University of Minnesota Board of Regents – Mission Fulfillment Committee

– A series of data rich presentations

Many of which are support and are crucial to our system-wide strategic planning efforts So, Vice Provost McMaster will soon present data on diversity in Twin Cities campus and undergraduate enrollment And, later this morning, Vice President Levine will focus on research investments And Chancellor Behr on enrollment planning at Morris This afternoon, in finance and operations, we’ll discuss administrative cost definition of benchmarking and, much as we did last summer for the Twin Cities campus, we will provide you with data regarding student housing capacity and impact on the system campuses And, of course, board members received extensive data sets over the past month responding to questions on the non-resident, non-reciprocity population on the Twin Cities campus Tomorrow, you will hear our annual financial report, which provides much information on the financial health of the university, as a whole, and our ability to execute our system-wide strategic plan And, when I join Provost Hanson in presenting our accountability report, I will discuss state funding and tuition issues while touching on our financial aid successes, growing demand for our programs, important changes in state and national demographics, and our unique position in the nation as we consider strategic planning and priorities and issues A flood of information, indeed But with real purpose and a shard goal to best inform our conversations and decisions around broader strategic questions and priorities With that, mister chair, I thank you for the chance to tee up our meetings today and tomorrow And I turn it back to you – Thank you, President Kaler In light of that, data is always good And we’re gonna hear some now in our first agenda item, diversity in undergraduate education on the Twin Cities campus Provost Hanson – Thank you, Chair Omari and members of the committee Here today to help with the discussion are Vice Provost and Dean of Undergraduate Education Bob McMaster and Associate Vice Provost Sean Garrick

Professor Garrick is a professor of mechanical engineering in the College of Science and Engineering and has recently begun a new role as associate vice provost in the Office of Equity and Diversity Today’s agenda item is a continuation of the conversation about the university’s commitment to diversity that began at a board meeting in spring 2017 But the proposal of a resolution and the decision to continue consideration of the relevant issues at a subsequent work session We’ve worked very closely with the committee chair and the board office in order to shape today’s session and the draft board resolution which will be presented later in this session First, Vice Provost Bob McMaster is going to talk with us about some of this campus’s multicultural recruitment initiatives These initiatives have resulted in a 29% increase in the number of African American freshmen and a 52% increase in the number of Hispanic students on the Twin Cities campus in the last five years But we continue to seek ways to continue and, indeed, accelerate these trends Programs like the North Star STEM Alliance are among the efforts on that front aimed at attracting and retaining students of color In this case, in STEM disciplines Sean will tell us more about this alliance Well, we’re pleased to report that the first year retention rates for students of color now do not diverge from the general retention rate The university still has a long way to go to improve the four and six year graduation rates for students of color We need to understand all the factors that negatively effect student’s success Many of which are non-academic And we need to address those issues Finally, again, I wanna note that at the end of our remarks we’ll be introducing a resolution developed at the request of and in collaboration with members of the board of regents In February 2017, in connection with the discussion of the Twin Cities five year enrollment plan, a resolution was moved and seconded to amend that plan in order to increase enrollment of African American and Latinx students on the Twin Cities campus to a level reflective of these populations’ numbers in the Twin Cities metro area The resolution was discussed and the board eventually decided to continue discussion of the issues connected with that resolution at a special full board work session, which was then held in June 2017 under the heading Diversity in Undergraduate Enrollment at the Twin Cities Campus: Aligning the University’s Outcomes with Its Aspirations As you may recall, Julie Schweitzer of the College Readiness Consortium participated, Shakir Abdullah from the Office of Equity and Diversity, and Mohammed Kalifah, who’s a professor in the College of Education and Human Development The expectation was that, after that session, which focused mainly on building stronger pipelines, we would also return with a revised resolution focused on diversity in undergraduate education in the Twin Cities campus We will do that today Offering for your consideration a resolution that’s been shaped by those earlier board discussions about enrollment planning, the board work session, and continuing conversations with the committee chair and with members of our university community So, that will come at the end of our presentation I believe, at that point, President Kaler will also wanna speak to the resolution to set up discussion But, for now, I would like to turn the presentation over to Vice Provost McMaster and Associate Vice Provost Sean Garricks – [Abdul] Please – Yes, Chair Omari and members of the board, today we’d like to, fairly quickly, go through some slides that you’ve had for a few weeks now But add some additional detail I did also wanna point out that, in the docket material, there’s a much larger set of slides with even more detail about diversity on the Twin Cities campus So, we can’t do a deep dive into those, but they are in your materials So, now, McMaster’s having trouble getting to the next slide There we go So, we wanted to make sure we were able to provide some system context here And this slide shows, over the last five years or so, the growth in diversity, the increase in diversity on all of our campuses year by year I think it can be safely said that each of the campuses has made progress Perhaps not always the progress that we want, but we’re moving in a positive direction The next slide shows the disaggregated ethnic data, race ethnic data, for the Twin Cities campus There’s one of these slides in the docket material for each one of the system campuses And, again, category by category in terms of the primary groups here, American Indian, Asian, Black, Hispanic Hawaiian is a pretty small category at our university One can see the growth in these categories over time What I wanted to spend some time on

early in the presentation is around the recruitment initiatives and the efforts that we make in terms of outreach Our admissions office does a terrific job here And one of the first slides here is showing the growth in activity over the last five years in terms of the number of what we call multicultural recruitment events These are events that are specifically targeted for students of color and American Indians students One should add that there also are a lot of other recruitment events that include multicultural students throughout the whole year These are ones that are specifically targeted And you can see the total students in attendance, the total guest attendance, meaning parents and brothers and sisters who often come to these events, as well And then, finally, for 2017, the growth in these categories So, our admissions office has been extremely attentive to trying to build relationships Continuing with that theme, this slide represents a growth in multicultural student visitors In terms of the specific categories, these are students who come to campus for campus tours and other events throughout the year As best we can, we record this so we know who we’re reaching out to And we will continually touch base with these students after first contact But, again, one can see that there’s been an increase in these numbers And I won’t dive into the weeds here, but, basically, a doubling of the overall effort in the last few years And this graph simply builds on that Showing the increases for total student visits and for each one of the individual categories Race, ethnic categories over time Our admissions office also reaches out to the schools on a regular basis This certainly does not represent the only set of schools that we are in contact with It’s a sample But there are a whole set of visits where our admissions officers are out in these schools helping students complete their application to the University of Minnesota, talking about higher education Often, our one stop counselors go along to help students fill out the FAFSA, this ugly form that students have to fill out to get financial aid And so, we have constant outreach to a whole set of schools And this really builds, in many ways, our relationships, as well We also have a whole set of multicultural recruitment initiatives One that we’ll mention here, in terms of outreach to the schools, is called College Knowledge Month That’s in October Where, again, there’s outreach to the schools trying to talk about higher education, applying to the university, or applying to Minnesota State, if that’s more appropriate It’s basically trying to provide our expertise in admissions and enrollment with our K-12 community We also have multiple relationships with community partners And, again, we’ve listed just some of these partnerships with our Office of Admissions One that I’ll mention specifically is the Northside Achievement Zone That’s an effort to try to increase high school completion and college attainment for Northside students There’s constant outreach with this group Again, talking about access to the University of Minnesota or higher ed in general And, for each one of these you see here, as well as many other community partners, we’ve established strong relationships to try to build the pipelines we want to have a multicultural student body – [Sean] So, I’d like to discuss a little bit about the focused effort in regards to STEM graduation rates This effort began in roughly 2004 Actually began a little bit before that where NSF officials reached out to us suggesting that we actually submit a proposal for this program This is the Louis Stokes I forget the full acronym now It’s an NSF program, the LSAM program, whose goal, the goal of the program is to double the number of graduates every four to five years in STEM So, the way we formulated the program,

we included all the universities and colleges in the area The 17 are listed here It’s really about a partnership such that we can feed as many people either into the University of Minnesota or into four year institutions in the region that produce STEM graduates The colleges are listed on the slide A big challenge when we formulated the program was how do we meet the numbers? In doing that, we engaged the University of Wisconsin-Madison They had, at the time, roughly three years of their own LSAM program And the challenge that they relayed to us was one of retention rates That is, they get a lot of students, but they don’t find a way of keeping them for the four to five years to get a degree in science, engineering, and so on So, when we formulated our program, we anticipated that challenge Unfortunately, that challenge didn’t really materialize The challenge we had was getting the number of students here on day one The students who are going into STEM at the University of Minnesota campus, they are actually quite strong students And, for many years, they were graduating at rates above the majority of students So, we expanded the partnership such that we can bring more students here Given our track record of actually graduating them And that’s how it got to 17 Some of the things we do It’s really about programming That is finding ways to engage the students, nurture their interests, maintain their interest throughout the four years, connect what they’re doing in the classroom with things that are going on in research and in industry So, we also provide academic support to the students And the way in which we do that is really peer to peer That is, the students provide the academic support to each other For a number of years, we had distinctions of fellows and scholars The scholars would be the first path of entry into the program The fellows would be scholars who have progressed a couple of years and have high GPAs and other indicators of academic success And they would peer mentor other junior students We also connected them with research opportunities via UROP, as well as LSAM funded or North Star STEM funded research opportunities And some of them are listed here A big part of that is we leverage one of the unique aspects of the campus in that we have high quality research going on Many of the partner institutions do not So, we actually bring some of those students to the campus Some of the challenges that we’ve had is the aforementioned just getting a large number of people here on day one There is I think we need to do a better job in terms of making contact within the community A lot of investigation has shown that community members are sometimes suspect of the motivations of the university So, we need to find a way of bridging that And, of course, there’s the cost issue In terms of numbers, we’ve been doing quite well You see here from the inception to the projected rates of the class that entered last year And all the numbers are going up So, the program is working Of course, the challenge is, again, we have to double every four or five years So, this means, then, if we seek to renew in four to five years, we really have to put some significant effort into getting people here in the next two to three years – So, we wanted to run through those recruitment efforts And what we wanna do now is shift gears a bit and start to talk about the actual admissions process a bit And where our numbers are We wanted to put this slide in, because it gets into some of the philosophy, in terms of our admissions office representing national standards in enrollment So, the admissions office, or the students applying to our university provide any information on a voluntary basis That’s really a key piece of this The information, obviously, is not used Now it says logging off Apparently, time’s up

So, do you have your I can continue this presentation without the – [Abdul] We have our slides – I’m just gonna continue the presentation – [Abdul] Regent Sviggum, if we go over on time, it’s not my fault – [Steve] Mister chairman, we all have white flags we’re waving at 11 o’clock (laughter) – Okay, apologies for that The Office of Admission uses the information, the race and ethnicity information, to really help plan for the different programs that the students may want to get involved with while they’re here Living and learning communities, other multicultural clubs and events So that the data are used in a planful way And then we want a dimension that we now have three application platforms The coalition app, the common app, and our own Golden Gopher Application And I’m gonna get into some of the race and ethnicity questions that are used on that The next slide, I believe, I’m hoping, says disaggregation of ethnicity and race data on the Golden Gopher Application Good, so, we have a change here that I think is worth noting In the past, we have only asked, in terms of our own internal application for the standard federal categories The five federal categories of race and ethnicity This year, we made a change and we now are asking on the Golden Gopher Application for richer race and ethnicity data In particular, we get asked many times each year about the Somali population and the Hmong population in the Twin Cities How many students we have, how successful they are And we really do not have good answers, because they’re included in the Asian category and the Black/African American category So, on our own application, then, we are now able to do a deeper dive And we now, for each of these categories, have disaggregated the boxes So, as an example, in the middle block, you see, under Asian, we now ask about Chinese, Hmong, Indian, Japanese, Korean, Pakistani, Filipino, and so on Given this, we will be able to, over time now This is the first year we’ve done this We will be able to gather these data at finer grain and to analyze these data over time in terms of student’s success I should add that we do not have that same capacity with the common app And that’s the major platform we’re shifting to ‘Cause they don’t ask those questions They do have richer data than the five federal categories But not to the same level we do and the coalition app I wanted to make sure that we’re aware of how our Office of Admissions considers race in the application process Obviously, enrolling an academically qualified, diverse student body is really core to what we do in the admissions process We use a holistic review admissions process We’ve talked about that many times And, basically, our Admissions Office touches base with general council to make sure that we are following the judicial mandates that have come down around race and admissions And I just wanted to put this slide up one more time to reemphasize the point that the data that we receive on the admissions forms and application really is voluntary It’s voluntary information So, now, I wanted to shift and show some of the data and where we think we are in terms of recruitment and students’ success So, this particular slide shows the number of student of color admission inquiries that we receive each year And one can see These are from Minnesota residents, I should add That this number has been going up each year This represents, in many ways, the pool that we draw from We have three of these graphs

I think the full set would be in the docket material But, basically, this is showing, for three of the racial groups, race/ethnic groups, the number of applications that we’ve received, the number of offers that we make, and then the enrollment that we have in the fall So, the first graph shows the trends for the Asian population The next graph shows the same data for the African American/Black population And the third graph shows the same data for the Hispanic/Latinx population And we can certainly have conversations around that, if you’d like This slide, and, again, you have a fuller set of these in the docket material, shows the pool, the Minnesota pool that we draw from for students of color So, what this tells us is that 23.71% of Minnesota high school graduates are students of color 20.84 of Minnesota graduates are students of color and take the ACT And, if I drop down in terms of the different categories, 11%, 10.84%, of high school graduates are students of color that are in the top 25% of the class and meet the ACT benchmarks that we use as an indicator of success at the university We enroll in our class 26.65% students of color from Minnesota So, the other graphs are in the docket material We have the same graph for underrepresented minority students So, this is a parallel graph to the one you just saw We have two additional graphs here And it’s going to be hard to believe But the vice provost office made a mistake that we had to recalculate here So, we wanted to let you know about this And we will get you a new copy of this graph The one you have does not look like this And, again, our apologies This graph shows, based on the percent high school graduates in a state and the percent students of color enrolling at the major flagship university in that state, what is the difference So, this shows that, in the state of Washington in the freshmen class, they’re are 18% above the percent high school graduates coming out It shows that, for Minnesota, we’re 1.4% above the percent students of color in the high school graduating class You can then see some of the states where we could say they’re underperforming, if you’d like, in terms of diversity Where Texas is minus nine and Florida is minus 12 Okay, so we thought it was important to kind of look, state by state, at the pool and how well we’re doing in terms of drawing from that pool Again, this is the same graph This graph shows the same data for underrepresented minorities And, for this graph, you can see we’re underperforming in terms of where we would like to be But we still are doing better than other states, if that becomes basic metric I wanted to shift to student success This graph shows the disaggregated data for first-year retention And, as Provost Hanson noted, this is a place where we think we’ve made a lot of progress over the last few years Last fall, we showed you data that indicated that the first-year retention rate for students of color actually exceeded that for white students, non-students of color This year, it slid back a little bit But the first-year retention for our students of color is 93%, which I think represents the success of a whole set of initiatives, including our recruitment process, recruitment for success, our President’s Emerging Scholar’s Program, the financial aid that we’ve been able to put on the table, as well as the MK and other multicultural enhancement programs at the university This slide shows the four-year graduation rate And, again, as Provost Hanson noted, this is a graph that is a bit more sobering For certain race and ethnic groups,

we think we’ve made good progress I’ll pick Hispanic here where we’ve raised the four-year graduation rate from 44% to 63% I thought we were making solid progress with the African American/Black category in this year We just saw these data several weeks ago We actually slid backwards six points on that graduation rate So, what this shows is, in many ways, the fragility of some of these rates We would be dealing with smaller numbers in some of these categories, but, nonetheless, it represents a lot of work that we have to do because our goal is to zero the difference between these graduation rates That’s really the only acceptable long term, long long term, goal We have the six-year graduation rates Same graph And you can see, again, in certain instances, I think we’ve made very solid progress in improving the six-year graduation rate for students of color And, in other instances, we have a fair amount of work to do But I will point out, this year, our six-year graduation rate, for the first time ever, has exceeded 80% And so, we looked at how close are the different categories to that 80% And African Americans at 75, Hispanics at 76 So, the six-year rate is more promising than the four-year rate But, as I’ve said many times, the four-year rate is really our gold standard on how well students are doing here Finally, I wanted to get through this before the computer shut down again The final slide shows some of the results from our SERU, the survey of engagement at the research university, which is our major survey instrument that we give to all undergraduates two out of every three years It’s a long survey There are probably close to 100 questions on this But it provides very rich data to us on how well our students are doing and how they feel about this university This is a survey that’s used by the University of California system They designed it Berkeley designed it And it’s used by many of our peers Texas, North Carolina, Ohio State, Michigan, Maryland, and basically our peers use SERU We’ve migrated away from the other survey called NSSE to SERU At any rate, we have four questions on the SERU There are actually a few others That really get to the heart of campus climate and how well all of our students are feeling about diversity And we can chart here, in fact, how our students of color are feeling about campus climate in a variety of categories You can see the data here That also becomes part of the resolution So, with that, I’ll finish I think Provost Hanson was now going to introduce the resolution No, we’ve introduced the resolution Yeah, okay So, you have the resolution I think President Kaler was going to make a few remarks on the resolution And then I think we’re open for questions and discussion – Thank you to the presenters President Kaler? – Thank you, mister chair, members of the board And thank you, Vice Provost McMaster One of the roles I take most seriously is to help ensure that our actions match our values And this resolution will help us be accountable to that spirit And we regularly say that it is embedded in board policy that advancing equity and diversity is a top institutional priority, serving the state and our communities It is included in our charter And this resolution will be true to our policy and will help us be accountable for our actions If we want to attract more diverse students, keep them on our campus, hear from them when they are enrolled, and see them graduate and learn from them after they graduate, and understand they will have a high quality experience, that requires strong commitment and unwavering support from everyone I am committed to reinforcing at every turn our commitment to this priority and to fostering a welcome campus climate inclusive of all I look forward to our continued focus and discussion on this very important issue and on this resolution that is before you Thank you, mister chair – Thank you, President Kaler Just a few notes before we open up the floor Number one, I believe Regent Simmons is on the phone So, welcome We’ll be looking to you if you have any comments – [Regent Simmons] Thank you – Secondly, keep in mind, members, the resolution is for review So, we won’t be amending We won’t be voting on it today But it’s an opportunity for us to have a conversation I wanna note that the general council’s office

has been involved in crafting the resolution, as well as a legal expert in the College of Education In addition to that, I wanna give a quick credit to the student representatives who, in their report last year, talked about the disaggregation of student data And thank the administration for their response to that And then, lastly, just mention that this resolution is in conjunction with the conversation about the Twin Cities enrollment plan That’s why it’s focused on the Twin Cities This is not This is a conversation that will extend to other campuses as we continue moving this work forward I don’t want us to think that we’re excluding any other campuses by having a conversation specifically about the Twin Cities Questions and comments? – [Regent Simmons] Regent Omari? When it’s convenient, I’d like to speak – Please, Regent Simmons – [Regent Simmons] Well, thank you very much I think this is a question for you and for the president or provost And, actually, it’s part of a series of questions The first question I have is why do we need a resolution? I will tell you I’m impressed with the specific actions the university administration has undertaken And I’m impressed with the progress that’s been made I just would like to know why we need a resolution if it’s a sanctioned work in progress Is it to catalyze doing more? So, that’s sort of my first question My second I’m gonna batch these, ’cause you can answer them all at once My second question is about focusing on the Twin Cities I know it’s the largest, by number, population of underrepresented minority candidates And the demographics will continue to lead to that being a fact We also have communities in other parts of the state that have had pretty dramatic changes in their demographics, too, with growing underrepresented minority population And, since we’re not a city university or regional university, we’re a state university The Twin Cities campus is a state campus Just wanna know if we are doing the right thing in selecting the emphasis to be on the Twin Cities Maybe the biggest gain, but will it, essentially, because of the effort involved and the expense involved, disadvantage students in other parts of the state? And then the third part of my question is I think, with any enrollment strategy, including one to increase not only diversity of our campus, but the graduation rates of a diverse population, I think that needs to be a system-wide effort So, direct linking to the other campuses, to me, is important Those are my comments And, again, please understand that my statements, my questions, are grounded in excitement about the activities that are going on, excitement about the progress, strong commitment to even greater accomplishment But I’d like to hear a response to those three areas of questions – Who would like to start? I think President Kaler answered a little bit of some of those questions So, perhaps, I’ll turn to you first in taking a stab at that And then we can – Sure, thank you, Chair Omari I think the need for a resolution is really an opportunity to put a clear flag in the ground and state that this is important to us going forward and to reinforce our operational commitment to this work I don’t think there’s any more or less to it than that Indeed, we are focusing on the Twin Cities right now Again, that is, by far, the largest campus and it is the campus in the metropolitan area that has the largest proportion of minority students graduating from high school So, it seems to me to be the obvious place to start The commitment to diversity, of course, is across our campus, across all of our campuses, across our system And we will continue to be focused on that – Vice Provost McMaster or Provost Hanson, anything you’d like to add in those comments? Please If not, that’s fine Please, Provost Hanson – Thank you, Chair Omari and Regent Simmons and members of the committee I think we would want to underscore that this isn’t to the exclusion of the efforts connected with the other campuses and with statewide efforts

One of the things that Vice Provost McMaster and, I think, Professor Garrick, also, were clear about was that the efforts of admissions and the efforts to build student success extend throughout the populations that are coming from a variety of places Part of the reason for focusing as we did in this resolution was that it both came out of the earlier board discussion, but it also was related to the concerns that were noted at the work session about the way in which the Twin Cities area has a growing set of disparities with respect to racial categories And we, in turn, have, at the Twin Cities campus, a variety of opportunities to engage with the K through 12 system And can, in addition to our engagement, which has a variety of aims that build on that engagement to build new pipelines Again, that’s not to the exclusion of pipelines form elsewhere in Minnesota So, I think that’s part of what was said in the context for this – Thank you, Provost Hanson Vice Provost McMaster, please – Yes, Chair Omari and members of the committee, one of the parts of the resolution that I think is important is it establishes some goals for us in terms of graduation rates and closing the SERU gaps around our campus climate And those are good goals for us to have in administration, as we push to have even stronger success with our multicultural students So, I think that’s a positive part of the resolution – Thank you Regent Hsu? – Thank you, Chair Omari I just had some thoughts on the resolution I wanted to share I believe, in the work session that we had several months ago, I had brought up specific issues regarding diversity in some of our colleges And this resolution doesn’t quite get down to the college level And I am just kind of wondering how we’re going to address the lack of diversity in some of our colleges through this resolution or another resolution that may need to be advanced – Vice Provost McMaster? – Yes, Chair Omari and Regent Hsu, I think you’re correct that there’s variance, some significant variance in the diversity in our colleges Each one of those colleges is very attentive to that They look carefully at the pool information that we went through in this presentation I think it would constrain the admissions process if we started to drill down and establish specific metrics at the collegiate level I think we were starting at the university-wide level We’re attentive to it Over time, we hope to make progress But I do think it would be rather It would constrain our Admissions Office, given the fact that we do admit to seven freshmen of any colleges to have exact metrics or goals, which we can’t anyway around diversity – Regent Hsu – Thank you, Chair Omari I was maybe gonna ask you what you mean by constrain and how we would be constrained in looking at the college level? – [Abdul] Vice Provost McMaster – Char Omari and Regent Hsu, members of the committee, as we look at the pool we draw from, for instance And I’ll take the College of Science and Engineering as an example One of the things we look for in admission to science and engineering, specifically, are scores in math courses, grades in math courses in high school, as well as the subscores within ACT or SAT and other indicators of quantitative mathematical ability We often see that there’s differences in the pools on these metrics And we may not have the pool to increase the diversity right now in certain colleges Over time, we’re hoping to do that through some of the strategies But, I think, at this moment, it would create difficulties in, perhaps, reaching the enrollment targets for the various colleges – Provost Hanson – Thank you, Chair Omari and Regent Hsu May I just add that, because we have so many undergraduate admitting colleges and some of them have majors that might best be described as discovery majors They’re focused on things that aren’t necessarily taught in high school That’s certainly true of departments

There can be so many other factors playing a role in whether or not a student thinks of something as a possible major And I don’t wanna pick on a particular college or major, because I’d get in trouble with that But, you know, I think, for example, even my own major, philosophy Maybe math is something else But the philosophy one isn’t necessarily something that every student might think of in high school as a major Maybe I will get in trouble with this, but something like the College of Design has a number of majors that might not be the first thought of, particularly, students coming from families where there hasn’t been a parent in college yet So, the issue of how pipelines are built and what colleges seem like they have the obvious opportunities may depend a little bit on socioeconomic factors and historical factors that are quite complicated to play into the admissions decision So, that’s kind of another reason why that would be quite difficult – Thank you Regent Powell – Thank you, Chair Omari and presenters Let me just start by saying I really appreciate the data, which really highlights the progress that we’re making And opportunities that we have is very transparent It’s easy to follow And it’s also great to see the progress your team has made across a wide range of initiatives I appreciate all that And I also really applaud you for the strong cultivation efforts and recruiting efforts that you’ve brought in across high schools across the state So, I’m really encouraged by the report Two questions As you noted, the four-year graduation rates, particularly for African Americans, I think, are discouraging And you noted they’ve fallen back and they don’t appear to be very stable Encouragingly, the six-year rates are quite a bit higher I mean, the gap is much narrower So, I’m wondering if you could give us a few thoughts and theories on how you’re going to approach that challenge, which I think is really one of the bigger ones uncovered in the report And the other question has to do with the SERU survey And I think you, Vice Provost, commented on the gap in that survey of students saying that they feel respected in the community It’s a pretty big gap And I just, again, am interested in your thoughts and ideas on what might explain that That one’s troubling, as well, I think If we have any ideas on how we’re gonna pursue that and address it – [Abdul] I offer both of you the opportunity to take a stab at those – Chair Omari and Regent Powell, I’ll tackle the four-year rate question first When we saw these data a few weeks ago, we were obviously very disappointed, because we thought we were on a good trajectory and we though the programs we’d put in place around admitting for success and the President’s Emerging Scholars and the other programs were working So, I don’t have a good answer right now in terms of specific initiatives we’ll put in place We will, over the next month, be going back, very quickly, to disaggregate those graduation rates to figure out is a collegiate problem? Is it an issue of geography that non-resident students, students of color, African American students, are doing less well than resident students? Is it a matter of initial preparation as students come in? So, there are myriad variables that we’re gonna have to look at that likely could have affected those rates And so, I think I’m gonna have to get back Unless I do a lot of conjecture here on exactly what happened In terms of moving forward, once we identify those problems, we will move systematically, one by one, to try to figure out what we can do to enhance those In terms of your second question And I think Professor Garrick might have some thoughts here, as well The campus climate has always been a bit difficult for our students of color In large part because we don’t have a large number of students of color And we hear our students often saying, “We don’t see a lot of students like us on this campus.” And that’s something that,

through MK and other organizations, they try to build a sense of camaraderie and belongingness I think a lot of this is based on national and state trends, as well And pressures that are coming in External pressures to the university on bad things that are happening in our society that affect people of color and students of color and the sense of wellbeing on our campus – [Abdul] Professor Garrick – Chair Omari, Regent Powell, members of the committee, regarding the four-year graduation rate and the six-year rate, I agree with Provost McMaster I think a bit of conjecture on my part would be neither there But I suspect it could be a lot of college differences Meaning, if you really were to look into it, you’d see differences in various colleges Of course, the college I’m most familiar with, CSE, I suspect you would not see much of a gap there in the four-year rate And the big reason is CSE graduates don’t have much of a problem finding jobs So, if you look at the financial prospect of extending that graduation rate a year or two versus the lost income, that’s a very negative prospect But I think you would really need to look into on a college by college basis to see what may be going on there In regards to the SERU data, again, I agree with Provost McMaster in the sense that I think a lot of it comes down to the university is fairly large It can be viewed as very intimidating Very alienating But you have to find ways of creating pockets of community This is something that we did in the North Star STEM Program to really let the students know, “Yes, you are going to a campus with thousands of students, but it turns out you’re taking classes with the same 20 to 40 people every day.” And just reinforcing that to not let them get too afraid of the process – Thank you And, in that, when you all dig into that data, I’d be curious to see if there are resident differences by where students are coming from So, if they’re coming from out of state, rural, versus the seven county metro, if there’s differences in those graduation rates across the demographics, as well Including white students I think that’d be interesting to see Regent Beeson, please – Than you, mister chair Thank you, presenters This has been very helpful We have made We have made progress Going to the resolution And I do like goals I like metrics, I’m a little concerned that the goal that we have in place, 50% by 2025, is not realistic That means that, for students matriculating 2019, we expect that corps of students six years later to have halved the graduation rate It just feels aggressive The other thing is that this is a progress card-like goal We’re introducing a new metric that’s really important, but without also looking at the other metrics that the progress card demands occasionally So, I would prefer to have a goal like this inside the rest of the conversation we have with the progress card Probably belongs there But to do it in isolation is a little concerning The other comment I would make, going back to recruiting And you’re gonna hear me talk about this during NRNR We made progress in relationship building at events and networking All that is happening But it feels to me like we need to be more assertive at recruiters, not just recruiting Recruiters in business parlance are the closers and the salespeople And we know, from the information you’ve given us and NRNR, that those people, their salaries pay for themselves with just a very modest success rate in closings So, why not apply that same energy that we’re going to do in NRNR with urban students or a longer system campus? It’s a very different mindset But it’s people who are well compensated or commission based partly But who can be successful to attract the students that want a more direct conversation, one on one conversation, to get them to attend here And I think we’re losing hundreds of students of color out of the cities of Minneapolis and Saint Paul high schools And I don’t know if they’re being called individually But, in business, if those who are target customers, they’d be called

There’d be a list and they’d be called They’d be visited And I know we’re doing a lot of that We’re doing much more than we’ve ever done But I just think this is an area where we can apply some business best practice going forward And I’ll talk about this further at NRNR – Thank you, Regent Beeson I think that’s a great idea, actually, to think about between now and February How we can add a metric to the progress card In addition to that, I think number one and two in the resolution under the be resolved get exactly at that recruiting effort that you’re talking about on this level, as well Regent Sviggum – Mister chairman, thank you Mister McMaster, if I could, two questions The first is, first of all, congratulations Performance has been improving except for that four-year, gold standard graduation for Black students that you mentioned in the last year Other than that, the numbers all look to be going in the same direction First question is this Besides racial diversity, what other type of diversities do we seek at this campus? Geographic, political, give me some other diversity items that we might want to be seeking – [Abdul] Vice Provost McMaster – Yes, Chair Omari and Regent Sviggum We certainly increasingly are looking at the geographical diversity In particular, an issue that the board has raised over the last few years would be the Greater Minnesota versus suburban versus urban diversity that we have on campus With some concerns about the percent of Greater Minnesota students that we enroll, that’s been going up – [Steve] That’s obviously where my question’s coming from – And so, we’re pleased with that We also have a gender diversity on campus We have, in the freshmen class, 54% women coming in and 46% men And so, there is a gender imbalance there It’s a national number It’s not unique to us It varies college by college Science and engineering is more male dominated Biological sciences is more female dominated Apropos, Regent Hsu’s point about college differences So, we look at that We don’t think it’s an issue, but we look at that We’ve been increasingly looking, building off of the geographical question, about Minnesota, reciprocity, and NRNR or national students And what the balance is there We see different performance from the different groups And so, we’re attentive to that So, I think we normally talk about diversity broadly defined, which includes a lot of these categories – Mister chairman, thank you Mister McMaster, I appreciate tracking those things and improving our diversity in all areas Gender, geographic, political – As an aside, I strongly support geographic diversity (laughter) – [Abdul] He’s a geographer (laughter) – You didn’t touch on one of the issues I raised, but that’s fine Mister McMaster, my second question As I look at the resolution And, mister chairman, I understand it’s for discussion today And I appreciate the goals as opposed to quotas I’m not into quotas in any way, shape, or form I appreciate the goals I’m wondering, as I look at number three on the to be resolved, And I think it was mentioned by Regent Beeson, just touched on by Regent Beeson or Powell It almost seems that number three gets into a comparison of direct linking of groups Would it not be better to just focus number three on enhancing the graduation rates of the gap? Increasing the performance of African American Blacks or Hispanics as opposed to comparing them with other groups? I think whites were at a graduation rate of 71% – [Bob] The six-year rate’s 80% – Four-year rate was 71%? – I’m sorry The four-year rate for all students is 68% – Okay, I think for whites it was 71, if I remember correctly, is what I said I think I remember that I might be wrong And I think, for Blacks, it had dropped to 44 from the 52 Is comparing the gap, wouldn’t it be better to say, “We want the white graduation rate to get to 80 and 91 and 96 and 97% And we want the Black graduation rate…” Rather than just closing the gap, just improve everybody, to enhance every group’s graduation

It’s kind of like in football, Mister McMaster, we want to get more wins We want to get better It would be great if Ohio State and Wisconsin and Michigan would stay where they are, but they wanna get better, too So, I’m just thinking, looking at number three, which dangerously close comes to a quota I don’t think it does It’s a goal I think our goal should be take that group and increase the four-year, gold standard, four-year graduation rate by 5% each year until 2025 As opposed to comparing it to another group that they wanna keep increasing that way, too Do I make any sense? – Yes – [Steve] Just a suggestion – And one quick note before you go is that, on our progress card, there is an overall graduation rate goal that we’re looking for that’s separate from this But, please, Vice Provost McMaster – Yeah, so, Chair Omari and Regent Sviggum, members of the committee, I have to deliver some bad news here this morning, which there are limits to graduation rates And so, as we kind of look at that four-year rate and we can look at our peers, it’s unlikely It’s gonna be impossible that that four-year rate would ever be 100% It’s never gonna be 90% It probably is never gonna be 80%, to be honest We’re hoping to get to 70% in the next few years So, there’s not a lot of additional progress we’re going to be making on a number of these rates For instance, the very best four-year publics in the country really have maximum six-year rates of about 85% There are very few institutions that exceed 85% on that Simply because, at a large university like ours, you’re going to expect that 15% of the students will transfer, will drop out So, it does become meaningful to look at the gap And this is kind of a national metric To make sure that we’re closing that gap We understand how we can do that And so, we think that that’s an ambitious, to Regent Beeson’s point, but doable goal to reduce that by half, maybe even make more progress than that – Mister McMaster, chairman, I understand we’ll never get to the 100% Probably not even to 90% I still stand by what I said – Thank you Regent Rosha and then we’ll have Student Representative Ulland and then Regent Johnson – Thank you, Chair Omari I want to go all the way back to just touch on the points that Regent Simmons kicked off this conversation with respect to the Twin Cities campus versus the system I think that that’s a very good point I mean, we have to look at our role as a system And I think she made that point very well I do think that it makes sense to look specifically at the Twin Cities campus Not even so much because it’s geographically located in a more diverse part of the state, but just the sheer reality that it’s the campus where we have demand that greatly exceeds our capacity to admit And so, when I look at diversity issues, and I’ve said this before, I think it’s a critical issue I look at it from the standpoint of barriers to access Barriers to success as opposed to we need to be able to tell the world we’re meeting these percentages Because that’s really how you change lives Because, sometimes, there are personal preferences and other things that are at play in all these things, as we see even with who’s admitted by gender That there are some preferences being reflected there to a large extent So, that being said, you can see, by the graph where you saw the preparation or the index of the students from different populations versus admission or versus We’re already trying to get at that We’ve had conversations about ACT optional questions and stuff that also would, I think, address some of those things And so, when we talk about the Twin Cities campus, I think that that does warrant a specific observation for that purpose I am concerned And I really appreciate this conversation And I appreciate the candor as Vice Provost McMaster is talking about what’s happening to various campuses But I cringe when I hear that we have these differences, these vast differences between the different colleges Because I certainly wouldn’t want us to suggest that we’re saying, “Well, these colleges will be responsible for meeting our diversity goals.” But those populations don’t really have access to becoming engineers I think that’s a really, really dangerous thing to sort of accept as a reality And that’s really where I think we start to, again, change the dynamic by ensuring that the barriers to those opportunities Even if there’s things that are well beyond our control, things that are starting in early childhood

in E-12 education, I think that that’s all really, really important And, finally, I just wanna note And this stems a little bit from comments that the chair made, to some extent, the last exchange between Regent Sviggum and the staff I think it’s really important that we break down this data beyond these sort of broad groups When we’ve talked about African American students or we’ve talked about Asian American students, coming from a practice on Selby Avenue in Saint Paul for a decade, I can tell you there are vastly different experiences between different groups within these categories Recent immigrants and recent immigrants from different parts of the world And so, really being able to break it down and understanding more about those specific communities, I think, is very, very helpful I also think that we do, at some point, have to start looking at the fact that the largest demographic group, at least for now, are remaining white students There is a vast difference in the experience within different communities within the white community One of the obvious ones now is the geographic difference Folks that are coming from outside of the Twin Cities area So, as we go forward, my expectation is that we look at the different collegiate units, as brought up by my colleague, Regent Hsu And make sure we’re not just accepting those realities, but that we’re really looking at providing access and reducing the barriers and providing the support Final point I think it’s really telling that, when you have these programs that Professor Garrick was mentioning and you set these expectations for students coming in, that has a huge impact on their success while they’re here Certainly, people that grow up in a large metropolitan area are comfortable in a large metropolitan area Just making sure that they understand, when they get to this campus, that there is a community component to it So, I’m very pleased to hear about that And anything we can do to support and grow those efforts, I think, is great for the state of Minnesota Thank you – Thank you Student Representative Ulland – Thank you, Chair Omari, members of the board I would like to first thank you, on behalf of my fellow student representatives, for the inclusion of the disaggregation of ethnicity and race data That is much appreciated On another note, I do also have two questions So, the focal point of this conversation was really our efforts within the state of Minnesota and how we can increase and encourage student diversity that way But could you also touch on some of the efforts that we are currently making or will make outside of the state, especially in relation to the implementation of higher tuition for NRNR students? – [Abdul] Vice Provost McMaster? – Yes, Chair Omari and Representative Ulland, I’m not crystal clear on your question here So, I’ll make a run at it And, if I don’t land on the target, let me know Most of the diversity in our freshmen class and at the university is shaped by residents from Minnesota And so, we have much lower diversity that comes in from our non-resident population In part, that’s planful, because of all the programs that I discussed We really wanna be attentive to the diversity in our state and making sure that we provide access to the university In terms of how the potential increases in non-resident tuition will affect students of color coming in, a lot of that deals with the amount of financial aid we can put on the table or discounting and recruitment that we have in place to try to mitigate against the concern about rising tuition – Okay – I might note that this is gonna be a larger discussion in the afternoon committee And I imagine that recruitment will come up in that conversation, as well Regent Johnson – Thank you, mister chairman, and thank you, Doctor McMaster and your staff, for the information This may be a little deep in the weeds, but trying to understand this issue further Looking at the issue of applications, admits, and enrollment yield And I’m looking It doesn’t have a page number here It has to do with Hispanics and the Black community And let me use 2017 You had 388 admits, but only 193 enrolled So, that’s 95 people that were admitted to the University of Minnesota did not attend If you go to another chart, there’s 463 admitted, but only 245 enrolled You do the calculations, it’s well over 300 students that were admitted to the University of Minnesota I’m curious Why did they not attend? – [Abdul] Vice Provost McMaster?

– Chair Omari and Regent Johnson, members of the committee, there are lots of reasons why they didn’t attend One reason is that they had a better financial aid offer from another institution Another is that they felt another university was a better fit for them What I can assure you of is that our Admissions Office, related to previous parts of this conversation, reached out to those students multiple times through the year and encouraged them to come to this university Constant touchpoints, phone calls Especially around multicultural recruitment To try to make sure we can increase these numbers But we could go, actually, and do a study We’ve done some of this through the national clearing house Specifically around students of color who don’t come here and find out where they went We know this for the overall student body But not so much for students of color – And, perhaps, one thing, to be quite honest, is they looked at our four-year graduation rate and made a correlation between their chances of success in graduating in four years Which is why that ties directly into our recruitment efforts, as well So, with that, colleagues and presenters, thank you As noted, this is a resolution for discussion I welcome conversation, along with the vice chair of this committee The Vice Provost McMaster, as well As we continue this conversation between now and February Thank you Next up, we will hear a presentation that is a second part of several parts throughout the year regarding the 21st century outreach mission And, today, we will focus specifically on public engagement And I will turn to the provost for introductory remarks – Thank you, Chair Omari and Vice Chair Simmons, if you’re still on the phone, and members of the committee As the chair noted, today’s discussion is the second of three planned by this committee to focus on the university’s 21st century outreach mission as an integral part of our tripartite mission of research and discovery, teaching and learning, and outreach and public service In part one, which was at the October meeting, we highlighted the importance of extension and the research and outreach centers with their roots in our founding as one of the country’s original land grant institutions and the scope and impact of current work reaching throughout the state Today’s presentation focuses on the university’s statewide engagement efforts Following the earlier session and preceding a third session, which might highlight some focused outreach activities of our campuses and our other schools and colleges and which will aim to adumbrate an overall vision of the university’s outreach mission in the 21st century Today’s session will highlight how our multifaceted outreach mission has remained continuous with the land grant ideal of universities sharing knowledge for the public good But it will also highlight how, in addition to an emphasis on service and a more linear process of delivering knowledge to the public, we’ve developed a new kind of engagement mission One integrating research and teaching and emphasizing reciprocal collaboration with community partners It’s noted in the docket and background for today’s discussion, the university has been recognized as a national leader in advancing a broad-based strategic agenda for public engagement One that’s increasingly important to constituencies beyond the university and the government agencies and foundations that fund research Reciprocal public engagement is woven into the academic plans of colleges and departments and into the strategic plans of our campuses It is, in particular, a central component of the strategic plan for the Twin Cities campus, an important component of one of the four main pillars of that plan We’re joined here today by Andy Furco, associate vice president for public engagement, who will say a bit more about how the university is advancing the 21st century outreach mission through a comprehensive public engagement agenda He’ll then introduce three co-presenters who will provide examples of the broad range of engagement activities that advance the university’s mission We’ll then look forward to your questions and discussion – Thank you, Provost Hanson Welcome to the presenters And Associate Vice President Furco, please – Thank you Chair Omari, members of the board, thank you for this opportunity to present today On the screen are five questions that were addressed in the docket And they focus on identifying the 21st century outreach agenda, the extent and impact of the university’s outreach activities, and some of the issues we’re tackling regarding how to best account for the full range and scope of our outreach activities Our presentation builds on the information

presented in the docket report that was presented to the board At land grant universities, like the University of Minnesota, outreach focused activities and units, such as extension, research and outreach centers have, for decades played a major important role in fulfilling the university’s outreach mission to serve the needs of the state And, in advancing a 21st century outreach agenda, the question that arises is what is the role of outreach in units whose primary function is not outreach? That is, academic and affiliated units whose primary roles are research and/or teaching And, while the tripartite mission of research, teaching, and outreach is present in all of our academic units, outreach may not always feature prominently and can sometimes be overshadowed by academic units’ research and teaching priorities The expansion and deepening of outreach activities within units whose primary functions are research and teaching is the central goal as the university’s 21st century public engagement agenda, as Provost Hanson mentioned This agenda is designed to support the efforts of academic and academic affiliated units seeking to shed more light on outreach and to expand their capacity for deepening engagement of their faculty, students, and staff in mutually beneficial, reciprocally engaged effort that meet the needs of partnering communities and stakeholders across the state and beyond while also advancing the research and teaching missions of the university With this 21st century public engagement agenda in play, the range and scope of outreach activities are expanding across the state and beyond as more faculty and students and staff are making community outreach central to their work These academically-based outreach activities continue to increase on every campus and in every college They take place in every corner of the state, engage a broad range of external stakeholders, and produce many positive impacts on a multitude of issues from keeping rural roads drift free to creating 1,000 jobs in North Minneapolis to expanding renewable energy options for low income residents to enhancing economic revitalization of rural and urban communities And the list goes on and on These efforts go beyond individual faculty or student efforts and focus on building collaboratives in which faculty and students and staff partner with external stakeholders and, together, enact collective action that integrates research, teaching, and outreach to address issues that matter to external stakeholders 30 academic departments from across the system have an active, robust, strategic engagement plan that is designed to align their departmental curricula and scholarship to the changing needs of communities And, as mentioned in the docket materials, all five campuses of the system are working to elevate outreach in their academic programs Morris, Rochester, and the Twin Cities have completed campus-wide 21st century public engagement plans designed to elevate and deepen the outreach agenda And the advancement of outreach efforts remain brisk at Crookston and Duluth The docket material also include a link to more than 130 units that are recalibrating their research and teaching effort to ensure greater university impact on communities across the state and beyond Each of those units offers a catalog of diverse outreach activities So, to offer some examples of this work, I will now turn the microphone over to my colleagues Whose work in integrating outreach in their research and teaching efforts is not only impacting communities and stakeholders across the state in many positive ways, but is also enhancing faculty capacity for garnering additional research grants and advancing students’ educational success and preparation for the workforce And so, I now turn to my colleague We have here Professor Sheila Riggs, associate professor and chair of Department of Primary Dental Care at the School of Dentistry She will be followed by Joe Polacek, who is a graduate student in the Master of Urban Planning Program at the Humphrey School for Public Affairs and also working with the Center for Sustainable Building Research at the College of Design And Professor Kevin Linderman, Curtis L. Carson Professor in Supply Chain and Operations from the Carson School of Management Professor Riggs – [Sheila] Thank you, Doctor Furco It’s a privilege to be here and talk about the School of Dentistry’s community engagement and its alignment to our teaching, research, scholarship, and outreach The main way which we do the outreach has been incorporated in throughout the dental school curriculum is through a course and through our dental clinics that are throughout Minnesota The School of Dentistry has implemented a required course, what we call the Senior Outreach Experience Course,

for all three student types at our school The dental students, dental therapy, and dental hygiene student curriculum during their senior year Students typically spend around 10 weeks providing care to underserved patient populations in community clinics, federally qualified community clinics, Indian Health Service and tribal clinics The map in front of you shows the brick and mortar clinics I know Regent Johnson is familiar with our clinic in Willmar And, of note, our Hibbing clinic is where we cohabitate with the Minnesota State, or formerly known as MNSCU, system We also have a mobile dental clinic that goes to 11 additional sites all across Minnesota A requirement of the course is that the students must enter their patient encounter information into the school’s database And that’s what feeds our research and scholarship In terms of student impact, in 2016 alone, our students treated and improved the oral health of over 15,000 Minnesotans, virtually all on Medicaid Which means they had no other access to dental care Students reported, through the database, that they provided over $6.4 million worth of dental services to patients across the state But also, please note, Medicaid reimbursement for that in nowhere near $6.4 million It’s about 50 cents to the dollar In addition to clinical experiences, students have the opportunity to provide community health education They meet with school children of all ages across Minnesota and inspire them to be dentists, dental hygienists, and dental therapists They also participate in interprofessional education activities highlighting the opportunities for the medical and oral health improvement opportunities Community based outreach experiences also act as a pipeline for clinics across the state to hire our graduates Many of our affiliate sites have alumni working at them now acting as faculty and affiliate faculty supervising our students in outreach In terms of faculty impact, many are volunteers for the university They are educating the next generation of dental professionals, but it also adds a new dimension to what they think is their very meaningful work as a dentist They deliver care with our students to diverse patient populations, meeting critical dental needs Without faculty, our students would not be afforded these community outreach experiences So, how did these outreach efforts enhance students’ educational development? We asked our graduates, our alumni Just two examples “Outreach has been the best experience thus far in my dental career It was nice to learn new techniques and procedures while seeing a population that truly needs the work I felt much appreciated at the outreach sites I visited and I am fortunate to have had this opportunity.” Second quote, “My education has benefited greatly by my outreach experiences in Willmar and on the mobile dental clinic I’ve seen more patients in one day than I often see in a week at the school My confidence was increased, my skills sharpened, and, most importantly, I saw how a dental therapist was meant to and could easily fit into a real clinic setting Almost every student, including myself, wishes they could be on outreach all year round.” So, as I said earlier, these outreach experiences also provide opportunities for faculty members’ research and scholarship Our associate dean for academics, Doctor Keith Mays, is specifically publishing multiple papers Creating new knowledge from these student experiences Our faculty also do public engagement or research and scholarship in other ways than just through the clinics that you see For example, we have faculty working with the Somalian community on research questions of interest to them In closing, from our academic dean to tenure track faculty to our masters level graduate students in dental hygiene, our research and scholarship involving community engagement is successfully competing for grant monies with the findings disseminated back to the communities that we serve and published in peer reviewed journals Thank you – [Abdul] Thank you Mister Polacek – Thank you Chair Omari, members of the board, this past summer, I had the opportunity to work with assistant vice provost and research fellow Virajita Singh

on a redevelopment master plan for downtown Thief River Falls The economy in Thief River Falls is growing, but you wouldn’t necessarily know it from the state of downtown There is a number of vacancies in the storefronts, including some of the beautiful, big, old buildings on the main drag People sort of scurry across the street to get to the other side so as to not get hit by cars Even when there are no cars on the block (laughter) So, there’s a sense of vacancy, but there is definitely energy within the community So, we had meetings, phone meetings, weekly, with members of the chamber of commerce, downtown development association, and other leaders from the business community on a weekly basis They helped us get a sense of the background, history, current conditions, and their aspirations for downtown They also hosted us three times over this summer to hold community meetings to better get acquainted with the community and hear the broader aspirations for downtown People were really coming out of the woodwork to come to these meetings and were staying long after the meetings had ended It felt like we were seeing the next generation of leaders coming to talk about what they wanted to see downtown, the obstacles that they would face, and how to overcome them So, through the process, we developed five overarching principles that we felt the community should follow in their future development Those were very general, like connect with nature, design with scale, express culture, foster innovation, and create experiences And we recommended ways that they could achieve these with very small investments, like repainting the streets and angling parking to slow traffic As well as large investments, like creating a town square right at the middle of downtown But all the feedback was not positive One meeting ended with a sense of tension There was no consensus on how we should move forward And one key stakeholder was really dragging his feet He just wanted to get the streets plowed, which was fair enough And some of the recommendations we were making were literally obstacles in plowing the streets So, but one of the greatest takeaways I had from this experience was to get these people that are kind of dragging their feet to sit down and meet with them as early as possible Because, in fact, he did have very real concerns and we were able to identify partners that could help us move forward, help him move forward And so, we could all achieve common goals And I couldn’t have imagined a better internship experience than this one I got to design and facilitate community engagement meetings, draw images from what I was hearing from the community, and then go right back and report to them and get their feedback once again I would like to thank the Northwest Minnesota Foundation, the Center for Urban and Regional Affairs, the Center for Sustainable Building Research, the College of Design, the regional sustainable development partnerships, and, of course, U of Minn Extension Thank you – [Abdul] Thank you, Mister Polacek Professor Linderman – Thank you, Chair Omari and members of the board I’d like to share with you a few insights of projects that I’ve worked on These projects were in association with MnTAP That stands for Minnesota Technical Assistance Program And they’re located on the third floor of this building They’re not part of the University of Minnesota, but they’re supported by the state And I worked on two projects with them The first project is that what they do is they help companies improve their environmental performance So, maybe a company is wasting water and they want to figure out ways that they can change their processes around to reduce water waste Or maybe a company’s emitting some pollutants and they wanna figure out a way to reduce their emissions somehow And how can they look at their business processes to kind of transform that And so, they come in and they support these companies with their technical assistance and help them make those changes to improve the environment Now, one of the challenges is that a lot of these projects aren’t that successful They don’t ultimately get implemented And various factors come into play that reduce the likelihood of implementation And so, what our research did is we came in there and we studied these projects

And we tried to identify what are the factors that drive successful implementation? And in our research we discovered that the Minnesota Pollution Control Agency had a big impact on the success of the projects So, the Minnesota Pollution Control Agency would come in and they would audit and assess these companies and, if they found deviations in their environmental performance, they might provide a sanction or maybe there’s be a financial penalty for doing that And so, what we found is, if the projects that MnTAP was working on related to those penalties that Minnesota Pollution Control Agency identified, then the likelihood of implementation was much higher On the other hand, if what Minnesota Pollution Control Agency was doing was different, they found something different from the project that they’re currently working on, the implementation success went way down And so, the study then became a basis for MnTAP and the Minnesota Pollution Control Agency to start having a dialogue with one another about how they can better coordinate their efforts and increase the implementation of these environmental improvement projects I’d like to also mention that the projects over the summer would then engage University of Minnesota students in terms of internships and stuff like that So, it’s part of their educational development, also So, that’s one project that we did with them The other project is something called Material Online Waste Exchange You can think of this as a CraigsList, if you will This is an exchange for Minnesota companies where they can put products on this web exchange that other companies might want And the purpose of this exchange is to help avoid landfill disposal And so, there’s a lot of low valued items that get disposed in landfill And they’d like to ultimately repurpose or reuse these products as opposed to putting them in the landfill And so, one option is to put your product on this exchange And so, it could be things like office furniture, a chair, something like that Or it could be a construction company where, at the end of the construction job, they’ve got some leftover cement or wood What should they do with that? One option is to put it on this exchange and see if some other company could use that Another option would be to dump it in the landfill So, the purpose of the exchange is try to reduce the transaction cost and make it easier for companies to exchange these materials that they no longer need And so, we studied this web exchange and then we identified different factors which would influence how you design the web and how you’d work with buyers and suppliers to promote exchanges So, identify different factors related to that We’d just like to say, also, that this project engaged a PhD student And it became the basis for the PhD student’s research And this student has now become a professor at Penn State University and is continuing in this research He’s received a lot of recognition There is already one early career professorship as part of this project And so, one of the things I like about it is it engaged undergraduate students, engaged PhD students It engaged scholarships for research And then we engaged things like the Minnesota Pollution Control Agency and various agencies around the state And it was very exciting to work on this project So, I think this is maybe a nice example of trying to connect with the community – [Abdul] Thank you, Professor Linderman – Well, thank you, Chair Omari, members of the board Thank you very much And we open up for discussion and questions And I think this is an opportunity for us to think about some ways that embedding our outreach work more fully into our research and teaching really is helping our students and our faculty in their success and impacting the state and beyond – Great I think, first, I’ll check in with the vice chair of this committee, Regent Simmons, and see if you have any comments And, if not, then we’ll go to the folks in the room Regent Simmons? – [Regent Simmons] Well, I do Thank you, Chair Omari Those presentations were really meaningful and important And I appreciate all the work behind them I have to say, I think our policy definitions of outreach and public service is just outstanding And should help guide us, as a university, as a board, administration, faculty, in where our efforts go, our time, and our resources go Because this is one of our three core missions I’d further like to say that the examples you’ve provided us with today of public engagement contribute in ways that are hard to measure, but are real to achieving other strategic objectives

Including the one we had a good conversation on this morning And that is the diversity of our student population Thank you – Thank you, Regent Simmons And I think that’s a wonderful point in acknowledging and recognizing that a lot of our core mission is very hard to measure But that doesn’t mean that it’s not impactful and important to the work that we do Regent Lucas – Thank you, Chair Omari I love this kind of presentation It fleshes out the reason why the university is so important to the state And I wish that more people could hear this kind of report I have a question about the dentistry coverage When I was in Crookston, I remember people saying that there was no dental clinic in that county And I’m just wondering what the state of coverage of dentistry is in the state of Minnesota and are there ways that we can impact by encouraging our students to practice out in the Greater Minnesota? Are there ways that we can improve that? Because traveling to the next county is difficult for – [Abdul] Professor Riggs – Chair Omari and Regent Lucas, you’ve really hit on a real need across Minnesota Particularly in out state Minnesota One of the impacts of the experience of this course of going 10 weeks out and about to the clinics is we are measuring and seeing that our graduates, because of that experience, are choosing to practice across Greater Minnesota But the need is endless And there remains counties with very little dental access Particularly if you are on public programs or Medicaid As I said briefly, the reimbursement is so low that it really hinders access And, unfortunately, often it’s the people on public programs that have the greatest amount of disease And so, it’s just a terrible situation And we do, very intentionally, work on providing experiences so our alumni feel equipped and go out to Greater Minnesota – Thank you – [Abdul] Thank you Regent McMillan – Thank you, Chair Omari Regent Lucas and I are thinking, without communicating here, of exactly the same issue And I was going to, one, compliment the Dental School on the Hibbing clinic I think it was the first place President Kaler and I actually visited back in 2012 together when we were out touring things And it is a success It’s well regarded and very needed in northeastern Minnesota But bridging from delivering dental services to underserved populations, which is wonderful outreach work, to the question that Regent Lucas asked, which is placing dentists in underserved You know, graduates of the university Dental School Feels like a big, big challenge And you just said that So, I wanted to auger, perhaps, one level deeper into are there models at medical and pharmacy, where we seem to be having better success I don’t know what the metrics are for you, but I’ve got a folder full of letters form the mayor of Ely, you can go on And you said Crookston Doesn’t matter where you are in out state There aren’t enough practitioners Duluth seems to have plenty But, outside of that and the Twin Cities, there aren’t enough So, is there anything more we can do to take that wonderful outreach and turn it into what I think really hits a home run with leaders around rural Minnesota and that is “I’ve got a University of Minnesota dentist that set up a shop in my town.” – [Abdul] Professor Riggs – Thank you, Chair Omari and Regent McMillan We feel very well served by the Government Affairs staff for the University of Minnesota We feel that it has to be kind of a policy solution to really make a breakthrough While Medicaid doesn’t pay highly to medicine or to pharmacy, it’s still better coverage and better reimbursement than it is for dental So, we work with Government Affairs The other piece of this that we’re working hard on is loan forgiveness We partner with Minnesota Dental Association, the state of Minnesota to figure out ways to forgive loans for commitment of two, three, five years of service

in outreach across rural Minnesota So, those are the We’re open for all other ideas But those are kind of our two paths right now – Quick follow up Thank you, Chair Omari So, I was unaware that the fiscal policy issue is really driving that Even more so than medical and pharmacy So, when I state something I’ve now heard twice, maybe I’ll understand it Maybe I don’t know what we do next It won’t help the board to debate it But creating a priority around that with our policy initiatives, perhaps, is where we need to go next Thank you – [Abdul] Regent Anderson – Thank you, Chair Omari As somebody who lives out in western Minnesota on the prairies or the tundra, whatever you wanna call it, I like to tell people I don’t think the people that live in the seven county metro area understand how important we believe the University of Minnesota is And how much we really wanna engage our citizens And sometimes they don’t get that chance I do wanna thank I know the president and the provost have been good I am a real backer of our Minnesota Sparks Program I know it’s a lot of effort with the Alumni Association and the extension But I think a steady diet of getting our professors out to these communities, engaging with people, over the long haul will pay tremendous public relations dividends And I understand it’s not easy and it’s expensive I think back Even my son was probably a sophomore in high school at Alexandria High School when we had a brass band come out from the university and they spent the day working with kids in the area And then did a concert in the community that evening It inspired my son to work harder to be something like that But I just don’t think that the people who are here and have the value at every day understand how important it is And I also believe that those people can be our greatest advocates when we need them, if we just are cognizant of that And, also, I don’t know what else I wanna say I wanted to ask Mister Polacek, I believe it was, did the Center for Small Towns help you out at all in what you were doing? Are you aware of the Center for Small Towns for the University of Minnesota? – [Abdul] Please – Chair Omari – [Thomas] Maybe not – Regent Anderson, I’m not – Okay, I think it spawned out of University of Minnesota-Morris They’re now in Saint Cloud But they go out every day and help small communities in Minnesota I know how valuable they are I ran into them in Crookston one day They go out and help small communities do that So, I guess I don’t have anything to say other than I want to tell you how important it is that we keep up that engagement Because I think it’ll pay dividends down the road – Thank you, Regent Anderson We’re gonna jump quickly, given that we’re coming close to an end of this agenda item, to Regent Powell and then Cohen And then we’ll bring it to a close – Okay, thank you, Chair Omari So, I’ll echo many of the things that have been said This is a terrific and very informative presentation And it’s great to see the impact that we’re having through these programs The dental case I think is particularly good because of the impact it has on people receiving care I mean, the metrics are so good You can really see what you’re doing and the impact that you are having I also wanted to echo a point that was made by one of you, which is Having had personal experience in this area, and I refer to this as technical or expertise philanthropy, the impact on those who are providing the expertise is at least as good as those who receive it I think many people say this is some of the most inspiring work that they ever do And it really cements and strengthens commitment to our institution So, I think it’s terrific work The questions that I have have to do with the economics of all of this and how it’s governed I didn’t really see it in the presentation, but I think it would be really helpful for the board of regents to see how much we spend on this in totality Both money from the university, money from grants, sources of funding I’m interested in how much of the work is provided on a voluntary basis and how much is paid, ’cause, to the degree that it’s voluntary, you wanna give credit for that And I’d love to see that And I think it’s important then to understand, of the 340 projects, where do we focus? What are the primary I think some of these ways to dimensionalize the work, the economics

What are focus areas? And also the governance of all this It’s a lot of programs And I think it would be good to understand that there’s a mechanism, whether it’s using hard data or soft data, for sunsetting programs if we don’t feel that they’re effective and we wanna shift the resources But, some way, I think it’s important for us to know that we’re governing this and we’re curating it And nothing lasts forever We’ve got limited resources We have to make sure that we’re really putting them in the right place So, applaud the program I think it has tremendous impact around the state It’s important for us to be doing this But it would be good for the board to understand the economics and the focus and the governance maybe a little better Thank you – [Abdul] Please – Chair Omari, Regent Powell, thank you very much for those comments And, yes, we’re tackling trying to get better metrics around this work I would say that we’ve initiated a number of strategies to try to capture some of these efforts in a way that can allow us to quantify some of the economics around it and also where there are potential gaps and where there are overlaps So, we’ve identified these issue area networks where we’ve brought together individuals who are working around similar issues around food, for example, or transportation, to collaborate and get to know what each other’s doing and catalog this work in a way that we can then say there’s overlap in these areas potentially And to sunset some of the programs, if needed We’ve also done that geographically in some areas, as well So, we are making attempt I would say that one of the things that is of importance is that this work is operationalized at the individual collegiate levels and departmental levels And being able to build spaces for the colleges and departments to cross-fertilize becomes a key issue That’s another thing that we’re working on – Thank you Regent Cohen – Thanks, Chair Omari Over the years on the board, I’ve really seen great movement in intertwining the outreach and public engagement with the other two parts of the mission of the university So, great compliments for that, because I think it’s really important that it’s an equal partner of our three part mission I’m wondering if you have a couple things that you’re going to do differently or that the future holds that you could tell us about – [Abdul] Associate Vice President Furco – Chair Omari, Regent Cohen, one of the things that we are always mindful of is that the dynamics are changing around research and our federal funding agents, National Science Foundation, National Institute of Health, and others, are requiring more external partners in our grant proposals, as well as broader impacts, demonstration of broader impacts That is providing opportunities for us to work with the academic units to help our faculty and scholars think about the outreach mission more fully And, as was mentioned in the docket report, we’ve had an increase in the number of proposals that have been funded through those kinds of mechanisms that have an outreach focus in the tune of over $500 million over the last four years So, the capacity of faculty and academic units to be able to do engaged scholarly work becomes key and important And so, our faculty development piece is something that we’re working on to make sure our faculty have the capacity to do this work in ways that will be rewarded And they can advance as scholars So, that’s an important issue The other is some work we’ve been doing around assessing the impacts on our students around retention and promotion and graduation We do find that participation in community engaged work that’s tied to academic work, specifically around service learning, enhances student’s academic outcomes in terms of persistence and retention And that’s true for both students from represented groups and underrepresented groups We have a four year study underway currently with five other universities looking at this very issue funded by the US Department of Education So, we are seeing very positive effects on students and we hope to be able to then cultivate those opportunities more fully, as one of our students demonstrated today – Perfect Thank you to the presenters and colleagues I apologize I know there are some who also wanted to weigh in, but it shows that the importance of this topic and that it is a conversation that will continue Thank you Next, we will hear from Vice President Al Levine on our annual report on the status of university research

and commercialization of intellectual property This is a discussion item noting that this typically comes at a Friday board meeting But given that we have the structure of a full committee or all members on the committee, we are having it today Provost Hanson – Thank you, Chair Omari and members of the committee As the committee chair noted, this is a key part of our mission And so, we’re delighted to have vice president deliver the research report in this session – Good morning Good morning, Chair Omari and members of the committee It’s my true pleasure to present the annual state of research report on behalf of the Office of the Vice President for Research at the University of Minnesota While our university researchers, of course, drive our discoveries and attract our resources, we trust that our office facilitates partnership with them in discovery and integrity across the entire research enterprise I’ll begin by reviewing some of the award funding data that we received from our external sponsors And I’ll note that the award data come in one year, but may represent one, two, three, five years of research dollars They could help predict the future expenditures, but don’t represent an annual amount necessarily The University of Minnesota faculty, staff, and students competed successfully for $745 million in externally sponsored research awards in 2017, which is down 5.5% from 2016 This $43 million drop followed sustained growth in the previous three years As I shared in October with this committee, some of this was due to delays in timing of some very large grants that impacted the totals and we had fewer awards Also, to note, that, on the national scene, there are fewer dollars available We don’t believe this represents a trend Or we at least hope it doesn’t Because you’ll see tomorrow that our first quarter data’s amongst the highest we’ve seen before The next chart compares research award funding over 10 years within the Big Ten Academic Alliance About half of our peers, you’ll note, had decreased or flat award funding Overall, within this elite group of universities, our university continued to rank third in new award funding, as we have since 2013 And you can see that in the dark maroon line This next chart summarizes a 10 year distribution trend of research awards The dark blue part of the bar is federal funding As was the case last year, 60 cents of every dollar in our portfolio were from federal sources This year, the federal awards of the university were down 6% NIH dipped 5%, NSF 15% All other federal agencies were down some And we also noted that our state awards fell to 2015 levels The MnDRIVE money is not accounted for along with these awards While you can’t see very easily in this chart, we’ll show you further that we’re Because of these decreased federal dollars and state dollars that are available, we’re diversifying our portfolio into business and industry, B and I, and other private sources you see there Other private is a catchall category, including private philanthropy and collaborations with other universities where we were not the primary awardee This table that you see in front of you provides the values to the categories represented in the previous chart Federal funding is down, as I previously stated In regard to future federal funding, we started out this calendar year with a proposal from our new administration that we were fearful was gonna cause a decrease in total funding available to our faculty and students and staff So, our office took the role of doing more advocacy work during this year to talk about these future potential funding cuts And, also, in terms of looking at the diversification, as we talked about, you can see that business and industry, which is circled, continues to grow It was up modestly this year by $3 million to $84 million, which is an 11% of all of our external awards You can see here that the last five years of B and I funding where both the amount of the awards, shown in gold, and the number of B and I awards, shown in maroon, have gone up substantially We can tie these funding increases to several long term public-private partnership strategies that the university Including MnDRIVE, the Minnesota Innovation Partnerships, known as MNIP, and the Corporate Engagement Work Group, CEW We’ve laid out these strategies to help diversify our portfolio in light of predictable decreases in funding As one example, MnDRIVE supported researchers attracted $6.5 million in B and I funding in fiscal year 2017 And, as we will see further on, the funding level of industry sponsored research projects using MnIP agreements continues to grow

The increase in the number of awards in the B and I category seems to be largely due to an increase in the number of awards of the Academic Health Center, reflecting their prioritization of clinical trials This next chart illustrates how the $745 million of externally sponsored research funding is distributed by college and campus After a few years of a downward trend, the Medical School was up by $30 million And we also noted significant increases in the School of Dentistry and the Humphrey School, which is shown as part of other category And we also saw some very exciting projects outside the Twin Cities, including this one on the Duluth campus which integrates into what you heard in the previous presentation about outreach and applied research The Center for Regional and Tribal Child Welfare Studies at UMD is addressing very important needs amongst the Native American families They are leading a $2.8 million five year project funded by the Health and Human Services to create a better delivery system for Indian Child Welfare Act, a law that aims to keep Native American families together The study has many local and regional partners, including the courts, the child welfare agencies, the tribes, and to determine better methods to help children and families Again, demonstrating how applied research can help out in the community I’m now going to switch from research awards to research expenditures, which are most often used for comparison data and benchmarking universities And also, typically, land a year behind in the reporting This slide shows the top 15 public institutions According to the National Science Foundation’s HERD survey, which is the Higher Education Research and Develop, for 2016, our university maintained its rank of 8th among public research universities You can see that circled That’s based on our research expenditures of $910 million I’d like to note that, if you include all our campuses, we’re at $940 million Much of that additional research portfolio coming from UMD The University of Minnesota’s amongst the top 2% of colleges and universities reporting in the HERD survey And there are two widely accepted and cited ranking systems shown on this slide, as well The Center for Measuring University Performance and the Academic Ranking of World Universities, also known as the Shanghai rankings U also continues to do well and has not lost ground to its peers there And I am pleased to report that we have met our gold research metric for R and D expenditures set out by the board and administration Which is $900 million in research expenditures by 2021 on the Twin Cities campus And we’re at $910 million currently And, on all campuses, as I mentioned, 940 The hard work to reach this goal is accomplished by our incredible faculty, staff, and students adapting to our ever changing environments with new ideas and novel outcomes Let’s now move to the areas of technology commercialization and economic development As we have done in previous years, we’ve included an expanded annual report for the technology commercialization, which you have handed out to you And, in this report, you’ll see, along with other printed materials, how we’re doing in that area Nearly all metrics show growth in our technology commercialization The MnIP Create Program, which was launched in 2012, has brought in more than $2 million in licensing revenue and over $50 million in sponsored research funding The sponsored research commitments under the MnIP program continue to grow in value year to year Reflecting the success of a joint effort by OTC and sponsored projects administration A 2017 Milken Institute study ranked our Office for Technology Commercialization as 4th amongst US tech transfer offices in executing license deals and 6th among US public technology transfer offices overall We had a record 18 startup companies launched in 2017 in a wide variety of sectors By the end of 2017, 119 startups have been launched on technology developed at our university since 2006 Our startups represent a wide range of industries And they’ve attracted $400 million in outside investments Three out of the four startups are based in Minnesota And 78% are still active today The microbiome, with its implications for health and disease, is an area of great general interest these days Each of us has just a few bacteria, 100 trillion bacteria and other microbes, in us CoreBiome is a University of Minnesota startup

that serves companies who are trying to tap into the new insights and excitement in this field The founders have previously had their research supported by grants from NIH and NSF And CoreBiome combines expertise in genomics and in informatics to provide analysis of microbial communities for the agricultural sector, environmental, and human health applications As you can see, they’ve attracted significant capital and partnership Our Office of University Economic Development was established to help business and industry partners connect with university resources, services, and expertise They have served successfully as the front door and more for economic development at our university And, since 2014, UED has hosted 200 businesses and community partner visits to the university and made 231 onsite visits to business and community partners Over 1/5 of these visits were to Greater Minnesota UED oversees the Economic Development Fellows Consulting Program which gets support and integrates with the graduate school, as well Last year, a committee UED and OVPR assembled commissioned a report Immigrants in Minnesota’s Workforce It found that the future strength of Minnesota’s economy depends on attracting and integrating immigrants across into the workforce UED and Minnesota Chamber of Commerce took this report on the road to nine Minnesota communities this past spring As you’ve been informed, we have to reorganize UED due to budget constraints We are now planning to integrate UED into a new larger office that includes our current Technology Commercialization and our Venture Center functions UED’s front role door will remain intact But we’ll need to adjust our efforts to reduce resources and accomplish what is most critical for the university and the state in economic development beginning in 2019 After January 1, we’ll be communicating more details about the future structure for Economic Development Services, as well as undertaking a renewed look at economic development as part of our work on the system-wide strategic planning effort So, let me turn now to some of the programs, mostly in OVPR, that are helping to facilitate our research enterprise As you can see, MnDRIVE, a partnership between the university and the state of Minnesota that aligns areas of our strength with the state’s key and emerging industries, has done very well The original four MnDRIVE research areas included robotics, sensors, advanced manufacturing, global food ventures, advancing industry, conserving our environment, and discoveries and treatments for brain conditions The state invested nearly $18 million annually in us and, in return, 677 people have been hired, including 31 new faculty 980 researchers have been involved And there’s been more than 100 departments, and on three campuses, with work going on And 60 MnDRIVE supported trainees are now employed with groups such as Boston Scientific, Ecolab, Sundial, REG Life Sciences, and others So, let’s take a look at the leveraging of this Our research has attracted $25 million in funding from external sources, such as NSF, DuPont, Allina Health, and Excel, from January to June of 2017 They had 28 inventions that were disclosed during that period And, in its 2017 session, we believe the Minnesota legislature saw the strength of this program and passed additional funding, $4 million per year, for a MnDRIVE cancer initiative which will focus on creating a network of statewide multi-site cancer clinical trials In my view and others, this program remains a good template for us to collaborate with the state and find other resources, as well Our scientists and physicians doing neural modulation research as part of the MnDRIVE program were able to leverage and use strengths in this area, along with state support, to help attract a major federal grant The U of M was designated a Udall Center for Excellence for Parkinson’s Disease Research, one of eight such centers in the US The center will receive $9 million over the next five years from NIH’s National Institute of Neurological Disorders and Stroke, will explore developing new treatments for Parkinson’s disease using what’s known as DBS or deep brain stimulation This week, we also had exciting news that Boston Scientific received FDA approval for a new deep brain stimulation system for Parkinson’s patients The university played an important role in the development of this and the FDA approval with a phase III clinical trial site here led by our MnDRIVE supported researchers And our medical center will be the site for the first commercial implant in the US today Our office also has been working in partnership with those related to the Twin Cities Grant Challenges Research Agenda, which is led by our provost

You saw some of the partnerships when we brought the Institute on the Environment, the Institute for Advanced Study here along in October Our office has been actively involved in this And the Institute of the Environment, which reports to us, has been a significant funder of some of the work in the Grand Challenges Program, as well And the provost will be detailing this work when she presents to you tomorrow I trust Over the past five years, our office has provided $25 million, with 34 million with matching funds included, to researchers We have such programs as grant-in-aid, which are small grants that return seven times our investment in terms of external funding We have our grant match programs that secures important grants that require an institutional match We have our larger Minnesota Futures Grant, which we brought an investigator who did work related to bee nests here last October And we have our Research Infrastructure Investment Program that helps ensure the university maintains a robust state of the art equipment structure And we get significant matches of two to one, often from colleges and departments for that The importance of research funding cannot always be measured in how it’s leveraged, but leverage is an important lens for us to evaluate our work One that we will explore more on the creation of the U’s system-wide strategic plan Research computing has been a success at providing informatics capabilities across a broad swath of the University of Minnesota research This computing centers, these centers are an umbrella consolidating management of research computing services from MSI, the Minnesota Supercomputing Institute, informatics, the University of Minnesota Informatics Institute, and U-Spatial These three units offer standardized and customized resources for computing data intensive research to the University of Minnesota research community And they serve a great many researchers MSI alone serves 800 research groups and over 4500 users Research computing accelerates research at our university and allows researchers access to cutting edge tools without their having to develop an expertise in computing, which may be quite tangential to their own field of study And one example I had received a call asking for some startup funds for a new psychology professor And what we were able to do is give them access to the MSI network in order for them to do their work and we didn’t have to use direct dollars But we used the in kind dollars through the MSI network As I mentioned in my introduction, one of the important areas of work for OVPR is overseeing the integrity of research at our university An area that every university is being examined carefully in Following a rigorous review and assessment of our human research policies and practices in 2015, the university implemented major changes to enhance its Human Research Protection Program The initiative completed its implementation phase in December 2016, having put in place more than four dozen recommendations from the review, as well as many other enhancements We provided this information on a regular basis to the audit committee And it’s a heavy lift doing this, but we think of this as continuing improvement It doesn’t end here The upshot is we have much more capacity and capability with human participants and much more detailed ways to ensure compliance with our standards, as well as federal and state standards Last December, our Human Research Protection Program was reaccredited and we received special distinction by the Association for the Accreditation of Human Research Protection Programs, which you can read more about in your docket Now, I would like to quickly overview some of the planning and prioritization work that our office is part of We are continuing to make progress on our research strategic plan In your docket, you will have some three year highlights and progress summary of key research initiatives and programs Under the system-wide strategic plan the board has requested and I am responsible for four priority areas under research and discovery First, to review internal research and entrepreneurial support funding Then to look at research talent recruitment and retention practices To review our technology, commercialization, and economic development efforts And to review the role of interdisciplinary research centers, institutes, and infrastructure in terms of the core research services that we provide at this university I’ve tasked leaders in our unit and elsewhere for these reviews And we’ve met with the chancellors yesterday and will continue discussing this and how we work together on a system-wide strategic plan in this area I know I’ve gone through a lot of data and quickly I want to summarize by saying our office has supported our faculty, staff, and students who have maintained our rank of 8th among public research universities in research expenditures Our business and industry funding, both in the dollar amount and the number of awards,

has risen steadily And we’ve seen a bump in research clinical trials These represent the successful strategies the university has implemented and the priorities it has set to grow industry partnerships In our planning, we need to look carefully and pay attention to where more than 2/3 of US research and development resources are today That is in business and industry We continue to have tech transfer successes with some impressive new rankings from the Milken Institute and an increase in sponsored research commitments and our growing startup community, which is attracting significant investment capital And, in MnDRIVe, our investment in research on the brain and neuromodulation help set us the foundation for a major new center and area of work in Parkinson’s disease Minnesota’s political leaders recognized the success of this effort, as I said, by increasing and including new clinical trials funding We’re also advocating the benefits and importance of university research It’s continuing to be an important role for all of higher education We’re called an R1 university for a reason We need to continue to make this case with our public and through our applied research and stories that we tell we can do so The university, including those of us in OVPR, have stepped up our advocacy for research funding for federal government Addressing issues such as indirect costs and fair tax treatment of graduate students We need your help as regents, as representatives of the people of Minnesota, to remind our members of Congress and the state legislature of the importance of research at our university The University of Minnesota has many assets in its people, in its infrastructures If we can continue to make the case for public investment, it can continue to be competitive for those resources and continue to refine and follow strategies to diversify our funding base We can be a leader in adapting the new research reality Thank so much And I’m happy to take some questions – Thank you, Vice President Levine I want to, one, thank the staff that are here as well who work in the office and around the institution I think this presentation really highlights the vastness and interconnectedness of the research that’s happening So, if you did that when I ran to the restroom, another thank you to all you (laughter) And I’m gonna first turn to Regent Beeson for questions and comments – Thank you, mister chair And thank you, presenters Vice President Levine, this may be your fourth or fifth leadership job at the university – [Al] I’m trying them out Seeing which one works best – We love your energy and your capability in your career here I might suggest that, as you look at your work plan Maybe it’s implicit But that you’re able to spend as much time as you can working with Doctor Tolar with the Medical School I wanna make a point about, if you go back to the slide at the top 15 institutions, that ask staff to provide Staff to provide us with the ranking of each of our competitors’ medical school We know we’re ranked 35th We know, I believe, that’s largely built around research that comes out of medical school But, if we were able to generate another 50 million or 75 million out of our medical school and elevate that to where we think it is, you can see how we can defend our ranking at 8th and maybe move up a notch or two So, this is I’m not saying people don’t know, but I’m making the point that that’s sort of the underdeveloped piece that we have And that’s why we’re spending It’s why we need resources out of our partnership with Fairview That’s why Doctor Jackson and now Doctor Tolar is spending so much time around this It’s being able to hire researchers in the medical school that can produce that revenue – [Abdul] Thank you, Regent Beeson Did you wanna comment? – Chair Omari, Regent Beeson, and others, I meet regularly with Doctor Tolar And we’ve discussed these issues We’ve also been looking at data from other universities to see how many more physicians and clinicians they have in place to make these dollars work So, we have to look at a per capita basis to see how we’re doing there, as well – Thank you Regent Powell – Thank you, Chair Omari And thank you, Professor Levine, for that review, which was fast but very thorough (laughter) And so, a couple of comments and maybe a question I noted, when you talked about the trend in B and I funding, which is a really nice trend, and you were very specific about the strategies employed to drive that One of them is MnDRIVE Corporate engagement was the second one And the third one flew by But I know there were three And you were very specific about

how that has driven performance And so, the question I have is And you were also, I thought, optimistic about the larger trend for research growth in the university Even with the dip this year I mean, I sensed a positive feeling there And so, I’m wondering if you could comment on the core strategies that have driven the larger momentum in research dollar success at the university I know that there are many, many, many, because the funding comes from lots of sources But you seem optimistic about continued improvement So, if you comment on the core strategies And then the last question is, to your comments on our success in the bio and pharma and med tech area and you highlighted some recent good work that we’ve done there I also noted on the report that almost half of the startups, over the last period of time, almost half of them have been med tech and pharma And we just know that that’s a huge industry area for our region I mean, we really are the global center for medical technology And so, the question on that is, for all the good progress that we’ve made, isn’t there a lot more that we could go for as a center of research in the med tech area? It seems like a goal that said, “We really wanna be the preeminent global partner and center for this kind of research.” Given the corporate infrastructure that surrounds us, that would be something worth considering So, those are the questions Thank you for the very good presentation – Chair Omari, Regent Powell, and members, yeah, you’ve asked a whole series of questions One of the key things that a university has to do is be agile And it’s not easy to do that Our investigators are really private entrepreneurs in many ways And we have much more interdisciplinary work now than we had historically We’re trying to engage that So, one of the things our office needs to do more of is to engage groups of faculty together And the Provost’s Office does this, as well, through the new Grand Challenge Grants To engage faculty across disciplines and be ready when new proposals come out to be able to move quickly And we’re working with a private agency, as well, and with Government Relations in terms of finding out in advance when these large grants are available so that we can have a team of people ready to move quickly Because, many times, these grants are assembled through their project officers at the federal agencies And, if you’re part of that gang, you find out about it We truly have a number of members of our faculty that are, in fact, well connected But that’s one thing As far as the community business industry, it takes a lot of effort, and with medical industry, as well, to be very careful in how you engage So, you don’t look as though you’re being purchased by an agency and then doing research on their behalf So, it has to be, while you wanna follow the money and chase the money to some degree, you have to follow your integrity and your research and really find the areas that are a win/win for different industries And we have done that with a number of major industries with Master Agreements and MnIP kind of work that we’ve done Because these industries, as a whole, gain from us and we gain from them So, that’s the attention you have to play to those things I think you’re right There’s a lot more we can do There’s only so much time in the day for our faculty But we will try to help to the best of our ability on this, as well – Thank you – Great, thank you Regent McMillan – Thank you, Chair Omari Perhaps building on Regent Powell’s question and thinking about applied versus basic research Or, better said, applied and basic research I hope that you and President Kaler are looking and thinking at are we optimally organized, from an org chart standpoint and a resource standpoint, to bring those elements of our research enterprise together to do the kind of interdisciplinary work you were just talking about? And it feels like, over my time on the board, basic is a big, big number Applied is a much smaller number But, when we talk about value in the outreach space, applied gets a lot of attention when we have successes or even we just work in an area As we just heard from the prior presenters So, could you give me any sense, as you look out over the horizon, is funding for applied research on the grow? Is it growing relative to basic? And, in a related sense, are we optimally organized? And I’m not looking for an org chart answer right now, but are there things you’re thinking about that might better align those so that we’re hitting home runs when we’re at the plate? – Great points, Regent McMillan Please, Vice President Levine – Chair Omari, Regent McMillan, and members of the committee, those are important points And one thing I’ll point out is

the federal agencies are aware of this, because the public is demanding it And so, when you write a grant in a federal agency now, even if it’s in basic science, you have to put in there how this is gonna come for in application What is the reason you’re doing this research? If you’re chasing a signal transduction pathway, is it gonna help in cancer research? Is it gonna come up with some kind of a solution? And we see more and more of that kind of issue that comes forward in terms of that And, along with the Provost’s Office and with Dean Tolar and the Academic Health Center, we need to have these discussions as far as how we make these applied The other thing I’ll mention quickly is, with the advent of more commercialization and our Office of Commercialization, those are incentives for faculty to find applications In the field of microbiome, I don’t think, historically ‘Cause I did some research in this area That microbiology of the gut, for example, was seen as something we were gonna have fecal transplants for and have an entire company that might be around creating fecal transplants So, that incentivizes investigators to go down the pathway of more applied research – [Abdul] President Kaler, you wanna comment? – Sure, just a footnote to that As you know, Professor Tolar is the interim leader of the Academic Health Center And this provides an opportunity for us to investigate deeply the alignment of the Academic Health Center and its overall mission One of the missions is to promote research amongst the so called health sciences colleges That was a good thing 20 years ago Now, pretty much every one of our colleges is a health science college one way or another So, as we look at the reorganization and reframing and repurposing of the AHC, this issue around proper organization and lowering barriers is an important thing in front of us – Great, thank you We’re gonna go to Regent Hsu and then Regent Anderson is gonna bring us home – Thank you, Chair Omari Vice President Levine, could you go to page 15, please, on your presentation? – [Al] Slide 15 or – Slide, well, yeah I don’t know No, this is not the one Go to It shows up as 15 on mine It’s this slide with the rankings Thank you So, there’s a lot going on in this page – [Al] Yes – [Michael] But I have a couple questions So, there’s a little superscript or something behind UC-San Francisco and also Texas MD-Anderson Cancer Center Could you explain what those are? If they mean anything or we should kind of – I’m being taught (laughter) So, Chair Omari and Regent Hsu, it’s in the docket apparently And we can provide the details It was how it was expressed Mostly because they’re medical institutions So – Those are not undergraduate campuses – Those are not undergraduate campuses Thank you very much (laughter) You never know who’s gonna have the answer in this group – Good answer (laughter) Follow up please So, I was just a little bit curious, because MD-Anderson, obviously, is medically oriented They’ve got $852 million versus our medical school, which, on a previous slide, I think it was in the $211 million range I’m just kind of wondering if we should be taking anything away from the magnitude and the differential of those numbers – [Abdul] Vice President Levine – Chair Omari, Regent Hsu, members You know, the numbers of faculty who are doing research in each of these medical schools That’s why I was saying on a per capita basis At some level, the comparisons might not be fair in that way And the take home message might be those institutions have chosen to invest more in those areas that get NIH and NSF funding from the faculty they hire Also, you have to separate the clinical programs from that, as well So, the HERD data are not just medical schools, obviously For example, I think the number was we’re 23rd in the NIH grants if you include the School of Public Health, as well So, we don’t wanna look just at the medical school when we’re looking at some of these data ‘Cause they include other parts of our university that are also involved in health sciences – Thank you One more follow up please Thank you, Chair Omari The last question is just Wisconsin just keeps on beating us (laughter) And I’m wondering are we making up any ground because of their funding problems and other issues that they’re having in their system? I mean, are we It looks like they’re about 200 and some million dollars ahead of us

But is there any plan in place to overtake them? – Chair Omari, Regent Hsu, we occasionally go down there and visit and try to see what’s going on (laughter) No, seriously, they’ve done very well over the years in some of these areas And part of it is they have a tremendous amount of funding in their foundation funding from the old Warfarin studies So, that contributes to some of the success in hiring and funding dollars, as well But I don’t have the answer to know exactly why the difference is there You can see that they’re not pulling away, like Michigan is Michigan is really pulling away on that – [Abdul] And Regent Anderson for the last comment – Thank you, Chair Omari I’ll be very brief But this is really important stuff to me I enjoy this stuff I enjoy being a person who’s in the business world And I love the technology and commercialization idea of we start with an idea and we spin it out into a business which provides jobs to Minnesotans I mean, create jobs I think I agree with Regent Powell I’d like to see our aspirations be really, really big in this area You mentioned deep brain stimulation I remember a presentation I saw not long ago That is a process of our medical community and our engineering community coming together collegially to do that The presentation I saw was a group of professors and stuff were getting ready to commercialize that hopefully And I think back to We’re probably the starting point of that when we had medical people and electricians invent the pacemaker back in the ’50s So, Minnesota has a long, long history of the collegial interdisciplinary things And I think it should be aspirational for us to get better That’s my only point Don’t need a comment Thank you – Thank you, Regent Anderson Thank you, Vice President Levine and to the friends who we phoned in for that Very great presentation Next up, we will continue our conversation about system-wide enrollment planning This is a discussion item and our newly inaugurated chancellor of the Morris campus, Chancellor Behr, will join us for the conversation Welcome – Thank you – [Abdul] The floor is yours – Alright Good morning, everybody Thank you, Chair Omari and members of the committee I’m really pleased to be here today to share with you some perspectives on Morris’s enrollment planning Both the work that’s taking place in Morris and within the context of the larger strategic framework and the enrollment management work plan But I think it’s helpful, in keeping with our focus on system-mindedness, as outlined in the framework, to call out two ways in which Morris really has a distinctive role within the University of Minnesota system And the first is that Morris serves as kind of a public-private It provides students in Minnesota and beyond with access to a high quality and rigorous liberal arts college experience These are the kinds of exclusively undergraduate residential high touch institutions of higher education that provide undergraduate students with experiences that undergraduates are not always able to access at other, more comprehensive institutions So, our students are mentored by faculty and staff They publish and present professional papers with their faculty mentors They have extraordinary leadership opportunities as an integral part of our campus governance system In short, they have a really rich and high quality education The second distinctive thing, I think, about the Morris campus is its historic mission to serve talented underserved populations in the state of Minnesota And you can see, by the figures on this slide, that, today, we are the most ethnically diverse of all of the University of Minnesota campuses, including a student population that’s approximately 20% American Indian and a student population of which about 40% are first generation college goers

So, as I talk about enrollment trends and our plans with respect to enrollment, I want to note part of the larger context of things that are going on on the Morris campus After the adoption of the strategic planning framework in June by the board, and because I am a new chancellor, we have been launching a comprehensive strategic visioning and planning process on the Morris campus We began this fall with a series of community conversations in which students, staff, and faculty participated to discuss some of the larger context around which we operate today in higher education Kind of a level set to put Morris in the bigger conversation So, as we then, this next semester, begin to really think about what Morris wants to be and do 10 years from now That is, whether we aspire to think about our campus as a liberal arts institution in the 21st century We have a broader context in which to have that conversation So, that conversation will be going on this spring And then, in the fall, we will take our vision about liberal arts in the 21st century at Morris and develop a series of strategies and tactics So, that larger conversation is going on even while we, as you’ll see in a minute, are addressing issues around enrollment So, the next set of slides provide you with some historic and current information about enrollments at Morris So, as you can see from this slide, which shows enrollments from 2000 to the present, our student population size has fluctuated over the last 20 or so years One of the things that we need to do as a campus moving forward is to develop a strategy to try to even out these peaks and valleys And so, that will be part of our conversation in the strategic visioning and planning What’s the right size and how do we think we get there? Because, obviously, if you’re building budgets based on student enrollment that goes up and down, that’s a difficult conversation to have So, we’re working on that This next slide hones in on our enrollment in a slightly more close up view Looking at the last 10 years And I would like to point out here that about 3/4 of our enrollment every year, our new enrollment every year, comes from the first year class And about 1/4 of it comes from transfer students As the numbers have fluctuated over time, however, you can see that, at least by one measure of academic quality, we have remained very constant over time So, the Morris campus originated from the imagination and hard work of the business and civic leaders of Morris who thought it would be really important to have a University of Minnesota campus to serve the West Central Minnesota region But you can see from this slide that our student population, our current student population, is drawn from the entire state of Minnesota and beyond the state of Minnesota At the present, more than 80% of our domestic students are from the state of Minnesota And almost 1/3 of them are from the metro area Fewer than 10% are from Stevens County, where Morris is located, and the surrounding counties And there are a number of reasons why that is In part because there are fewer students, but also because, in some ways, as the Twin Cities campus has tried to encourage more students from Greater Minnesota to attend the Twin Cities campus, that has directly affected us as well This is just a graphic depiction of our entering class this fall which shows really clearly the fact that we draw a lot of our student body from the metropolitan area and from pretty much every county in Minnesota One of the historical strengths of Morris, as I mentioned before, and a goal from our previous strategic plan which was adopted in 2007, has been to continue to diversify our student body And, of course, there are, as was pointed out earlier,

many different kinds of measures of diversity But one measure of this is the racial and ethnic diversity of our students, which has increased substantially, as you can see, over the last 10 years One of the While we are very committed to diversifying our student body and very proud of the success that our American Indian students have had at Morris, one of our challenges continues to be how we deal with the American Indian Tuition Waiver, which provides for our American Indian students to attend the Morris campus tuition free So, given this context, let’s talk a little bit from a high view of what we’re doing to bolster enrollment at Morris This is a selective list It’s not a comprehensive list And there are, on this list, some actions that we hope will pay off for next fall’s class For example, we are sending out financial aid award notifications earlier this year And, in fact, the earliest among the five campuses of the system And we have redesigned significantly some aspects of our communication and visitation for potential students So, those are sort of things we hope will have short term effects But there are also some things that we’re doing that we anticipate will take a little longer to come to fruition, including creating articulation agreements with community colleges and the creation of new student pipelines, including a deeper engagement with the Latinx populations in Morris and in Willmar and in our general region The other side, of course, of enrollment is also student retention And, again, you can see that the picture has been of some inconsistencies, I guess I would say, over time And so, this is another area of focus for us Here we have work to do to decrease the churn and to increase the overall rate Now, I will say that, in terms of looking at our institutional peer group and our fellow members of the Council of Public Liberal Arts Colleges, we compare reasonably favorably But that’s not good enough And it’s not good enough relative to the standard we expect at the University of Minnesota So, toward that end, we have a number of things going on on campus right now to try to take a look at our retention and improve it One of the things that I noticed when I came on campus is we’ve done a lot of work We’ve secured a lot of grants We’ve had a lot of initiatives around trying to enhance first year student retention In fact, there are over 20 such initiatives on campus We have not always done a good job at coordinating those or at understanding how effective they might be or might not be or what is being duplicative and where are there gaps in opportunities So, we’ve put together a task force to take a look at all of the things that we’re doing and to try to develop some metrics and figure out what kinds of data we would need in order to analyze these things in order to understand where our opportunities are with respect to our current suite of practices Another area of focus for us has been on fostering student mental health and wellness We know, from talking to students who left Morris last year, that fully 1/4 of them cited some issue around mental health as a reason for why they were choosing to leave our campus And so, last year, as part of our budget compact, the system was very generous in providing us some resources around working toward more comprehensively integrating mental health and wellbeing into the student experience and collaborating with other system campuses around improving service in our rural area And then, the third area of focus that we believe will be impactful is around what we call high impact practices These are things like internships, capstone courses, community engaged courses, meaningful work opportunities At Morris, part of what we do, part of the Morris experience is integrating these high impact practices

really well into third and fourth year student experiences So, our students get very rich opportunities to work with faculty, to do internships, and so forth But, as we look at our NSSE data and other kinds of survey data, first year students have not been well engaged in these first year practices And we believe that, if we can make these opportunities more broadly available to first year students, that will be helpful in helping them to feel a part of the Morris community So, we’re going to be working, over the next year and a half, two years, on these issues and we hope that they will result in a sustainable increase in tuition Sorry, in retention rates Yeah, I know, that was good Okay, so those are the things that we’re doing right now in the Morris campus And I’d like to turn our attention now to thinking about what we’re doing at Morris with respect to the system and the system-wide strategic framework And I call out this market and rebrand around fit and campus distinctiveness phrase that’s from the framework, because I think that’s really key for our future in thinking about how we elevate each of the campuses within the system so that we don’t cut the pie up, but, rather, we grow the pie So, we are really committed, at Morris, to working with the other campuses in thinking about the Enrollment Management Work Plan and thinking about the strategic plan And one of the things that I’m not gonna talk about in any detail, but one of the things that we are interested in is thinking about formalizing some of the pathways and pipelines that we have to graduate programs and professional programs at the Twin Cities campus and the Duluth campus We know, anecdotally, that our students are sought after That I hear all the time from faculty that Morris students are great as graduate students They get a really great grounding But we don’t always take full advantage of some of the opportunities to formalize those relationships So, I’m gonna focus here on the first three recommendations that emerge from the System Enrollment Management Work Plan These are the three areas of recommendation that Provost Hanson has asked us to focus on first That they are the highest priority So, it makes sense to talk about them in the short term So, again, one of the things we need to do is to think about what the right size is at Morris and how we can develop realistic goals and targets to make sure that we are consistent with respect to our patterns of enrollment And also to think about ways, in terms of how we operate, that we can work more closely with the resources available to us through the system in terms of making budget decisions and thinking about how we operate The second recommendation has to do with understanding the system undergraduate enrollment as a whole on each of the five campuses And, toward that end, we saw, in an earlier slide, we’re taking a look at our financial aid deployment and making sure that that makes sense in the current environment We’re thinking about how we can strategically respond to changes in student demographics as they are taking place Both in our local region and more broadly And one of the things that you saw, I believe it was in the September presentation to the board about enrollment management, was the fact that there’s considerable overlap in terms of applications among the various campuses For the Twin Cities campus, some very minute portion of their applicant pool has also applied to Morris But, for us, it’s about half of our applicants also apply to the Twin Cities So, there’s some, not urban legend, but maybe rural legend around how impactful and how much competition there might be between the campuses But we don’t really have any good data about that And so, it would be helpful for us to take a look at that and to see where we’re competing and how we’re competing and how we can help each other, rather than to compete against one another And the third thing is to, again,

elevate, lift up the distinctive differences of each of the system campuses in terms of how we communicate as a system and to help students, potential students, and residents of Minnesota understand that we are five institutions that have, yes, absolutely some similarities, but we also offer different kinds of opportunities to undergraduate students And it may not be a good fit at one of our campuses, but it might be a great fit at another campus And so, we’re very anxious to work with University Relations and communications offices around thinking about how we can message that And, again, to lift all of our boats So, I wanna end, as I stand for questions or sit for questions, with just some good news about Morris over the last year These are all things that we can be proud of, as the Morris campus is a great exemplar of the quality of things that are taking place in the University of Minnesota So, thank you very much – Thank you, Chancellor Behr I open it up to the floor for questions and comments We’ll go to Regent Johnson and then Regent Powell – Thank you, mister chair Thank you, chancellor, for your comments and your good work out at Morris As you know, I live within the hour of Morris and there are students from Willmar and West Central Minnesota that attend Morris I know a number of people in the business community and farming community in the Morris area What I’m getting at there seems to be a disconnect in the local community and appreciation for the University of Minnesota-Morris within their community And I hear it from time to time And I’m just wondering You’re the new person and a new start Do you ever think about, and maybe you already do, having a connection with the Morris Chamber of Commerce? Or inviting the ag community to campus? Because what I see I think it was 8% of your students come from Stevens County Seems that could be somewhat higher I’m talking about this disconnect I don’t think that Morris and Stevens County appreciate fully the University of Minnesota being in their community I’m probably being a little blunt here And probably get some feedback But that’s fine But I’m trying to Because you look at our other campuses Duluth, when I hear Regent McMillan talk about Duluth, Duluth and UMD, it’s all in the same sentence And you talk about Crookston I’ve been there and that community And Rochester and so on so forth I don’t always hear that at Morris It’s not your fault I don’t think it’s anybody’s fault It’s just the way it is And I’m trying to figure out a better connection and a networking ‘Cause I think the result would be more students and enrollment so on and so forth If you’d care to comment – [Abdul] Chancellor Behr – Thank you, Chair Omari and Regent Johnson I think sometimes there is a little difference between town and gown So, one of the things that I’ve been doing since I’ve arrived in Morris has been trying to connect with the local community And we’ve talked about having some events on campus in which we would open the campus and invite the community to come in I have talked to the folks at the chamber of commerce board I have visited local businesses And, you know, talked with whoever might be willing to listen, gone to community events and so forth So, that’s a work in progress I do think that some of the leakage, maybe, in terms of student enrollment might be because we’re at a time where communication is global and instant and people know about the big city And there’s some allure for rural kids to travel to the big city And maybe they might be less excited about staying home in their own backyard That’s just a guess But we’re working on developing relationships with various members of the local community – Regent Powell No, alright Regent Beeson – Thank you, mister chair Thank you, Chancellor Behr, for the presentation

We talked earlier about trying some nontraditional recruitment efforts And the demographics aren’t gonna make this any easier going forward They’re just not So, I think what we’ve done before is not gonna be enough And I’m not suggesting replacing the good works that are going on in how we’re recruiting for the system campuses We really need to be bold about how we reach the kids, ’cause there is a story, there’s a value proposition that’s really strong It’s unique and it’s part of our system All the things we know to be true It’s how we communicate that I also, and I’m not in the audit committee, but I hope some of my colleagues who are will ask Vice Provost McMaster’s audit report had a section here about the quotas There was a conscious decision by the Twin Cities They feel their primary goal is to recruit for the Twin City campus This has to do with U of M’s common app I thought we had made enough progress that we could make this easier for students who They’re all going to go to the Twin Cities page first If they don’t see the common app on the Twin Cities application page, then they might not find it So, I hope to push the administration a little bit to relook at this, ’cause we don’t need Use the word leakage Leakage out of our system is really unacceptable And so, if you have opinions about it Or we can, again, ask the provost – Thank you for bringing that up, Regent Beeson I know that’s been a conversation that’s been happening for a few years now about how we can create better synergies between the admissions offices on the system campuses Do you wanna comment on that, Chancellor Behr? – I guess Yes, thank you, Chair Omari and Regent Beeson I do think some of this is around communicating and messaging and, again, lifting up the fact that, when you say University of Minnesota, you don’t just mean this campus I’ve met with a lot of students, had lunch with them, and I always ask, “How did you end up at Morris?” And sometimes the answer I get is, “It was a mistake I thought I was I got off the airplane.” Especially international students “I got off the airplane and then I found out it was another three hours.” So, I think some of it is lack of awareness And, again, I do think there’s opportunity to help all of us by lifting all of us up – [Abdul] Thank you Regent Sviggum – Mister chairman, thank you Chancellor, if I could, turn to page 219 Do you have this? It’s in our – Could you describe it? – In fact, we don’t even need to do that The page I’m referring to says that the University of Minnesota-Morris ACT median score is 25 – [Chancellor Behr] Yes – It’s of concern to me Had it been an average of 25, I would not be so concerned I think, at the Twin City campus here, we say our average is 28.1 or something like that But a median We are having numbers of persons who could be well below Well below that 25 Just two quick questions Is there any concern that we’re putting persons in a potential position where they cannot be successful or are we, in any way, lowering enrollment standards to obtain the diverse campus that you have? The median concerns me Average would of 25 wouldn’t concern me But median does – [Abdul] Chancellor Behr – Chair Omari, Regent Sviggum We work really, really hard in admissions to make sure that we only accept students who we believe can succeed And that goes no matter, whatever their demographic characteristics might be This has been the figure for quite some time And I believe that – [Steve] Every year, you put Every year you showed us was 25 – Yes, right And so, I may be not correct about this, but I believe that that number, at one time, was higher than the number at the Twin Cities, but I’m not sure about that And, over time, as Karen, you can correct me if that’s incorrect So, we have, as we’ve had enrollment challenges, not been able to raise that number whereas you’ve been able to raise that number on this campus

Is that correct? – Provost Hanson? – I wasn’t here then, either But I’ve heard the same story – Fair enough Again, median concerns me ‘Cause it means there are some students that are probably at 21 or at 22 or even 19 We might be putting them in a difficult position – So, again, we look at each student holistically and we accept those students that we believe will be successful on our campus – Okay, okay, fair enough For now – Regent Anderson – Thank you, Chair Omari I just need a clarification I’m well aware of the history of the school The American Indian Tuition Waiver I understand American Indians go to school free at Morris Is that That’s what I’m gonna ask I’m gonna ask how And what concerns me it’s a budgetary issue It has nothing against American Indians going to school there But I notice, in 2017, we had 321 American Indians That’s approximately, as you pointed out, 20% of your student body Less than 10 years ago, it was close to about 10% of your student body And it went up about 50% in those seven years So, how is the University of Minnesota-Morris paid to educate those students? – I’ll answer that last part We’re not It’s an unfunded federal mandate It’s a federal mandate that we’re not funded from the federal government One of two institutions So, then, the question is, I think, perhaps, how do we pay for it? Please – Chair Omari, Regent Anderson, so I think the fact that the numbers of American Indian students on our campus has grown is a testament to our success in working with that population And it’s a good news story But it’s not a good news story in terms of our budget And that is correct We struggle to meet that mandate – If I may, if the tuition was $10,000 per student, that would be $3.2 million Which would do a lot for the Morris campus So, maybe President Kaler knows more about this than I do Are there not ways that we can work, possibly, with the federal government to Maybe it’s all been tried I’m sorry to put you on the spot – Chair Omari, Regent Anderson, you’re not putting me on the spot It’s a problem we have been working on for a long time Preceding my arrival here six and a half years ago It’s a real problem It is an unfunded mandate from the federal government The dollars are simply taken out of our O and M allocation from the state of Minnesota So, if you look at the O and M allocation to Morris, it is larger than, perhaps, it should be based upon a tuition calculation Because we don’t get tuition for those students We have tried to address this at the federal level through several runs The other institution that is blessed with this challenge is Fort Collins – [Chancellor Behr] Fort Lewis – Fort Lewis in Colorado Thank you And they, too, have not succeeded We’ve engaged lobbyists and we’ve approached the government at several different levels And it simply doesn’t get any traction So, we do not have a solution to the problem currently beyond allocating state funds to support this – I’ll just follow up I mean, it evidently is manageable right now But if it continues to grow and grow and grow, it’s something that can So, we’ll leave that one I have another question, if I may? – Quickly, please – Very quickly I was surprised to hear, and it does put a little light on You know, and I live 45 miles from Morris But it does put a specter on Twin Cities campus We’re out recruiting rural kids to get more diversity here My opinion It’s taking away your students I was interested to hear that half of your applicant pool has applied here also So, I mean, that’s just a fact I’m interested to hear – [Abdul] Absolutely Regent Hsu and then Regent Rosha – Thank you, Chair Omari Chancellor Behr, welcome again And I’m glad to hear this discussion You probably don’t have the answers to these questions, but I’m gonna ask them anyway First of all, what is the true capacity of the school? Obviously, we have places We have dormitories We have professors We have all sorts of things that can contribute to calculating capacity I notice that your peak enrollment was about 2,000

1946 in 2013 and it’s dropped off Including an 8% decrease from last year to this year And that’s not just the incoming class That’s the overall population So, I’m kind of wondering how much space is there, really? And the next question I have I did have a question about the American Indian Tuition Waiver, but we’ll get to that later At one point, I believe, Morris was test optional Just like following the rest of the liberal arts world, which has a large number of test optional schools now Which is your main competition, I believe I believed, at one point, I found Morris on a list that said it was test optional or test flexible or whatever the terminology was I don’t believe that to be the case today And, if there was a switch, could that be a reason why we’re not doing as well in terms of enrollment? – [Abdul] Chancellor Behr? – Thank you, Chair Omari, Regent Hsu So, let me speak to the first question first and then the second question second I think capacity is a relative term So, obviously, we could probably house and take care of 2,000 students But that might not be the optimal number that we want And so, that’s the conversation that we need to have How many students is sustainable? How do we build a campus infrastructure in terms of people that is right sized for the student population that we think is the optimal size? And so, I don’t have an answer for you today But we will be addressing that I don’t know anything about the history of test optional As I said before, while we do require tests now, we are very much committed to holistic review of students And so, it’s not just about the test score I don’t believe that, if there was a change, that that accounts for much of what we’re experiencing right now – Great Thank you And Regent Rosha will wrap us up for this agenda item – Thank you, Chair Omari I’ll lead with the point I was gonna lead with that goes off of this conversation about the historic experience of Morris One of the great surprises after a 20 year hiatus from this board was I came back and, speaking with the chancellor’s predecessor, I talked about, “Oh, yes, the crown jewel of the university.” Because, when I left in ’95, Morris had a measurably higher ACT score than the Twin Cities campus And that was considered the more prestigious opportunity And the environment for people that wanted that liberal arts experience, much like you’d find in a Saint Olaf or a Gustavus And so, when I came back and discovered that Morris was struggling in this regard, at first, I thought, “How could this have happened? What is it that has caused this decline?” Well, it turns out Morris hasn’t declined The Twin Cities just had increased so much as to create this relationship difference between them And what I’m really concerned about, with respect to the Morris campus, is it’s kind of part of this conversation, ’cause this conversation doesn’t really have an identity, from my perspective To some extent, we’re even talking about does admitting students to the Twin Cities have a negative impact on Morris? And I don’t like this concept that we would look at Morris as being the scraps that you would receive if you’re not at the Twin Cities I don’t think that’s the case – [Chancellor Behr] Nor do we – Right And so, I just wanna be really careful about that, but I also wanna advocate for the board to be real clear eyed about what’s going on Because my sense is that we are, when you look at these numbers over these last several years and the numbers nationally on campuses of this variety, we could be sitting in a position where a future board or even members of this board in a future conversation having to make some difficult decisions about the campus I don’t want to get there I look at We started with the talk about the disconnect with the local area And I think that’s a good place to start Maybe that doesn’t matter Maybe that does matter It depends on what the identity of this campus is going to be going forward And, you know, are we gonna be a regional campus that provides a basic liberal arts education to the folks of that area who are comfortable in that environment? You’re kinda treading on MnSCU’s mission there And that would go to decisions we’ve made in the past about closing campuses that didn’t fall within the University of Minnesota’s mission as a land grant institution

with the research and all the other things that we provide I think that you have to look at the possibility of excellence And Morris is different ‘Cause, when we talk about Crookston or Duluth, and you talk about competing in your regional setting tuition-wise, that’s one thing I don’t think, necessarily, being a low cost alternative at Morris I don’t think that’s gonna get you the students that you’re necessarily looking for ‘Cause, if you start about that, you might have to start talking about being a rurally focused campus where you’re talking about agriculture and other things Well, now you’re starting to step all over Crookston And is there enough to do that? I don’t think that there is But we have to look at the cost implications of each of these opportunities When you talk about the tuition free component, Agent Anderson, it’s really remarkable ‘Cause we’ve lost 200 non-Native students at the same time as increasing 100 So, you actually have 300 fewer students paying That’s dramatic So, thinking of those cost implications, I would like to see us have a very specific plan for what Morris is going to look like And, when we brought you on, I didn’t really have a chance to interact with you much, but you’ve gotta be bold I think you have to be bold for this campus And I think that the board has to be committed As you know, when the university catches a cold You’re a small number of the students competing compared to the Twin Cities overall population But it also means it’s not a tremendous dollar figure to make substantial differences in the way the Morris campus is arrayed for the students that are there So, I would say we’ve gotta be bold, but I really think we need a very clear identity for this campus for this campus to continue to be a successful component of the university system Thank you – Thank you, Regent Rosha And thank you – Can I just respond? Sorry Thank you, Chair Omari, Regent Rosha I absolutely agree with you And that’s why I think this visioning and planning process that we’re undertaking on the campus is so critical One of the things that Morris has been known for is being an innovative liberal arts institution And we really need to think about what does that mean in the 21st century and how do we get there? And how do we develop a value proposition and a brand that makes us a destination? – Thank you, Chancellor Behr, for that We look forward to the continued conversation There is a consent agenda item that I will entertain a motion for approval I will entertain a motion for approval of the consent – So moved – Thank you Anyone second? – Second – Second – Any discussion? It includes approval of program changes and hires Seeing no discussion, all those in favor? – [All] Aye – All those opposed? I’ll draw your attention to information items that are just that, information items And the administration is open to further conversation and comments from the board, if there is any Other than that, we are adjourned Thank you