> Office of Planning & Analysis
PQO FY 1996 Report
Productivity, Quality, and Outcomes Agreement
Interim Report for FY 1996
"15 Percent Increase" Goals
Goal 1. Increase Access to Undergraduate Education
Goal 2. Enhance the Quality and Availability of Advising
Goal 3. Increase Quality of Undergraduate Education Through Smaller
Classes and Through Active and Alternative Modes of Learning.
Goal 4. Increase the Quality of Undergraduate Education Through
Expanded Involvement of Undergraduates in Research and Creative Work.
Goal 5. Increase Quality of Education Through Greater Access to
Goal 6. Reward and Further Develop Teaching Excellence.
Goal 7. Continue Growth in External Funding Support for Student
Learning and Education.
Goal 8. Expand Off-Campus Access to Classes and Educational Resources
Goal 9. Enhance Access to the Intellectual and Physical Resources of
the University to Support the Economic Development of Montana.
This report summarizes the progress Montana State University-Bozeman
has made toward fulfilling the specific goals and objectives described
in the Productivity, Quality, and Outcomes (PQO) Agreement. In
particular, the report describes the University's achievements during
the past year in developing implementation strategies and meeting the
outcome measures associated with all of the major goals articulated in
the Agreement. In general, significant progress has been made in most
areas toward fulfilling the letter and spirit of the Agreement.
The University's efforts related to the major items of the Agreement
are as follows:
- Class credits per instructional FTE for tenurable faculty have
increased from 14.3 in FY 1993 to 15.0 in FY 1996. This progress
represents approximately one third of the 15% total increase
required by FY 1999.
- MSU-Bozeman has exceeded the target of $37.7M in funded research
for FY 1996 by more than $1M.
- The University has met or exceeded all spending objectives for FY
1996 with the exception of the percent of the institutional budget
allocated to the instructional program, which has decreased
slightly since FY 1993.
- The University has shown substantial progress in meeting all
outcome measures associated with involvement of undergraduates in
research and creative work, information technology enhancement,
funding support for student learning, off-campus access to
educational resources, and economic development activities.
- Less progress has been achieved towards fulfilling the goals that
relate to access to undergraduate education, enhancement of the
quality and availability of advising, and rewarding and developing
teaching excellence. The University is committed to focusing
increased attention in these areas in the future.
An Implementation Task Force of faculty and administrators has been
established to recommend strategies to meet the goals of the
Agreement. All constituencies of the University community have joined
together in support of this Agreement in order to improve the quality
of the educational experience at MSU-Bozeman and to serve the public
interest of Montana.
On September 29, 1995, the Productivity, Quality, and Outcomes (PQO)
Agreement was signed by the Governor of Montana, the Chairman of the
Board of Regents, the Commissioner of Higher Education, and the
President of Montana State University. This interim report documents
MSU-Bozeman's progress to date in meeting the terms of the Agreement.
Overall, the report is positive. Most outcomes measures reveal
significant progress, and some targets have already been achieved or
exceeded. Others need further attention. Implementation of the
Agreement is now under the direction of MSU-Bozeman's new Provost and
Vice President for Academic Affairs, Joseph A. Chapman, who joined the
University on July 1, 1996.
The Implementation Task Force is chaired by Joseph Fedock, Vice
Provost for Academic Affairs, and is comprised of nine faculty and
administrators, each representing one of the nine major goals outlined
in this document. The members include:
- Ramona Marotz-Baden - Professor and Chair, Long Range Planning
- Margaretha Wessel - Director, General Studies
- Adele Pittendrigh - Associate Dean, Letters and Science
- Greg Young - Associate Professor and Director, Undergraduate
- David Todd - Executive Director, Information Services
- Tom Roll - Associate Professor and Department Head, Sociology
- Elizabeth Charron - Associate Professor and Director, Science/Math
- Kim Obbink - Director, Burns Telecommunications Center and
- Robert Taylor - Professor and Director, Montana Manufacturing
The Implementation Task Force has been charged to recommend strategies
for meeting the goals established in the PQO agreement.
This report is organized by goal, with highlights of the
implementation strategies undertaken to date and a progress summary
for each outcomes measure.
Two goals calling for 15 percent increases in instruction and research
were specified in the letter of transmittal from Commissioner Jeffrey
Baker to the Board of Regents. Although these goals do not appear in
the body of the PQO document, they are considered part of the
Agreement by its cosigners.
- The AY 1993 baseline of 14.3 class credits per instructional FTE
for tenured and tenure-track faculty will be used as the benchmark
for the 15% increase in undergraduate teaching.
Class credits per instructional FTE for tenurable faculty
increased from 14.3 in FY 1993 to 15.0 in FY 1996. Targets have
been established for FY 1997 to bring the University average to
15.6. Subsequent targets for the remaining years of the
Agreement will bring the University average to 16.4 in FY 1999.
- Funded research will increase 15% annually, non-compounded, with
1993 as the benchmark. This yearly increase will extend through
1997. Funding targets for 1998-99 will be determined as federal
and state fiscal priorities are specified.
MSU-Bozeman's FY 1993 year-end expenditures in grants and
contracts totaled $25,976,344. According to the terms of this
goal, MSU-Bozeman must increase funded research by $3,896,452
annually through FY 1997. MSU-Bozeman exceeded the FY 1996 target
of $37,665,700 with $38,984,370 in research expenditures. The
target for FY 1997 is $41,562,152.
- By fall of 1995, MSU-Bozeman's Four-Year Graduation Guarantee was
in place. It is described in the catalog, presented as an option
to students during Freshman Orientation, and discussed by
departmental advisors. The guarantee commits participating
students and the University to a process which will enable the
students to complete their undergraduate degree work in eight
- MSU-Bozeman has established several mechanisms to improve student
throughput. The Department of Mathematical Sciences revised the
system for placing new students in appropriate entry-level
mathematics courses. Improved placement has resulted in a much
higher level of course completion than occurred previously.
Students with an ACT English score of 27 or higher or an SAT
verbal score of 640 or higher are no longer required to take the
introductory writing course.
- Students with prior learning experience in certain subject areas
can obtain credit toward graduation by passing an examination
rather than having to take a specific course. During the last two
years, MSU-Bozeman has substantially expanded the list of courses
for which students can obtain challenge credits. Many academic
programs also require demonstrated competence for admission to
upper division courses to ensure that students are adequately
prepared to progress toward graduation in a timely fashion.
- During FY 1996, all academic departments developed plans to
assess the discipline-specific, communication, and problem-solving
skills of their majors; these plans will be implemented during FY
1997. During FY 1997, the Core Curriculum Committee will design
assessment plans for the University's general education
- In Table 2 of the PQO Appendix, MSU-Bozeman pledged $175,000 in
FY 1996 to guarantee course availability. The Provost earmarked
$114,000 to create extra sections of courses which were filled,
and allocated $65,000 to the College of Letters and Science to
fund additional courses and sections. Thus, the University spent
$179,000 in FY 1996 to increase course availability.
A. Reduce Time to Degree Completion.
- Through FY 1999, demonstrate continuous increase in the number of
students who successfully complete the Four-Year Contract, as well
as decrease in the amount of compensation paid by the University
to fulfill the contract.
MSU-Bozeman implemented its four-year graduation guarantee program
for fall semester of 1995. By the end of FY 1996, 79 students had
signed graduation guarantee contracts. Most of these students are
scheduled to graduate at the end of spring semester, 1999.
Despite the publicity, most students and their parents have
expressed little interest in the guarantee.
- Through FY 1999, demonstrate continuous declines in the average
total number of credit hours taken by first-time, full-time,
undergraduate students beyond their program credit requirements.
The baseline figure for this goal was originally calculated as
150.45; however, this number included students who had obtained
both bachelor's and master's degrees sequentially at MSU-Bozeman.
Omitting the master's students yields an average of 145.56 credits
at graduation in FY 1993. The comparable figure for FY 1996 was
143.67, showing a decrease of almost two credits. Targets
prorated on the original baseline are 142.22 for FY 1997 and
135.45 for FY 1999.
- Maintain or increase the percent of the institutional budget which
is allocated to the instructional program, insofar as fixed
institutional costs (e.g., utilities) permit.
The baseline measure in the original agreement was derived from
July 1 budget figures, but fiscal year-end expenditures less fixed
institutional costs are a better measure of University-controlled
funds available for instruction. In FY 1993, instruction
expenditures of $32,153,763 were 60.6% of the year-end $57,029,441
less fixed costs of $4,007,553. In FY 1996, instruction
expenditures of $34,029,040 were 60.2% of the year-end $62,512,578
less fixed costs of $5,955,588.
B. Increase Access to Academic Offering for Nontraditional Students
- Increase by 20% the availability of course sections for students
who are unable to attend during traditional schedules by FY 1999.
This outcome is measured by the number of course sections offered
after 4:00 p.m., on weekends, or via telecommunications. The
number of sections decreased slightly from 272 in FY 1993 to 266
in FY 1996 as the University began to emphasize offering courses
through distance delivery rather than at nontraditional hours.
The distance delivery program was developed through Extended
Studies and has been expanded to courses offered through the
- Increase by 20% the number of students enrolled in course sections
offered during nontraditional times and formats by FY 1999.
Enrollment in courses offered during nontraditional hours
decreased from 5,278 in FY 1993 to 4,610 in FY 1996, reflecting a
decrease in the number of evening sections as well as a decrease
in the average number of students per section. The Implementation
Task Force will investigate the demand for courses during
evenings, weekends, and through telecommunications and recommend
strategies for increasing course offerings in these areas.
- The Assessment and Outcomes Committee is collecting information
about current and proposed advising strategies from all academic
departments. This information will be used by the Implementation
Task Force for their FY 1997 study of the models of advising used
across the University.
- The On Course system, a computerized advising aid which enables
faculty to review a student's progress toward satisfying
curricular requirements for graduation, is now available to all
faculty. This system is regularly updated with graduation
requirements for the University's core curriculum and the academic
majors, providing faculty with the most current curricular
- In Table 2 of the Appendix of the PQO agreement, MSU-Bozeman
pledged $1,000 to train faculty in advising skills and
technologies. The Registrar's Office spent $10,000 in FY 1996 to
train faculty and staff to use the Student Information System
(SIS) and the On Course advising system.
- Freshman seminars have been established by General Studies, the
College of Business, and the College of Letters and Science.
These seminars are designed to increase interaction between
students and faculty, and to prepare students to derive maximum
benefit from their advising sessions.
A. Increase Quality of Advising.
- By January, 1996, each academic department will have reviewed and
modified its annual review/merit pay process to include assessment
of advising as an integral part of faculty evaluation (in place by
Assessment of advising is one of the criteria specified in the new
promotion and tenure standards approved by Faculty Council. These
standards are used for annual faculty reviews as well as in
promotion and tenure decisions. By agreement with Faculty
Council, these standards become effective July 1, 1997.
- By FY 1997, all faculty and advisors will have access to "On
Course," the online academic advising system, and they will have
the ability to produce electronic academic progress reports for
students, which will substantially reduce the use of paper and the
length of waiting lines.
During FY 1996, the On Course advising system described above was
fully operational. All faculty have access to the system,
although not all faculty offices are connected through MSUnet.
The Registrar's Office provides updated On Course printouts for
students and faculty upon request.
- By FY 1996, a new advising assessment instrument being developed
at Kansas State University will be piloted on the MSU-Bozeman
campus. The instrument requests information in six specific
MSU-Bozeman received the instrument from Kansas State University
and decided that it was unnecessarily complicated and needed to be
adapted to our campus. Modifications were made by the Assessment
and Outcomes Committee, and the instrument will be pilot tested
during fall of 1996. The information gathered from this pilot
will be used by the Implementation Task Force to design University
guidelines for advising.
- Student satisfaction with the quality of academic and career
advising, as demonstrated through survey data and focus groups,
will show continuous improvement through FY 1999.
MSU-Bozeman's annual survey of graduating seniors asks seniors to
report their satisfaction with academic and career advising
provided by faculty in their majors. In FY 1993, 72% of the
seniors were either satisfied or very satisfied with academic
advising; by FY 1996, the figure had risen to 74%. Questions on
career advising were added to the FY 1995 survey; at that time,
62% of seniors expressed satisfaction with career advising, and
that figure increased to 68% in FY 1996. Several focus groups on
advising are planned by the Implementation Task Force for FY 1997.
B. Enhance Access to Advising.
- Access to advising will also be reflected in the academic progress
of students, as indicated by declines in time to graduation
measured in 1.A. above.
Please see Goal 1, A.2.
- By Fall 1996, each academic department will have a plan developed
and in place to enhance the quality and accessibility of advising.
Plans to improve advising are being collected this fall by the
Assessment and Outcomes Committee from all academic departments
with undergraduate majors. Information pertaining to student
satisfaction is also being collected, and the combined information
will be used by the Implementation Task Force to plan their
recommendations for advising.
- Student satisfaction with the accessibility of academic advisors
will show continuous improvement through FY 1999, based upon
survey and focus group data.
MSU-Bozeman's annual survey of graduating seniors asks seniors to
report their satisfaction with accessibility of academic advisors.
In FY 1993, a remarkably high 84% of the students were satisfied
or very satisfied with advisor accessibility. In FY 1996, 78% of
the seniors indicated that they were satisfied. Departments have
been asked to address the issue of advisor accessibility in their
plans to improve advising.
- In Table 2 of the Appendix of the PQO Agreement, MSU-Bozeman
pledged to spend $78,000 in FY 1996 to increase funding for
smaller classes. The Provost allocated $50,000 for freshman
seminars and $60,000 for additional small-enrollment sections,
bringing actual expenditures to $110,000.
- In Table 2 of the Appendix, MSU-Bozeman pledged to spend $2,000
in FY 1996 to track academic progress in writing and math skills.
The Provost allocated $10,000 to establish the University's
Assessment and Outcomes program, which will include tracking
entering freshmen to show their progress in developing writing and
- In Table 2 of the Appendix, MSU-Bozeman pledged to spend $500 in
FY 1996 for faculty training seminars and symposia. The College
of Letters and Science spent $700 on several programs which
involved faculty discussions of teaching issues, including a
series of college-wide forums, a fall reception orienting new
faculty to undergraduate teaching, and several Women In Science
and Engineering (WISE) forums on pedagogical issues.
- In Table 2 of the Appendix, MSU-Bozeman pledged to spend $500 to
recognize faculty efforts in awards and evaluations. The College
of Letters and Science created a new awards program in FY 1996,
funded at $1000, to recognize outstanding teachers in the college.
A. Provide Access to Small, Seminar-style Classes.
Through FY 1999, the number of small enrollment, seminar-style
[core curriculum] course sections available to lower division
students will increase by 100%.
Between FY 1993 and FY 1996, the number of low-enrollment core
sections increased from 113 to 166. The FY 1997 target is 181,
an increase of 60% over the FY 1993 baseline.
B. Provide Active Learning Environments Which Promote Life-long
- By FY 1999, the amount of active learning components included in
course syllabi for all lower division courses will increase 15%.
The Teaching/Learning Committee has been charged to develop a list
of "active learning components" and a system for counting them in
lower division course syllabi.
- By FY 1999, faculty skills and abilities in the application of
active learning techniques will be enhanced as described in 6.C,D
Please refer to Goal 6, C and D.
- MSU-Bozeman's Undergraduate Scholars Program was designed to
encourage, facilitate, and support undergraduate research and
creative activity in collaboration with faculty. The
Undergraduate Scholars Program hosts an Undergraduate Scholars
Conference each spring, where students present their research
results to the public. Awards are presented for the best projects
in several categories, and the proceedings are published and
widely disseminated on campus.
- The Undergraduate Scholars Program, the University Honors
Program, and academic colleges and departments recognize
outstanding research and creativity in undergraduates by
nominating them for Goldwater Scholarships, USA Today
Scholarships, Truman Scholarships, Phi Kappa Phi Scholarships, and
others appropriate to the interests and achievements of the
- During FY 1996, the University established a new undergraduate
seminar in which students enrolled in undergraduate research
projects discuss their research with faculty and students involved
in similar projects. This course is offered in most academic
disciplines and also through the Undergraduate Scholars Program.
A. Increase Students' Opportunities to Engage in Independent Research
and Creative Work.
- Have in place and fully operational an Undergraduate Scholars
Program with the purpose of working directly with faculty and
students to enhance research and creative opportunities for
The program was implemented during FY 1994 and has grown
substantially since that time. Students receive academic credit
for working with faculty on research projects and in some cases
are eligible for scholarships or project support grants.
- By FY 1999, there will be a 20% increase in the number of students
engaged in independent research and scholarly activities.
The original FY 1993 baseline figure was 2,196, but that figure
includes all independent course work, such as student teaching and
internships. Enrollment in undergraduate Individual Problems and
Undergraduate Research/Creative Activity courses, a more accurate
measure of independent research activities, was 1,063 in FY 1993.
By FY 1996, enrollment had risen to 1,175.
B. Develop Additional External Resources to Support Students'
Research and Creative Projects.
Secure $50,000 in additional external funding to support
undergraduate research and creative activities by FY 1999.
The Vice President for Research, Creativity and Technology
Transfer has agreed to contribute indirect cost funds to the
Undergraduate Scholars Program. His contribution was $25,000 in
FY 1996 and will increase in future years to meet the target of
$50,000 by FY 1999.
C. Increase Opportunities for Capstone Educational Experiences.
Increase to 90% the number of graduating seniors engaged in
capstone courses available to undergraduates by FY 1999, and
thereby facilitate the work of the Assessment and Outcomes
A capstone course is required for graduating seniors, has a
communications component, and involves a synthesizing project.
MSU-Bozeman offered 16 capstone courses in FY 1993 and 30 in FY
1996. In FY 1993, 27% of the graduating seniors were enrolled in
capstone courses; by FY 1996, the figure had increased to 45%.
- President Malone appointed an Information Services Task Force to
address the future of information systems and services at
MSU-Bozeman. The Task Force recommended major changes in the
mission and structure of information services, greater faculty
representation in decision making, and migration to a
non-proprietary, non-vendor-dependent desktop computing
- The Information Services Task Force recommended hiring a chief
information officer to lead the restructuring of information
services and enhance the University's academic programs with
educational technology. In Table 2 of the Appendix of the PQO
Agreement, MSU-Bozeman pledged to spend $40,000 in FY 1996 to
further these efforts. These funds were used as partial salary
support for the new position of Executive Director of Information
- Over the last decade MSU-Bozeman has been migrating from a
centralized mainframe computer environment to a networked system
of decentralized nodes. The University is implementing a
multi-year plan which will ultimately connect all of its buildings
to MSUnet, the campus computer network.
A. Provide Students Greater Access to Computing and Information
Through FY 1999, MSU-Bozeman will demonstrate continuous
improvement in the quantity and quality of computing facilities
available to students, including access to the Internet and local
World Wide Web clients. By FY 1999, 25% more access to computers
and terminals will be available to students at various on-campus
The FY 1993 baseline of 195 public access terminals and computers
available in the student laboratories had increased to 250 by FY
1996, exceeding the FY 1999 target of 244. Not only has
MSU-Bozeman increased the number of machines available to
students, but existing machines have been upgraded to higher
B. Extend Access to Information Technologies in Classrooms
MSU-Bozeman will increase the number of advanced technology
classroom facilities that use state-of-the-art information
technologies, including multimedia and computer-assisted
instructional equipment by 133% by FY 1999.
In FY 1993, there were three classrooms on the MSU-Bozeman campus
equipped with multimedia technology. During the summer of 1996,
five more classrooms were upgraded and are being used for classes
this fall. These eight multimedia classrooms exceed the FY 1999
target of seven.
C. Enhance Access to Library Resources and Data via Information
By FY 1999, the Libraries will show a 25% increase in the volume
of information sources accessible via electronic means.
MSU-Bozeman has increased the number of machine readable files
available through the libraries from the baseline number of 288 in
FY 1993 to 847 in FY 1996, exceeding the target of 360 set for FY
D. Integrate the Use of Information Technologies into Class Assignments.
- To meet the growing student demand for computer access generated
by class assignments, which will increasingly include computer-related components, the University will increase by 50% the number of microcomputers available in the student computer labs by FY 1997. This outcome focuses on student computer use which transcends
simple word processing and calls for mainframe and networking capabilities.
MSU-Bozeman has increased the number of personal computers available in
student laboratories from 152 in FY 1993 to 235 in FY 1996, exceeding the target of 228 set for FY 1997.
- The use of microcomputers provided in student computer labs will continue to increase, as measured by the average percent of computers in use during all hours of lab operation.
Percent usage of the machines in the student PC labs, averaged over all hours, increased from 52% in FY 1993 to 70% in FY 1996.
- During FY 1995, Faculty Council undertook a major revision of the
University's promotion and tenure policies. One objective was to
modify the traditional emphasis on teaching and research to offer
more rewards for teaching excellence. Academic departments and
colleges are currently developing criteria and standards to
implement these policies, which become effective July 1, 1997.
- In Table 2 of the Appendix of the PQO Agreement, MSU-Bozeman
pledged to spend $5,000 in FY 1996 to expand opportunities for
faculty development for teaching and advising excellence. The
Burns Telecommunications Center selected ten Burns Fellows, who
were granted $5,000 each to implement telecommunication projects
within their disciplines.
A. Elevate the Importance of Teaching Effectiveness in the Promotion
& Tenure Process and in the Distribution of Merit Salary Awards.
By FY 1997, MSU-Bozeman will have in place and operational a new
promotion and tenure process which incorporates standards which
more directly elevate and reward excellence in teaching and which
require multidimensional measures of teaching effectiveness.
The new promotion and tenure policies, which become effective July
1, 1997, allow some faculty to achieve tenure, promotion, and
salary increases on the basis of teaching excellence and
incorporate more departmental measures of teaching excellence,
such as internal and external peer review.
B. Minimize Faculty Committee Work.
By FY 1997, the administration and Faculty Council will review all
existing committee structures and determine which can be
diminished, merged, or eliminated with the intent of reducing
demands on faculty time for committee work.
In FY 1996, Faculty Council voted to reincorporate itself as a new
University Council, comprised of a Faculty Council representing
faculty and a Professional Council representing professional
staff. When reorganization of governance is complete, University
Council will undertake a study of the campus committee structure.
C. Expand Opportunities for Faculty Development for Teaching and
- By FY 1999, funding for faculty development in instruction will
increase by 200%.
In FY 1993, $10,000 was allocated to the Teaching/Learning
Committee to promote faculty development in instruction. In FY
1996, the budget for that committee was $4,500. The committee has
been directed by the Provost to focus on faculty development,
particularly in the areas of active learning strategies and
classroom assessment techniques, and its budget was raised to
$20,000, consistent with the FY 1997 target.
- A formal program for increasing the skills of the faculty in the
use of educational technology will be established and implemented
by FY 1997.
The Burns Telecommunication Center has established the Teaching
and Technology Leadership program, which introduces faculty to new
technologies for distance delivery and multimedia materials
development for on- and off-campus instruction. By FY 1996, the
Center had presented workshops and seminars to 45 faculty.
- By FY 1997, 75% of the faculty will have received training on the
use of the online advising system.
The Registrar's Office sponsors workshops to train faculty and
staff to use the Student Information System (SIS) and the On
Course advising component. During FY 1997, the Implementation
Task Force will determine how many faculty have received training
and how many have yet to be trained.
- An Early Careers program for all new faculty which provides
mentoring and development opportunities in teaching, advising, and
scholarship will be designed and implemented by FY 1999.
This program was implemented in the College of Letters and
Science, the University's largest college, during FY 1996. The
Implementation Task Force will study the results of this program
and make recommendations for incorporating it into the other
D. Emphasize High-Quality Teaching in Hiring Practices.
By FY 1997, all departments will have in place mandatory
procedures which require all candidates to be assessed as
rigorously for teaching ability as for research skills and which
require candidates to demonstrate their teaching ability during
the interview process.
The revised Recruitment and Hiring Manual requires search
committees and hiring authorities to evaluate the teaching
abilities of all candidates for positions with instructional
assignments. It recommends that students be involved in this
- The Office of Research, Creativity and Technology Transfer
encourages faculty to include support for students in grant
proposals and actively assists faculty in identifying funding
opportunities from a wide variety of sources, including state and
federal agencies and private foundations.
- The Montana Space Grant Consortium, the Center for Biofilm
Engineering, MONTS (Montanans On a New Track for Science), the
Mountain Research Center, and the Geographic Information and
Analysis Center collaborate with the Undergraduate Scholars
Program to pair students with faculty researchers and provide
funding support for student research projects.
A. Seek Additional External Funding for Equipment, Instrumentation,
and Facilities for Students.
External funding for the acquisition of equipment,
instrumentation, and instructional facilities will increase by 25%
through FY 1999.
Annual expenditures for equipment and instrumentation funded by
grants and contracts increased from $1,816,819 in FY 1993 to
$2,373,614 in FY 1996, exceeding the FY 1999 target of $2,271,024.
B. Increase External Support for Faculty-student Collaboration in
Research and Creative Activities.
Through FY 1999, direct support for students in the form of
salaries, stipends, materials, and fees coming from externally
funded projects will increase by 25%.
Annual expenditures for salaries for undergraduate and graduate
student employment funded by grants and contracts increased from
$3,267,051 in FY 1993 to $5,651,528 in FY 1996, exceeding the FY
1999 target of $4,083,814.
C. Keep Faculty Nationally and Internationally Competitive.
MSU-Bozeman will increase by 54% the volume of competitive,
externally funded instructional and research awards through FY
Total annual expenditures from grants and contracts increased 49%
between FY 1993 and FY 1996, from $25,976,344 to $38,684,370. The
FY 1997 target is $40,000,000.
- MSU-Bozeman has extended its undergraduate degree program in
nursing to the MSU-Billings campus. Beginning fall of 1996,
students can complete their course requirements for a Bachelor of
Nursing degree in Billings without having to spend two semesters
in residence on the Bozeman campus, as was previously required.
- Two new graduate programs offer Master's degrees to place-bound
students via interactive video and Internet communication.
Students in the Great Falls area can obtain an M.S. in Computer
Science, and students throughout the state can pursue an M.S. in
- MSU-Bozeman and MSU-Northern are collaborating in the delivery of
educational programs using interactive video through the NorthNet
A. Increase Course Offerings Available Through Telecommunications.
Courses, programs, and professional development classes offered
through telecommunications technologies to place-bound students
will be increased by 100% by FY 1999.
In FY 1993, 26 credit courses, noncredit courses, meetings, and
demonstrations were offered through Extended Studies. By FY 1996,
the number had increased to 53, exceeding the FY 1997 target of 39
and the FY 1999 target of 52. Beginning in fall of 1996, credit
courses are being offered via telecommunications through the
Registrar's Office as well as through Extended Studies.
B. Assure That Extension and Outreach Educational Programs Focus on
the Critical Needs of Montana.
The satisfaction of participants in outreach education programs
will demonstrate continuous improvement through FY 1999, based
upon opinions of advisory groups and data collected through
surveys and focus groups.
Telecommunications courses offered or supported through Extended
Studies are continuously evaluated by students, instructors, and
program managers through surveys, key-contacts, focus groups, and
in some cases, an outside professional evaluator, and appropriate
changes are made to address student satisfaction issues. During
FY 1997, Extended Studies will develop an instrument that can be
used in all programs to evaluate student satisfaction.
- The Montana Manufacturing Extension Center, established by the
Board of Regents in FY 1996, provides on-site engineering,
technology, and managerial services for small businesses in
Montana. The Center serves as a statewide resource for companies
lacking staff with specialized knowledge of processes, equipment,
and management practices required to compete effectively.
- The Montana Extension Advisory Council helps to identify economic
development opportunities in the state and provides
recommendations for addressing them. This Council, which includes
representation from county agents and commodity organizational
leaders, advises the MSU Extension Service in its public outreach
A. Increase Technology Transfer.
The number of patents, licenses, and sponsored research projects
which negotiate technology transfer from the University to the
private sector will grow 20% by FY 1999.
The number of patents, licenses, and technology transfer projects
sponsored by the Research Development Institute rose from 45 in FY
1993 to 53 in FY 1996, exceeding the FY 1997 target of 49 and
approaching the FY 1999 target of 54.
B. Enhance Public and Private Access to Faculty Expertise to Promote
Student and faculty assistance to Montana businesses provided by
such University centers as Small Business Institute, University
Technical Assistance Program, and Center for Biofilm Engineering,
measured by number of clients served, will increase by 25% by FY
In FY 1993, the College of Business, the Center for Biofilm
Engineering, and the Outreach division provided Montana businesses
with 58 major and minor client contacts, workshops, and seminars.
By FY 1996 the number had increased to 224, exceeding the FY 1999
target of 73. If contacts for the University Technical Assistance
Program/Montana Manufacturing Extension Center are included, the
FY 1996 figure is 301.