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> Office of Planning & Analysis
PQO FY 1997 Report
Productivity, Quality, and Outcomes Agreement
Interim Report for FY 1997
October 1997
Contents
Executive Summary
Background
"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
Information Technologies.
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
Throughout Montana.
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:
- Both "15 Percent Increase" goals were exceeded in FY 1997, with 16.6 class credits per instructional FTE for tenurable faculty
and $41,593,733 of funded research expenditures.
- MSU-Bozeman strengthened its focus on educational effectiveness by expanding the freshman seminar program and establishing capstone courses for all graduating seniors in the 1998-2000 catalog.
- Students now have secure Web-based access to many of their academic and financial records, enabling them to take greater responsibility for tracking progress in their majors. Web-based access to student records will be extended to faculty for advising purposes during FY 1998.
- The PQO Task Force on Advising surveyed students and departments to evaluate the strengths and weaknesses of advising at MSU-Bozeman and collected plans from all academic departments for improving advising at the department level. The Task Force report will be released early in 1998 and will include recommendations for campus-wide improvements.
- During FY 1997, all academic departments implemented programs to assess the discipline-specific, communication, and problem-solving skills of their undergraduate majors.
In general, the University has shown significant progress in meeting all outcome measures associated with involvement of undergraduates in research and creative work, information technology enhancement, off-campus access to educational resources, and economic development activities.
On September 29, 1995, the 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 toward meeting the terms of the Agreement.
Overall, the report is positive. Most outcomes measures reveal
significant progress, and many targets have already been achieved or
exceeded.
Implementation of the Agreement is under the direction of MSU-Bozeman's Provost and Vice President for Academic Affairs, Joseph A. Chapman. Provost Chapman has charged existing committees and appointed task forces to address specific issues that require in-depth study.
This report is organized by goal, with highlights of the
implementation strategies undertaken 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 then-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 16.2 in FY 1997, approaching the target of 16.4 set for 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. In every year since the PQO agreement was established, MSU-Bozeman has exceeded the 15% annual increase target of $3,896,452.
MSU-Bozeman exceeded the FY 1997 target of $41,562,150 with $41,593,733 in research expenditures. No target has yet been established for FY 1998.
Implementation Strategies:
- Departmental plans for assessing the discipline-specific, communication, and problem-solving skills of undergraduate majors were implemented during FY
1997. Summaries of the assessment results are being reviewed by the Assessment and Outcomes Committee and will be posted on the campus assessment Web site (http://www.montana.edu/opa/assess/).
During spring of 1997, the Core Curriculum Committee conducted an on-line survey (http://www.montana.edu/misc/survey/) of all faculty involved in teaching core curriculum courses. The committee is analyzing the survey results for a report that will be available during FY 1998. The results will be used to design assessment plans for the University's general education curriculum.
Entering students now have the option of using their ACT scores for math placement rather than taking the departmental placement exam. The exam is still available to students who feel that their ACT score does not reflect their math ability, and students can take the departmental exam multiple times.
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 composition course.
- The Department of Computer Science has established a challenge exam for CS150, a computer literacy prerequisite for many classes on campus. By taking this exam, students with prior computer experience can progress toward graduation in a more timely fashion.
- In Table 2 of the PQO Appendix, MSU-Bozeman pledged to spend $200,000 in
FY 1997 to guarantee course availability. These funds were used primarily to create additional sections to satisfy heavy course demand. In addition, the University spent $220,000 to support core curriculum courses.
Student access to classes was facilitated by a new University policy of removing from class rolls those preregistered students who had not paid fees by the published due date.
Outcomes Measures:
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 1997, 69 students were participating in the program. Since the guarantee has only been in effect for two years, no students have yet graduated under the program. Although the guarantee is well publicized at freshman orientation, most students and their parents have shown little interest.
- 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 1997 was
134.49, showing a decrease of over 11 credits. This figure is already below the FY 1999 target of 135.45 credits, and we attribute much of this change to the Regents' decision to decrease the number of credits required for graduation.
- 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 1997, instruction
expenditures of $37,311,703 were 60.0% of the year-end $68,151,116
less fixed costs of $6,004,281.
B. Increase Access to Academic Offerings 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 has sections increased from 272 in FY 1993 to 320 in FY 1997. This figure approaches the FY 1999 target of 325.
- 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 increased
from 5,278 in FY 1993 to 5,335 in FY 1997. Enrollment in these sections has not kept pace with the increase in the number of sections. The fact that courses delivered by telecommunications tend to have low enrollments contributes to this disparity. Also, many students who might otherwise take courses at nontraditional times elect to take Extended Studies courses, and those enrollments are not included in these figures.
Implementation Strategies:
- During FY 1997, the University developed "On-Line Student Information" to give students Internet access to some of their academic and financial records. Students are guaranteed secure access through encrypted Social Security numbers and passwords.
- "MSU Course Transfer Equivalency" (http://www.montana.edu/wwwtrans/equiv.html) enables students to evaluate the tranferability of courses among the campuses of Montana State University. This Internet-accessible program allows a student to input a course taken at one campus and determine its equivalency at another.
- The Provost appointed a PQO Task Force on Advising to evaluate the status of advising on the MSU-Bozeman campus and make recommendations for improvement. The task force surveyed undergraduates and academic departments to determine perceived strengths and weaknesses. Their report will be released in spring of 1998.
- The University hired a part-time retention coordinator to identify students at risk for dropping out. Administered during Freshman Orientation, the College Student Inventory provides an academic and personal profile of each student. The coordinator meets with dropout-prone students to discuss problems that may be obstacles to their educational goals.
- In Table 2 of the Appendix of the PQO agreement, MSU-Bozeman pledged $1,000 to train faculty in advising skills and technologies. Those faculty who use the mainframe computer to access On Course, the University's computerized advising aid, were trained during FY 1996 when the system was made available. To increase faculty use, the University is developing a Web-based interface, which will provide improved, user-friendly access to On Course.
- Enrollment in freshman seminars increased 10% between FY 1996 and FY 1997, with current enrollment exceeding 1000 students annually. Preliminary studies show increased retention of students who successfully complete a freshman seminar. The College of Business has won national recognition for their program.
Outcomes Measures:
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
Fall 1996).
Assessment of advising is one of the criteria specified in the new
promotion and tenure standards approved by Faculty Council, which became effective July 1, 1997. All academic departments have been developing plans to implement the new standards, which are used for annual faculty reviews as well as in
promotion and tenure decisions. Departmental and college plans will be posted on the MSU-Bozeman Web site by the end of FY 1998.
- 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.
The On Course advising system was made fully operational in FY 1996. 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. The Web-based interface to On Course is expected to provide increased faculty utilization of this advising feature.
- 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
advising areas.
MSU-Bozeman's Assessment and Outcomes Committee adapted the KSU instrument to
our campus and administered the survey to a sample of 800 undergraduates, 200 from each class. Results of the survey were analyzed by the PQO Advising Task Force and will be presented as part of their report on the status of advising on campus.
- 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 students 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% and remained at that level in the FY 1997 survey. Questions on career advising were added to the FY 1995 survey; at that time, 62% of seniors expressed satisfaction with career advising; in FY 1997
65% expressed satisfaction. This issue was also addressed by the PQO Task Force on Advising.
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 were collected by the
Assessment and Outcomes Committee from all academic departments
with undergraduate majors. Summary information from these department plans is available on the Student Outcomes Assessment Web site (http://www.montana.edu/opa/assess/advplans.html.)
- 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 1997, 84% of
the seniors again indicated that they were satisfied.
Implementation Strategies:
- The Provost's Office sponsored a faculty workshop on Oral Communication Across the Curriculum (OCXC) led by nationally-recognized experts and established a laboratory to assist departments in adding oral communications components to their course offerings. The $3,000 expended for the workshop exceeds the $500 pledged for faculty training seminars and symposia in Table 2 of the Appendix.
- In FY 1997, the Department of English decreased the maximum size of freshman composition classes from 60 students to 33, enabling faculty to provide more individualized instruction. This reduction in class size was facilitated by the University's policy of waiving the freshman composition requirement for students with an ACT English score of at least 27 or an SAT verbal score of at least 640.
- In Table 2 of the Appendix of the PQO Agreement, MSU-Bozeman
pledged to spend $78,000 in FY 1997 to increase funding for
smaller classes. The Provost allocated $50,000 to the College of Letters and Science and $28,000 to General Studies to continue their freshman
seminar programs.
- In Table 2 of the Appendix, MSU-Bozeman pledged to spend $1,000
in FY 1997 to track academic progress in writing and math skills.
The Provost allocated these funds to the departments of English and Mathematical Sciences to assess the effectiveness of their entry-level placement examinations.
- In Table 2 of the Appendix, MSU-Bozeman pledged to spend $500 to
recognize faculty efforts in awards and evaluations. The Teaching/Learning Committee selects winners of the Presidential Teaching Awards ($3000), and colleges sponsor various awards to recognize excellence in their faculty.
Outcomes Measure:
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 1997, the number of low-enrollment core
sections increased from 113 to 188, exceeding the FY 1999 target of 181.
B. Provide Active Learning Environments Which Promote Life-long
Learning Skills.
- By FY 1999, the amount of active learning components included in
course syllabi for all lower division courses will increase 15%.
Departments teaching lower division courses are moving to incorporate more active learning components. For example, the Department of History redesigned their introductory history sequence to include recitations in addition to the traditional lecture mode of instruction. The Undergraduate Studies Committee will compile information about the extent of increase in active learning components.
- By FY 1999, faculty skills and abilities in the application of
active learning techniques will be enhanced as described in 6.C,D
below.
Please refer to Goal 6, C and D.
Implementation Strategies:
- MSU-Bozeman's University Honors Program offers Great Expeditions, a semester course focusing on the culture of another country. The course culminates in a two-to-three-week visit to that country, and each participating student gives a presentation on some aspect of the experience at a University-wide forum.
- Student and faculty involvement in the Undergraduate Scholars Program (http://www.montana.edu/opa/usp/), which facilitates undergraduate research and creative activity in collaboration with faculty, continues to increase. Participation in the spring Undergraduate Scholars Conference, where students present their research results to the public, has also increased. Awards are presented for the best projects in several categories, and the proceedings are published and widely disseminated on campus.
- Capstone courses will be required for all undergraduate majors in the 1998-2000 MSU-Bozeman catalog. These senior-level courses require students to complete a project which synthesizes material presented in other undergraduate courses in the major. Results of the project are communicated orally and/or in writing. Descriptions of the capstone courses are available at http://www.montana.edu/opa/assess/CapstoneCourses.html.
Outcomes Measures:
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
students.
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 1997, enrollment had risen to 1,172.
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 $64,406 in
FY 1997, exceeding the FY 1999 target of $50,000.
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
program.
A capstone course is defined by the University as one which is required for seniors, has a communications component, and involves a synthesizing project.
In FY 1993, 27% of the graduating seniors were enrolled in
capstone courses; by FY 1997, the figure had increased to 58%.
Implementation Strategies:
- During FY 1997, The Libraries began the process of updating their on-line catalog service. They selected software with a more intuitive user interface, improved accounting and statistical information, and access to other University administrative software. The new system will be available for student and faculty use in January of 1998.
- On July 1, 1997, David Todd joined MSU-Bozeman as Executive Director of Information Services, a position specifically recommended by the Information Services Task Force appointed by President Malone. Dr. Todd has responsibilities not only for information services at MSU-Bozeman, but also for coordinating information technology efforts among the MSU campuses.
- In Table 2 of the Appendix of the PQO Agreement, MSU-Bozeman pledged to spend $40,000 in FY 1997 to restructure the delivery system for information technologies. The University spent $5000 to create a Unix laboratory for students in Roberts Hall, $30,000 to implement Web delivery of information, and $149,000 for "smart podiums" to facilitate multimedia presentations in classrooms.
- The University continued to implement its multi-year plan to connect all buildings to MSUnet, the campus computer network, by rewiring Wilson Hall and Roberts Hall and extending network wiring to the Engineering/Physical Sciences complex and Taylor Hall. The University also has a multi-stage plan to network the student residence halls. Three halls were wired during FY 1997, and the pilot project for access will commence in January 1998.
Outcomes Measures:
A. Provide Students Greater Access to Computing and Information
Technologies
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
sites.
The FY 1993 baseline of 195 public access terminals and computers
available in the student laboratories had increased to 293 by FY
1997, exceeding the FY 1999 target of 224. Not only has
MSU-Bozeman increased the number of machines available to
students, but existing machines have been upgraded to higher
performance standards.
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 used for classes during FY 1997.
These eight multimedia classrooms exceed the FY 1999 target of seven.
C. Enhance Access to Library Resources and Data via Information
Technologies.
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 1196 in FY 1997, exceeding the target of 360 set for FY
1999.
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 266 in FY 1997, 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 1997. Although this is below the target of 75% established for FY 1997, this is attributable to the fact that MSU-Bozeman has increased the number of machines available for student use.
Implementation Strategies:
- During FY 1997, each department in the College of Letters and Science gave an award to their best teaching assistant, based on teaching evaluations, classroom visits, and supervisor reports. The College is expanding this program to include recognition of the Dean's Outstanding Teaching Assistant.
- The Teaching/Learning Committee sponsored "Reading the Ruines," a campus-wide forum to address the question of declining standards in higher education. Two nationally-known speakers gave public presentations on the topic, and two campus forums gave faculty and students the opportunity to voice their opinions. A student essay contest was held, with awards presented for the top five entries.
- The College of Graduate Studies conducts an all-day training workshop for graduate teaching assistants to better prepare them for instructional interactions with students. Faculty from different disciplines describe various teaching techniques, including lesson preparation, communication skills, and classroom management. Cultural and gender differences are also discussed.
Outcomes Measures:
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 became 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 1997, Faculty Council was reincorporated as University Governance
Council (http://www.montana.edu/msuinfo/gov/ugc/), comprised of a Faculty Council representing faculty and a Professional Council representing professional staff. During FY 1998, University Governance Council is undertaking a study of the campus committee structure.
C. Expand Opportunities for Faculty Development for Teaching and
Advising Excellence.
- 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
1997, the budget for that committee was $20,000. The committee has
been charged by the Provost to focus on faculty development,
particularly in the areas of active learning strategies and
classroom assessment techniques.
- 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. During FY 1997, the Center demonstrated distance-delivery techniques at a series of seminars attended by approximately 75 faculty, which exceeds the FY 1997 target of 50.
- By FY 1997, 75% of the faculty will have received training on the
use of the online advising system.
MSU-Bozeman is developing a Web-based interface to the existing On Course advising system. Currently, On Course requires knowledge of specific computer commands on a mainframe computer, but the new interface provides "point-and-click" access to the same information through a Web browser; thus, little user training is required.
- 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.
MSU-Bozeman offers an orientation program for all new faculty prior to the beginning of classes each fall. Some colleges have implemented variations of an Early Careers program, and the Teaching/Learning Committee is exploring ways to consolidate these college programs at the University level.
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 Recruitment and Hiring Manual (http://www.montana.edu/~wwwaffrm/rhmcopy.htm) requires search committees and hiring authorities to evaluate the teaching abilities of all candidates for positions with instructional assignments, and recommends that students be involved in the evaluation process.
Implementation Strategies:
- 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 Office of Research, Creativity and Technology Transfer conducts classes for undergraduate and graduate students to teach them the basics of grantsmanship and to help them identify funding sources. The office also employs one undergraduate and one graduate intern to assist faculty in computer searches for funding sources.
- 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.
Outcomes Measures:
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
$2,881,140 in FY 1997, 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 $6,013,236 in FY 1997, 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
1997.
Total annual expenditures from grants and contracts increased from $25,976,344 in FY 1993 to $41,593,733 in FY 1997, exceeding the FY 1997 target of $40,000,000.
Implementation Strategies:
- In FY 1997, MSU-Bozeman proposed and the Board of Regents approved three instructional programs involving intercampus collaboration: the Master of Project Engineering and Management with Montana Tech, the Master of Health Administration with MSU-Billings, and the Doctor of Philosophy in Wildlife Biology with UM-Missoula.
- MSU-Bozeman's Master of Science Education (http://www.montana.edu/btc/sciedmasters.html) enrolled its first cohort in FY 1997. This program provides Internet-based coursework to place-bound students.
- During FY 1997, MSU published "MSU from a Distance," describing distance education courses offered by all MSU campuses. MSU's System Distance Degree Program Plan, developed through collaboration by the MSU campuses, was distributed at the May meeting of the Board of Regents.
Outcomes Measures:
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. Beginning fall of 1996, credit courses were offered via telecommunications through the Registrar's Office as well as through Extended Studies. By FY 1997, the number of courses and programs offered had increased to 92, exceeding the FY 1997 target of 39 and the FY 1999 target of 52.
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, a 95% response rate on a student satisfaction survey indicated that Extended Studies courses had met or exceeded the student's expectations for the course.
Implementation Strategies:
- The MSU campuses jointly participated in a study of MSU's economic impact on the state and the economic impact of each campus on its county. The study showed that in FY 1995, the MSU campuses brought $95.8 million into Montana from outside the state. The indirect spending effects raise the total economic impact to $189.0 million.
- MSU-Bozeman licensed safflower varieties developed by University researchers to Sheridan Electric in northeastern Montana. Not only do these varieties provide alternative crops for growers in the area, but the license has enabled the Culbertson grain processing plant to remain open and productive. Prior to licensing, the plant was closed and about to be dismantled; it currently employs 30 people.
Outcomes Measures:
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 61 in FY 1997, exceeding the FY 1997 target of 49 and
the FY 1999 target of 54.
B. Enhance Public and Private Access to Faculty Expertise to Promote
Economic Development.
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
1999.
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 1997 the number had increased to 335, exceeding the FY 1999
target of 73. If contacts for the University Technical Assistance
Program/Montana Manufacturing Extension Center are included, the
FY 1997 total is 604.
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