UNIVERSITY OF VIRGINIA
BOARD OF VISITORS
MEETING OF THE COMMITTEE ON
THE UNIVERSITY OF VIRGINIA'S
COLLEGE AT WISE
NOVEMBER 14, 2014
COMMITTEE ON THE UNIVERSITY OF
VIRGINIA’S COLLEGE AT WISE
Friday, November 14, 2014
8:30 – 9:30 a.m.
Byrd Room, Harrison Institute
Committee Members:
John G. Macfarlane III, Chair
Helen E. Dragas
Edward D. Miller, M.D.
Victoria D. Harker
George Keith Martin, Ex-officio
Stephen P. Long, M.D.
Mark W. Clark, Faculty Consulting
Member
AGENDA
PAGE
I.
II.
ACTION ITEMS (Mr. Macfarlane, Ms. Henry, and Mr. Clark)
A.
Appointment to the College at Wise Board
B.
Southern Association of Colleges and Schools
Commission on Colleges Quality Enhancement
Plan
REPORT ON THE UNIVERSITY OF VIRGINIA’S COLLEGE AT WISE
(Mr. Macfarlane and Ms. Henry)
A.
Remarks by the Chair of the Committee
B.
Report of the Chancellor
1. Envisioning 2020 Strategic Plan Report
2. 2014-2015 Budget Report
1
2
6
7
22
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA ITEM SUMMARY
BOARD MEETING:
November 14, 2014
COMMITTEE:
The University of Virginia's College at Wise
AGENDA ITEM:
I.A. Appointment to the College at Wise
Board
BACKGROUND: The University of Virginia’s College at Wise has a
local board that is appointed by the Board of Visitors. The
Wise Board serves in an advisory capacity to the Chancellor of
the College, the President of the University, and the Board of
Visitors on matters pertaining to The University of Virginia’s
College at Wise.
DISCUSSION: The Nominating Committee recommends the following
person for appointment to the College’s Board for a term ending
June 30, 2019.
•
Mr. Marvin W. Gilliam, Jr. is a friend and avid supporter
of The University of Virginia’s College at Wise. As a
local business man, he knows and understands the impact
the College has on the region. His involvement and
knowledge of the College began as a child, as his mother
was an art instructor in the early years of the College.
His involvement has continued through his service as a
member of the Board of Visitors and on numerous
committees at the College.
ACTION REQUIRED: Approval by the Committee on The University of
Virginia’s College at Wise and by the Board of Visitors
APPOINTMENT TO THE BOARD OF THE UNIVERSITY OF VIRGINIA’S COLLEGE
AT WISE
RESOLVED, Mr. Marvin W. Gilliam Jr. is appointed to The
University of Virginia's College at Wise Board for a term ending
June 30, 2019.
1
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA ITEM SUMMARY
BOARD MEETING:
November 14, 2014
COMMITTEE:
The University of Virginia’s College at Wise
AGENDA ITEM:
I.B. Southern Association of Colleges and
Schools Commission on Colleges Quality
Enhancement Plan
BACKGROUND: The Quality Enhancement Plan (QEP) is a part of the
Southern Association of Colleges and Schools Commission on
Colleges (SACSCOC) re-accreditation process. The purpose of the
QEP is to allow a college undergoing its SACS review to develop
a plan to improve instruction or augment instructional support.
During a year-long discussion with members of the college
community, the college’s QEP committee has decided to focus on
improving student writing as our QEP.
Chancellor Donna Henry appointed the QEP Committee in the
fall 2013; the chair is Tom Costa, Chair of the Department of
History and Philosophy. Members include faculty from the
Natural Sciences, Visual and Performing Arts, and Language and
Literature; staff from Student Support Services and Financial
Aid; and members of the Student Government Association. In its
initial approach to developing a QEP, the committee focused on
five "high-impact" areas:
•
•
•
•
•
Undergraduate research
Global studies
Writing
Collaborative learning
Service learning
DISCUSSION: The committee developed a survey of faculty and a
separate survey of students. The faculty survey indicated that
of the five themes, writing received the most support. Results
of the student survey indicated that while collaborative
learning was the most popular by a narrow margin, student
respondents indicated high levels of support for the other
areas, including writing. Follow-up formal and informal
discussions with students and faculty during the fall of 2013
and spring of 2014 also indicated a wide support for a QEP that
addressed student writing problems.
2
There is an abundance of research and literature supporting
the importance of teaching writing in undergraduate liberal arts
education. Surveys and data have shown that employers desire
students who can communicate effectively in writing. Writing is
an important part of a liberal arts education with its emphasis
on developing a broad range of skills rather than a narrow
professional education. As one UVa-Wise faculty member put it,
"it's the single most important thing that a college can do."
An article on a recent meeting of higher education officials in
Tennessee stressed support for a curriculum that addressed the
“soft skills” of critical thinking and communication, including
written communication.
In its outline the UVa-Wise writing QEP comprises:
•
•
•
•
•
•
A Program director and writing committee
Enrollment caps in composition classes (no more than 17)
Supplemental instruction (workshops and labs) for writing
classes
Training faculty to develop writing-intensive classes in
the majors
Enlarging the college’s Writing Center as a center for
tutoring and supplemental instruction in writing
A portfolio system to allow student writing to be
assessed and showcased
A review of the literature shows the importance of and
strategies for the improvement of students’ writing at the
composition level, continuing the assessment of and addressing
students’ writing at the upper-level, the importance of faculty
involvement at all levels, and the efficacy of a strong college
writing center with its use of peer writing tutors/mentors to
help students learn to write effectively. There is also strong
support to hire a director to oversee a plan to address writing
college-wide at all levels.
During the first year of the plan, faculty across the
college in all disciplines will participate in discussions on
the subject of bridging the gap between composition-level
writing and writing in the majors. Through workshops and small
group discussions, and the use of expert consultants, faculty
outside of the Language and Literature Department will learn
what is taught in composition classes and how the foundation for
good writing can be built upon in the upper-level courses.
During the initial year the college will also conduct a national
3
search for a writing specialist to direct the program, and a
writing committee of at least three faculty will be formed. The
college’s writing center will be relocated and its staff and
student tutors will be increased and trained to help provide a
tangible focus and central location for the program. While the
basic outline for subsequent years of the plan has been sketched
out below, specific details will ultimately rest with the
program director and writing committee.
Building on the initial discussions of Year 1, and with a
director in place, second-year activities will address improving
student writing at two levels: 1) basic writing skills taught in
the general education composition courses required of all
students, and 2) more advanced writing skills required in the
college’s major programs.
At the composition level, the plan will initiate several
changes: enrollment in each composition class will be capped at
17 students. The Conference on College Composition and
Communication recommends that writing classes should not contain
more than 20 students, and ideally they should be capped at 15.
Early in the semester, composition instructors will identify
students who are having trouble. Supplemental instruction in
the form of writing workshops for at-risk students will furnish
additional help in improving their writing. Entering their
sophomore year, students who do not achieve certain levels of
writing competency at the general education level will receive
additional instructional help in the form of workshops and/or
writing labs.
Moving from the general education level to the major level,
students will enroll in specific writing intensive courses in
each discipline. Working with a committee of faculty, the
program director will develop workshops to train one or more
faculty members from each department in developing courses
and/or modifying existing courses within each major to include a
writing-intensive approach. This strategy builds upon and moves
beyond the composition experience by helping students learn the
more advanced skills required of writing in the discipline.
Over the four-year life of the plan, upper-level writingintensive courses will be phased in department by department.
As in the composition classes, enrollment in each writingintensive class at the upper level will be capped at 17
students. Faculty will be encouraged to identify early on
students with difficulties in mastering the upper-level skills,
4
and supplemental instruction in the form of workshops or labs
attached to the classes will help improve their performance.
Students will enter examples of their writing from all
levels into a portfolio system. The faculty writing committee,
working with the program director, will assess the writing
samples to determine the effectiveness of the plan. Beyond the
improvements to student writing envisioned in the five-year
writing QEP, it is the intent that the changes developed as part
of the plan become a permanent part of the way that the college
teaches and assesses writing.
ACTION REQUIRED: Approval by the Committee on The University of
Virginia’s College at Wise
THE SOUTHERN ASSOCIATION OF COLLEGE AND SCHOOLS COMMISSION ON
COLLEGES QUALITY ENHANCEMENT PLAN FOR THE UNIVERSITY OF
VIRGINIA’S COLLEGE AT WISE
RESOLVED, the Southern Association of Colleges and Schools
Commission on Colleges Quality Enhancement Plan for the
University of Virginia’s College at Wise is approved as
presented, with the focus on improving student writing.
5
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA ITEM SUMMARY
BOARD MEETING:
November 14, 2014
COMMITTEE:
The University of Virginia’s College at Wise
AGENDA ITEM:
II.A.
Remarks by the Committee Chair
ACTION REQUIRED: None
BACKGROUND: Mr. John Macfarlane, chair of the Committee on The
University of Virginia’s College at Wise, will make opening
remarks.
6
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA ITEM SUMMARY
BOARD MEETING:
November 14, 2014
COMMITTEE:
The University of Virginia’s College at Wise
AGENDA ITEM:
II.B.1. Envisioning 2020 Strategic Plan Report
ACTION REQUIRED:
None
BACKGROUND: The Envisioning 2020 (E2020) strategic plan outlines
four broad goals with related strategies. When completed, E2020
will improve the College’s academic quality, enrollment and
student success, service to the region, and the vitality of its
financial and human resources. E2020 supports the College’s
Mission and Goals and is integrated into the College’s
Institutional Effectiveness process, including annual planning and
assessment, budgeting, program review, and the Master Plan.
In summary, the plan looks to a College that offers excellent
and individualized education both in the general education core and
in major programs. E2020 emphasizes experiential learning; the
recruitment and retention of a superlative faculty; promoting high
standards; and targeted marketing and support for rigorous STEM-H
programs. E2020 also aims to preserve a high degree of
accessibility and affordability while achieving enrollment growth
and increased retention and graduation rates. The plan highlights
a continued commitment to serving the region through outreach to
public schools, expanded economic development activities, and an
on-going commitment to health and wellness. The fourth goal of
E2020 covers the necessity of having the financial resources, both
public and private, to thrive as an excellent and affordable public
liberal arts institution as well as supporting and developing the
College’s employees who are the foundation of its success.
E2020 includes performance metrics, responsibilities, a
timeline, and is connected to the University of Virginia’s
strategic plan. The College Board approved E2020 on October 2,
2013 and the University of Virginia Board of Visitors approved
E2020 at its November 13-14, 2013 meeting.
DISCUSSION: The College’s progress on E2020 will be reviewed,
including the performance metrics to date. The Envisioning 2020
Strategic plan can be viewed at
http://www.uvawise.edu/strategic/2012.
7
The University of Virginia’s College at Wise Goals for
2013-2014:
1.
Improve enrollment and retention by:
a. Applying the new predictive model for student success
for fall 2014 recruitment and student retention;
b. Completing enhancements to residential life program by
redesigning resident advisors training, implementing
programs and services to engage more residential
students and increasing faculty involvement in
residential life programs; and
c. Developing a summer bridge program for incoming
freshmen to be launched in summer 2014.
2.
Increase visibility and reputation of UVa-Wise by:
a.
Redesigning all printed recruitment materials; and
b.
Securing external firm and beginning the redesign of
the College’s website, with special emphasis on
interactivity and the admissions webpage.
3.
Enhance STEM-H programs by:
a.
Instituting the development of an on-line RN to BSN
program;
b.
Increasing the engagement of teaching faculty in the
recruitment of students enrolled in STEM-H programs;
and
c.
Pursuing national accreditation for chemistry.
4.
Improve faculty salaries and development by:
a.
Implementing year two of the six-year faculty salary
adjustment plan;
b.
Increasing professional development funds for faculty
to attend and present at national conferences and
meetings; and
c.
Increasing resources for departmental equipment and
books.
5.
Enhance entrepreneurship opportunities in Southwest
Virginia through the implementation of The Blueprint for
Entrepreneurial Growth and Economic Prosperity in Southwest
Virginia. (Coordinated by the College’s Office of Economic
Development under the umbrella of the Appalachia Prosperity
Project, a partnership with the University, the Blueprint
was recently cited by Virginia’s Rural Jobs Council as a
model for the state.)
a.
Launching of the UVa-Wise Cup; and
8
b.
Publishing of entrepreneurship success stories from
Southwest Virginia; and completing update on
Entrepreneurship Blueprint implementation.
9
The University of Virginia’s College at Wise Goals for
2013-2014
Final Report
1.
Improve enrollment and retention.
a.
New Predictive Model: In collaboration with NoelLevitz, a nationally recognized higher education
consulting firm, the College developed a predictive
model to identify which students are most likely to
persist, and connect at-risk students to the most
appropriate campus resources. The model includes six
variables found to be highly predictive in a student’s
likelihood to be retained (based on a review of
freshman cohort data for the years 2010-2012). The
six variables are academic high school grade point
average (values below 2.85); percentage of financial
need met (values below 76.09); number of days as an
applicant for admission(values below 191); SAT math
score (values below 437); number of self-initiated
contacts (values between .5 and 1.5); and Expected
Family Contribution(EFC)equals 0. Students who
demonstrate all six variables have a low likelihood of
being retained while students who demonstrate only one
variable have a high likelihood of being retained.
The Fall 2014 freshman class will be scored using this
model, with retention efforts targeted accordingly.
This approach will be “high contact” in nature with
numerous electronic and face-to-face interactions.
Strategies will include implementing a retention
management intake model that transitions students to a
faculty member at the end of the third semester and,
at the same time, affiliates students with faculty in
the academic major. Steps in the intake model include:
•
Implementing a success coaching program whereby
the coaches, with the assistance of faculty and
others, help students navigate the college
experience, from deposit through the third term,
including advising. Success coaches will be
responsible for:
o
Managing the cohort tracking and re-yield
(return for next semester).
o
Developing success plans that will track the
following milestones:

Deposit

Assignment of success coach
10






b.
Attendance at orientation
Post orientation integration
Academic recovery post term one and two
FAFSA completion in term two
Development of degree plans outlining
degree requirements term by term
Development and implementation of an
outreach and communication plan with
all cohort students.
•
Developing success/intent milestones and track
them accordingly. Recommended milestones
include:
o Development of a system for faculty to rate
student’s probability for retention (yes,
maybe, no)
o Major declaration
o Completion of developmental courses
o Completion of 24 credit hours/year
o Achievement 2.0 GPA
o Achievement of 2.0 and 24 hours on correct
degree path
o Return to year two
o Return to year two/24 hours/2.0
o Six year grad rate
o Engagement milestones: Clubs/orgs/student
employment
o Financial milestones: $0 balance, FASFA, etc.
o Intent tracking to check for degree plan
•
Increasing personnel in the second year (FY2016)
to support the addition of the fall 2015 freshman
class into the model and include:
o Additional success coach
o Supervisor, peer to peer mentoring program
o Designated faculty core (by department) to
support success coach model and to help
facilitate advising and academic exploration.
Enhancements to residential life: Significant progress
continues in strengthening and rebranding the
College’s residential life program. Joshua Justice is
the new director of student housing and residence life
and brings to the position exemplary leadership skills
and significant experience in providing services to
students. The housing reapplication process was
changed, eliminating the room lottery. Several
11
residence halls received upgrades to improve the
quality of the on-campus living experience and to
enhance student safety. TWG Plus, the company
assisting the College in developing new admissions
literature, also developed marketing materials for
residential life to highlight the enhancements.
c.
2.
3.
Summer Bridge Program: In summer 2014, the College
launched a Summer Bridge program, with 15 students
participating. The Summer Bridge program addressed
math and English readiness and included a strong
tutoring and mentoring component. The residential
program was provided free of charge. All students
have been offered an opportunity for full admission
for fall 2014. The 2014 freshmen class does not
include any provisionally admitted students.
Increase visibility and reputation.
a.
Printed recruitment materials: The College’s new
recruitment literature campaign, developed in
partnership with TWG Plus, includes a viewbook and
pieces on residential life, outcomes, affordability,
and the underclass experience, as well as a high
school poster and a recruitment visit poster. The
American Advertising Federation recognized the
literature for creative design, concept and printing
at the local and district levels, with a gold medal
and silver medal respectively. During the 2014-15
year, the campaign will be extended and new
recruitment pieces added.
b.
Redesign of College website: The College will launch a
new home and admissions webpages in October, as the
first phase of its redesigned website that will focus
on student recruitment. TWG Plus is partnering with
the College to integrate the website redesign with the
new admissions literature and to provide new
functionality, including a virtual campus tour and an
ecommerce solution.
Enhance STEM-H programs:
a.
Online RN to BSN program: The College is readvertising for an additional nursing faculty member
to support the increased teaching requirements of an
on-line program. The past year’s search for a senior
12
nursing faculty member to join the College as an
Endowed Chair did not result in a hire.
4.
b.
Faculty engagement in STEM-H recruitment. An enhanced
and expanded STEM-H admitted students’ day was held in
March 2014. This successful event included
presentations by program faculty from Nursing, Natural
Sciences, Computer Science/Software Engineering, and
Social Sciences. In May, Physics faculty offered
Astronomy sessions for gifted and talented elementary
school students. These sessions, conducted both in
and out of the classroom, involved discussions of
basic Astronomy concepts and ideas, demonstrations,
simple labs and simulations, a science competition and
one night of observation activity in the college
observatory. In addition, the Physics faculty hosted
observation nights for elementary students from local
schools, Boy Scouts, home-schooled students and their
teachers, parents and leaders. In June, faculty in the
Department of Mathematics and Computer Science offered
the Summer Program in Robotics and Intelligent
Technology (SPIRIT), a weeklong day camp for grades 68. SPIRIT offered hands-on experience with robots
including the LEGO Mindstorm robot system. Students
designed, customized and programmed robots. Computer
Science faculty also initiated a new, five-week Summer
Program in Technology and Creativity for select
incoming college freshmen and high school students.
Participants earned three hours of college credit
while focusing on cutting-edge technology, including
3D printing, laser cutting and physical and wearable
computing. The program is aimed primarily at nonmajors in hopes of building interest and comfort with
the new technologies among future doctors, artists,
business people, educators, and others.
c.
National accreditation for Chemistry. Floyd Beckford,
Ph.D., the Van W. Daniel III Endowed Professor of
Chemistry, is leading the multi-stage process for
chemistry accreditation. Efforts continue to address
needed improvements identified by an initial overview
analysis completed last year.
Improve faculty salaries and development.
a.
Six-year faculty adjustment: After the first two years
of the salary adjustment program, the average faculty
13
pay has increased in each rank - Professor by 7.4%,
Associate by 9.4%, Assistant by 5.7%, and Lecturer by
7.3% - with an overall Teaching & Research (T&R)
Faculty increase of 8.3%. During the same time
period, state appropriated increases were 3.0% for T&R
faculty. The College’s faculty salaries have outpaced
COPLAC (Council of Public Liberal Arts Colleges)
institutions for the last two years but still lag
behind all ranks except Instructors:
Full
Associate
Assistant
Instructor
Wise % of COPLAC COPLAC-Growth
94.4%
4.6%
96.7%
5.7%
98.1%
5.5%
100.9%
6.0%
Wise-Growth
7.4%
9.4%
5.7%
7.3%
FY2015 will be the third year of the six-year plan to
increase faculty salaries.
5.
b.
Increase faculty attendance at national conferences and
meetings: In FY2014, the faculty travel budget was
increased by $48,500, a 72.4% increase.
c.
Increase equipment and book resources: In FY2014, the
College increased the library’s Other Than Personal
Services (OTPS) budget by $50,000. Academic departmental
OTPS budgets also increased – Language and Literature by
$4,000; VPAR by $7,500; History and Philosophy by $4,000;
Education by $4,000; Social Sciences by $6,300; and
Nursing by $9,000.
Enhance entrepreneurship opportunities through Blueprint
implementation.
The Blueprint for Entrepreneurial Growth and Economic
Prosperity, published in 2012, promotes entrepreneurial
activity by inspiring collective action, impacting
policies, fostering regional networks, building on region’s
assets, and seeking new investments. Virginia’ Rural Jobs
Council cited the Blueprint as a model for the state and
the Appalachian Prosperity Project, through Appalachian
Ventures, led/is leading several initiatives, including the
design and launch of myswvaopportunity.org, a portal for
entrepreneurs. The College’s Office of Economic
Development is playing the lead role in its implementation.
a.
Launch the UVa-Wise Cup: Working in concert with
regional efforts to implement the entrepreneurship
14
Blueprint, the College is increasing entrepreneurial
activity on campus. In fall 2013, the Office of
Economic Development, in conjunction with faculty from
the business department and the student
entrepreneurship club (CEO), launched the UVa-Wise
Cup, a business concept competition. The competition
was held on November 4, 2014. Seven students
presented their business concept ideas before a panel
of three judges, who are successful business leaders
with expertise in finance, technology and business
startups. The following are the competition results:
First Place: Pablo Adrian Alaves Giuffrida – Unedited
Hub. Unedited Hub is an internet-based tool that will
enables young community members to exchange and
discuss perspectives ranging from news to ideas.
Second Place: Dakota Gallimore – Application Hope LLC
Appalachian Hope LLC is an interactive nature-based
app for individuals floating down any river utilizing
a virtual tour guide. Research is conducted for a
specific section of a river and turned into a
“floating classroom” for a group or individual.
Pablo Adrian Alaves Giuffirda represented the College
in the U.Va. Cup Competition on November 2013, where
he received excellent feedback and also made
significant networking connections.
The Appalachian Prosperity Project and the College’s
Office of Economic Development sponsored the UVa-Wise
Cup.
b.
Publishing regional entrepreneurship success stories:
During internships with the Office of Economic
Development, College students James Long and Kayla
Bowen conducted a series of interviews with successful
entrepreneurs in Southwest Virginia. Mr. Long, a
communications major, researched the businesses,
conducted the interviews and compiled the short
stories. Ms. Bowen, an education major, edited the
text.
Entrepreneurs were selected based upon meeting one of
several criteria including being nominated by a
College or community member; possessing a unique
15
product line; global, regional or state awards and
recognition, and business longevity, among others.
The eight entrepreneurs, featured in a collection of
stories entitled Success in Southwest Virginia:
Entrepreneurs Find Opportunity published in summer
2014, represent wide-ranging products and services
from a medical devices and apparel manufacturer to an
aerial photography and surveying service. The
collection celebrates entrepreneurs who have found
success in the region and highlights their resilience
through challenging times.
Success in Southwest Virginia will be provided to
partners of the My SWVA Opportunity regional
entrepreneurship initiative and students enrolled in
the College’s entrepreneurship courses. Once
resources are available, a second collection is
planned.
16
Envisioning 2020 Strategic Plan
Goals for 2014-2015
1.
Increase student retention through the implementation of
the retention management intake model including
implementing a success coaching program; managing cohort
tracking and re-yield; developing and tracking student
success plans, and developing and tracking success/intent
milestones.
2.
Complete and submit the SACS decennial report for reaffirmation of accreditation and the Quality Enhancement
Plan (QEP), and prepare for the fall 2015 SACSCOC on-site
visit.
3.
Enhance STEM-H programs by conducting a feasibility study
for an on-line RN to BSN program and pursuing national
accreditation for chemistry.
4.
Expand regional economic development efforts through the
completion of The Blueprint for Attracting and Sustaining
Advanced Manufacturing in Southwest Virginia, in
partnership with the Appalachian Prosperity Project, and
the recruitment and support of R & D companies.
5.
Implement year three of the six-year faculty salary
adjustment plan.
6.
Ascertain the feasibility of developing collaborative
masters level programs.
7.
Successfully complete the three-year process for full
membership in NCAA Division II.
17
MEASURES AND TARGET
Comparative Metrics with Council of Public Liberal Arts Colleges
Baseline
Target
MEASURE (percentile ranking)
FY2012
FY2013
FY2020
6-year graduation rate, all students
0.24
0.33
0.50
First-time, full-time(FT) freshmen
0.23
0.32
0.50
retention, all students
Average salary equated to 9-month
0.21
0.29
0.62
contracts of FT faculty, overall
Total endowment
1.00
1.00
1.00
*Used COPLAC comparisons for rank, discipline, and years of experience
(27 COPLAC member institutions)
Metrics and Targets by Goal
GOAL I: PURSUE AND ACHIEVE ACADEMIC EXCELLENCE AS A PUBLIC LIBERAL ARTS
INSTITUTION.
Baseline
FY2012
MEASURE
# of degrees, all students
(Institutional Performance
Standards (IPS); Tops Jobs in the
21st Century(TJ21))
# of science, technology,
engineering, math, and health
related (STEM-H) degrees, all
students (IPS, TJ21)
First-time, full-time freshmen
retention (IPS, TJ21)
% of freshmen classes taught by
full-time faculty
*Courses ≥ 2 credit hours (≥ 3
credit hours)
Experiential learning
New Measure
Graduates employed full-time or
enrolled at higher level
institution within the state (5
consecutive years of graduates
ending in 2009-10)
279
279
310
49
63
80
70%
67%
80%
73%
*73% (76%)
85%
Study Abroad – 31
Undergrad Research
(Fellowships +
Presentations) – 52
Internships – 72
45
75
100
56%
(as compared
to 50% for
all
institutions
across the
state)
# of accredited academic programs
4
18
Target
FY2020
FY2014
60%
No update
from SCHEV
4
8
Baseline
Target
MEASURE
FY2012
FY2014
FY2020
Center for Teaching Excellence
HC = 600
fall headcount (HC) and full time
HC = 425
*667
FTE =
equivalent (FTE)
FTE = 95
*154
140
*Fall 2014
Questions on National Survey on
Student Engagement (NSSE) survey
re written and oral communication
 Percent of seniors who have
written 4+ papers from 5-19
pages within the last 12
39%
42%
66%
months
 Percent of seniors who have
53%
47%
66%
written a paper of 20+ pages
within the last 12 months
*Baseline: NSSE 2009; Most
recent: NSSE 2011
Faculty retention (minus
retirements;
82%
88%
91%
3-year rolling average)
Average salary equated to 9-month
contracts of FT faculty, Overall
90%
91%
100%
and by Rank1
% of faculty with terminal degree
68%
71%
85%
Professional Development –
# using employee education
43
45
80
benefits
Used COPLAC comparisons for rank, discipline, and years of experience (27
COPLAC member institutions)
GOAL II: BUILD A WELL-QUALIFIED, ACADEMICALLY MOTIVATED DIVERSE STUDENT BODY
THAT ACHIEVES TIMELY GRADUATION.
Baseline
FY2012
MEASURE
Enrollment (IPS, TJ21)
 Fall Headcount, All Students
 Fall Full-time Students
 Fall Part-time Students
 Fall Full-time Equivalent
6-year graduation rate, all
students (TJ21)
# of degrees (IPS)
# of STEM-H degrees (IPS)
Summer College student FTE (TJ21)
*Summer 2013 (Summer 2014)
Scholarship endowment
19
FY2014
Target FY2020
HC = 2,067
FT HC =
1,518
PT HC = 549
FTE = 1,651
2,186
1,407
779
1,570
42%
42%
50%
279
49
279
63
306
80
237
*248 (390)
250
$31.1
million
$33.4 mil
$35.9 million
HC =
FT HC =
PT HC
FTE =
2,600
1,910
= 690
2,000
MEASURE
Freshmen SAT composite range of 2nd
and 3rd quartile (middle 50%)
Freshmen high school GPA of 2nd and
3rd quartile (middle 50%)
Academic Efficiency:
 Growth of under-represented
majors (Student FTE :
Instructor FTE)
 Disciplines include: computer
science and software
engineering (CS/SE); foreign
languages (LANG); and visual
and performing arts (art,
music, and theatre)
*As of 09/29/14
Athletes: first-time, full-time
freshmen retention rate
Athletes: six-year graduation rate
Baseline
FY2012
910 to 1110
2.9 to 3.8
CS/SE - 9:1
LANG - 10:1
VPAR - 6:1
FY2014
840 to
1,030
2.9 to 3.9
10:1 (11:1)
14:1 (13:1)
7:1 (6:1)
Target FY2020
950 to 1150
3.2 to 3.9
CS/SE - 13:1
LANG - 13:1
VPAR - 13:1
72%
86%
80%
46%
49%
54%
GOAL III: ENHANCE AND EXPAND MEANINGFUL OUTREACH AND SERVICE TO THE
COMMUNITY, REGION AND NATION.
Baseline
FY2012
MEASURE
Center for Teaching Excellence
fall headcount and FTE
*Fall 2014
# of qualified inquiries in
freshmen and transfer pools
*Fall 2014
% of faculty completing Capacity
Asset Mapping
% of student owned businesses that
participate in the Collegiate
Entrepreneurship Organization
# of student teams participating
in the UVa- Wise Concept Cup
competition
Target
FY2020
FY2014
HC = 425
FTE = 95
*667
*154
HC = 600
FTE = 140
8,879
*9,367
11,072
New Program
9
10
New Program
26
20
New Program
7
8
GOAL IV: CREATE AND MAINTAIN THE RESOURCES TO THRIVE AS A PUBLIC LIBERAL
ARTS INSTITUTION DEDICATED TO EXCELLENCE.
MEASURE
Total endowment
Endowment by category:
 Scholarships
20
Baseline
FY2012
$47.8 mil
FY2014
$57.9 mil
Target
FY2020
$65 mil1
$31.1 mil
$33.4 mil
$35.9 mil
Baseline
Target
MEASURE
FY2012
FY2014
FY2020
$7.1 mil
$7.3 mil
$9.2 mil
 Professorships
$2.7
mil
$6.6
mil
$10.3
mil
 Athletics
$4.0
mil
$7.3
mil
$4.6
mil
 Unrestricted Endowment
$2.9 mil
$3.3 mil
$5.0 mil
 Academic Enhancement and
Support
Compliance with financial and
100%
*100%
100%
administrative standards (IPS)2
Classroom Utilization (TJ21):
65%
57%
75%
1
Projections based on fund additions, not growth of corpus.
2
Includes Audit; Financial Reporting Standards; Accounts Receivable
Standards; Debt Management and Debt Ratio; Bond Rating; Rate of Return;
Staff/Employees Turnover Rate; Procurement; Capital Outlay; and Information
Technology
TJ21:
IPS:
Virginia Higher Education Opportunity Act 2011 (aka Top Jobs 21)
Priority
Institutional Performance Standard, State Council of Higher Education
(SCHEV)
21
UNIVERSITY OF VIRGINIA
BOARD OF VISITORS AGENDA SUMMARY
BOARD MEETING:
November 14, 2014
COMMITTEE:
The University of Virginia's College at Wise
AGENDA ITEM:
II.B.2.
ACTION REQUIRED:
None
2014-2015 Budget Report
BACKGROUND:
On August 15, 2014, Governor Terry McAuliffe briefed
the Joint Money Committees of the General Assembly on the
Commonwealth’s finances. Based on the forecast at that time, the
Governor anticipated a $2.4 billion shortfall for the 2014-2016
biennium (including the revenue shortfall carried over from FY
2014). On September 19, 2014, the Governor asked all state agency
heads, except higher education, to prepare plans for 5% reduction of
state funds in FY 2015 and 7% in FY 2016. Higher education agency
heads received the same directive a few days later.
Because its student body is comprised of 95% in-state
students, UVa-Wise relies heavily on state funds for its
operation. A 5% budget reduction in the College’s FY 2015
Education and General (E&G) budget is $680,907. A 7% budget
reduction in FY 2016 is $953,425.
DISCUSSION: Chancellor Donna Price Henry asked the Senior Staff
to begin preparing budget reduction plans for each unit equal to
the percentage of state funds each unit receives. The
Chancellor and Senior Staff agreed that several priorities,
including the new Summer Bridge program, admissions, and a
budget reserve, should be held harmless. Also held harmless in
the initial budget reduction planning were faculty salary
increases to address salary compression: in December 2014 the
third of six installments will be allocated.
On September 15, 2014, the Governor and General Assembly
announced a comprehensive budget deal. UVa-Wise received a 0.9%
cut of its E & G funds in FY 2015 and in FY 2016, rather than
the 5% and 7% first anticipated. The 0.9% budget reduction is
$126,000 in each year of the biennium, which will be allocated
based on each unit’s percentage of the College’s E & G budget.
As of September 30, 2014, the Virginia Department of Planning
and Budget had not issued instructions to the College on the
process for submitting the budget reduction plan for the 0.9%
reduction.
22
BUDGET REDUCTION OUTLINE
Revenue
Tuition and Fees
State Appropriations
Auxiliary Enterprises
Sponsored Programs
Endowment Distribution
Expendable Gifts
Sales, Service, and Other
Total
23
Expenditures
Educational and General
State Financial
Auxiliary Enterprises
Sponsored Programs
Endowment Distribution
Expendable Gifts
Sales, Service, and Other
% Change
HB 5010
Current FY 15 % Change
Board Approved State Budget Revised FY 15 State Budget
Budget
BOV Approved Revised FY 15
FY 15 Budget Action 7.1.14
Budget
Reduction 8.14 Modification 9.14
8,395,045
8,395,045
8,395,045
0.008
(126,330) 15,591,744
0.054
(680,907)
16,477,898
(759,824) 15,718,074
12,027,499
12,027,499
12,027,499
848,146
848,146
848,146
3,372,229
3,372,229
3,444,829
652,661
652,661
652,661
72,600
72,600
72,600
0.003
0.021
(680,907)
(126,330) 40,959,924
(759,824) 41,086,254
41,846,078
22,423,005
2,449,938
12,027,499
848,146
3,372,229
652,661
72,600
41,846,078
(409,824)
(350,000)
(759,824)
22,013,181
2,099,938
12,027,499
848,146
3,372,229
652,661
72,600
41,086,254
(680,907)
(126,330)
(680,907)
(126,330)
22,013,181
1,973,608
12,027,499
848,146
3,444,829
652,661
72,600
40,959,924
0.018
0.194
0.060
0.021
0.003