. St. Cloud State University is engaged in an educational effort to improve the environment for students with disabilities. St. Cloud State University Student Life and Development has developed a series of regular meetings with the presidents of the students of color organizations and the international organizations. In conjunction with Multicultural Student Services and the American Indian Center, the Office of Graduate Studies is working with the McNair Scholar program at the University of Minnesota-Duluth and the University of Wisconsin-Superior to promote its programs to students from under-represented groups. Saint Paul College established a new Academic Support Center for peer tutoring. The Academic Support Center facilitates one-on-one tutoring, study groups, and access to online academic resources. Southwest State University initiated discussion with the Lower Sioux Indian Community Council on a partnership to build better pathways for American Indians to attend higher education and to explore a partnership in support of American Indian Studies at the university. Southwest State University also completed program development and is planning for its first TRIO summer bridge program, Jump Start. Vermilion Community College has committed its student services leadership council to prepare and implement a campus plan to remove barriers and improve recruitment, enrollment and retention of students from under-served groups. That group will conduct the campus climate survey in the spring 2003 and complete the campus plan by June 2003. In addition to membership in the Minnesota Association of Counselors of Color, Winona State University was involved in a wide range of recruitment activities focused on under-represented populations. In the area of retention, the university initiated an early warning system to identify and assist students in their academic pursuits. In addition, Winona State University provides diversity programming for both the university and the community. Outreach efforts to under-represented communities also were quite evident during the quarter: Bemidji State University, Central Lakes College and Lake Superior College have created outreach plans and begun implementation. Riverland Community College expanded outreach and assistance to at-risk students and instituted tutoring services at the Owatonna College and University Center. St. Cloud Technical College staff met in February with Casa Guadalupe to develop an outreach plan for the Hispanic community. South Central College is involved with the Lincoln Project, working with Somali high school students and their parents; an admissions representative serves regularly on the committee for recruitment purposes. Office of the Chancellor Equal Opportunity and Diversity staff, campus personnel, and union representatives met monthly and completed the requirements for the request-for-proposal process to make the Otto Bremer Grant Funds accessible to campuses in June 2003. The Office of the Chancellor Equal Opportunity and Diversity office paid fees for booth space and provided general information and staff to represent individual Minnesota State Colleges and Universities campuses at recruiting opportunities around the state: 2nd Annual Indian College Fair; Minnesota Department of Human Rights Annual Conference; Vietnamese New Year's events statewide celebration and four high school recruitment fairs. Public Affairs in the Office of the Chancellor implemented its integrated marketing/public relations campaign to recruit first-generation college students and students of color. In the third quarter, 21 stories about graduates of color and news releases about the Minnesota State Colleges and Universities were successfully placed in minority newspapers that circulate statewide. A systemwide survey is currently underway to quantify the nature and array of, as well as the need for, English as a Second Language services in the Minnesota State Colleges and Universities. Data are being gathered on ESL programs and services currently offered by colleges and universities throughout the system, including course levels, placement, and sequences and data on student retention and program completion; relationships with local P-12 programs, including Adult Basic Education programs; and changing demands and program needs. Specific attention is also being paid to courses offered for immigrant and refugee students. The information gathered from this survey, once compiled and analyzed, will be used to develop options for more fully, effectively, and collaboratively meeting the needs of Minnesota's growing population of individuals for whom English is not their first language. Several institutions also stepped up their efforts in the realm of English as a Second Language (ESL) instruction:
For many institutions, progress in the area of recruiting more diverse faculty and staff will be limited as there are few openings due to budget constraints.
Priority: Increase Support.Minnesota State Colleges and Universities will work to increase support for public higher education in order to maintain the core educational mission while keeping tuition reasonable and addressing the needs of the state. The action steps in this priority area involve (1) an analysis of how Minnesota's policy on student financial aid affects Minnesota State Colleges and Universities students, (2) a subsequent strategy to obtain legislative changes benefiting public higher education students, (3) advocacy for responsible management of fiscal, facilities and technology resources and (4) efforts to obtain more non-state funding. As part of the Office of the Chancellor's advocacy with key constituencies, the Chancellor visited with 56 legislators this quarter. Work is under way to develop an action-oriented network of friends and alumni for the Minnesota State Colleges and Universities. The goal of the network is to promote the colleges and universities and to build support for better serving our students. To aid in this endeavor, the Office of the Chancellor will send occasional communiqués to the presidents' offices describing important information about the system, along with timely information concerning state or federal actions that will affect the colleges and universities. These messages will help our friends and alumni understand the important role of the colleges and universities in providing access to affordable, high-quality higher education. At the campus level, an alumni association is under development and growing at Central Lakes College. More activities are occurring to contact and recognize alumni. Significant progress has been made in Minneapolis Community and Technical College pursuits to create an alumni association-its database information update has been completed. North Hennepin Community College began development of an alumni organization and distributed its first ever alumni publication. The Ridgewater College Foundation is building on a database of alumni names/addresses to continue the further development of a recognized alumni association. Beginning January 2003, the Minnesota State University Moorhead Alumni Foundation added an executive director of the alumni foundation, allowing the executive director of university advancement to concentrate on university advancement. The Minnesota State Colleges and Universities Foundation, formerly the Northstar Foundation, has begun implementing the first phase of its plan to raise funds to hire an experienced professional fundraiser. The Chancellor and foundation officials met with a prospective donor, who agreed to contribute $18,000 to develop a feasibility study for the foundation's fund-raising efforts. Other potential donors have been identified. Once the feasibility study is completed, the foundation will decide its next steps based on the study's findings and recommendations. Advocacy initiatives continue across the state. For example, Minnesota West's process involving local meetings within districts, meetings in St. Paul, e-mails, and phone calls all focused on the Minnesota State Colleges and Universities proposals is a typical effort. This same approach is repeated across the institutions of the Minnesota State Colleges and Universities. "Financial Aid Facts," a booklet explaining how the financial aid shift proposed by the Minnesota State Chamber of Commerce and the Coalition of Minnesota Businesses would harm students of the state colleges and universities, was compiled and distributed to presidents and trustees. The booklet is intended to help presidents, trustees and others make the case that the proposal is flawed. Information from the publication was used in preparing for the system's legislative hearings. The Minnesota Senate Finance Committee Higher Education Budget Division hosted a public hearing at Winona State University on Tuesday, March 18, 2003. The Minnesota state senators sought testimony from representatives of Winona State, Minnesota State College-Southeast Technical and Saint Mary's University on the effect of Governor Pawlenty's budget on higher education in Winona. Testimony was provided by the leaders, faculty and students of all three institutions along with members of the Winona business community. Advocacy for responsible management of fiscal, facilities and technology resources took many forms across the colleges and universities of the Minnesota State Colleges and Universities: The budget unit and the Leadership Council continue to discuss how to approach the anticipated budget reduction from the State. On January 9, 2003, a freeze on hiring and a restriction on unsupported out-of-state travel were implemented for the Office of the Chancellor. The Office of the Chancellor Cabinet analyzed the functions of each division and prioritized them. This analysis and prioritization will be used in the event cuts need to be made for the 2004-2005 biennium. The Chancellor, Leadership Council, and Biennial Budget Committee (BBC) have developed the biennial budget request for presentation to the current and incoming administration and the 2003 legislature. Budget presentations to various legislative committees began in January. The Board of Trustees was presented with a fiscal years 2004-2009 capital budget update at its meeting on January 23, 2003. Fiscal year 2004 capital budget presentations were held on February 13, 2003 at Minnesota West, Granite Falls Campus; February 28, 2003 at St. Paul College; and March 7, 2003 at Bemidji State University. The Information Technology Services division undertook a major performance tuning initiative. As part of the project, institution databases were tuned with dramatic results. Despite substantial growth in resource needs due to increased student enrollment and increasingly complex computer applications, the performance tuning allowed us to live within current resource allocations. Alexandria Technical College uses a process analysis model to update budgeting, purchasing, auxiliary enterprise, facility use and campus security processes ensuring safety, effective space utilization, and good stewardship of public assets. Existing budgeting processes have been revised and monitored for continuous improvement. Anoka-Hennepin Technical College implemented and refined a new financial accountability structure based on results of ongoing process analysis work at the department level and within the Finance and Customized Training divisions. Additionally, Anoka-Hennepin Technical College, in cooperation with Pine Technical College, will share a Human Resources director effective immediately. A campus-wide water conservation project initiated this past year at Bemidji State University has resulted in a savings of nearly 6,000,000 gallons, a revenue savings through the third quarter of $16,500. Strategic plans for facilities and technology are in progress at Minnesota State University Moorhead. In addition, the campus designated a special assistant for university budget responsible for working with campus constituencies to provide a clearly communicated, accurate picture of the university budget. Rochester Community and Technical College created a Rapid Response Team to identify possible solutions and a framework to guide decision-making resulting from fiscal year 2003 budget unallotments and potential reductions in the fiscal year 2004-05 biennium. Foundations and Advancement Colleges and universities continue to work with their foundations and advancement offices to secure non-state funding:
The Office of the Chancellor Information Technology Services division has pursued and secured a grant of hardware and software from Sun Microsystems in support of systemwide IT systems development efforts. These products have a list price value in excess of $2 million. Priority: Expand High Quality Learning Programs and Services.The Minnesota State Colleges and Universities will provide students with a full range of high quality learning programs and services that respond to student needs and document student achievement. Five action steps address basic issues in quality educational programming: a continued focus on providing a liberal arts foundation supporting lifelong learning, critical thinking, and citizenship skills; providing up-to-date education and training through well-equipped classrooms and laboratories and effective curriculum models; expanding professional development opportunities for faculty, staff, and administrators; continuing system responsiveness to the development of distance and technology-enhanced education opportunities to meet learner needs; and providing and expanding graduate education and practical research. Anoka-Hennepin Technical College implemented a comprehensive program development and review structure that measures student satisfaction, business/industry demand and college responsiveness, and financial effectiveness. Anoka-Ramsey Community College has completed renovation of lab space to increase course options for students. Bemidji State University's Department of Nursing will initiate the delivery of the Bachelor of Science in Nursing at East Grand Forks and Thief River Falls in collaboration with Northland Community and Technical College. The program will be delivered primarily through interactive television at the baccalaureate level and is intended to address the critical need for additional nurses at all levels of education. Additionally, Bemidji State University, in conjunction with the Arrowhead University Consortium, will offer graduate level courses in biology, physics, science, geology, mathematics and education to teachers in eleven school districts on Minnesota's Iron Range beginning this summer. Bemidji State University, in collaboration with the Arrowhead University Consortium, will begin delivering a Bachelor in Applied Science degree in Industrial Technology-Management to the Iron Range in the fall semester of 2003. The courses will be delivered through blended technologies that include interactive television and the Internet. Central Lakes College has proposed new or revised programs in Natural Resources, Criminal Justice, Ecotourism, Applications in Computerized Small Business, Advanced Systems in Computerized Small Business, John Deere Construction and Forestry Equipment Technology, and Diesel and Heavy Equipment Technology. Data for college-wide and program assessment have been collected and analysis is in progress at Minneapolis Community and Technical College, which has also partially expanded its academic program review and partially completed its service unit review process. Minnesota State College-Southeast Technical received final Higher Learning Commission approval for delivery of all degree programs online on March 31, 2003. To address industry needs for workers who are skilled in the latest versions of software and computer applications, Normandale Community College's Computer Information Management Department drove an up-grade of the software available to students to ensure a greater level of student success. In addition, a computer based assessment manager and tutorial was implemented in Normandale Community College's Computer Information Management classes, allowing students to receive immediate remedial guidance in areas of need, thereby increasing their success rate. Normandale Community College is also integrating student outcome assessment efforts with its institutional effectiveness planning to create a continuous cycle of planning, assessment and improvement. During the third quarter Northland Community and Technical College took title to two aircraft donated by the aviation industry. American Airlines donated a 727-200 and Northwest Airlines donated a DC9-10 to the aviation maintenance technology program. These donations improve the quality of instruction by providing up to date materials to work with. St. Cloud State University has finalized its program review policy and a program review manual has been developed and printed. The first five programs scheduled for review next year have been selected. Saint Paul College's electronics program achieved Federal Aviation Administration certification making it one of the few certified programs in the Midwest. Accountability continues to be an ongoing priority at Winona State where the university is devoted to sustaining and advancing a quality educational experience. A major project currently underway provides a powerful automated tool that promises to revolutionize faculty ability to document and improve student learning, success and satisfaction. The Winona Assessment Project, consisting of an integrated database and an analytical engine is supported by the largest grant ever awarded to the university from the U.S. Department of Education. Winona State University held its 3rd Annual Assessment Day on February 12, 2003. More than 3,700 students logged on to Web-based survey modules related to student satisfaction, study habits, the laptop program, cultural diversity issues, perceptions of the quality of service and perception of instruction. Another 300 students took the Collegiate Assessment of Academic Proficiency (CAAP) general education exam. The results indicated that student performance exceeded the national norm in all five-writing, reading, mathematics, critical thinking and science reasoning -exam modules. The Office of Instructional Technology is working to develop a voluntary peer review approach to ensuring high quality on-line courses and programs. The continued use of technology to expand or improve the educational experience was also evident during the third quarter:
At the system level, the third round of curriculum awards, funded by a Congressional Award system match, were announced on March 3, 2003 for six more programs: Medical Billing, Health Information Technology, Online Masters of Nursing, Paralegal E-Learning Certification, Medical Lab Career Pathway and completing the Nursing Career Pathway. The goals of the second Congressional Award grant are being completed. Final reports will be sent to the Department of Education by May of 2003. Among the goals completed include: an e-communities model, a customer service center, funded curriculum programs, and implementation of the electronic portfolio. A statewide digital learning plan under development will focus curriculum, services and infrastructure. Funding for the development of the digital learning plan is being provided by the Minnesota Virtual University. The Statewide Digital Learning Plan may contain features that will identify curriculum and student services projects for the two public systems. The e-Portfolio project has been completed with the server installation at the St. Cloud Regional Center. An official launch will occur in May. The e-Portfolio has been adopted by several campuses, as well as Johnson High School for all their faculty and students. There have been numerous training sessions at colleges, high schools, workforce centers and businesses. The number of online programs offered within the system in the fall of 2002 has nearly tripled from fall of 2001, from 11 to 28. This strong increase has come from the Congressional Awards funding for e-learning curriculum development, from institutions receiving Higher Learning Commission approval to offer online programs and from the development of Minnesota Online. With economic downturn, employers throughout the state seek increased access to affordable, accessible workforce training. The Instructional Technology division is making it easier for employers and students in the system's customized training programs by launching Web registration and online payment for students desiring to participate in these programs. Minnesota Satellite and Technology hosted a satellite and Web cast broadcast in support of the National Centers for Career and Technical Education information series. The broadcast centered on workforce issues. Professional development efforts on behalf of faculty, staff and administrators are integral to the efficient and effective management of higher education institutions and systems:
Office of the Chancellor Equal Opportunity and Diversity staff participated as presenters, facilitators or panelists at three major Diversity/Multiculturalism conferences. Staff also provided diversity, anti-racism and regulatory/statutory training/seminars to campuses and their representatives at eight different sites. Presidents and their senior administrators, along with Office of the Chancellor Cabinet members, participated in decision-maker training. The Office of Instructional Technology launched a new Web log (www.oit.mnscu.edu/clippings), which provides current articles and news items to assist faculty in developing e-learning materials and better understanding the national landscape for e-learning. As budgets shrink, the Information Technology Services division is working to save campus funds by providing training centrally for distribution to all campuses. Minnesota Satellite and Technology (MnSAT) is delivering monthly and bi-monthly Novell and Office of Instructional Technology training and information broadcasts. MnSAT has received positive feed back regarding the training and information available to campuses via this mode. In addition, MnSAT facilitated a two-hour special education satellite broadcast to K-12 districts. The Office of Instructional Technology has implemented a 24 x 7 help desk to support faculty and students in the use of WebCT and Blackboard, instructional management software that enables easy development of Web-enhanced and fully online courses. Transfer Work on the Minnesota Transfer Curriculum continued with a spring meeting of twelve disciplines meeting to develop increased collaboration and transfer opportunities; the Spring Technical College General Education Review was scheduled for late March 2003. The Culinary Arts Program at Anoka-Hennepin Technical College is being restructured to articulate with the STEP (Secondary Technical Education Program) and state university programs. Anoka-Ramsey Community College is working to expand on-line offerings for summer of 2003 to provide the capability of offering the Minnesota Transfer Curriculum entirely online for students. Minnesota State College-Southeast Technical has continued to have courses approved for inclusion in the Transfer Curriculum process. Minnesota West and Southwest State have begun the process of implementing a dual admissions process for students both in the liberal arts and technical programs at Minnesota West. St. Cloud State University is working toward a dual admission program for students enrolled at Anoka-Ramsey Community College. St. Cloud State University continues to evaluate current transfer programs to maintain compliance with the MN Transfer Curriculum. New courses are added as they go through the curriculum process. They now have two years of data on the impact of transfer programs upon General Education offerings. St. Cloud State University has completed an agreement with Inver Hills Community College for the Associate of Science Degree in Physical Education. The university has pending agreements with Anoka-Hennepin, as well as with the Cambridge campus of Anoka-Ramsey Community College. Saint Paul College created a transfer specialist position to develop transfer guidelines, course equivalences and articulation agreements with other Minnesota State Colleges and Universities. Southwest State University explored a dual admission program with Minnesota West. Southwest State University also developed a partnership with St. Cloud Technical College for a 2+2 program in business administration. Liberal Arts A group of interdisciplinary faculty at St. Cloud State University is developing a new program in New Media Arts through the College of Fine Arts and Humanities. The group has conducted workshops on the topic in the community and on campus. Winona State University continues to refine the new University Studies program which went into effect for new students this fall. The result of a long-term effort by faculty and administrators, the newly revised program stresses the liberal arts through the development and honing of quantitative, critical thinking, and writing skills throughout a student's career at the university. Graduate Education Thanks to a new partnership with Bemidji State University, Minnesota State University Moorhead offers a Master of Science in educational leadership with an educational technology emphasis, through selected courses at both universities delivered via the Internet, interactive television, CD-ROM, and face-to-face. St. Cloud State University is pursuing several graduate level programming enhancements: a Master's in Business Administration cohort program, continued development of a Masters in Engineering Management and Masters of Science degree in Nursing, and a new graduate program in statistics. The university is also in the initial stages of an exploratory FIPSE-funded partnership for the establishment of a multinational joint Masters degree program in social sciences. Priority: Strengthen Community Development and Economic Vitality.The Minnesota State Colleges and Universities will help meet the state's critical workforce and community needs in collaboration with statewide and local leadership groups. The three action steps in this priority area focus on service to the state's critical workforce and community needs: providing enhanced capacity and flexibility in key workforce areas through flexible scheduling and alternative delivery of education and training; being responsive to the acknowledged critical workforce needs in teaching and health care careers; and improving the Minnesota State Colleges and Universities' ability to respond rapidly to accelerated or sudden change experienced at the industry, company, employee, or community level. At the cross system/statewide level, seven months of intensive planning and preparation culminated in the first formal meeting of the Minnesota P-16 Education Partnership in February. Jointly hosted by Chancellor McCormick and University of Minnesota President Bruininks, the meeting provided an opportunity for leaders of each member organization to discuss the principles, priorities, and operating structure outlined in the Founding Plan. The gathering also provided a first opportunity for Dr. Cheri Pierson Yecke, the new Commissioner of the Department of Children, Families and Learning, to participate in the emerging partnership; participants were delighted to hear her express strong support for the partnership. Members subsequently began nominating representatives to the Coordinating Team that will operationalize the work of the partnership. The team is currently preparing for the next partnership meeting on April 25 by securing input needed to refine a targeted set of priorities for collective action and put a leadership structure in place. During a House Education Finance Committee meeting, Commissioner Cheri Pierson Yecke responded favorably to a question about teacher preparation efforts. She noted a new Partnership establishing a P 16 council involving the University of Minnesota and The Minnesota State Colleges and Universities. She noted that teacher quality was one of the priorities identified by the group and commented on higher education's clear commitment to prepare high quality teachers. She characterized the P 16 effort as an excellent model for collaboration and stated that we will be proceeding to establish it. Several campuses are exploring and developing new approaches, in collaboration with one or more local districts, to keep students engaged in their last two years of high school while improving transitions into college in a more clearly articulated way. These efforts are being driven by levels of developmental education enrollment that remain at disturbingly high levels and evidence that too many students are not making adequate use of learning opportunities during the late high school years. The STEP program at Anoka-Hennepin Technical College continues to serve as a model for institutions and individuals interested in pursuing new approaches, and Itasca Community College has begun discussions with the Grand Rapids schools and the Blandin Foundation about exploring new options for educational delivery to "grades 11-14." Within a statewide context, the Office of the Chancellor is working with the Minnesota Association of School Administrators, the Minnesota Association of Secondary School Principals, and Normandale Community College to plan a summer seminar, "Rethinking the High School Senior Year." This one-day event will be the second in what is envisioned as an annual summer gathering for P-12 and Minnesota State Colleges and Universities administrators to explore issues of common interest. Although some efforts to better align high school and college standards and assessments in mathematics have been slowed because of the process underway to develop new graduation standards in mathematics, progress has continued on several key strategies. A joint committee of the Minnesota State Colleges and Universities, University of Minnesota, and Minnesota Private College Council has completed its work on a one-page Statement of Mathematics Competence Expected of All Entering College Students, and drafts of more detailed competencies have been completed and are being made available via a University of Minnesota Website for focused review and comment. A more publicly accessible Website is also being created as an on-going source of information and guidance about college preparation in mathematics for students, parents, and educators. Once finished, links to the Website through the Minnesota State Colleges and Universities Website, as well as college, university, and other organizational Websites, will make this vital information readily available. The work of this committee is also being connected, to the extent appropriate, to the new mathematics standards development process. The Teacher Education Advisory Committee met in January to identify priorities. A subsequent meeting provided background information on teacher education delivery in the Minnesota State Colleges and Universities and developed initial draft recommendations on indicators of quality in teacher preparation. The recommendations focused on a key question, what can the Minnesota State Colleges and Universities System do and measure that will help school districts feel more confident that the new teachers can meet the P-12 student outcome expectations? The Task Force on College and University Collaboration in Teacher Preparation has met three times to address two identified areas of focus-developing a Minnesota Teacher Education Transfer Curriculum and expanding articulation agreements between colleges and universities to include ESL and Special Education. A Teacher of Color Work Plan has been developed to focus on increasing the number of teacher candidates of color. The Work Plan will provide a framework for the development of an implementation plan by June 30, 2003. Pertinent recommendations of the Teacher Education Advisory Committee and the Task Force on College and University collaboration in Teacher Preparation will also feed into the Implementation Plan. A recent report on the "Academic Preparation and Performance of Teacher Education and other Baccalaureate Degree Recipients" within the Minnesota State Universities, using Fiscal Year 2001 data, found that teacher education graduates from Minnesota State Universities were not significantly different from most of the other ten groups of graduates on the measure of academic preparation and had significantly higher rankings than other groups of graduates on two measures of academic performance. Education graduates had the second highest high school percentile rank and the second highest undergraduate mean grade-point averages among the ten groups of graduates studied. The campuses are also making significant progress in the area of teacher preparation:
In the healthcare area, the institutions of the Minnesota State Colleges and Universities have also been productive:
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