Board of Regents

BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM

Minutes of the Meeting

April 6, 2000

11:15 a.m.

Room 325/326

The Pyle Center

702 Langdon Street

Madison, Wisconsin

UW - STEVENS POINT ENROLLMENT PLAN 2001-2007…………………………..……………..1

UW - COLLEGES ENROLLMENT PLAN 2001-2007………………………………..……..………..4

BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM

Minutes of the Meeting

April 6, 2000

11:15 a.m.

Room 325/326

The Pyle Center

702 Langdon Street

Madison, Wisconsin

Present: Regents Alexander, Axtell, Barry, Boyle, Brandes, De Simone, Gottschalk, Gracz, Marcovich, Mohs, Olivieri, Orr, Randall and Smith

Unable to Attend: Regents Benson, James and MacNeil

- Regent President Orr presiding -

UW-Stevens Point Enrollment Plan 2001-2007

Chancellor Thomas George presented UW-Stevens Point's plan, which is titled "Central Wisconsin Idea: Partnerships". The plan has three main themes: 1) Commitment to traditional students; 2) Enhanced access for adult learners; and 3) Strengthening Central Wisconsin's workforce and economy.

In the area of serving traditional students, the chancellor noted that freshman ACT scores continue to rise. In 1999 they averaged 22.8 for all students and 21.5 for minority students. Similarly, the fall 1999 freshman class included 40 valedictorians, up from 21 in 1998. Student retention rates from spring 1999 to fall 1999 were 83% overall and 74%
for minority students. The goal is to increase those rates and to move the percentage for minority students up to that of other students.

Plan 2008 goals include: 1) Increasing the ethnic diversity of the student population with an emphasis on student retention; 2) increasing the ethnic diversity of the faculty; 3) helping multicultural students succeed academically, emotionally, and socially; 4) educating the campus and surrounding community on the value of diversity; and 5) creating a more respectful and comfortable climate for all to live and work.

The six-year graduation rate at UW-Stevens Pont is 55%, which is tied with UW-Eau Claire for first place in the comprehensive universities. Only UW-Madison has a higher rate. The minority student graduation rate of 34% compares with an average of 28% for the UW comprehensive universities.

The university's plan includes three categories of partnerships: 1) Partnerships with regional institutions in collaborative degree programs, which leads to growth in job skills; 2) Partnership with regional, national, and international business in the Communivercity Park, which leads to job growth; and 3) Partnership with foundations and agencies in the Global Environmental Management Education Center, which leads to growth of international activity.

Chancellor George noted that adult students have significant geographical and time constraints, face rising employer expectations, want increased employability options, and want increased income levels. With an average per capita income ranging from $20,000 to $24,800 in Wood, Marathon and Portage Counties, adult learners do not have a great deal of money to spend for coursework. In addition, UW-Stevens Point delivers programs and courses to teachers in the largest K-12 district in the state, stretching 159 miles from Portage to Rhinelander and 91 miles from Marshfield to Shawano. A number of corporations are involved in collaborative degree programs, including Sunrise Medical, Consolidated Paper, Sentry Insurance, Rice Clinic, Weyerhaeuser Paper, the Marshfield Clinic, Figi's Greenheck Fan, Pioneer Bank, Wausau Financial Systems, and Kraft Foods.

Turning to Communivercity partnerships, Chancellor George cited the following quote from Regent President San Orr's statement to the Legislature's Joint Committee on Finance in March 1999. "I believe the UW System is Wisconsin's greatest hope for continued economic success and its future quality of life. Through… an ever-increasing number of important partnerships with Wisconsin business and industry, and the sheer volume of capable graduates who enter the state's work force each year…the UW System

Is crucial to our success as a state and a people." In that regard, the Chancellor noted that Lands End came to Stevens Point because of the presence of the university. It is projected to employ 1,000 people by 2005, and more business partners are being sought.

With respect to target enrollment numbers, UW-Stevens Point plans growth from 7717 FTE students in fall 1999 to 7793 students in fall 2007. The increase will be in adult access.

Chancellor George introduced Provost Bill Meyer to speak about the UW-Stevens Point's collaborative degree programs. In 1997, the university conducted a survey of area businesses. Of 1,054 responses, 79% were interested in a degree, and of that percentage, 91% indicated that they were likely to enroll. Since the program was launched in the spring of 1998, 246 students have participated. Those students have an average age of 33, and a range in age from 20-73. Fifty-seven percent are females, and over 80% are employed full time.

Future plans include expanding cooperative degree program offerings and extending them to more sites. Program offerings today are in Business Administration and General Studies. In the future, the university hopes to offer Computer Information Systems and Technology and New Media Arts. Access sites currently are located in Wausau, Marshfield, and Stevens Point. In the future, the university hopes to add sites in Wisconsin Rapids (at Mid-State Technical College) and Waupaca (at Waupaca High School).

In partnerships with K-12 education, graduate program opportunities will be expanded to new sites. Other plans include instruction in integrating technology into the curriculum, summer institutes for science teachers, and professional development for new teachers. All of these will have a positive impact on the Central Wisconsin work force.

Current offerings in certificate programs include PAPER Academy technical and management certificates. Offerings in technology and leadership are being piloted. Potential future offerings include health promotion/safety, medical technology, computer mediated communications, and computer science.

Describing plans for a Communivercity Park, Chancellor George said that its mission is: "to provide a high-quality environment for the development of a training center and a location for enterprises that would add value to the existing socio-economic base of Central Wisconsin." The goals of the park would be to provide: 1) an environment for faculty/private sector collaboration; 2) a teaching/learning training center with Mid-State Technical College; 3) a friendly environment to encourage new/expanded business ventures; 4) employment opportunities for students and graduates; 5) venture capital opportunities; 6) shared services - counsel, direction, expertise; 7) a high-tech facility for the 21^st century; and 8) to determine and obtain a revenue stream.

The idea for the park was generated by a task force, formed in 1998, consisting of UW-Stevens Point, Mid-State Technical College, the Portage County Business Council, and county and city leadership. The group reviewed business parks at UW-Stout and Southern Illinois University at Edwardsville. In 1999 a firm was employed to survey Central Wisconsin businesses and faculty at UW-Stevens Point, UW-Marshfield and UW-Marathon County. Survey data confirmed support for teaching, learning, and training space development, and support for a 5,000 - 7,500 square foot incubator and multi-tenant facility. A focus group was formed to identify training needs requested by area businesses and to discuss training delivery.

The Communivercity Park will promote improved economic development through: training partnerships, workforce improvement, business expansion, graduate placement, patent and licensing support, and establishing a multi-tenant facility. Next steps will be to determine revenue sources for a training center, funding options for a multi-tenant facility, discussion with UW System legal counsel and WiSys experts on patents and licensing; and work with the Portage County Business Park to attract outside firms.

With regard to international partnerships, Chancellor George noted UW-Stevens Point's longstanding relationship with Jagiellonian University in Poland. UW-Stevens Point also has a dual degree program in computer information systems with Germany's Magdeburg University. UW-Stevens Point ranked 13^th among comprehensive universities in the country for the number and percentage of students studying overseas in 1998-99. In 1999-2000, UW-Stevens Point's 427 participants made up the largest group in the 30-year history of the university's international program. This is the highest number among the UW comprehensive campuses. The enrollment of foreign students at UW-Stevens Point is over 230, the highest among the UW comprehensive campuses. Eighty percent of these students come from Asia, the five leading countries being Singapore, Japan, Korea, Indonesia and Hong Kong. Foreign students contribute $4.6 million per year to the local economy, which translates to $11.5 per year, if a 2.5 multiplier is used.

Chancellor George introduced Dean Victor Phillips, of the College of Natural Resources, to speak about Global Environmental Management Education. The purpose of the planned center is to build partnerships through education for a sustainable future.

Dean Phillips remarked that the College of Natural Resources at UW-Stevens Point is a premier institution for this type of education. It has won numerous awards and, along with Colorado State University's natural resources college, has the highest undergraduate enrollment in the nation (about 1400). Programs in the College of Natural Resources take an integrated approach and a holistic view, combined with hands-on practical training and valuing Wisconsin's strong conservation heritage. Another main attribute of the college is its international programs in which 2500 students and all faculty have participated.

The GEM Center unifies the college's vision of the future, including a world class facility, public and private sector partnerships, internet global village classrooms, and interactive programs. The focus of the Center is on education, rather than technical assistance. Broadened student experiences will equal better preparation for jobs in Wisconsin, and increased international contacts will result in more opportunities in the global marketplace.

Noting that Wisconsin aspires to be a leader in that marketplace, Dean Phillips referred to Governor Thompson's global initiatives, including the Wisconsin International Trade Center and W3 - Wisconsin Works Worldwide. The planned GEM Education Center would fit into these plans. Noting that partnerships and support are crucial to the center, Dean Phillips indicated there is strong potential for non-state dollars from private industry, private foundations, natural resource agencies, federal sources, and non-governmental organizations.

It is hoped that the GEM Center will be constructed and fully operational by 2010. Expected outcomes are expansion of job opportunities, global perspective for managing Wisconsin's resources, expansion of Wisconsin's conservation ethic, cultural enrichment, and enhanced outreach and partnering with Wisconsin businesses.

The concept of the GEM Center is exciting, Regent Axtell commented, noting that, with provision for distance education, there would be opportunity to import and export courses from anywhere, including overseas, and for obtaining revenues by doing so. He inquired about similar centers around the UW System in other disciplines. Senior Vice President Ward replied that there are some in existence and cited as an example the UW-Oshkosh Center for Family Businesses.

Regent Olivieri asked if there is a distance education component to the collaborative degree programs. Replying in the affirmative, Chancellor George said that about 30% involve distance education. Faculty also travel to education sites, with most courses being held in the evening. Regent Olivieri asked if employers pay for the courses, to which Provost Meyer replied that over 50% of the courses are paid for by employers. In response to a question by Regent Olivieri about areas in which distance education is used, Chancellor George replied that it is used in teacher education and also in some short courses. He added that on-line programs will generate revenue eventually, after recovering up-front investments.

UW Colleges Enrollment Plan 2001-2007

Chancellor William Messner began the presentation by noting that the goal of the UW Colleges has been to clarify their niche in the educational environment. To that end, the Colleges adopted "The Best Start" as their slogan. As institutions of access, the Colleges provide the best start to a degree for a wide range of students. When they transfer, UW College students fare better in UW 4-year institutions than other transfer students, including those from other parts of the UW System. It is the goal of the UW Colleges to be recognized as the premier provider of general education, because that is the specialty of UW College faculty.

The goals of the UW College's enrollment plan are: 1) to maintain the traditional student base; and 2) to aggressively expand the non-traditional student base.

The traditional student base will be maintained through providing a number of benefits that students value: 1) a small campus experience, including ample opportunity to interact with faculty, and a place where students are known and feel comfortable; 2) Guaranteed transfer to other UW institutions to complete their degrees. (1100 students have participated so far in this successful program). 3) Leveraging the advantages of institutional size.

The numbers of non-traditional students will be expanded through: 1) Vital and innovative programs, including certificate programs; 2) collaborative partnerships; and 3) distance learning.

Turning to enrollment history, the Chancellor noted that from 1993-1996, the Colleges lost 20% of their enrollment. This loss, which was felt across all campuses, has been made up since 1997. Now the Colleges rank second in the UW System in the number of new freshmen (3700) and third in overall headcount undergraduate enrollment (11,000).

For Enrollment Management 3 (1995-2000), the FTE objective was 7,538. For EM 21, the Colleges are setting a conservatively estimated goal of 8,241, a nine percent increase. This would be accomplished by an increase of three percent in traditional students and a 43% increase in non-traditional students. While this would be a nine percent increase over the EM 3 target, it is a seven percent increase over actual enrollments.

Chancellor Messner then outlined several strategies that will be employed to achieve the enrollment goals, the first being expanded collaborations with other UW institutions. Nine UW College campuses currently offer collaborative degrees with UW baccalaureate institutions. Currently there are collaborative programs with UW-Stout, Eau Claire, Oshkosh, Stevens Point and Milwaukee. Planned collaborations include an engineering program to be offered through collaboration among the UW Fox Valley, UW-Platteville and UW-Oshkosh, and a BA Degree offered collaboratively by UW Manitowoc and UW-Milwaukee. The goal is for all College campuses to have collaborative programs with baccalaureate institutions, with some graduate and certificate programs included in the future.

The second strategy is effective use of resources, the first of which is distance learning. There currently are enrollments of 400 in online courses and 800 in compressed video courses. Enrollments in both areas have grown rapidly, and the Colleges plan to work with Learning Innovations to expand online offerings. The second key resource is faculty. Because the Colleges have the oldest faculty in the UW System, with an average age of 50, there will be the opportunity to hire record numbers of new faculty in the coming years. In doing so, the Colleges will look for faculty with skills in learning technology and with interest in flexible scheduling and working with non-traditional students. Professional development also will be provided to current faculty.

The third strategy is to meet the needs of non-traditional students. In this regard, evening classes have increased by 21% in the past two years, and 11 of 13 campuses offer AAS programs totally in the evening. Because non-traditional students want services as well as programs, advisors will be put in place to recruit, advise and retain adult students, using monies provided in the current biennial budget. For the next biennium, there will be a request for funds to provide multiple delivery systems to support adult students and also to provide computer labs, libraries, and tutoring.

The fourth strategy involves outreach, including expansion of diversity through pre-college programs. Two hundred and fifty-four students participated in 1998-99 pre-college programming. Three new programs in 1999-2000 are estimated to serve about 120 more students: UW-Fox Valley program (June 2000), UW-Marinette/College of the Menominee Nation Joint Pre-college program (November 1999), and UW-Washington County Bilingual Science and Art Pre-college Program (December 1999). Next year, an additional $160,000 will be provided to mount more programs; and the UW Colleges will continue to work with UW-Milwaukee on diversity initiatives.

Another expanding outreach effort is the Youth for Understanding program, which involved 70 students at UW-Richland and 42 students at UW-Marinette in 1999-2000. The program will be expanded to UW-Fox Valley this year with 20 participants.

High school initiatives include the Youth Options program, with 558 students (192 FTE) in 1999-2000, and the Academic Alliance, with 25 students at UW-Richland.

Concluding the presentation, Chancellor Messner noted that the UW Colleges enrollment plans are in the best interest of their local communities and can play an important part in brain-gain strategy, especially in the adult market.

In discussion following the presentation, Regent Alexander inquired about why more students do not participate in the guaranteed transfer program. In reply, Chancellor Messner explained that the program requires that a student identify the institution to which they wish to transfer within the first 30 credits, and some students do not make that decision until later. However, participation in the program is not required in order to transfer successfully.

Regent Alexander noted that 30% of students at the UW-Barron County are on academic probation and asked how the Colleges deal with this type of a problem. Chancellor Messner indicated that 30% is an unusually high figure but that the Colleges do have higher rates of students on probation simply because they admit students who are less well prepared. The faculty is looking at the situation and crafting solutions, including advising for better course placement.

Stating that he is impressed with the success of the UW Colleges marketing efforts, Regent Olivieri asked if there are any remaining problems in transfer of students to the four-year institutions. Chancellor Messner replied that transfer has worked much more smoothly in the last three-five years, partly because of the guaranteed transfer program and partly because the institutions simply are working better together.

In response to a question by Regent Olivieri as to the reasons for continuing growth in use of compressed video, Chancellor Messner remarked that one reason for its popularity is that, unlike on-line courses, students can participate in compressed video without needing to embrace the technology. Another reason is that on-line learning is much different from a classroom and not appropriate for all students, although on-line enrollments are expected to grow to about 1000 in the future. Provost Marie Wunsch added that much of the growth in compressed is explained by the fact that it is used to make courses offered at large campuses available to the smaller campuses.

Asked by Regent Barry to comment on the expanded transfer agreement between the UW System and the Wisconsin Technical College System, Chancellor Messner said that it presents many increased opportunities for students, but that the missions of the two systems need to be kept separate.

Regent Mohs noted that in recent years, communities have shown a renewed investment in and appreciation of their College campuses. He asked if that is a factor in the dramatic enrollment increases, to which Chancellor Messner replied in the affirmative.

Regent Smith concluded the discussion by congratulating Chancellor Messner for the successful articulation and marketing of the UW Colleges’ mission.

The meeting was adjourned at 12:50 p.m.

_____________________________

Judith Temby, Secretary

BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM

MINUTES OF THE JOINT MEETING WITH THE

WISCONSIN TECHNICAL COLLEGE SYSTEM BOARD

Thursday, April 6, 2000

3:30 p.m.

Room 325/236 Pyle Center

702 Langdon Street

Madison, Wisconsin

INTRODUCTORY REMARKS

Remarks by Anne Reid, President of the Wisconsin Technical College System Board……………..1

Remarks by San W. Orr, Jr., President of the Board of Regents……………………………………. 2

MISSION DISCUSSION

Remarks by Katharine Lyall, President of the University of Wisconsin System……………………2

Remarks by Edward Chin, State Director of the Wisconsin Technical College System…………….3

Transfer Working Group Report……………………………………………………………………..4

STATEMENT OF GUIDING PRINCIPLES ON STUDENT TRANSFER……………………...7

BACCALAUREATE DEGREE COMPLETION; MULTI-INSTITUTIONAL ARTICULATION

AGREEMENTS; GENERAL EDUCATION………………………………………………………8

ADL CO-LAB PRESENTATION………………………………………………………………...…9

Examples of Cooperative Efforts: Chippewa Valley Technical College, UW-Eau Claire,

UW-Stout………………………………………………………………………………………….…11

Examples of Cooperative Efforts: UW-Parkside and Gateway Technical College…………………12

Examples of Cooperative Efforts: Milwaukee Area Technical College and UW-Milwaukee

Minority Teacher Program………………………………………………………………………….. 13

BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM

JOINT MEETING WITH THE

WISCONSIN TECHNICAL COLLEGE SYSTEM BOARD

Thursday, April 6, 2000

3:30 p.m.

Room 325/236 Pyle Center

702 Langdon Street

Madison, Wisconsin

Present: Regents Alexander, Axtell, Barry, Benson, Boyle, Brandes, DeSimone, Gottschalk, Gracz, Marcovich, Mohs, Olivieri, Orr, Randall and Smith

Unable to attend: Regents James and MacNeil

Regent President Orr presiding

In opening remarks, Regent President Orr noted that this was an historic meeting - the first time the two boards have met together in formal session. He introduced Anne Reid, President of the WTCS Board.

Introductory Remarks

Remarks by Anne Reid, President of the Wisconsin Technical College System Board

Stating that the WTCS Board was pleased to meet with the Board of Regents, President Reid noted that, while both boards could take pride in the opportunities available to Wisconsin students, they have been challenged by the Governor and Legislature to create a seamless educational system. That challenge has resulted in the actions that the boards will take today. The vision for the WTCS, she stated, is to be the premier provider of technical education in the state. She thanked the Transfer Study Committee for its work and expressed the hope that today's actions would be a first step toward a more seamless system.

Remarks by San W. Orr, Jr., President of the Board of Regents

Regent President Orr explained that this meeting had two main goals: 1) to discuss and clarify the respective missions of the two educational systems; and 2) to further the ongoing process of improving students' ability to transfer from one institution to the other. The following structure for the meeting had been agreed upon:

Discussion of the respective missions of the two systems will be led by UW System President Katharine Lyall and Edward Chin, State Director of the Wisconsin Technical College System. The mission discussion will be followed by a report of the joint UW/WTCS Transfer Study Committee. After that, the boards will convene independently to take action on behalf of their respective systems. Once that portion of the meeting is complete, the two boards will reconvene in joint session to hear presentations on current WTCS/UW collaborations.

MISSION DISCUSSION

Remarks by Katharine Lyall, President of the University of Wisconsin System

President Lyall began her remarks by commenting that the citizens of Wisconsin are justifiably proud of the exceptional quality of post-secondary education in this state, with both the WTCS and UW Systems enjoying national reputations for excellence. The purpose of this meeting is to forge new ways to collaborate in order to better serve the needs of students and the state.

In undertaking these new initiatives, the two systems will be doing so within the context of their complimentary missions. The mission of extending knowledge through excellence in instruction, research and public service is fundamental to every UW institution, the President explained, although how this excellence is achieved varies by institution. In addition to an overall mission, each UW institution has its own select mission that guides its directions and purposes. In addition, while the select mission defines the uniqueness of an institution in part, academic program array further portrays the institution's special character. The faculty of each institution, through their role as primary shapers of the curriculum, determine how the select mission is brought to life.

The core mission of the two doctoral institutions includes an expectation to conduct organized programs of research. Their select missions speak to their unique roles in the UW System. UW-Madison is the state's land grant university, with a statewide, national and international mission. UW-Milwaukee is a major urban doctoral university with a mission to meet the diverse needs of Wisconsin's largest metropolitan area.

The comprehensive institutions offer a core of liberal studies that supports baccalaureate and masters degrees in the arts, letters and sciences, as well as specialized professional and technical degrees and pre-professional curriculum. Their mission includes scholarship and creative endeavor that support their degree programs. Through their select missions and program array, the comprehensive institutions respond to the particular needs of their regions and of the state.

The UW Colleges share the university's overall responsibility to disseminate knowledge, expand information and enrich culture. Their select mission is to provide qualified students of all ages and backgrounds with the proficiencies and breadth of knowledge to prepare them for baccalaureate and professional programs. Finally, UW Extension's select mission is to provide jointly with other UW institutions and Wisconsin's counties a program to apply university research, knowledge and resources to meet the educational needs of the citizens of Wisconsin where they live and work.

The Wisconsin Idea that the boundaries of the university are the boundaries of the state has expanded to include a global audience, President Lyall observed. Through distance education, students around the world now have access to the resources of UW institutions. In conclusion, she noted that for over 150 years the UW has made a major contribution in helping the state develop a prosperous economy, a quality environment and a safe and civil society. It is necessary, she stated, to continue to move forward to meet the needs of the state and learners everywhere, keeping in mind, as written in Chapter 36 of the statutes: "That basic to every purpose of the UW System is the search for truth".

Remarks by Edward Chin, State Director of the Wisconsin Technical College System

Stating that this meeting marks an important milestone for post-secondary education in Wisconsin, Dr. Chin felt the agreement between the boards will foster creativity to develop programs responsive to student needs. In doing so, each system will function within its own mission and the whole will be greater than the sum of the parts. The principle purposes of the Technical College System are to provide: 1) occupational education, training and retraining programs, including the training of apprentices; and 2) customized training and technical assistance to business and industry in order to foster economic development and the expansion of employment opportunities.

Additional purposes are to: 1) Provide education opportunities for high school age students; 2) facilitate the transition of secondary school students into postsecondary vocational education; 3) provide a collegiate transfer program; 4) provide community services and avocational or self-enrichment activities; 5) provide education in basic skills; and 6) provide education and services to address barriers created by stereotyping and discriminating and assist minorities, women and the handicapped or disadvantaged to participate in the work force.

Dr. Chin pointed out that, under law, the WTCS could not increase college transfer programming without the approval of the Board of Regents and the UW System could not do occupational programming without the approval of the WTCS Board. The WTCS offers a systemwide total of 538 associate degree programs, 57 two-year technical diploma programs, 278 one-year technical diploma programs, 147 short-term technical certificates, and three liberal arts transfer programs. In 1998-99, the WTCS institutions enrolled 57,667 FTE students, only 7 1/2% of whom were enrolled in college parallel offerings. The WTCS institutions serve students from a wide range of age groups and backgrounds, including 11,000 college graduates who have enrolled for occupational upgrading.

Transfer Working Group Report

Regent President Orr noted a provision in the 1999-2001 biennial budget that requires the President of the UW System and the Director of the WTCS to submit a report on efforts made to coordinate transfer credits from the WTCS to the UW System. The report requires a plan to coordinate the transfer of credits for additional programs and a timetable for implementing the plan. A Transfer Study Committee was formed to facilitate response to this mandate and charged to: 1) report on past and current policies and practices that facilitate transfer of credits for the WTCS students who transfer to UW system campuses; and 2) develop a plan to further facilitate the transfer of credits.

To report on the committee's recommendations, Regent President Orr introduced the Co-Chairs of the Transfer Study Committee: UW System Senior Vice President David J. Ward and Jim Urness, Assistant State Director for the Wisconsin Technical College System.

Assistant Director Urness noted that, as educational requirements in the workplace have changed and advancement has become more dependent on credentials, students and employers have come to advocate for improved credit transfer between the WTCS and UW Systems. Students have two motivations for wanting transfer opportunities increased: 1) career advancement has become increasingly dependent on having a baccalaureate degree; and 2) students and parents want to know that they can build on their postsecondary technical college experience to advance their careers.

Employers also have two motivations for increasing transfer opportunities: 1) Employers want to upgrade the management and professional skills of their workers; and 2) employers also want managers and professional staff with stronger technical backgrounds.

Mr. Urness noted that, since creation of the WTCS and the UW Systems, transfer opportunities have been limited. Rather, the goal of state policymakers was to limit duplication of effort and expenditure by creating two distinct postsecondary education systems with sharply delineated missions. The UW System's mission is to focus on teaching, research and service, while the WTCS' mission is to enable students to acquire the occupational skills training necessary for participation in the work force. The WTCS, Mr. Urness, emphasized, has no desire to change its historic mission.

The current transfer agreement, ratified by the two boards in 1989, contained the following key elements: 1) It reaffirmed the mission of each system; 2) it supported development of program-to-program articulation agreements; 3) it permitted UW institutions to accept up to 15 credits in general education from WTCS; and 4) it established joint efforts to counsel students on appropriate postsecondary educational options.

Current transfer activity from the WTCS to the UW System involves about 2,600 students each year. WTCS transfers constitute about 18% of all transfers to UW institutions. In addition, the WTCS and UW institutions have entered into nearly 380 program-to-program articulation agreements to provide transfer opportunities. Groups who would benefit from improved transfer opportunities include employed individuals with technical college credit seeking to upgrade and expand the skills and knowledge they bring to the workplace, and WTCS graduates seeking to complete their undergraduate education for career advancement and personal enrichment.

Beginning the second portion of the presentation, Dr. Ward referred to the biennial budget provision requiring a joint report by July 1, 2000 from the UW System and the WTCS on current efforts to coordinate transfer of credits from the WTCS to the UW; a plan to coordinate transfer for additional programs; and a timetable for implementation of the plan. In response to this requirement, a Transfer Study Committee was appointed by President Lyall and State Director Chin in January. Governor Thompson appointed Dr. Karl Hertz as his representative to the committee.

The Committee recommended: 1) A new statement of principles governing transfer from the WTCS to the UW System; 2) creation of several new baccalaureate completion programs; 3) development of multi-institutional articulation agreements; 4) inclusion of math and science courses in those general education courses eligible for transfer; and 5) that the UW and WTCS systems work together to seek state support for the development and implementation of new degrees and marketing efforts.

The purpose of the Baccalaureate Degree completion programs is to: 1) provide graduates with an AAS from any of several related WTCS programs with the opportunity to obtain a baccalaureate degree from a UW System institution; 2) build on the technical expertise gained by the student at WTCS institutions; and 3) provide upper level major and professional course work, together with expanded general education in written and oral communication, mathematics, science, humanities, and social sciences.

The purpose of multi-institutional articulation agreements, Dr. Ward continued, is to simplify the complexity of the 378 agreement matrix. While those agreements had laid the groundwork for transfer opportunity, it now is time to move forward to the multi-institutional level. These new agreements would: 1) Match the common learning outcomes from similar programs offered at several technical colleges with a related major at a specific UW institution (such as, ADN to BSN at UW-Green Bay, Childcare and Development to Early Childhood Education); 2) provide WTCS graduates with an AAS the opportunity to obtain advanced standing in completing a related UW major at a specific UW institution.

The new Statement on Guiding Principles, which would replace the statement adopted in 1989, reaffirms the historic missions of the two systems and provides a framework for revising the UW System undergraduate policy on transfer. It commits the UW System and the WTCS to: 1) work together to establish baccalaureate completion options; 2) continue to counsel students about the different missions of the state's two postsecondary education systems; and 3) work cooperatively to monitor the performance of transfer students to ensure that program goals are met.

Concluding the presentation, Dr. Ward outlined steps to be taken after adoption by the two boards of the Statement of Guiding Principles and adoption by the Board of Regents of recommendations on development of new baccalaureate completion programs, creation of multi-institutional articulation agreements, and inclusion of two courses in math and/or science as transferable general education. The Transfer Study Committee will complete its report by mid-May 2000. The heads of the systems will present their report to the Legislature by July 1. The UW System will revise its undergraduate transfer policy to reflect the new guiding principles on student transfer, and in cooperation with the WTCS, the UW System will begin implementing the specific recommendations approved by the Board of Regents.

Mr. Karl Hertz, Governor Thompson's representative to the Transfer Study Committee, read a letter from the Governor (Exhibit A) commending the WTCS and the UW System for shaping the historic agreement being acted upon at this meeting. He asked the boards to tackle in coming years such critical issues as promoting technology transfer, retaining highly skilled graduates and reforming teacher preparation.

Noting the Governor's long interest in a seamless system of education, Mr. Hertz said that the actions to be taken at this meeting move toward that goal. He felt the flexibility these actions would give to those with associate degrees would be a great advantage for them as they move forward in their careers. While the areas of early childhood and nursing are mentioned specifically for multi-institutional agreements, he was pleased that the Committee saw those areas as a beginning for this type of agreement, not an ending. He also was encouraged by the increase in transfer of general education credits through the addition of math and science courses. In summary, Mr. Hertz commented that the agreement is good for business and makes education more available to the people of Wisconsin.

Lori Lettman, a student in marketing at Southwest Wisconsin Technical College, noted that she views her associate degree as a beginning to her education. She plans to study for a bachelor's degree and then a corporate law degree. Stating that she had met many roadblocks in the way of fulfilling her plans, she expressed the hope that the Governor's vision of a seamless system of education becomes a reality. She felt the agreements to be acted upon at this meeting are steps in the right direction.

Regent Barry, who represents the WTCS Board on the Board of Regents, recalled that in 1989, Delmar DeLong, the President of the WTCS Board at that time, made the reaching of an agreement on transfer a major goal. His efforts eventually led to adoption of the first statement. Noting that the transfer system under the new agreement still will be complex, Regent Barry commented that more multi-institutional, if not statewide, agreements will be needed in the coming years. Noting that students transfer both from the WTCS to the UW and from the UW to the WTCS, he remarked that excellent advising will be necessary because students' choices will be vast.

The joint meeting was recessed at 4:25 p.m., at which time the boards convened independently.

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Adoption by the Board of Regents of the following resolution was moved by Regent Axtell and seconded by Regent Gottschalk:

Statement of Guiding Principles on Student Transfer

Resolution 8106: That the Board of Regents adopts the Statement of

Guiding Principles on Student Transfer from the

Wisconsin Technical College System to the

University of Wisconsin System.

Regent Olivieri stated that he would vote in favor of the resolution as a step toward a seamless educational system. He expressed concern about limits on credit acceptance and hoped there would be further actions in the future to expand transfer opportunities. Regent Alexander concurred and Regent Gracz added that he agreed as long as courses are similar and on the same level.

Regent Barry cautioned that it will be necessary to maintain the distinct missions of the two systems, and Regent Brandes concurred that care must be taken in that regard.

Put to the vote, Resolution 8106 was adopted unanimously by the Board.

Upon motion by Regent Randall, seconded by Regent Alexander, the following resolution was adopted unanimously by the Board of Regents.

Baccalaureate Degree Completion; Multi-institutional

Articulation Agreements; General Education

BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM

Minutes of the Meeting

April 7, 2000

9:00 a.m.

Room 335

The Pyle Center

702 Langdon Street

Madison, Wisconsin

Presentation by UW-Extension on its role in Enrollment Planning 21………………1

BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM

April 7, 2000

9:00 a.m.

Room 335

The Pyle Center

702 Langdon Street

Madison, Wisconsin

Present: Regents Alexander, Axtell, Barry, Benson, Boyle, Brandes, DeSimone, Gottschalk, Marcovich, Mohs, Olivieri, Orr, Randall and Smith

Unable to attend: Regents Gracz, James and MacNeil

Presentation by UW-Extension on its role in Enrollment Planning 21

Acting Chancellor Al Beaver introduced Provost Kevin Reilly, who in opening remarks observed that public universities across the country are struggling with two large questions: 1) How to become more connected with their communities, regions and states; and 2) how to use the vast array of information technologies to better fulfill their missions of teaching, research and service. In Wisconsin, he said, UW-Extension will be at the very center of the answers to those questions because of its know-how in engaging adult learners and communities, using the most effective new methods and technologies.

Stating that UW-Extension has a unique role to play in the UW's effort to better serve adult students, he noted that some Extension programs, such as correspondence study, began over a century ago; and in more recent times, Extension has worked with every campus in making the UW more accessible through continuing education. Through Extension leadership, efforts have been coordinated system-wide in order to improve service to adults, in particular. Extension has begun to work with each UW institution to build on the existing credit outreach infrastructure in order to produce more baccalaureates, certificates and master's degrees designed and delivered for busy adults. Learning Innovations is using distance technology outreach to help the UW deliver on its promise of enrolling 1,000 additional students.

Extension also is assisting the UW to become more student friendly in a variety of other ways. For example: 1) Online catalogs of online and other distance courses, including some 200 that are currently offered, plus those in development across the system; 2) Extension's survey, in partnership with UW System Market Research, of Wisconsin adult learner needs and interests; 3) Extension's role as the newest state affiliate of the American Council on Education's College Credit Recommendation Service. This service is a way to encourage working adults to enroll on UW campuses and uses UW faculty to evaluate educational programs offered by business, government, and professional or trade associations for college credit recommendations. Adults who complete this non-collegiate education can seek college credit for it in degree programs on UW campuses.

Moving into EM 21, Provost Reilly continued, Extension will work with its campus partners to enable the UW to address the full spectrum of adult education needs, with adult access centers at each institution to serve as a focal point for this work. The Pyle Center already is a premier adult access point for the entire UW System.

Provost Reilly introduced Byron Knight, Director of Wisconsin Public Television, and Eric Bangerter, Electronic Publishing Manager in Cooperative Extension, to discuss progress in preparing to use the coming convergence of digital broadcasting and the Internet to deliver education in new ways to new audiences.

Noting that public TV provides access to the university, Mr. Knight observed that it is a trusted appraiser of quality in programs and also provides an entry point to the Internet. In that respect, public television connects the content of a program to the deeper content available through the university. The technology involves interactive television - the convergence of Web information and TV programming. This convergence is occurring because television is becoming a digital media, like the Web. Web TV imbeds Web addresses in TV broadcasts and connects to the Internet via a phone line. Interactive television involves accessing Websites from a TV screen.

Remarking that Wisconsin Public Television is a leader in the convergence of the Web and television, Mr. Knight turned to how it is being used for educational purposes. For instance, county agents were provided with TV program guides and asked to mark subjects about which they have useful information. This material is put on Web pages and cross-over links are created from the TV program to the Web page. Examples of programs are "Wisconsin Supreme Court Debates," "Creating Health," "Earth Angels," "Wisconsin Gardener," and "WeekEnd".

Mr. Bergener demonstrated how the interactive programming works, using the TV program "The Wisconsin Gardener". By selecting interactive icons that surround the TV program box, the viewer can get more detailed information on a number of subjects being discussed from Websites that contain information provided by faculty. Viewers can also see lists of related courses and even register for them - all online.

In conclusion, Mr. Knight noted that there are about 36,000 Web TVs in the state at this time, but that the technology is growing rapidly and gaining acceptance. Interactive television will be the norm in the future.

In discussion following the presentation, Regent Axtell inquired as to the cost of interactive television. Mr. Knight replied that a Web TV box is less than $200 and a monthly subscription costs $19.95. This makes it a much less expensive way to access the Internet than to purchase a computer. Cable companies will have this technology built in to their product.

Regent Gottschalk asked if the UW Hospital is involved in the program, "Creating Health", and Mr. Knight replied that the hospital is represented on an advisory group for that program.

In response to a question by Regent Brandes, Mr. Knight said the boxes that accompany dishes for satellite TV also will have the technology built into them.

Regent Orr asked how many people watch "Weekend" on interactive TV. Mr. Knight replied that, estimating from e-mail messages, the number is fewer than 15 a week at this early date.

Concluding the discussion, Provost Reilly made the point that Wisconsin Public Television is on the cutting edge of this technology and actually is educating others around the country. From the "Wisconsin Gardener" demonstration, he noted the advantage of having Cooperative Extension with its subject matter experts located in the same institution as Wisconsin Public Television. In the future, he predicted that many UW courses may be linked to TV programs, which will provide another mode of access to the university and draw in more enrollments.

The program concluded at 9:30 a.m.

______________________________ Judith Temby, Secretary

MINUTES OF THE REGULAR MEETING

of the

BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM

Madison, Wisconsin

Held in room 325/326 Pyle Center

Friday, April 7, 2000

Approval of Minutes *

REPORT OF THE PRESIDENT OF THE BOARD *

REPORT OF THE PRESIDENT OF THE SYSTEM *

REPORT OF THE EDUCATION COMMITTEE *

REPORT OF THE PHYSICAL PLANNING AND FUNDING coMMITTEE *

REPORT OF THE BUSINESS AND FINANCE COMMITTEE *

executive session *

MINUTES OF THE REGULAR MEETING

of the

BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM

Madison, Wisconsin

Held in room 325/326 Pyle Center

Friday, April 7, 2000

9:45 a.m.

- President Orr presiding -

Approval of Minutes

The minutes of the March 9 and 10 meetings were declared approved as distributed.

REPORT OF THE PRESIDENT OF THE BOARD

The Board of Regents was provided with a written report of the March 22 meeting of the Wisconsin Technical College System Board.

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A written report on the April 3 meeting of the Hospital Authority Board was provided to the Board of Regents.

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The Board received a written report on legislative matters

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Regent Randall, the Board's liaison to the National Association of Governing Boards, presented a report on the AGB's National Conference on Trusteeship, that was held in March. These national conferences, he noted, offer participants an opportunity to discuss common problems and to exchange ideas and solutions.

The conference had separate tracks for public and independent institutions. For public institutions, discussions revolved around three themes: the role of trustees, institutional finance, and program partnerships and collaborations. Plenary session speakers were journalist Mark Sheilds, Governor Zell Miller and Professor Roger Wilkins.

Roundtable discussion topics included: presidential compensation, governing and foundation board relations, diversity, quality improvement and accountability, funding of programs and facilities, and government official and trustee relationships.

Participants also heard a presentation on the new Center for Public Higher Education Trusteeship and Governance, which aims to improve relationships between public higher education and state government leaders.

From what had been presented at the conference, Regent Randall felt that the following should be particularly noted:

1. Boards should develop a process for setting tuition, possibly including an index to which the student contribution is tied. Models used by private institutions that offer generous financial aid packages to offset high tuition should be researched, evaluated and discussed before they are adopted.
2. Partnerships and collaborations not only ease funding stress, but enhance opportunities to achieve goals like improved retention and access.

 

 

3. Diversity is a complex issue that will only become more complicated in a society that becomes more racially blended. Board policies with regard to recruitment and retention of students and staff should be reflective of societal needs and legal restrictions.
4. Policies related to institutional growth should take into account economic trends and state participation. Tepid state support and poor economic forecasting is a recipe for long-term stress.
5. Technology, particularly in its instructional applications, has significant cost implications. Institutions that deliver instruction via distance technology must carefully target their market and consider the potential competition before making investments.

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Noting that on April 1, President Katharine Lyall celebrated her eight anniversary as President of the University of Wisconsin System, Regent President Orr remarked that there are very few presidents nationally who have enjoyed such a long and positive tenure. Since she became president, the UW System has awarded 161,029 degrees, many of those graduates having gone on to be important contributors to the Wisconsin economy. During her tenure, the UW System has brought in $2.4 billion in federal grants and contracts. In addition, almost $1.2 billion in private funds have been raised. Thanks to President Lyall, there are outstanding leaders in place throughout the UW System; working relations with the Governor and other state leaders are much improved; there are many new partnerships with the business community; the student body is better prepared and more diverse; UW institutions have had the flexibility to develop innovative programs and build on their unique strengths; and the UW System has been brought into the age of technology-assisted learning and is reaching out nationally and internationally with strategic programs in distance education. With all of this, the UW is still the most efficient system of higher education in the country.

On behalf of the Board and other colleagues, Regent President Orr thanked President Lyall for her 19 years of service, not only as President, but as Acting President and Executive Vice President for the UW System. He noted that she is known nationally as a pace-setter in reinventing higher education to deliver more relevant and cost effective programs to students.

Regent President Orr presented Resolution 8108, which was moved by Regent Marcovich, seconded by Regent DeSimone and adopted unanimously with a standing ovation.

_ _ _

REPORT OF THE PRESIDENT OF THE SYSTEM

Noting that Regent Alexander had inquired about graduation rates and time to degree, President Lyall introduced Senior Vice President David Ward to present current data on these matters.

Senior Vice President Ward indicated that, in order to gain a perspective on undergraduate completion, it is helpful to look at three measures: Credits to degree, time to degree and graduation rates.

He considered it useful to think in terms of who controls each of these outcomes. In the area of credits to degree, primary responsibility is carried by the institution in terms of offering credits, scheduling courses, setting degree requirements and providing advising. Time to degree is heavily influenced by student choice in terms of credit load, although the institution also has responsibility. Graduation rates are influenced by a balance of personal circumstances of the student, tuition levels, debt load and other factors.

In 1995, the Board directed each campus to develop a plan to reduce credits to degree over a five-year period. The overall goal was to reduce attempted credits to degree from a system-wide average of 145 credits to 140 credits. Reducing the average by five credits has the effect of opening up seats in courses for thousands of students.

In 1997-98, the Board's Education Committee, led by Regent Smith, examined the issue of time to degree. Each campus was required to offer a guaranteed four-year graduation contract. The purpose was to offer an option to all students and to set an expectation for students and parents that a degree can be obtained in four years.

Campuses used a combination of methods to reduce average attempted credits, including: 1) Reduction of credits required for a BA/BS degree; 2) installation of automated degree tracking systems; 3) installation of the transfer information system; 4) encouraging high school students to take advanced placement courses; 5) adoption of four-year graduation contracts; 6) elimination of course bottlenecks; and (7) advising initiatives.

The result, Dr. Ward stated, is that excellent progress has been made in reducing attempted credits to degree. The goal of 140 credits was reached in 1998-99. Such initiatives as automated degree audits and increased advanced placement courses should continue to have a favorable effect on reducing credits to degree.

Reporting that some progress has been made in reducing time to degree, Dr. Ward cautioned that a number of factors also are working to lengthen time to degree. Although every institution offers four-year graduation contracts, there has been limited student interest. At UW-Stevens Point, for example, only six of 177 students who expressed interest actually signed the contract. Reasons for non-participation include: 1) Students do not want to be required to accept enrollment in any available section of a course; 2) students are unable or unwilling to take the required load; 3) students are not certain of their major; 4) students plan to participate in an internship; or 5) students plan to study abroad. With respect to the third reason, Dr. Ward noted that about one-third of students come to the UW undecided as to their major and therefore are unable to sign a four-year contract. Dr. Ward noted, however, that simply making such a contract available is important because it changes expectations. Because time to degree is correlated with credits to degree, progress in terms of fewer attempted credits will be reflected in less time to degree as well.

There also are factors that lengthen time to degree, including: 1) broader requirements in terms of internships; 2) expanded opportunities to study abroad; 3) increased credits required by professional accreditation groups, an example being requirement of 150 credits before a student can sit for the CPA exam; 4) students with undecided career goals and majors; 5) multiple majors/minors; and 6) personal decisions concerning employment, financial issues or changing majors.

Factors shortening time to degree include: 1) the degree audit; 2) inter-sessions, which are offered by 9 of 13 UW institutions; 3) distance education offerings; 4) summer sessions; 5) cost of attendance; 6) class scheduling; and 7) personal decisions concerning the job market or financial issues.

The four-year graduation rate system-wide is 21.3%, and the six-year rate is 59.2%, although there is variation by campus with some having a much higher four-year rate, and others having a higher six-year rate. These rates represent only students who started at the UW and graduated from the UW. They do not account for students who start in the UW and transfer to other universities. The six-year rate, which will be about 60% when all data are tallied, actually means that 60% of students who enter the UW System graduate from the UW System within six years. Of that total, 52% graduate from the institution where they started. On average, UW institutions have a higher graduation rate than the national average, which is about 47.6%.

Dr. Ward then listed a number of factors that affect graduation rates. For example, increased admission standards in terms of class rank or ACT scores would increase graduation rates, but would also limit access. Other factors that tend to increase graduation rates include financial aid, work-study opportunities, academic advising and other student services, on-campus living and proximity to campus for students living off-campus, contact with faculty outside of the classroom, program articulation and collaboration, contact with fellow students and social interaction, academic collaboration among students, participation in campus life and extracurricular activities, learning readiness and completion of the ACT core, earlier major choice and career certainty.

Factors that tend to decrease graduation rates include debt, nonacademic and family responsibilities, and uncertainty in terms of a major or career.

In discussion following the presentation, Regent Alexander asked what happens to the 35% of students who leave without graduating and why they are not tracked. Dr. Ward replied that, although institutions occasionally survey students who leave, they are not tracked on a systematic basis, which would be a challenging and expensive data collection process. He noted that there might be a concern about privacy if the university attempted to track people beyond its enrollment boundaries. Dr. Ward indicated that an Occasional Research Brief (ORB) to be presented to the Regents in June will have a broader explanation of these data. Other national studies, such as an annual study done by UCLA, also provide data that apply to Wisconsin as well as other states.

Regent Alexander suggested that consideration be given to offering credits for such activities as internships and for travel abroad, and that other innovative solutions be devised to reduce time to degree. He asked if there is any scientific evidence of why it should take six years to graduate, and commented that the length of time to degree and the percentage who disappear without graduating is a discouraging message to send parents and students.

Although the UW six-year graduation rate is higher than the national average, Regent Alexander noted that the UW also has seven percent higher FTE enrollment than the national average, which could account for the higher graduation rate. Referring to variation in graduation rates among UW campuses, with some having much lower rates than others, he did not consider it adequate to simply monitor the situation. He suggested that a committee be convened to devise innovative ways to improve degree completion.

Regent Mohs observed that people go through education at different paces and make discoveries as they go along. An extra course, for example, may lead a student to change majors or strongly influence his or her life in other ways. Many successful people, he commented, have taken more courses than they needed to graduate. He did not believe that maximum efficiency in terms of graduating in four years or with a set number of credits should be the only goal.

Regent Alexander commented that, although students have some responsibility for their time to degree, he thought the university's response should be to do whatever is possible to help students finish in a timely way. He thought a better grasp of all the variables is needed.

Regent Brandes commented that she would be concerned about graduation rates and time to degree figures only if students did everything they were able to do to graduate in four years, but could not do it because of scheduling or other matters within the control of the university. She considered it important to look at the larger picture and at the university's obligation to prepare students for life-long learning. She did not feel it would be wise to push students to graduate in four years despite all the changes they need to be prepared for as they enter the next phase of their lives. She had more concern about the many elements to be considered, both in student's lives and the outside world, than she had about the statistics themselves.

President Lyall expressed appreciation to Regent Alexander for raising the issue, which is an important one for students and the state's economy. She noted that the ORB to be presented in June will provide greater detail. For example, it is known that many more students are taking double majors, reflecting their judgment about career preparation. Some campuses serve primarily commuter students and students who work large numbers of hours. It would be appropriate, she felt, to look at each institution's situation individually before reaching any conclusions.

Noting that there are various actions that can be taken to affect graduation rates, she remarked that there is balancing to be done between trying to increase graduation rates and allowing students leeway to make choices about their education and careers. For example, one way to increase the graduation rate fastest is to increase tuition rapidly, although it is doubtful that the UW would wish to do that. From the four-year graduation contract process, it was learned that students want flexibility to take courses in different sequences and to take supplemental courses. The real question, she observed, is what constitutes the right balance between student choices and preferences and the policies that can be used to increase the statistics. In considering these matters, she hoped it would be recognized that students are individuals and that it is important for the university to prepare them for the future, rather than reach a statistical goal for its own sake.

Referring to Education Committee review of this matter, Regent Smith recalled that one issue leading to the Committee's study was concern over the additional costs of education resulting from completion in six years, rather than four. One of the reasons for instituting the four-year graduation contract was to take off the table the question of whether course availability permits completion in four years. Today the contract is available, and students can complete their degree in four years, if that is what they want to do.

Regent DeSimone commented that access to education is impeded by "professional students" who stay enrolled for years beyond what would be needed to obtain their degree.

Regent Alexander reiterated that what is important is to do a study of students and staff on the matter and also to consider ways to grant credit for such educational experiences as travel abroad, internships and works study programs.

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President Lyall recalled that in 1996 a process was begun of benchmarking the UW System against 19 other peer institutions across the country. At that time also, a focus was put on adopting best practices from the public and private sectors and applying continuous quality improvement techniques across the UW institutions. The purpose of these steps is both to improve management and to show that the UW is getting the most from existing resources before deciding whether to request additional funds.

The report sets forth efficiencies that have been effected in instruction, student services, and administration. It then reviews the management flexibilities that have been acquired in recent years and what difference those flexibilities have made. The report also identifies remaining barriers, the removal of which would help to achieve further efficiencies.

Turning to highlights of the report, President Lyall pointed out that the UW System is the national benchmark for administrative efficiency, spending 5.8% on administrative overhead, compared to an average of about 10.5% for peer institutions. The UW System spends about the same percentage (53%) on instruction related activities as peer institutions, but within that total the UW System spends somewhat more on academic support, such as advising and computing, and somewhat less on other areas. The UW System spends more than the average in research and scholarships and somewhat less on public service and physical plant operations.

Significant investments over the last several years have been made in distance education and administrative computing systems, with most of the funding for these items coming from reallocation of base budgets or from gifts and grants. A relatively small portion has come from state funding.

As an example of administrative efficiency, the President cited a system-wide license for software that has saved $5 million to date. Other examples are market research being used to target services to areas where they are most needed and to improve adult education services, and employment of students to keep instructional technology staffing up in a market where hiring is very difficult. This has turned out to be a creative way of giving students hands-on experience, while gaining the services and support needed to keep computing labs and other technology operative.

The UW library system, with a single on-line catalog and the ability to move materials around the state, has saved a great deal of money on acquisitions and reduced duplication of materials. Learning Innovations represents a way in which new markets are being reached with very efficient operations in distance learning.

Management flexibilities also have helped to attain some efficiencies, President Lyall reported, noting especially the ability to create program revenue and gift positions. This means that, when funds are available to mount a program, the UW can hire people and get the work done without having to go through an elaborate state process.

In addition, the continuing appropriation authority granted in the current budget allows the UW to spend revenues earned form programs like adult education. These flexibilities, the president emphasized, have been very important in allowing the UW to move forward in continuing education and other self-supporting areas where services are needed.

Noting that some barriers to efficiency remain, the President indicated that the state personnel system is increasingly outdated for the university's purposes and is unlike any system in which peer universities operate. Peers have their own personnel systems which allow them to move quickly in filling positions and providing services.

Another issue is charge-backs for state services in the areas of BadgetNet and state telephone service. These charges are apportioned in such a way that the university provides a subsidy to other agencies.

Finally, President Lyall commented that, while pride can be taken in the low 5.8% administrative overhead figure, she remains concerned about the need for some strategic investments in the future. For example, consideration should be given to increasing the investment in technology contracting, which pays off many times over in savings. She also thought UW institutions need to invest in improving their development offices for fund raising. An area where a modest increase in investment should be considered is in federal relations to help UW-Milwaukee and the comprehensive institutions get more grants and contracts than they currently do. With relatively modest investments in these areas, the President said, the UW can position itself better for a competitive future.

In summary, President Lyall concluded, the UW System continues to do more with less than its peers and is the national benchmark for administrative efficiency. The UW uses resources carefully and targets them to goals. Even more can be done if barriers can be overcome in the area of state operations and if the UW is more creative in making strategic investments.

Under President Lyall's leadership, Regent Orr pointed out, the UW has done an extraordinary job in efficiencies and at this point is "lean beyond lean". Because there are fewer staff in System Administration now than previously, he asked Regents to consider before requesting information, whether that information is likely to result in meaningful policy moves, in order to make efficient use of the limited time of these fewer staff.

Regent Barry pointed out that position control extends to the actual number of faculty and staff hired, and is imposed in addition to state budget control. He suggested that removing such controls should be one of the highest priorities for the next biennial budget, with the explanation that state control of the budget is sufficient, and that the UW needs room to move within that budget as rapidly and efficiently as possible.

President Lyall concurred that position control puts an increasingly tight bind on what the UW can do. The university could have the money, the demand for services and the enthusiasm to deliver them, but no positions available to do it. Noting that none of the UW's peer institutions have position control, she indicated that they are controlled on the dollars in their budget and audited on their budget, but do not have the double constraint of position control.

Regent Barry noted that part of the UW's administrative efficiency is related to not having a large personnel function. He suggested that perhaps a cooperative system with the state could be used to advantage for non-faculty hires, so that the UW could make use of the best of the state system without increasing administrative costs appreciably.

Regent Randall pointed out that some efficiencies have had positive ripple effects. For example, UW-Milwaukee has been a national model for employing students in technology positions. There are similar programs for high school students to do similar work in the Milwaukee Public Schools - work that gives them entrée to jobs and is a point in their favor when they enter UWM. He considered it important to take into account these positive impacts when evaluating the effectiveness of efficiency measures.

_ _ _

REPORT OF THE EDUCATION COMMITTEE

Regent Brandes, Chair of the Education Committee, presented the Committee's report.

Unanimously approved by the Education Committee were Resolutions 8109 - 8117. Regent Brandes moved their adoption by the Board of Regents as consent agenda items. The motion was seconded by Regent Randall and carried unanimously.

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Senior Vice President Ward introduced Assistant Vice President for Academic Affairs, Tess Arenas, to review the 1999 Minority and Disadvantaged Student Annual Report. As required by statute, Dr. Arenas reported on precollege programs, and the recruitment and retention of students of color and economically disadvantaged students. She noted that trends are positive, but much more needs to be done in each of these areas. A goal-by-goal report on Plan 2008 progress will come before the Board at its September 2000 meeting of this year.

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The committee heard initial presentations of five new programs:

• B.S., Computer Science, UW-Superior

These programs will be considered for final approval at the May committee meeting.

_ _ _

REPORT OF THE PHYSICAL PLANNING AND FUNDING coMMITTEE

The committee's report was presented by Regent Barry, Chair.

Resolutions 8118 - 8119 were approved unanimously by the Physical Planning and Funding Committee. Regent Barry moved their adoption by the Board of Regents as consent agenda items. The motion was seconded by Regent Mohs and carried unanimously.

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Regent Barry reported the Building Commission approved about $6 million for various projects in the UW System.

The UW-Milwaukee Sandburg Hall contracts are being finalized. Fourteen projects were bid within budgets while two projects were over budget - the UW-Madison McKay Center Addition and the UW-Stout Athletic/Recreation project. Negotiations will continue on these two projects.

The Physical Planning and Funding Committee unanimously approved Resolution 8120. Regent Barry moved its adoption by the Board of Regents and the motion was seconded by Regent Mohs. Put to the vote, Resolution 8120 was adopted unanimously.

_ _ _

REPORT OF THE BUSINESS AND FINANCE COMMITTEE

The Business and Finance Committee met in a joint session with the Education Committee, with all Regents invited, for presentations on Student Budget priorities for 2001-03 and Plan 2008: Financial Aid Agenda. The meeting was adjourned at 2:17 p.m.

The Business and Finance Committee reconvened at 2:22 p.m. Regent Marcovich, Chair, presented the Committee's report. Resolutions 8121 was unanimously approved by the Business and Finance Committee. Regent Marcovich moved its adoption by the Board of Regents as a consent agenda item. Regent De Simone seconded the motion and carried unanimously.

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A vital region and a vital community needs a vital university, Chancellor Perkins remarked. UW-Green is focused on learning and shaping the quality of life in its region. Its ideal position enhances public education by pursing a learning-experience focus, not only in academia, but also in campus life. The university focuses on setting student expectations and improving retention and graduation rates.

Provost Cohen stated that meeting the goals of UW-Green Bay's Initiative will require additional faculty and staff for advising and internships, an adjustment in the enrollment level and campus facilities for the 21^st Century.

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Written reports of the Endowment Annual Report and the update on the Reallocation of Endowment Funds were previously distributed.

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Additional Items

An update of the Blue Cross and Blue Shield transfer was presented by UW-Madison Vice Chancellor Torphy. An order issued by the Commissioner, if approved, would give the Board of Regents responsibility for the appointment of eight of nine members of a community health advisory and oversight board. Four members would represent the Board of Regents and the Medical School; the other four would represent community advocacy groups. Approving five-year plans of the resources for medical education and research would be the responsibility of the Board of Regents.

_ _ _

executive session

At 10:55 a.m., the Board recessed for five minutes. The Board reconvened in open session at 11:00 a.m., at which time the following resolution, moved by Regent Smith, was adopted unanimously on a roll-call vote, with Regents Alexander, Axtell, Barry, Benson, Boyle, Brandes, Gottschalk, Mohs, Olivieri, Randall, Smith and Orr voting in the affirmative (12). There were no dissenting votes and no abstentions.

The Board arose from executive session at 11:15 a.m., having adopted the following resolutions:

_______________________________

Judith A. Temby, Secretary