North Dakota University System William G. Goetz, Chancellor

 North Dakota University System
William G. Goetz, Chancellor
Five Years of Service – 2007-2012
Chancellor’s Report
“The aim of education should be to teach us rather how to think,
than what to think – rather to improve our minds, so as to enable
us to think for ourselves, than to load the memory with thoughts
of other men.” – Bill Beattle
I am most honored to have served as the North Dakota University System Chancellor the past five years. The citizens of North Dakota can be very proud of their university system. That pride has been demonstrated in countless ways. Financial support through state support, confidence in receiving an outstanding education for a son or daughter, realizing benefits from the research conducted at our research universities and economic growth and diversification as a result of having the presence of a quality higher education system. In this day of accountability, data analysis and quantitative measures, we should not lose sight that not all that is of value in higher education can be measured quantitatively. There is the intangible asset that higher education brings to the forefront as well. Such recognition is imperative as we focus upon policy and the ever‐changing dynamics within the North Dakota University System and its being intertwined into the total fabric of what contributes to our State economically and socially. We cannot dismiss the recognition of the ever presence of challenges that confront all levels of education. Higher education needs to be ever cognizant, striving for the common good in meeting the dynamics of a new age. What is not acceptable for the common good is the presence of a political environment that speaks only to one’s individual agenda, limiting recognition that education, research and student success are that which will make a positive difference for all to benefit. This document is but a limited reflection in words as to the accomplishments many individuals have contributed to the duration of the past five years. Therein, is a deep sense of appreciation. All recorded, and that which may not have been recorded, is a result of a collective dedication as public servants valuing the importance of education. Finally, let us not forget that which is not measurable, the intangible value of education, and the value it has brought forth challenging each of us to be better human beings and stewards of that which we have been given. Thank you. These have been valued years of service. William G. Goetz, Chancellor 1 “A mind once stretched by a new idea never regains
its original dimensions.” – Anonymous
Nearly 200 degree or certificate‐specific programs can be earned online on all levels (associates degree, bachelor’s degree and graduate degree) at various sites within the North Dakota University System in numerous disciplines (arts, science, engineering, education, health sciences, management, etc.). But while there are more than 1,000 online courses, the number of courses and degree programs are significantly higher for on‐campus education. Aside from online and on‐campus offerings, students can select other options such as interactive video instruction with some courses having more than one delivery alternative. Through the System's collaborative process, students enrolled at one campus are able to take classes from other University System campuses as well. None of that – and much more – would be possible without the commitment of System campuses and staff and their diligence about providing program and academic opportunities for students. As an example, for 2011‐13, the NDUS is spending approximately $3.1 million to support three education incentive programs, which include the teacher shortage loan forgiveness program and STEM loan forgiveness program. In 2010‐11 there were a total of 330 new and continuing applicants for the teacher shortage loan forgiveness program, with 304 eligible applicants receiving forgiveness ($1,000 a year for up to three years). Also in 2010‐11, there were 768 new and continuing applicants for the STEM loan forgiveness program, with 702 eligible applicants receiving forgiveness ($1,500 a year for up to four years). When it comes to academic program offerings, two universities offer degrees up to and through doctorate programs (University of North Dakota and North Dakota State University). Two offer degrees though master’s programs (Minot State University and Valley City State University). All others offer associate and bachelor degree programs (or both) and some offer graduate courses. The North Dakota University System programs run the gamut from agriculture, natural resources and the environment, architecture, ethnic‐culture‐gender studies, communication and media, computer and information technology and sciences, education, the arts, counseling, business, languages, medicine and allied health, mathematics, music, science, biology, aerospace science, chemistry, physics, engineering, trades, law, arts and humanities, pharmacology, management, sports medicine (along with many other options). Mindful of North Dakota’s changing job needs, new programs in Petroleum Production Technology (PPT) and Sustainable Construction Technology (SCT) began at Bismarck State 2 College in 2011. The PPT program trains oilfield technicians and the SCT trains students in green construction techniques for longer‐lasting and more energy‐efficient residential housing. PPT is offered online and emphasizes production operations, safety and environmental aspects of the petroleum industry. The program is designed to provide students with a broad background to operate and maintain the equipment used in the operations of the oil and gas industry. SCT is an on‐campus program with participation in practical problems in construction planning, scheduling and management. Completion of either program leads to a certificate or an Associate in Applied Science (AAS) degree. Several programs are offered for military, veterans and family. Since North Dakota is home to Army and Air National Guard units and two U.S. Air Force bases, System faculty and staff have experience working with active‐duty military personnel, Guard members, veterans and their dependents. University System campuses award students credit toward degrees based on their military training, coursework and occupational specialties. Through the GI Bill, considerations can come in cost of tuition and fees, monthly housing allowances, yearly books and supplies stipends of up to $1,000 per year, and a one‐time payment of $500 paid to certain individuals relocating from highly rural areas. Exchange/reciprocity programs allow students to take academic programs not available in their home states at a lower amount of tuition than out‐of‐state students normally pay to attend public colleges or universities in participating states. Under the Minnesota‐North Dakota tuition reciprocity program, a Minnesota resident could attend a North Dakota public institution and pay the established reciprocity tuition – if space is available and the program of study is approved under the reciprocity agreement. Similarly, any North Dakota resident can attend a Minnesota public institution and pay an established reciprocity tuition. The Midwest student exchange program allows out‐of‐state students from participating Midwest Higher Education Compact (MHEC) states to pay no more than 150 percent of in‐
state resident tuition to attend participating colleges and universities in Indiana, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota and Wisconsin. The Western Interstate Commission for Higher Education exchange program lowers tuition costs for out‐of‐state students at participating colleges and universities in Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, South Dakota, Utah, Oregon, Washington and Wyoming. 3 Additionally, the System honors a dual‐credit program that allows students in grades 10 through 12 to take college courses and receive college credit, which also may be used to meet high school graduation requirements. Classes are taught by approved instructors, either face‐to‐face in the classroom, online or through the Interactive Video Network. Another program provides for academic credit for non‐collegiate learning experiences ‐‐ including military and other work experience ‐‐ by participating in credit‐by‐exam programs such as advanced placement (AP), college level examination program (CLEP), international baccalaureate (IB) and DANTES subject standardized tests (DSST). Sources:
http://www.ndus.edu/students/exchange‐reciprocity‐programs/ http://www.ndus.edu/happenings/detail.asp?newsID=100 http://www.ndus.edu/students/online‐courses‐degrees/online‐degrees‐programs/ http://www.ndus.edu/makers/procedures/ndus/default.asp?PID=275&SID=56 http://www.ndus.edu/uploads/reports/27/2010‐2011‐programs‐offerd‐&‐completed.pdf http://ndus.edu/uploads/resources/2789/40‐2011‐13‐doctoral‐program‐spending‐authority.pdf http://ndus.edu/uploads/resources/2789/40‐2011‐13‐doctoral‐program‐spending‐authority.pdf http://www.ndus.edu/students/college‐credit‐in‐hs/ 4 “An educational system isn’t worth a great deal if
it teaches young people how to make a living - but doesn’t
teach them how to make a life.” – Anonymous
The Legislative Assembly in 2001 passed SB 2003, a mandated tool in the form of a document that measures accountability of the North Dakota University System. Since then, SB 2003 – often referenced as “flexibility with accountability” legislation – has been updated every legislative session, including a significant review in 2009 when the measures were evaluated to determine connectivity to current expectations of the state’s higher education system and modified to better connect with the state’s agenda. The documents have focused on how the colleges and universities in the System enhance opportunities through access, innovation and excellence with a System dedicated to educating future leaders to provide talent, energy and innovation so North Dakota remains extremely competitive in a knowledge‐based economy. The reports demonstrate a strong relationship/alliance between the legislative and executive branches of government, the private sector and the University System, established from a mutual trust and common purpose of a brighter future for students and the citizens of North Dakota. These relationships and strength as a team grew from recommendations from the Roundtable on Higher Education when expectations and accountability standards were defined for the system. In response to the accountability process, Chancellor Bill Goetz said: “The many measures reported on in the documents demonstrate the University System's continued dedication to affordability, accessibility, fiscal responsibility, academic quality and responsiveness to the private sector. In so many ways (the reports) reflect our commitment to the success of our students and our state." As an example, the Accountability Report for 2011 demonstrates a job well done, including the fact that the System contributed an estimated $3.7 billion to North Dakota’s economy in 2009 (the most recent data) – a $2.1 billion increase from 1999. As the 2010 report was released, then State Board of Higher Education President Jon Backes said: "North Dakotans can be proud of our statewide system of public higher education. The University System performs at a very high level, and the Accountability Measures Report provides a detailed perspective on the system's effectiveness. Third‐
party evaluators have said consistently over the past several years that North Dakota has one of the most productive state systems of higher education in the nation. This report provides the proof." 5 The year before, then SBHE President Richie Smith said: "The 11 colleges and universities that make up the North Dakota University System perform very well when compared to other states and national standards. A separate report also shows that we have one of the most productive state systems of higher education in the nation. Clearly, North Dakotans can be very proud of our university system. … We are committed to the delivery of high‐quality education and enhancing the state's economic and social vitality.” Five cornerstones, linked to 32 measurements, have guided the System in development of policies and programs that have resulted in significant progress and accountability; the cornerstones are: 1) Economic Development. 2) Education Excellence. 3) Flexibility and Responsiveness. 4) Accessibility. 5) Funding and Rewards. Highlights of the reports continue to grow and expand in numbers and relevancy. Most recent accomplishments include: Cornerstone 1 (Economic Development)  66.7 percent of students were retained (employed, enrolled or both) in North Dakota and 63.1 percent were employed in North Dakota one year after graduation.  1,547 businesses were served by TrainND, North Dakota’s workforce training system, and 14,593 employees were trained.  In the past five years, research grew by 22 percent between with $207 million in research expenditures in FY 2011.  Businesses reported a 99.5 percent workforce training satisfaction level. Employees who received training reported a satisfaction level of 98.6 percent.  9.1 percent more career and technical education associate degrees and 17 percent more certificates/diplomas have been awarded in the past five years. Cornerstone 2 (Education Excellence)  North Dakota college or university students meet or exceed the national average on most nationally recognized exams.  Graduates exceed the national first‐time licensure pass rates for most professions reviewed.  85 percent of two‐year students and 88 percent of four‐year students rate their overall experience at North Dakota colleges and universities as good or excellent.  Employers of graduates of NDUS institutions are, on average, “very satisfied” with the skills and knowledge they rated as “very important.” Cornerstone 3 (Flexibility and Responsiveness)  Companies reported a 99.3 percent satisfaction level with responsiveness of TrainND, North Dakota’s workforce training system, to requests for training.  Two‐year college students earned 16,450 credit hours from other NDUS institutions while university (four‐year) students earned 16,465.5 credit hours from other institutions for a total of 32,915.5 credit hours earned at multiple institutions – a 24.6 percent increase over a five‐year period. 6 
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Cornerstone 4 (Accessibility) The University System served 16,416 students in 2011 who enrolled in courses for credit through non‐traditional delivery methods. These students made up 34 percent of the total headcount enrollment. It takes 31.5 percent, on average, of the lowest quintile North Dakota family income to pay for tuition and fees at NDUS four‐year and research universities, compared to 40.9 percent nationally. On average, 15.2 percent of median North Dakota family income was needed to pay for college at NDUS four‐year and research universities after grant aid was deducted. This compares to a national average of 17.2 percent. On average, 9.3 percent of family income was needed to pay for college at NDUS two‐year colleges. In Fall 2011, NDUS part‐time and full‐time degree‐credit headcount enrollment was 48,833, a record high. In 2010‐11, undergraduate and graduate students in North Dakota borrowed an average of $4,410 compared to the national average of $4,785. Cornerstone 5 (Funding and Rewards) With $12,158 in state and student contributions per FTE student, North Dakota’s four‐year universities, on average, rank seventh lowest in the nation compared to the national average of $14,522 per FTE student. In the 2007‐09 biennium, net tuition and fee revenues accounted for an average of 57 percent of the combined appropriations and net tuition and fees at North Dakota four‐year universities. This compares to a national average student share of 44 percent. In 2011, NDUS generated 73 percent of its total revenues, either internally from fees for services or externally from gifts, grants and contracts. The NDUS two‐year college average cost per degree or certificate was $27,742, which is well below the national average of $34,256. Sources: http://www.ndus.edu/makers/accountability‐measures‐report/ http://www.ndus.edu/news/detail.asp?newsID=110 http://www.ndus.edu/news/detail.asp?newsID=15 7 “The illiterate of the 21st century will not be those who
cannot read and write, but those who cannot learn,
unlearn and re-learn.” – Alvin Toffler
A committee report in 2007‐08 called for a plan for the State Board of Higher Education and University System to work with financial aid officers, the Bank of North Dakota and others … to identify unmet needs and barriers to student financial access to college. The report focused on three high priority areas (or hurdles) to college and the solution or need to: 1) Increase state grant funding 2) Provide greater financial aid awareness 3) Institute a stronger general fund base support of core functions of the North Dakota University System and encourage the state to pick up a larger portion of the cost of education. The committee also recommended a multi‐pronged approach to enhancing family and student planning and savings and to encourage the state of North Dakota to provide additional funding to increase needs‐based financial aid and to allow campuses to limit tuition rate increases. The University System has responded with the following outcomes: Tuition and required fees in 2011‐12 at North Dakota University System four‐year campuses were less than regional counterparts, continuing a general trend, since before the report, that has resulted in limited tuition and fee rate increases compared to higher increases by peer states attempting to offset budget shortfalls. Numbers support the affordability of public higher education in North Dakota, along with significant narrowing of the gap (8 percent) between higher rates in North Dakota compared to its two‐year regional peers (from a $660 annual average in 2008‐09 to $440 in 2011‐12). This was made possible by a tuition‐rate freeze during that period at two‐
year colleges in North Dakota. All categories of four‐year universities in North Dakota have lower average tuition‐fee rates including 11.4 percent at UND and NDSU, 5.1 percent at Minot State and 3.9 percent at all others. Tuition‐fees at all four‐year campuses, as a percentage of North Dakota median household income, are lower than the regional average. Over a five‐year period, average semester tuition‐fees at all four‐year campuses have increased a minimal average of about 3.4 percent per year from $4,648 to $5,432 in 8 2011‐12. As a comparison, regional averages have increased from $4,528 in 2007‐08 ($100 under North Dakota) to $5,651 in 2011‐12 ($219 more than North Dakota). Total costs, including tuition, fees, room, board, books, supplies, travel and other miscellaneous expenses at North Dakota four‐year campuses, average $14,600 (nearly $18,000 at UND and NDSU) while the two‐year average is $13,400. Room and Board rates have traditionally been lower (averaging about 11 percent) than regional peers over the past four years (2010‐11 regional rates were not available). Student loan volume has consistently increased; for example, more than 102 percent in the past 10 years at UND and NDSU. Grant volume during the same period has increased 67 percent. In 2010‐11, more than 70 percent of North Dakota System students received some form of financial aid. One effort to improve college access took place in 2008 when the NDUS launched the College Access Challenge Grant Program. Targeted at low‐income and minority populations, the national program focuses on increasing the number of students prepared to enter and succeed in postsecondary education. Another example of the effort came in the 2009‐11 system budget request that included an additional $14 million for needs‐based financial aid grants beyond the $6 million budgeted in that current biennium. Chancellor Bill Goetz said then: “Board and system officials are encouraged by Gov. Hoeven's ACT‐ND plan, which budgets $40 million for needs‐based financial aid, $20 million beyond the total requested by the board. The governor recognizes the seriousness of this situation, and we appreciate his aggressive response as a way to begin remedying this situation. Board and system officials also recognize higher education's responsibility to do everything we can to help keep college affordable." Additionally, an Adult Learners Council has been established to address affordability and accessibility for those with educational aspirations. Focus continues on financial aid, flexible delivery options, prior learning assessment, advising and career planning, and employer needs assessment. Seamless transfer among System institutions has also enhanced college completion rates for students who begin at two‐year colleges and transfer to four‐year universities, according to the National Center for Public Policy and Higher Education. The NDUS report outlined recommendations for improving affordability, transfer and baccalaureate degree completion; North Dakota earned a 74 percent completion rate compared to a 33 percent national average. 9 The report also noted that state general fund appropriations for need and academic‐
based scholarships increased more than $24 million for the review period. It also noted revised policies and procedures resulting in significant enhancements such as: • A general education requirement transfer agreement  Common course numbering  Articulation and transfer agreements  Collaborative student processes  Participation in the WICHE Passport initiative Indeed, accessibility and access have been and continue to be key objectives and target areas with noted accomplishment, as a vision in the 2009‐13 strategic plan which calls for the System to be viewed by all North Dakotans as “accessible.” Objectives that have been completed or are still in progress include:  Increasing the percentage of recent North Dakota high school graduates enrolled in NDUS institutions  Increasing the percentage of North Dakota’s total young adult population (25‐34) enrolled in NDUS institutions for credit to 6 percent  Increasing the percentage of North Dakota’s total population (35‐44) enrolled in NDUS institutions for credit to 2 percent  Increasing the total number of certificates, associate and baccalaureate degrees awarded  Increasing the total number of graduate and professional degrees awarded  Decreasing the percentage of family income in North Dakota needed to pay for community college to the national average, after deducting grant aid. Progress in these areas has come from efforts to improve preparation for college, promote college awareness, better serve working adults, increase outreach to underrepresented students, expand access to on‐line delivery, expand flexible program delivery, enhance student support services and improve student retention and completion. Strategic plan funding goals include North Dakota ranking in the Top 20 percent of states in per capita higher‐education support and ranking in the Top 10 percent of the most productive states in total funding per degree/certificate awarded. NDUS colleges and universities have made progress in these areas by maintaining affordability, supporting productivity improvements and leveraging technology to increase efficiencies. Regional peers in the areas of affordability and access include Colorado, Iowa, Kansas, Minnesota, Missouri, Montana, Nebraska, Oklahoma, South Dakota, Wisconsin and Wyoming. Sources: http://www.ndus.edu/uploads/reports/34/1‐2012‐student‐affordability‐report.pdf http://www.ndus.edu/uploads/reports/37/5‐4‐affordability‐report‐final.pdf http://www.ndus.edu/uploads%5Cresources%5C1965%5Cadult_leaders‐council‐executive‐summary‐january‐28‐2010.pdf http://www.ndus.edu/news/detail.asp?newsID=124 10 “Enlighten the people generally and tyranny and oppressions
of the body and mind will vanish like the evil spirits
at the dawn of the day.” – Thomas Jefferson
The mission of the University System is to enhance the quality of life of all those served as well as the economic and social vitality of North Dakota through the discovery and application of knowledge. Campus leadership and staff understand this can only be established through effective communication. In response, the State Board of Higher Education long‐term communication plan was approved for creation in 2008 and completed in 2012. The plan is based in support of Cornerstone 6 of the Roundtable Report: Sustaining the vision – “The State Board of Higher Education will sustain the vision through open and frequent external communications with the executive branch, legislative branch, private sector and others as well as through effective internal communications with the chancellor, staff and the 11 institutions.” Staff has crafted strategies to enhance awareness of the importance and value of the NDUS for effective communication between the SBHE, NDUS and institutional officials to benefit key constituents such as the branches of government, students, faculty and staff, the media, prospective students and parents and opinion leaders. Several key message themes have been established to be shared by and with stakeholders. They include:  NDUS provides high‐quality and accessible education that prepares students for personal and professional success.  NDUS is educating future leaders to keep the state competitive in today’s knowledge‐based economy.  Funding is shared by the state, students and institutions. Funding is an “investment” in the future, NOT “expenditure.”  NDUS offers a broad range of educational opportunities. Communication strategies also include using various platforms including traditional, web and social media avenues. Internal policy within the System calls for communication between and among institution officers and employees on a regular basis, particularly regarding courses and programs offered through distance education and when distance education involves or is targeted directly at another institution's home community. Presidents must set the tone and expectations for their institutions and details of collaborative discussions may involve deans, department heads, faculty and others. Advertising purchased or sponsored by or 11 on behalf of an institution, must be accurate. Such advertising may not state or imply anything negative regarding another NDUS institution. Also established for effective communication is the Public Affairs Council which ensures the delivery of consistent messages to key stakeholders. PAC members also contribute campus information to the University System website. Members include the primary public affairs contact for each of the 11 campuses, the NDSU agriculture communication director and the University System director of public affairs and marketing. Sources: http://www.ndus.edu/uploads/reports/76/2008‐long‐term‐communication‐plan.pdf http://www.ndus.edu/makers/procedures/ndus/default.asp?PID=334&SID=55 http://www.ndus.edu/system/councils/pr‐council/ 12 “Education is simply the soul of a society as it passes from one
generation to another.” – G.K. Chesterson
None of the successes the University System has shared in could have come without putting the student first in decision‐making, based on strict adherence and dedication to the core values, the foundation of the System, and the mission and vision of the organization. System staff is faithfully following these core values in carrying out responsibilities on a daily basis:  Using high integrity.  Open, honest, forthright and mutually respectful in discussion and actions.  Trustworthiness.  Accountability.  Cooperation as a valued partner with other state agencies and entities.  Being responsible stewards of state investment in the System.  Scholarship and the pursuit of excellence in the discovery, sharing and application of knowledge.  Support of and embracing diversity. Work on all levels has been done with an understanding of certain beliefs that are embedded in the core values. Policies and procedures that are followed, known as “We Believe” statements, include:  “…the most valuable asset of any state is its human capital: well‐educated and highly skilled citizens, employees, business owners, community leaders and contributing members of society.  “…a brighter future for North Dakota is directly linked to and dependent upon its University System. Likewise, a brighter future for the University System is linked to the economy of North Dakota.  “…the University System, in conjunction with the elected and private sector leadership in North Dakota, can and should take positive steps to enhance the economy of North Dakota.  “…depopulation is a major threat to the overall viability of North Dakota and if not addressed, with urgency, the infrastructure, quality of life, and services available to the citizens of the state will diminish.  “…the faculty is the foundation of the North Dakota University System.  “…performance of the University System will be enhanced in an environment which is conducive to innovation, creativity and flexibility – coupled with appropriate accountability. 13 
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“…in the implementation of education programs and curriculums to meet the needs of a culturally diverse student population and to prepare students to interact in an increasing pluralistic society. “…the citizens and the legislature created and expect the University System to function as a system; i.e., to collaborate, whenever appropriate and feasible, in offering programs, serving students and citizens, and in providing administrative services. “…the benefits of the University System can and should be available to all of North Dakota, geographically and demographically. “…it is important for all the key stakeholders of the University System to adopt and apply the same set of expectations and accountability measures which were identified and agreed to by the 1999 Roundtable on Higher Education. “…it is possible to create a University System for the 21st century, as envisioned by the 1999 Roundtable on Higher Education and further believe making it a reality will require all entities to do their part as described in the Report of the Roundtable.” The System staff has also modeled the mission ‐‐ "To enhance the quality of life for all those we serve and the economic and social vitality of North Dakota through the discovery, sharing and application of knowledge" – and vision ‐‐ "Leading the nation in educational attainment through access, innovation and excellence" of the State Board of Higher Education. Sources http://ndus.edu/makers/procedures/sbhe/default.asp?PID=188&SID=2&printable=1 http://ndus.edu/makers/procedures/sbhe/default.asp?PID=187&SID=2 14 “Tell me, and I’ll forget. Show me, and I may not remember.
Involve me, and I’ll understand.” – Native American saying
Maya Angelou, a voice of contemporary literature as a poet, educator, historian, author, actress, playwright, civil‐rights activist, producer and director, said: “We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.” The North Dakota University System staff has given great credence to that sentiment, even if not always a topic of interest in a state that some consider lacking in diversity. Evidence comes in the NDUS Diversity Council which works to ensure adopted diversity policies are implemented and observed throughout the System. The Council is an advocate in support of diversity issues and campus initiatives and provides information about campus practices that can – should – be adopted to improve diversity retention rates and student success. A recent component within the last few years included a conference in 2010 focusing on the strengths and challenges of a diverse population including keynote speaker Winona LaDuke, an international activist on sustainable development, renewable energy, climate change, and environmental justice with Indigenous communities. The Council, through NDUS, encourages each campus to:  Form a diversity committee comprised of administrators, faculty, staff, students and community members to advise the campus on diversity‐related activities.  Identify an individual responsible for the promotion and coordination of diversity on the campus.  Develop and implement a comprehensive diversity plan with measurable goals that addresses the following issues (not listed in order of priority): o A safe campus climate for all students. o Infusion and incorporation of diversity throughout all curricular areas. o Recruitment and retention of students of color. o Recruitment of more staff, faculty and administrators of color. o Consider diversity topics as deemed important by individual campuses, such as race, gender, disability, age, sexual orientation and economically disadvantaged. o Commit funding and resources for the successful implementation of the diversity plan and its activities. 15 o Monitor and evaluate each campus's diversity plan and report to the Board. o Develop diversity awards and incentives that recognize faculty, staff, students, offices, departments, organizations, etc. o Develop an effective mechanism and process for investigating and addressing campus incidents, such as harassment, intimidation, etc. An example of how the message was heard and acted upon came in 2011 in a newspaper article where University of North Dakota President Robert Kelley was reported as saying in a campus e‐mail: "We learn best when we learn from one another … it is imperative that we create ‐‐ together – an inclusive and respectful educational environment in which all of us in the UND community thrive." His e‐mail wasn’t issued in response to any particular event but was rather, a spokesperson said, Kelley’s reflection on a value (diversity) he underscores periodically. Diversity efforts across the system took on new emphasis beginning about five years ago when System staff responded to a series of incidents in 2007, including the drawing of swastikas and racist graffiti on campus buildings. UND appointed students, faculty members and others to a task force to review relevant policies and recommend changes to discourage such incidents. The important consideration has also been addressed in a series of “we believe” statements, a part of the core values of the System: “We believe in the implementation of education programs and curriculums to meet the needs of a culturally diverse student population and to prepare students to interact in an increasing pluralistic society.” Sources: http://www.ndus.edu/news/detail.asp?newsID=19 http://www.ndus.edu/system/councils/diversity‐council/ http://www.ndus.edu/makers/procedures/ndus/default.asp?PID=320&SID=55 http://www.ndus.edu/uploads%5Cresources%5C2519%5Cnews‐articles‐04‐05‐2011.pdf http://ndus.edu/makers/procedures/sbhe/default.asp?PID=188&SID=2&printable=1 16 “Education, like the mass of our age’s inventions,
is after all, only a tool; everything depends upon
the workman who uses it.” – The Simple Life
The economic impact of the North Dakota University System and its students on the state has risen dramatically over the past 10 years and was estimated at $3.7 billion for Fiscal Year 2009, according to a report by North Dakota State University's Department of Agribusiness and Applied Economics, released in January 2011. Titled “Economic Impact of the North Dakota University System in 2009”, the report is similar to studies conducted for FY 1999, FY 2004, FY 2006 and FY 2008. Report authors F. Larry Leistritz, Dean A. Bangsund and Randall Coon use the North Dakota Input‐Output Model to estimate economic impact. The University System generates about $2.50 for every $1 of state investment, resulting in increased sales, revenue and employment. "In addition to providing education, the state's universities and colleges create and support jobs and employment opportunities through research, extension and teaching activities," the authors concluded. "All these important services and products provide economic benefits, which enhance local and state economies. Essentially, the state's 11 University System colleges, universities and supporting centers and facilities act as centers for local and regional economic development." "Higher education is a driving force in our state's vibrant economy," said Bill Goetz, chancellor. "It is the foundation for personal and professional success and for enhancing the state's quality of life. The economic impact report validates the connectivity between a strong University System and a strong North Dakota. Economic growth and diversity is dependent upon a strong higher education system. Investments in higher education flow back out to North Dakota as a contributor to economic growth." In FY 2009, the NDUS injected $980 million into local economies, including $706 million from non‐general fund sources such as grants, contracts, donations, etc. With an added $327 million in student spending, excluding tuition and fees, the direct economic impact is estimated at more than $1.3 billion. When turned over in the economy, the estimated NDUS total annual economic impact was $3.7 billion. 17 Increased business activity generated by student spending was estimated at $813 million, which included $368 million in retail trade activity and $197 million in personal income, supporting about 3,800 secondary jobs. Direct employment by the North Dakota University System was 11,079 positions (excluding student jobs). Secondary (indirect and induced) employment resulting from the business activity generated by the North Dakota University System was estimated at 16,100 jobs. Student living expenses were estimated at $327 million and were in addition to institution spending. Sources: http://www.ndus.edu/system/economic‐impact‐of‐the‐north‐dakota‐university‐system/ http://www.ndus.edu/news/detail.asp?newsID=94 http://www.ndus.edu/uploads/resources/2344/econ‐impact‐of‐nd‐univ‐system‐2009.pdf 18 “When asked how much educated men were superior
to those uneducated, Aristotle answered: ‘As much as the living
are to the dead’.” – Diogenes Laetius
Students are the life‐blood of education, the component that keeps institutions vibrant and alive. The North Dakota University System leadership and staff understand the dynamics of students and education and have established policies and procedures to enhance not only the quality of the state’s students but also the number. An annual enrollment report is made public in an attempt to report a single, system‐wide, unduplicated count for an entire year, as part of a long‐term enrollment management plan. System staff has focused on the realities of population trends, high school graduation levels and other demographic and economic trends helping establish increased flexibility, supports and empowerment for campuses. Enrollment at individual institutions has been coordinated at the System level in an effort to address the need to grow the working age population of North Dakota through high value jobs and an attractive living and working environment. Enrollment advancement has been achieved, in part, by being prepared to respond to rapid changes and the educational needs and expectations of students and other clients. Such efforts have helped reverse a once downward trajectory of the economic and demographic trends of the state. Specific goals of the plan (including the use of multiple strategies) have been achieved and/or remain underway. They include: 1) Increasing the talent pool in North Dakota – the number of individuals with the knowledge, skills and abilities to be successful in the “new economy.” 2) Increasing access to academic programs and degrees (certificate, associate, baccalaureate and master’s degrees) throughout the state; i.e., address the under‐served students and clients (geographically, programmatically, part‐
time and full‐time). 3) Expanding the state’s population base – taking advantage of campus capacities and investments to attract students and to more effectively serve the needs and opportunities of the state, and thereby support economic development. 4) Increasing the diversity of students enrolled in the NDUS colleges and universities. 5) Increasing the resources available for investment in the initiatives and strategies selected for implementation to support campuses in achieving their enrollment and retention goals. 6) Enhancing, supporting and empowering campuses to achieve their campus enrollment and retention goals. 19 All‐time high headcounts have been reported often and after such in 2008, Chancellor Bill Goetz said: "The Roundtable on Higher Education established expectations that the North Dakota University System would be accessible to more students and would meet the ‘any time, any place' needs of today's learners. The fact that the University System is maintaining steady enrollment at a time when the number of traditional‐age students in North Dakota is declining shows that our institutions have become more responsive to the people we serve." Over the last five years, the number of students in the System has increased 14 percent and the number of FTEs has grown 9 percent. For instance, in 2007 the System served 32,784 FTE’s compared to 35,839 in 2012. The numbers also indicate a greater percentage of higher education participation through an increase in part‐time attendance – an indicator of easier access. The 10‐year average spring headcount of 41,128 was significantly higher in 2012 at 45,280, a 128‐student year‐over‐year increase from spring 2011 to spring 2012. Total number of students in spring 2012 grew from 45,152 a year ago. And, 2012 spring FTE’s grew 1,958 over the 10‐year average of 33,881. Individual institution five‐year headcount increases have been seen at eight of the 11 state colleges‐universities, including: Bismarck State College (3,435 vs. 3,887), Dakota College at Bottineau (619 vs. 783), Lake Region State College (1,510 vs. 2,021), Mayville State University (779 vs. 929), North Dakota State College of Science (2,266 vs. 2,811), North Dakota State University (11,555 vs. 13,413), University of North Dakota (12,034 vs. 13,950) and Valley City State University (927 vs. 1,306). Three institutions have seen an enrollment impact because of two specific situations – flooding and students entering the oil‐boom work place. Dickinson State University, Minot State University and Williston State College, however, are close to their five‐year earlier figure. Headcount enrollment has been strong from in‐ and out‐of‐state residency status students, providing a depth of diversity and experiences that enhance educational development. In the most recent headcount the System has 21,098 non‐resident students and 24,182 resident students. Sources: http://www.ndus.edu/uploads/reports/73/memo‐m‐12‐12‐spring‐2012‐enrollment‐summary.pdf http://www.ndus.edu/uploads/reports/26/2010‐2011‐annual‐enrollment‐report.pdf http://www.ndus.edu/uploads/reports/31/enrollment‐managment‐service‐plan.pdf http://www.ndus.edu/uploads/reports/31/enrollment‐managment‐service‐plan.pdf http://www.ndus.edu/news/detail.asp?newsID=57 http://www.ndus.edu/news/detail.asp?newsID=145 20 “If someone is going down the wrong road,
he doesn’t need motivation to speed him up. What he needs
is education to turn him around.” – Jim Rohn
The University System believes strongly in individual employee development. The proof, in part, comes from a proposed policy approved by the SBHE, that mandates of presidents the following: “(Presidents must) maintain good relations and effective communication with the Chancellor, the Board and other North Dakota institutions of higher education and cooperate with other NDUS institutions to improve academic offerings, expand access to higher education, promote faculty development, improve support services, reduce unnecessary duplication and enhance efficiency.” The same charge is given to the chancellor: “The Chancellor shall establish a process or forum enabling presidents to provide advice to the Chancellor regarding matters affecting the university system. The chancellor shall ensure that NDUS institutions cooperate to improve academic offerings, expand access to education, promote faculty development, improve support services, reduce unnecessary duplication and enhance efficiency. The System received an appropriation of $150,000 for the purpose of supporting educational leadership programs at the University of North Dakota and North Dakota State University for the biennium beginning July 1, 2011, and ending June 30, 2013. The money is to be used toward encouragement and support of educational leadership development on those campuses with some priority indicated for mid‐career faculty and staff. Sabbatical leaves are also designed and offered as opportunities for development. As an example, three Minot State University professors plan to soon take sabbatical leave. Laurie Geller, chair of the Department of Mathematics and Computer Science and associate professor of mathematics, and Ernst Pijning, professor of history, will receive sabbatical leave for fall semester 2012. John Girard, professor of business administration, will receive sabbatical leave for spring semester 2013. "Improving science, technology, engineering and mathematics (or STEM) education at all levels is critical to the educational and workforce needs of the state and the country," Geller said. "During sabbatical leave, I will design, develop, and enact a strategic plan for the North Dakota Center for Graduate STEM Education, including a draft of its new STEM professional offerings, graduate certificates and a new master's degree program in STEM education based on need and best practice as identified through national research." 21 Grant and fellowship opportunities are routinely posted with application encouragement. Sources: http://www.ndus.edu/makers/procedures/sbhe/default.asp?PID=114&SID=4&printable=1 http://www.ndus.edu/employees/grant‐opportunities/grant‐opportunities/ http://ndus.edu/uploads/resources/2659/ndsu‐und‐education‐leadership‐allocation.pdf http://www.ndus.edu/uploads%5Cresources%5C3011%5Cmedia‐coverage‐summary‐01‐24‐2012.pdf 22 “All wish to possess knowledge, but few, comparatively speaking,
are willing to pay the price.” – Juvenal
The constitution approved by the people of North Dakota upon attaining statehood in 1889 included a provision for the first session of the state legislature to establish a uniform system of public schools, including all public colleges and universities. Until 1919, the Legislature exercised control over state colleges and universities through establishment of various boards, and, eventually, a board of regents was created for all higher education institutions. Legislative control of state colleges and universities continued until Gov. Lynn Frazier persuaded the 1919 legislature to assign responsibility to a board of administration under his control. In 1937, Gov. “Wild Bill” Langer attempted to gain control of the North Dakota Agricultural College (now North Dakota State University) and about $20 million per year in benefit payments to farmers, which resulted in the firing and resignations of several faculty and staff members, including the college president. These actions led to public protest and a 1938 initiated measure that placed control of the state’s higher education institutions under a constitutionally independent State Board of Higher Education and gave the SBHE authority over all public colleges and universities. The autonomy of the SBHE was emphasized by the granting of broad authority to the board with limited allowance for legislative involvement, except for control of the allocation of public funds. In 1984 the public voted to move three two‐year colleges under the governance of the board, bringing to 11 the total number of state colleges and universities. In 1990, the SBHE created the North Dakota University System as a unified system of higher education under the leadership of a system CEO to be known as the chancellor. Staff has been diligent in working with, recommending and justifying funding requests of the legislature over the years which has resulted in a total appropriation in 2011‐13 of $973.6 million. That was an increase from $935.1 million in 2009‐11. The appropriation for 2007‐09 was $792.1 million. While appropriation has grown dramatically over the past five years, a nearly 30 year history shows the general fund state support for higher education in North Dakota has increased 174 percent, compared to a 260‐percent general fund spending increase for all state government services. 23 Additionally, state general funds equal about 29 percent of total NDUS revenues while roughly 45 percent of state higher education revenues are made up of student tuition, fees, room, board, etc. Funding from all other sources, such as grants, gifts, contracts and investments, makes up the remaining 26 percent of revenues. Sources: http://www.ndus.edu/uploads/resources/2932/history‐of‐the‐ndus‐nov.‐2011.pdf http://www.ndus.edu/uploads/reports/35/analysis‐of‐2011‐13‐legislative‐appropriation.pdf http://www.ndus.edu/uploads/resources/2169/ndus_legislativefinal‐brochure.pdf http://www.ndus.edu/uploads/resources/2595/analysis‐of‐2011‐13‐legislative‐appropriation.pdf 24 “Instead of a national curriculum for education, what is really needed
is an individual curriculum for every child.” – Charles Handy
Staff policy work has helped North Dakota become the second most‐productive university system in the nation, according to a 2009 study by the Delta Cost Project. Policy has been continually developed in areas such as governance, academic‐student affairs, personnel, compensation, financial and facilities administration. Major areas covered include: 
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Governance and organization: Committees and boards, chancellor, presidents and state board authorities and responsibilities, codes of conduct and college constitutions. Academic affairs: academic freedom, political activities, delegation of admission authority, curriculum, continuing education, student teaching, offering and awarding of degrees, enrollment and institutional reporting. Student affairs: Tuition and fees, health and wellness, publications, loans and scholarships and exchange programs. Personnel: Recruitment, appointments, non‐discrimination, performance evaluation, employment contracts and employee responsibility and activities. Compensation: Salaries, retirement, insurance and expense reimbursement. Financial affairs: Accounting and auditing, purchasing, tuition and fees, credit and waivers. Facilities: Planning and management, processes, assessments, emergencies, easements and security. System‐wide policies and procedures are consistently reviewed by staff in all areas. Often they are changed or updated (or new ones are established) and then approved by the board. Two recent examples of such are: 
Admission policies for international students. The policy mandates institution policies and procedures that address English language proficiency, academic ability, and financial resources. For applicants whose native language is not English, demonstration of English language proficiency is required by completion of the Test of English as a Foreign Language (TOEFL) or otherwise as determined by the institution. Recent additions include a requirement that all transcripts from institutions not located in the U.S. must be submitted for verification and 25 
translation (if necessary) to an established transcript evaluation service, and clearer language relating to English language proficiency. The North Dakota State Board of Higher Education encourages its employees to pursue a program of continuing education. All benefited employees are eligible for tuition waivers as provided under SBHE Policy 820 and may be allowed release time from their regular duties for the purpose of enrolling in one academic class per school session. Release time shall be granted so long as it does not interfere with the essential work of the institution. Sources: http://www.ndus.edu/makers/procedures/sbhe/ http://www.ndus.edu/makers/procedures/hr/?SID=52&PID=254&re=d 26 “Ask me my three priorities for government and I will tell you ‘education,
education and education’.” – Tony Blair
First authorized by state legislation in 1999, the Roundtable on Higher Education is made up of North Dakota leaders from the public and private sectors, started by 61 state leaders – 21 legislators and 40 private sector, government, and education representatives – who came together. Recognizing that North Dakota's economic vitality is closely linked to its university system, the Roundtable’s dual mission for the System is to enhance the quality of life for all those served and the economic and social vitality of North Dakota through the discovery, sharing and application of knowledge. Six cornerstones were initially identified and have remained constant foci: 
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Economic Development Connection Education Excellence Flexible and Responsive System Accessible System Funding and Rewards Sustaining the Vision The current strategic plan includes the first five cornerstones; the entire plan focuses on sustaining the vision. Since the commitment, the importance of the initiative has been underscored in the SBHE policies and procedures under the “We Believe” document: “… it is possible to create a University System for the 21st century, as envisioned by the 1999 Roundtable on Higher Education and further believe making it a reality will require all entities to do their part as described in the Report of the Roundtable.” “The NDUS is truly interwoven into the fabric that will enhance North Dakota’s economic future and uplift the social wellbeing of its citizens,” said Bill Goetz in 2008, shortly after he became chancellor. “There is but one way to view the challenges and opportunities given to us and that is as a collaborative partnership.” Don Morton of Microsoft, an incoming board member in 2012, recognized at the time that the roundtable is a vehicle for comprehensive strategic planning for the future of the state. He said the process has helped unleash the power and potential of the University System for North Dakota through connecting with business to grow economic development. 27 The work of the System staff on the initiative over the years has resulted in national recognition for work in promoting public/private partnerships, but more importantly greatly benefited students. "The North Dakota University System is deeply committed to meeting ‐ and exceeding ‐ the expectations of the people and state of North Dakota," said Bill Goetz in April 2012 in response to a report that indicated the System performs very well when compared to other states and national standards. Those facts came in the form of accountability review established by the Legislature, State Board of Higher Education and Roundtable on Higher Education. One of the most notable measures was NDUS college‐university students meet or exceed the national average on most nationally recognized exams, and 85 percent of NDUS two‐
year students and 88 percent of NDUS 4‐year students rating their overall experience as good or excellent. The NDUS vision, guided by the Roundtable on Higher Education, is to lead the nation in educational attainment through access, innovation and excellence. Sources: http://www.ndus.edu/makers/higher‐ed‐roundtable/ http://www.ndus.edu/uploads/reports/56/roundtable‐report‐2008‐final‐full.pdf http://ndus.edu/makers/procedures/sbhe/default.asp?PID=188&SID=2&printable=1 http://www.ndus.edu/makers/accountability‐measures‐report/ http://www.ndus.edu/news/detail.asp?newsID=149 28 “I consider a human soul without education like marble in the quarry,
which shows none of its inherent beauties till the skill
of the polisher fetches out the colors, makes the surface shine,
and discovers every ornamental cloud, spot and vein
that runs through the body of it.” – Joseph Addison
Winston Churchill once said: “However beautiful the strategy, you should occasionally look at the results.” The North Dakota University System has placed the highest priority on strategic planning and treats its plan as a living and changing/developing document to be used and not placed on a self to gather dust. The results have proven it is a “beautiful plan.” The 2009‐13 strategic plan defines a forward‐looking agenda, focuses on creating a dynamic future for North Dakota through a highly educated population. The strategic plan sets forth this vision: The North Dakota University System drives economic and social vitality for state residents by educating the population to the highest level in the nation. The vision is supported by four goals, each used to assess progress: 
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Accessibility Affordability Economic development through quality education, research, training and service Flexibility and responsiveness In the accessibility goal, policy focus areas include promoting college awareness, better serving working adults, increasing outreach to underrepresented students, expanding access to online delivery, expanding flexible program delivery, enhancing student support services and improving student retention and completion. Policy focus areas in the goal of affordability include maintaining affordability, supporting productivity improvements and leveraging technology to increase efficiencies. Economic development is fostered, according to the plan, by considering how to maximize economic impact, promote career and technical programs, increase workforce training, promote STEM careers, expand research related to state needs and maintain student and employer satisfaction. Finally, the plan calls for a flexible and responsive System with objectives of reporting the number of students who successfully transfer into a degree program at another NDUS institution, benchmarking the number of student credit hours delivered to students 29 attending another NDUS institution against historical data, integrating the role of each NDUS institution within the overall system mission and strategic plan, and increasing awareness of the System and its institutions through a common, consistent message. A crucial objective related to a flexible and responsive system is increasing the SBHE opportunity for discussion of strategic policy topics to include focus areas of how to proactively serve state needs, seek stakeholder input, incentivize collaboration, focus on vision for the future, ensure seamless transfers, increase technological efficiencies, assess the general education core, use the strategic plan as a guide, foster open communication and clarify institutional missions. Sources: http://www.ndus.edu/uploads/resources/2187/2009‐13‐ndus‐strategic‐plan‐and‐objectives.pdf 30 “I have witnessed how education opens doors, and I know that when
sound instruction takes place, students experience the joys of
new-found knowledge and the ability to excel.” – Daniel Akaka
Students come first in the North Dakota University System and campus leadership, faculty and staff have embraced that understanding. Back‐to‐back demonstrations of that commitment came in 2011 and 2012 when the NDUS hosted higher education summits to discuss retention and how to help students complete their college degrees. The 2012 summit highlighted the changing landscape in higher education with new educational technologies and changing student demographics. Discussion topics included effective academic advising and various advising models, utilizing educational technologies, meeting the needs of the new college student (e.g. returning veterans, adult learners) and understanding mental health and substance abuse prevention in higher education. "Improving student success by improving retention is an important part of the State Board of Higher Education's strategic plan," said Bill Goetz, NDUS chancellor, after the 2011 summit. "Retention of students between the first and second year of college is a challenge ‐ here in North Dakota and nationwide. We know a number of factors, such as preparation for college, strong academic advising and involvement in campus activities increase the likelihood that students will continue on through completion of their degrees." Also in 2011, Vincent Tinto, Ph.D., Syracuse University, talked about student success theory and policy perspective considered to be a benchmark. Another example of students being heard that is linked to success is the role they are playing in the current "Maximizing Results through Efficiencies" plan of key initiatives. They are involved in system‐wide work groups formed to develop action plans for the initiatives. "A critical role of the State Board of Higher Education is to promote and encourage North Dakota University System institutions, individually and collectively, to maximize their capacity to meet the needs of students and the state while improving quality, access and affordability," said Grant Shaft, SBHE president. "A great deal has been accomplished to date thanks to the hard work of faculty, staff and administrators," Shaft said. He added that work groups will be guided by a student‐
centered philosophy with the following objectives: Improving student retention and 31 success, improving student access to programs and services, improving the quality of the student experience, controlling student costs, reducing the complexity across the system and within individual campuses, providing effective and efficient delivery of instructional and administrative services, and reinvesting savings into the system to enhance student success, strengthen programs tied to state needs and retain high‐quality faculty and staff. In early 2012, University of North Dakota President Robert Kelley said: "The University of North Dakota Online and Distance Education program continues to distinguish itself among the best of the best in the business of delivering exceptional education and training to people around the world through adaptive, convenient means ‐‐ and above all ‐
‐ attention to student success." In reference to a nearly $2 million grant from the U.S. Department of Education to improve data management, Bismarck State College President Larry Skogen said: "… It will help us focus on student assessment … and, ultimately, increase student success. In the final analysis, BSC students are the winners with this grant.” Chancellor Bill Goetz, on the NDUS “welcome” page sets the tone for staff efforts on student success when he writes: “Investment in higher education continues to be a priority in North Dakota, just as the University System continues to focus on creating opportunities for student success. I believe this shared commitment can be summed up in the three simple words that guide our day‐to‐day operations: Access. Innovation. Excellence.” And Goetz, speaking in 2011 about the NDUS’s economic contributions to the state and its agenda, also underscored the importance of students: "North Dakotans recognize that our campuses are committed to student achievement and to helping create student success." Sources: http://www.ndus.edu/news/detail.asp?newsID=121 http://www.ndus.edu/news/detail.asp?newsID=136 http://www.ndus.edu/happenings/detail.asp?newsID=224 http://www.ndus.edu/happenings/detail.asp?newsID=145 http://www.ndus.edu/system/chancellor/ http://www.ndus.edu/news/detail.asp?newsID=123 32 “The test and the use of man’s education is that he finds pleasure in the
exercise of his mind.” – Jacques Barzun
The System staff has spent countless hours investing in the future by moving all higher education constituents forward at a manageable but expedient speed in the field of information technology with an IT strategic plan including four goals. 1. To support North Dakota University System infrastructure needs. 2. To improve NDUS information technology‐enabled business processes and services while providing and managing resources to align with strategic goals. 3. To improve and enhance NDUS student learning and customer focus. 4. To improve and enhance NDUS collaborative efforts. The purpose of the first goal is to provide the foundation for Information Technology in support of NDUS business processes. Infrastructure holds information technology systems together and allows systems to communicate. It includes security and access control called “middleware.” In addition, policies, procedures and guidelines must be developed and updated as needed. The purpose of Goal No. 2 is the core that supports business processes of the institutions and the NDUS. Information technology is a necessary resource in achieving goals for student learning, expanding research and public service. Objectives include working with state government to maintain critical core functions and implement upgrades and enhancements to the financial/human resources management and data warehouse systems, student management, library and academic technology systems. The third goal has a purpose of empowering student learning and development through the use of technology and providing a near‐seamless environment for learning through access to information, and encouraging and supporting an operational environment in which characteristics of its customers – students, faculty, staff, residents of North Dakota, and affiliates worldwide – are identified, their needs are understood, relationships and expectations are effectively managed, and quality assurance is fostered for high‐quality services and support. Goal No. 4 has a purpose of working with the state, K‐12, and other constituents to bring and support new and existing technologies to the state of North Dakota. 33 A result of the planning is an investment of more than $15 million in an office building and data center. This will enhance a unified centralized technology center and add increased research capabilities. Plans call for the establishment of an Information Technology Executive Oversight committee consisting of members from the SBHE, the chancellor, cabinet and NDUS CIO who meet twice a year regarding strategic initiatives and finances. The NDUS CIO is responsible for planning and delivery of core technology services. The new data research component will be the primary site for delivery of core technology service and be designated as the primary backup site for institutional server activities. Sources: http://www.ndus.edu/uploads%5Cresources%5C1935%5Cndus‐it‐strategic‐plan‐‐goals‐purpose‐and‐strategic‐objectives7‐10.pdf http://ndus.edu/uploads/resources/3031/3‐it‐facility.pdf 34 “Vocational education programs have made a real difference
in the lives of countless young people nationwide;
they build self-confidence and leadership skills by allowing students
to utilize their unique gifts and talents.” – Conrad Burns
The System and staff‐led training of North Dakota’s workforce has been a major accomplishment in the development of the state. TrainND's mission is to enhance the ability of North Dakota business and industry to compete in the global marketplace by providing short‐term, customized training tailored to meet employers' specific needs. TrainND instruction is delivered when and where it is needed, but the main regional offices are located on four University System community college campuses at Williston State College, Lake Region State College, North Dakota State College of Science and Bismarck State College. Staff members are committed to meeting employers' training needs within their regions and, as necessary, work with their counterparts in other regions to meet those needs. Programs are designed to enhance or upgrade workers' skills; increase employee retention and productivity; and boost competitiveness, quality and customer satisfaction. Examples of diverse and extensive offerings include: basic computer skills, e‐commerce, wind energy technology, oil field technologies, medical transcription, welding, blueprint reading, leadership, team building, manufacturing, truck driving and certified nursing assistant training. The program helps expand opportunities for businesses in North Dakota by training employees to achieve more with enhanced skills through comprehensive and customized adult learning and employee training. The education offered helps North Dakota ensure that its businesses can compete in the global economy by maximizing employee productivity, keeping up with trends and technology, and providing access to professional experts in the region. The current business plan (2012‐13) calls for the program to increase services by 4 percent. Its plans in that regard include an entrepreneurial spirit that fosters a culture that is open to risk and new ways of conducting business, embraces emerging trends, seeks out new opportunities for programs and services, and develops training needs into a source of revenue. Emerging sectors in the plan are listed as chemicals and plastics (oil, gas, bio‐fuels), agriculture (the state’s strongest industry sector), natural resources (second strongest 35 sector with oil, gas and coal and more than 7,000 workers), higher education and research, and tourism (which has outpaced national growth by 37.6 percent since 2001). TrainND delivered more than $4,490,000 worth of training to businesses in the state in Fiscal Year 2010. Targets for 2012 and 2013 are $4,702,000 and $4,868,142. The program earns approximately $3.01 for every dollar provided through legislative aid. Sources: http://www.ndus.edu/industry/train‐nd/ http://trainnd.com/ http://ndus.edu/uploads/resources/2673/workforce‐training.pdf 36 “The goal of education is the advancement of knowledge and the
dissemination of truth.” – John F. Kennedy
Strategic Plan Highlights:  North Dakota leads the nation in the percentage of degrees awarded by public institutions in Science, Technology, Engineering and Mathematics (STEM) with 19 percent of total degrees representing STEM fields compared to the national average of 13.2 percent.  North Dakota ranks third in the nation in per capita state support for higher education.  The total dollar amount of grants and contracts awarded to North Dakota’s two research universities in 2010‐11 was $226.88 million, an increase of 39 percent over 2008‐09.  The number of degrees awarded in high potential programs (agriculture, energy, health care, life sciences, and advanced technology) has increased by 4.5 percent from 2008‐09 to 2010‐11.  The number of certificates and degrees awarded in career and technical fields at the five community colleges has increased by 3.9 percent from 2008‐09 to 2010‐
11.  Nearly 76 percent of the North Dakota high school graduates from 2011 enrolled in an NDUS institution in fall 2011.  The total number of undergraduate certificates and degrees awarded has increased by 4.2 percent from 2008‐09 to 2010‐11.  The total number of graduate certificates and degrees awarded has increased by 9 percent from 2008‐09 to 2010‐11.  Enrollment in entrepreneurship courses has increased by more than 70 percent from 2008‐09 to 2010‐11. Community College Awareness Program: North Dakota's five community colleges are involved in a cooperative initiative to increase understanding of the value of community college education. The campaign focuses on the vital role community colleges play in preparing students for success, either in the workforce or when moving on for four‐year degrees. "Our five community colleges help build the specialized workforce needed for many high‐demand careers and prepare students to obtain more advanced degrees," Chancellor Bill Goetz said. "From manufacturing to energy, from business to nursing ‐ North Dakota's community colleges are preparing students to contribute to the future of our state and nation." State community colleges partnering in the program are Bismarck State College, Dakota College at Bottineau, Lake Region State College in Devils Lake, North Dakota State College of 37 Science in Wahpeton and Williston State College. Liberal Education and America’s Promise: The North Dakota University System membership in LEAP is an initiative created to align college general education requirements with the needs of today's global economy. A model advanced by the Association of American Colleges and Universities, LEAP emphasizes the importance of making these foundational higher education courses more relevant to current workplace expectations. "In 2009, University System faculty members began looking at ways to better align general education requirements with the skills and abilities now required for career and personal success," said Chancellor Bill Goetz. “This grassroots effort positioned the University System for acceptance into LEAP, and participation in this ‘best‐practice' initiative (is helping) students be better prepared for the workforce." Tribal Colleges: The NDUS has established strong associations with tribal colleges that include a general education requirement transfer agreement‐policy. The System’s seamless transfer agreement led to a first‐place ranking in college completion rates for students who begin at two‐year colleges and transfer to four‐year universities, according to a 2011 report by the National Center for Public Policy and Higher Education. Other associations include opportunity for state grant and financial aid funding. The NDUS campuses and those from private and tribal institutions, work together for mutual benefit. Some of the efforts include:  Identifying the interests shared among faculty regarding education.  Identifying and supporting education interests in teaching, research and service shared by faculty appointed to institutions with like roles and missions.  Promoting a continuing dialogue to compare those interests from similar institutions with education interests shared by faculty appointed to institutions with differing roles and missions.  Working together to promote the interests of education across the state.  Coordinating diverse education programs among these institutions and developing cooperation among these institutions, while respecting the differing missions of these institutions.  Providing a forum for campuses from across the state to improve their efforts in designing, assessing, implementing and evaluating education programs and teaching and learning within those programs.  And assisting the State Board of Higher Education and other governing bodies in their responsibility to improve higher education by ministering to the needs and proper development of education at each institution, in harmony with the best interests of the students and the people of North Dakota. 38 Education Collaboration: NDUS staff also focused efforts on P‐20 education, including development of a plan to study and recommend a system of common challenging standards and assessments leading to alignment of high school graduation requirements and university admission standards and to improved ND performance on the National Assessment of Educational Progress (NAEP). Six goals were established, including:  Goal 1: North Dakota should put in place and enforce uniform, consistent proficiency expectations and standards and ensure that each student has a support system in place to enable the student to achieve proficiency.  Goal 2: All North Dakota students should have equitable access to and the expectation of completing a rigorous core curriculum/standards taught by effective and highly qualified educators.  Goal 3: Top performing North Dakota students should be encouraged to become educators. North Dakota educators are professionals, their quality should be assured and they should be paid accordingly, including receiving additional resources for professional development and for demonstrated improved performance.  Goal 4: North Dakota should provide academic and career assessment and counseling that is comprehensive, developmental and systematic from pre‐school through post‐secondary education and to employment and life to help students: o Enhance their academic achievement by linking classroom studies to future choices o Achieve skills they will need to transition successfully to post‐secondary education and work and o Develop the skills needed to make informed decisions throughout life.  Goal 5: To educate the public about the importance of identifying and correcting weaknesses in the North Dakota education system.  Goal 6: To seek new and reallocate current resources to accomplish these goals. Adult Learners: The Western Interstate Commission for Higher Education (WICHE) agreed to engage the North Dakota University System to participate in WICHE’s Non‐Traditional No More: Policy Solutions for Adult Learners. NDUS has held statewide meetings to formulate issues and concerns relating to the non‐traditional student. More than 4,000 individuals in the state completed at least 70 percent of required coursework between 2004 and 2010 but do not have a completed postsecondary degree. The NTNM program works collaboratively with the 11 NDUS institutions to help with the challenges faced by returning students. 39 Veterans: North Dakota is home to Army and Air National Guard units and two U.S. Air Force bases, which means System faculty and staff have experience working with active‐duty military personnel, Guard members, veterans and their dependents. Many System campuses award students credit toward degrees based on their military training, coursework and occupational specialties. Most System campuses are “Service members Opportunity Colleges.” SOC campuses work with 1,900 other campuses, 15 higher education associations, the U.S. Department of Defense and active and reserve military organizations to provide education opportunities for service members worldwide. The Post‐9/11 GI Bill provides financial support for education and housing to individuals who have at least 90 days of aggregate service on or after Sept. 11, 2001, or individuals discharged with a service‐connected disability after serving 30 continuous days. Approved training under the Post‐9/11 GI Bill includes undergraduate and graduate degrees and vocational/technical training offered by approved institutions of higher learning. Based on the length of active duty service, eligible participants are entitled to receive a percentage of the following:  Cost of tuition and fees  Monthly housing allowance  Yearly books and supplies stipend of up to $1,000 per year  One‐time payment of $500 paid to certain individuals relocating from highly rural areas. Sources: http://www.ndus.edu 40 “The basic purpose of a liberal arts education is to liberate
the human being to exercise his or her potential
to the fullest.” – Barbara M. White
This report reflects the North Dakota University System’s successes and accomplishments the duration of the last five year period, 2007‐2012. All that is reported is the result of hard work and dedication by the State Board of Higher Education, the CEO’s of our colleges and universities, faculty, campus staff, staff of the North Dakota University System Office and students. ‐ Chancellor Bill Goetz 41