Transcript Provost's December 2004 University Senate Address

Provost’s Address
to the
University Senate
December 13, 2004
Necessity’s Sharp Pinch
- King Lear
Necessity’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 Necessity
- Robert Burton
Undergraduate Enrollment
Growth
A First Look at Possible Effects
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 Level
50
48
45
40
45 45 44
41 42
38 38
35
34 33 34 35
30
28
27 28
26
25
20
18 19 18 19
15
10
5
0
100
200
300
Fall01
Fall03
400
Fall02
Fall04
500
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
Student Experience:
Small, Medium, Large Distribution
Full-Time Freshmen Enrolled......
In at least 1 Class
In at least 2
Classes
In at least 3
Classes
In 4 or more
Classes
With a Class
Size of.....
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
2001
2004
2001
2004
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
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
UK
Fresh.
2001
UK
Fresh.
2003
Pub. Doc.
Fresh.
2003
UK
Senior
2001
UK
Senior
2003
Pub. Doc.
Senior
2003
Level of Academic
Challenge
51.6
52.2
52.3
53.1
55.0
55.2
Active/Collaborative
Learning
35.6
35.1
38.1
44.8
46.2
50.2
Student-Faculty
Interactions
33.6
34.4
34.0
39.1
41.5
39.9
Enriching Educational
Experiences
50.4
51.4
57.6
42.5
46.7
47.6
Supportive Campus
Environment
53.3
59.0
58.0
48.3
53.7
53.4
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
100-200 Level:
fall 2001 total enrollment ≥ 200
Average class size increase ≥ 25%
300-500 Level:
fall 2001 total enrollment ≥ 15
Average class size increase ≥ 50%
TCE 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
Items
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
3.2
Overall 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
Items
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
3.3
NOTE: On a scale of 1 to 4 where 1=poor and 4=excellent.
Student Satisfaction:
Learning Outcomes
Spring 2002
(N=1411)
Spring 2003
(N=2060)
Spring 2004
(N=2045)
Write (effectively).
3.87
3.97
3.93
Make 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
3.35
Understand methods in
science.
3.54
3.50
3.50
Student ratings of
change in ability to....
NOTE: On a scale of 1 to 5 where 1=Much weaker and 5=Much stronger.
Grades: 100-200 Level
Selected 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 Level
Selected 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
4000
3692
77.7%
3500
3000
2960
3718
80.0%
79.3%
3116
78.4%
77.1%
75.0%
2500
2000
70.0%
1500
1000
65.0%
500
0
60.0%
2000
2001
Entering Freshman Cohort
2002
Retention Rate
2003
First Semester GPA
of Entering Freshmen
Percent enrolled
that received --
Fall 2001
Fall 2002
Fall 2003
3.5-4.0
22.1%
23.7%
26.1%
3.0-3.49
2.5-2.99
23.3%
24.6%
24.9%
18.5%
17.8%
17.2%
2.0-2.49
1.5-1.99
<1.5
16.5%
15.4%
14.3%
8.4%
8.2%
6.6%
11.2%
10.2%
10.8%
3-Year
Change
Necessity,
the Mother of Invention
- George Farquhar
New Academic Initiatives
Reorganization of Enrollment Management Team
Center For Undergraduate Excellence
Expansion of the Honors Program
Reform Undergraduate Studies Program (USP)
Enhanced Teaching Resources for Undergraduate Education
Committee on Academic Priorities
Winter Intersession
Provost Workgroup on International Affairs & Public Policy
Provost Workgroup on Multimedia Studies
The Commonwealth Collaboratives
Center Organization
Discovery Seminar Program
The Honors Program
Living-Learning Communities
Office of Undergraduate Research
Office of Study Abroad
The Gaines Center for the Humanities
Office of External Scholarships
The Intercollegiate Debate Program
Goals
Center 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 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 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 Policy
Encourage more full-year sabbaticals
Increased compensation contingent on prior
performance
Faculty Title Series
Is it time to examine the 4 tenurable
title series?
Is it time to examine greater use of the
differentiated DOE?
Lecturer Faculty
Complete Some Unfinished Business
Opportunity for advancement to
Senior Lecturer
Multi-year appointments
Opportunity
for
Accelerated Advancement
Promotion from Assistant to Full Professor
Elimination of Associate Professor rank
Commonwealth Collaboratives
Institutionalize the connection between
scholarship and service
Senior faculty leadership for service activities
tied to Strategic Plan priorities