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Institutional Indicators Of Quality: Annual Report 2002

INSTITUTIONAL INDICATORS OF QUALITY: ANNUAL REPORT 2002 – SUMMARY AND COMMENT PAGE 1

SUMMARY AND COMMENT

Richard Edwards, Senior Vice Chancellor for Academic Affairs Rebecca Carr, Research Analyst, Office of Academic Affairs

This report charts the performance and progress of the University of Nebraska-Lincoln on a number of “quality indicators”. It is a first report card measuring UNL’s progress towards the goals and high aspirations of the campus’s A 2020 Vision, published in March 2000. The picture that emerges is one of a university with some strengths and some weaknesses, but most striking is the unmistakable evidence of substantial improvement that has occurred in the last few years. For example, for a number of years UNL’s six-year graduation rate hovered around an unacceptably low level of roughly 47%, considerably behind our peers; in 1998 in fact, it was 46.4%. By 2001, however, this figure had climbed to 53.2%, eliminating two-fifths of the gap between UNL and our peers. We certainly have further to go, but the direction is right. In research, to take another example, the recent momentum is equally impressive. UNL’s federal research expenditures showed an upturn in FY2001, but because expenditures is a lagging indicator, it does not yet reflect the campus’s progress during the last couple of years. For that, a different measure – federal research dollars awarded (not shown in report) -- is better. For the fiscal year ending June 2000, UNL was awarded $31.7 million in federal research funding; in FY2001, UNL attracted $44.6 million, a whopping 41% increase. In FY2002, the total again increased, by 18% to $52.7 million. These substantial increases in awards will be reflected in expenditures as work progresses on these projects. The quality indicators thus show both the current (and recent) levels of performance and the direction of UNL’s development. Because this is a candid and unvarnished report, pessimists and critics can find evidence to support their gloom; we in the campus community instead take great encouragement and hope from the clear evidence of progress and growing achievement. We do not in any way minimize the remaining challenges that the report documents; after all, A 2020 Vision is a 20-year plan for improvement. Nonetheless, the momentum of the past few years shows what UNL’s faculty can achieve when given the tools and committed to the level of excellence set forth in A 2020 Vision.

CONTEXT “What makes a university great? The greatness of the best research universities is grounded in an uncompromising pursuit of excellence” (A 2020 Vision, p. 1). But how can the university community, or Nebraskans in general, know whether the University of Nebraska-Lincoln is getting better, achieving its aspirations and making measurable progress towards excellence? At the request of the University of Nebraska Board of Regents, UNL developed a set of quality indicators to monitor our performance. In December 2001, UNL proposed a list of 13 primary and 30


additional indicators to the Board. Subsequent campus discussions refined or modified some indicators. In the process of collecting data, the development of operational definitions made it necessary to further slightly modify some indicators. It should be remembered, however, that the measures in this report are only indicators of quality and of progress towards institutional goals. They are not an exhaustive list of accomplishments by UNL’s faculty and students; nor can any set of quantitative measures fully capture the complexity, diversity, and richness of this or any university.

ORGANIZATION OF THE REPORT The first section presents the primary indicators for each of five areas:

(1) Undergraduate Student Learning and Achievement (2) Graduate, Professional, and Post-doctoral Education (3) Research, Scholarship and Creative Activity (4) Outreach and Engagement (5) Other Contributors to a Profile of Excellence.

The second section covers the additional indicators in these same areas. For most indicators, the information is presented to answer three questions:

How are we doing? We collected several years of data (for most indicators) to obtain an historical trend, which information is then presented in a line graph.

How do we compare to the average of our peers? We next show the trend line described above in a graph

that also contains the trend line of the average of our peer institutions. For some indicators, peer data are not available.

How do we compare to our peers? Finally, we show UNL’s trend line compared to each individual peer

institution. (Again, some peer data are not available.) The peer institutions established by the Board of Regents for UNL are:

•University of Colorado-Boulder •Colorado State University •University of Illinois at Urbana-Champaign •University of Iowa •Iowa State University •University of Kansas-Lawrence •University of Minnesota-Twin Cities •University of Missouri-Columbia •Ohio State University •Purdue University

The following guidelines were used for choosing the quality indicators. The set of indicators, taken together, must present a picture of UNL that accords with our vision of what we want the university to be; the indicators are not the vision, but they must be consistent with it. The indicators should be measures of outputs, not inputs. The indicators should rely, to the maximum extent possible, on data already collected. The required data collection should not impose a large new administrative or record-keeping burden. Indicators must permit measurement consistently across UNL and peer universities or for UNL over time or both.


FINDINGS

The data gathered for this report provide substantial evidence of institutional momentum as well as a gap between UNL and the average of our peer institutions on many indicators for which comparable data are available.

1. Undergraduate Student Learning and Achievement The six-year graduation rate at UNL has climbed substantially from its previous steady state of roughly 47%. In 1998, our graduation rate was 46.4% and the average graduation rate for our peers was 62.2%; a gap of 15.8%. By 2001, our six-year rate increased to 53.2% and our peers held fairly steady at 62.5%, thus reducing the gap to only 9.3%. So, between 1998 and 2001 UNL closed over 41% of the gap with the average of our peer institutions. Similar gains have been achieved in the freshman-to-sophomore retention rate (see Additional Indicators). UNL’s prior “steady state” was at about 74%, a full 8% lower than the average of our peers. Starting about 1998-99, UNL established a new steady state at about 79.5% or so, now roughly 4.5% lower than the peers’ new average of around 84%. Thus UNL has made up slightly less than half of the gap between ourselves and the peer average. The rising graduation rate and retention rate seems consistent with other information that suggests rising undergraduate quality and achievement. For example, the 1998-99 jump in the retention rate coincides with the entry into UNL of the first cohort of students admitted under the higher admission standards imposed in Fall 1997. The higher quality of students is also reflected in the increasing number of nationally-competitive awards won by UNL undergraduate students. Approximately one-third of August 2002 graduates indicated that they had participated in a “meaningful” research or creative activity in conjunction with a faculty member. This is the first time such data were collected for UNL, and peer data are not available. However, the high number suggests the importance of such programs as the new Undergraduate Creative Activity and Research Experiences (UCARE) Program. These and other achievements in the area of undergraduate education were recognized by the Association of American Colleges & Universities (AAC&U) when – after a rigorous national competition – UNL was selected as one of sixteen Greater Expectations Leadership Institutions. These institutions were identified because, in AAC&U’s words, they “have made significant, comprehensive progress in becoming effective learning environments; campuses that prepare the diverse range of college students for the complexities of this new and technologically turbulent century”. The Comprehensive Education Program, University Learning Communities, University Honors Program, J.D. Edwards Program in Management and Computer Science, UCARE Program, and Peer Review of Teaching Project were all mentioned as examples of UNL’s commitment to the undergraduate experience.

2. Graduate, Professional, and Post-doctoral Education The number of nationally-competitive awards won by UNL graduate and professional students has remained fairly constant (given the information available for this report). When looking at just Fulbright Scholarships and National Science Foundation Fellowships, UNL students are as successful as students at our peer institutions except the Universities of Colorado, Illinois, and Minnesota. Students at these institutions obtain substantially more awards per capita than the other peer institutions. So, although we do not have evidence of an upward trend, we do know that UNL compares favorably to our peer institutions in terms of per capita national awards obtained by graduate and professional students.


The number of doctorates granted (see Additional Indicators) is on a slight downward trend and the number of master’s degrees varies from year to year. The number of graduate students completing degrees and indeed graduate enrollments generally are influenced in part by local and national economic conditions. The number of post-doctoral appointees increased by 25.5% between 1997-98 and 1999-00. Though this is not yet enough evidence to report an upward trend, we anticipate this number will continue to climb, largely as a consequence of the recent increases in funded research.

3. Research, Scholarship, and Creative Activities UNL’s research, scholarship and creative activities are aimed at increasing humankind’s knowledge; expanding people’s opportunities; studying and resolving serious social, health, economic, agricultural and other issues; developing new technologies that contribute to our economic well-being; and enriching our cultural and intellectual life. The outcomes of these activities may not be immediately quantifiable. Nationally, the quality indicator probably most watched for comparison among research universities is federal research expenditures. However, because expenditures lag at least a year or two behind awards, the best way to measure recent progress is to look at research awards. Federal research expenditures show a modest rise through 2000-01 (latest official data available). However, total sponsored dollars awarded (see Additional Indicators) shows a sharp increase from $92.1 million in 1999-00 to $116.6 million in 2000-01. Moreover, other evidence (not shown) suggests a considerable speeding up of research activity. For example, federal research grants awarded increased from $31.7 million in FY2000 to $52.7 million in FY2002, and increase of more than 66% over the two-year period. This is a definite upward trajectory that we are fully confident will continue in 2003, as the fiscal year begins with news that two major federally funded research centers, with awards totaling more than $11 million, have been recommended for funding. We are anticipating official award announcements in the next few weeks. These successful center proposals are a direct result of our initiatives to increase external research funding to UNL. Further announcements of awards for large projects are expected as well.

4. Outreach Despite the difficulties in adequately documenting the outreach and engagement activities on campus with quantitative indicators, the indicators for which we have data available show considerable gains. Participation in non-residential educational programs – both credit and non-credit – has increased substantially in just a few years. The number of participants in credit distance courses more than doubled from 712 in 1998-99 to 1477 in 2000-01. This increase is due in large part to a greater number of distance courses being offered; in 1998-99, UNL offered 68 distance courses for credit, by 2000-01 this number had grown to 114. Each of the three specific measures included as part of the index of commercial impact of faculty research have shown increases in recent years. UNL exceeds our peer institutions on the number of start-up companies that were dependent upon the institution’s technology for initiation. Though a gap remains between UNL and our peer institutions on the other two measures, the number of licenses or options executed has grown steadily for the past four years from 4 in 1997-98 to 11 in 2000-01 and the license income received has nearly doubled since FY1997.


5. Other Indicators of Excellence As the land grant university and the state’s largest institution, the University of Nebraska-Lincoln has a special responsibility to advance other state objectives and to assist in enhancing the quality of life in Nebraska. There is good news associated with the diversity measures selected as primary indicators in this area. UNL has made substantial progress in attracting and retaining a more diverse faculty to tenured and tenure-track positions. The percentage of faculty who are not white males has grown from 29% in Fall 1996 to 34% in Fall 2001, which reflects increases in both female faculty (23.1% to 25.4%) and faculty of color (8.6% to 11.0%). In addition, the percentage of undergraduate students of color has shown a slow but steady increase since Fall 1996. Considering other contributors to a profile of excellence (see Additional Indicators), the news is mostly good. Despite dramatically increasing competition for top students, UNL has maintained its share of approximately 36% of students in the top 10% of Nebraska high school classes. The percentage of UNL alumni who give to the university and the percent of alumni who are members of the Alumni Association – both of which are often used as proxies for alumni satisfaction – have steadily increased in recent years and compare very favorably to our peer institutions.

THE REPORT This year’s report is intended as the first of what will be annual reports. For those quality indicators for which we currently have no data, we intend to develop the needed data to include in future reports; in some cases, proposed indicators may prove infeasible or otherwise not best, and so may change. We invite comment, criticism, questions, suggestions, and even praise.

Institutional Indicators of Quality: Annual Report 2003

University of Nebraska-LincolnSeptember 16, 2002Revised April 21, 2003

2

Ta b l e o f C o n t e n t s Table of Contents ............................................................................................................................................. 2

Primary Indicators........................................................................................................................................... 4 Undergraduate Student Learning and Achievement ...................................................................................... 5

Six-Year Graduation Rate.......................................................................................................................... 6 Nationally-Competitive Awards Won by Undergraduate Students ........................................................... 8 Percent of Graduating Students who had a Meaningful Research or Creative Activity Experience ....... 10

Graduate, Professional, and Post-doctoral Education................................................................................ 11 Nationally-Competitive Awards Won by Graduate and Professional Students....................................... 12 Index of Graduates’ Success on Professional Licensure Examinations................................................... 14 National Publications and Presentations by Current Graduate and Professional Students ...................... 14

Research, Scholarship, and Creative Activity.............................................................................................. 15 Federal Research Dollars Expended ........................................................................................................ 16 Index of Nationally Significant Scholarly or Creative Works ................................................................. 18 Nationally-Competitive Awards, Honors, and Memberships Won by Faculty Members ....................... 20

Outreach and Engagement........................................................................................................................... 22 Number of Participants in Non-residential Educational Programs .......................................................... 23 Quality of Direct Interactions and/or Collaborations Between Faculty and Private Sector or Governmental Agencies........................................................................................................................... 24

Other Contributors to a Profile of Excellence ............................................................................................. 25 Students of Color as Percent of Total ...................................................................................................... 26 Index of Faculty Diversity ....................................................................................................................... 28

3

Additional Indicators..................................................................................................................................... 31 Undergraduate Student Learning and Achievement .................................................................................... 32

Freshman-to-Sophomore Retention Rate................................................................................................. 32 Percent of Graduating Students Who Participated in an International Experience.................................. 34 Percent of Graduating Students Who Participated in an Internship, Co-op or Service-Learning Experience................................................................................................................................................ 35 Average GRE Scores of UNL Undergraduates........................................................................................ 36

Graduate, Professional, and Post-doctoral Education................................................................................ 38 Number of Doctorates Granted ................................................................................................................ 38 Number of Post-Doctoral Appointees in Science, Engineering, and Health Fields................................ 40 Number of Masters Degrees Granted....................................................................................................... 42

Research, Scholarship, and Creative Activity.............................................................................................. 44 Total Sponsored Dollars Awarded........................................................................................................... 44

Outreach and Engagement........................................................................................................................... 46 Index of Commercial Impact of Faculty Research .................................................................................. 46 Total Sponsored Outreach Dollars Awarded ........................................................................................... 48 Index of Library Services and Resources Shared with Nebraskans......................................................... 50

Other Contributors to a Profile of Excellence ............................................................................................. 52 NRC Ratings of Faculty Quality.............................................................................................................. 52 Percent of Top 10% Students in State Who Matriculate at UNL ............................................................ 54 Average ACT Composite of Incoming First-Year Students .................................................................... 55 Annual Giving to UNL ............................................................................................................................ 56 Alumni Association Membership ............................................................................................................ 58

Additional Indicators with Data Not Yet Available ..................................................................................... 59

Data Sources and Methodology – Primary Indicators ................................................................................. 60

Data Sources and Methodology – Additional Indicators ............................................................................. 71

4

P r i m a r y I n d i c a t o r s

UNDERGRADUATE STUDENT LEARNING AND ACHIEVEMENT

5


Background UNL is committed to assisting all our students to become well-informed,

active, and rigorous thinkers capable of effective problem-solving and critical

thinking. We believe that all students should develop intellectual curiosity and habits

of the mind that will sustain them as lifelong learners. And we want to help our

students develop a set of values, an ethical core, that will guide them in their

personal lives and help them be effective community leaders.

We are committed to the academic success of all of our students. With the

imposition of admissions standards in 1997 (by which the university certifies that

admitted students are prepared to do college-level work), this commitment has

moved from mere rhetoric to practical significance. We are committed to offering

rigorous programs that challenge the most academically talented students. And we

are committed to building a campus culture that encourages all undergraduates to

see their intellectual development as the core of their undergraduate experiences.

Finally, we believe that the most compelling reason why a student should

choose to attend UNL over other institutions is the opportunity to work with a

faculty active in research and creative activities, and a critical part of a UNL

undergraduate experience should be a meaningful research or creative activity

experience.

Additional indicators in this category can be found starting on page 32.

Key Findings

Six-year graduation rate shows noticeable improvement since 1996. Though a gap still exists between UNL and peer universities, over 40% of that gap has been eliminated.

The range of six-year graduation rates among our peer institutions is quite wide, ranging from 50% to 78%. Of our peer institutions, the University of Illinois has by far the highest graduation rate, while the University of Missouri has shown the most improvement between 1996 and 2001.

The three-year number of nationally competitive general awards for undergraduate students has increased fairly substantially. The gap between UNL and our peers is largely explained by size of the student body. When adjusted for undergraduate enrollment, UNL is in the middle of the pack. The University of Kansas shows tremendous increases in the number of awards received by its students.

Undergraduate Student

Learning and Achievement


6

SIX-YEAR GRADUATION RATE* How are we doing?

47.1% 46.5% 46.4%47.1%

50.5%

53.2%

40.0%

45.0%

50.0%

55.0%

60.0%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

How do we compare to the average of our peers?

47.1% 46.5% 46.4% 47.1%

50.5%

53.2%

61.9% 61.6% 62.2%60.7% 61.4%

62.5%

40.0%

50.0%

60.0%

70.0%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

UNL Peer Average

* Percentage of first-time, full-time freshmen who graduate within six years, see page 61.


7

How do we compare to our peers?

40.0%

50.0%

60.0%

70.0%

80.0%

UNL 47.1% 46.5% 46.4% 47.1% 50.5% 53.2%

Colorado 66.1% 64.6% 61.1% 63.7% 64.4% 65.4%

Colorado St 58.0% 61.0% 61.0% 62.0%

Illinois 78.4% 77.7% 77.4% 76.8% 76.4% 77.7%

Iow a 61.8% 62.2% 63.2% 62.1% 63.1% 64.8%

Iow a St 60.0% 60.1% 61.1% 60.4% 62.4% 63.7%

Kansas 56.2% 53.8% 54.4% 53.1% 55.1% 56.4%

Missouri 55.8% 57.6% 59.8% 60.2% 59.8% 64.6%

Minnesota 48.1% 49.5% 50.3%

Ohio St 55.1% 56.6% 56.4% 55.9% 55.1% 56.1%

Purdue 64.0% 65.0% 65.8% 66.0% 64.0%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02


8

NATIONALLY-COMPETITIVE AWARDS WON BY UNDERGRADUATE STUDENTS* (GENERAL AWARDS OF HIGH RECOGNITION)

How are we doing?

Running three-year total

11 11

16

18

0

5

10

15

20

1998-99 1999-00 2000-01 2001-02


Running three-year total

10 10

1416

22.724.6

27.429.0

0

10

20

30

40

1998-99 1999-00 2000-01 2001-02

UNL Peer Average

* Count of nationally competitive general undergraduate awards of distinction received by UNL students. The awards included in this count, as well as the names and majors of UNL award-winners, are shown starting on page 61.


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How do we compare to our peers? Running three-year total; adjusted for undergraduate enrollment

0.00

0.50

1.00

1.50

2.00

2.50

3.00

UNL 0.63 0.64 0.88 0.99

Colorado 1.02 0.93 1.10 1.43

Colorado St 0.46 0.46 0.51 0.45

Illinois 2.35 2.57 2.60 2.89

Iow a 0.73 0.51 0.64 0.74

Iow a St 0.66 0.83 1.18 1.12

Kansas 0.90 1.58 1.98 2.44

Missouri 0.80 0.65 0.61 0.53

Minnesota 1.65 1.81 1.88 1.77

Ohio St 0.48 0.78 0.97 0.94

Purdue 1.05 1.03 0.92 0.85

1998-99 1999-00 2000-01 2001-02


10

PERCENT OF GRADUATING STUDENTS WHO HAD A MEANINGFUL RESEARCH

OR CREATIVE ACTIVITY EXPERIENCE*

Yes

65.4%

34.6%

No

* Percent of graduating students who indicated they had a significant research or creative activity experience while at UNL, see page 63.

GRADUATE, PROFESSIONAL, AND POST-DOCTORAL EDUCATION

11


Background UNL seeks to provide a selected set of doctoral and professional degree

programs and other research and creative activity opportunities characterized

by extremely high quality and whose graduates are highly sought after for

positions in colleges and universities, industrial research and development, in

government, and in the professions.


Key Findings

The number of nationally competitive general awards given to graduate and professional students is approximately 20 for each three-year period. Given that these awards were reported retroactively, this might not reflect all awards received.

UNL graduate/professional students receive roughly as many Fulbright and NSF Graduate Fellowships as most peer institutions when adjusted for size of the graduate population. Students at the Universities of Colorado, Illinois, and Minnesota obtain substantially more awards per capita than the other institutions.

Graduate, Professional,

and Post-doctoral

Education


12

NATIONALLY-COMPETITIVE AWARDS WON BY GRADUATE AND PROFESSIONAL STUDENTS*

(GENERAL AWARDS OF HIGH RECOGNITION) How are we doing?

Rolling three-year total

13

1011 11

0

5

10

15

1998-99 1999-00 2000-01 2001-02

How do we compare to the average of our peers (Fulbright and NSF Fellowship only)?

Rolling three-year total

10

7

98

21.222.3

20.521.5

0

5

10

15

20

25

1998-99 1999-00 2000-01 2001-02

UNL Peer Average

* Count of nationally competitive general graduate and professional awards of distinction received by UNL students. The awards included in this count, as well as the names of UNL award-winners, are shown starting on page 63.


13

How do we compare to our peers (Fulbright and NSF Fellowship only)?

Rolling three-year total: adjusted for graduate/professional enrollment

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

UNL 2.26 1.61 2.09 1.86

Colorado 4.61 6.13 5.57 6.62

Colorado St 0.93 1.41 1.32 0.99

Illinois 6.52 5.74 4.48 5.47

Iow a 0.85 1.18 1.44 1.88

Iow a St 0.66 0.22 0.21 0.84

Kansas 2.17 1.87 2.09 1.45

Missouri 0.98 1.17 0.95 0.95

Minnesota 3.36 4.38 3.95 3.51

Ohio St 1.88 1.51 1.48 1.56

Purdue 2.83 2.30 2.29 2.00

1998-99 1999-00 2000-01 2001-02

RESEARCH, SCHOLARSHIP, AND CREATIVE ACTIVITY

14

INDEX OF GRADUATES’ SUCCESS ON PROFESSIONAL LICENSURE

EXAMINATIONS

Data are not yet available (July 15, 2002). NATIONAL PUBLICATIONS AND PRESENTATIONS BY CURRENT GRADUATE AND

PROFESSIONAL STUDENTS

Data are not yet available (July 15, 2002).


15


Background UNL’s research, scholarship, and creative activity is aimed at increasing

humankind’s knowledge; expanding people’s opportunities; studying and

resolving serious social, health, economic, agricultural and other issues; and

enriching our cultural and intellectual life. The outcomes of these activities

may not be immediately quantifiable.

UNL seeks to place itself as clearly among the leading public research

universities in the nation. To establish a frame of reference, we may

operationalize the term “leading public research universities” as the top 30

institutions or, nearly equivalently, the 36 AAU public universities.


Key Findings

Funding has increased each year since FY99 after the funding for the Polar Ice Coring Office was eliminated. Since expenditures cannot occur until grants/contracts have been awarded, this indicator “lags” behind grants awarded (see page 44), which have increased substantially since FY97.

The gap between UNL and our peer institutions on federal research expenditures is fairly substantial, even when adjusted for institution size.

The number of nationally competitive faculty awards received by faculty members at UNL falls at the midpoint of peer institutions when adjusted for institution size. This number has remained fairly constant over the years for which data were collected.

Unfortunately, the comparison is not favorable when looking at the number of National Academy Members. Of the peer institutions, UNL has the lowest number of faculty members with Academy membership.

Research, Scholarship, and Creative

Activity


16

FEDERAL RESEARCH DOLLARS EXPENDED* How are we doing?

In millions

$41.3 $41.9$37.0 $37.8

$43.9

$-

$20.0

$40.0

$60.0

1996-97 1997-98 1998-99 1999-00 2000-01


In millions

$41.3 $41.9$37.0 $37.8

$43.9

$99.1$105.1

$112.1$122.5

$-

$20.0

$40.0

$60.0

$80.0

$100.0

$120.0

$140.0

1996-97 1997-98 1998-99 1999-00 2000-01

UNL Peer Average

* Total R&D expenditures from federal funding sources, see page 66.


17

How do we compare to our peers? In thousands; adjusted for size of tenured/tenure-track faculty

$-

$20.0

$40.0

$60.0

$80.0

$100.0

$120.0

$140.0

$160.0

$180.0

UNL $39.0 $40.1 $35.8 $37.0 $43.4

Colorado $99.7 $127.5 $136.2 $171.3

Colorado St $83.0 $82.5 $95.6 $107.0

Illinois $81.9 $90.8 $99.8 $105.4

Iow a $75.2 $82.2 $87.0 $99.5

Iow a St $43.6 $42.6 $44.9 $49.4

Kansas $26.7 $29.3 $33.9 $40.7

Missouri $36.3 $38.2 $45.4 $55.4

Minnesota $93.9 $100.2 $99.2 $107.3

Ohio St $49.4 $48.9 $52.7 $50.9

Purdue $56.6 $57.8 $59.9 $57.8

1996-97 1997-98 1998-99 1999-00 2000-01


18

INDEX OF NATIONALLY SIGNIFICANT SCHOLARLY OR CREATIVE WORKS



19

(This page left intentionally blank)


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NATIONALLY-COMPETITIVE AWARDS, HONORS, AND MEMBERSHIPS WON BY FACULTY MEMBERS*

(GENERAL AWARDS OF HIGH RECOGNITION) How are we doing?

Awards and honors; rolling three-year total

23

19

0

10

20

30

40

2000-01 2001-02


Awards and honors; rolling three-year total

23

19

33.831.6

0

10

20

30

40

2000-01 2001-02

UNL Peer Average

* Count of nationally competitive general awards of distinction received by UNL faculty members. The awards included in this count, as well as the names and departments of UNL award-winners, are shown starting on page 66.


21

How do we compare to our peers? Awards and honors; rolling three-year total, adjusted for size of tenured/tenure-track faculty

-

10

20

30

40

UNL 22.76 19.02

Colorado 38.38 34.26

Colorado St 20.74 19.37

Illinois 38.96 28.78

Iow a 19.09 16.28

Iow a St 10.81 11.74

Kansas 21.10 33.59

Missouri 13.62 15.40

Minnesota 17.73 16.47

Ohio St 20.78 19.99

Purdue 24.01 20.95

2000-01 2001-02

National Academy (NAS, NAE) Members

2

25

6

52

4

8

5

3

33

14

14

0 10 20 30 40 50 60

UNL

Colorado

Colorado St

Illinois

Iow a

Iow a St

Kansas

Missouri

Minnesota

Ohio St

Purdue

ENGAGEMENT AND OUTREACH

22

OUTREACH AND ENGAGEMENT

Background UNL—as a land-grant institution and a long-established critical force in

the state’s development—is committed to mobilizing its resources to address

the social and economic needs of Nebraska. Outreach, rooted in

scholarship, is the University’s conscious and systematic effort to bring its

expertise to the state and its people. It is accomplished in a variety of ways

including, but not limited to, off-campus credit instruction, non-credit

instruction, applied research, youth programming, technology transfer,

demonstration projects, performances, exhibitions, evaluation studies, policy

analysis and technical assistance. To assess the quality of our outreach and

engagement, various forms of documentation are required.


Key Findings

The number of participants in non-residential credit courses has doubled in just two years. Participation in all non-residential programs is on the increase as well.

Outreach and Engagement


23

NUMBER OF PARTICIPANTS IN NON-RESIDENTIAL EDUCATIONAL PROGRAMS* How are we doing?

2747

3300

1034

1477

712

0

500

1000

1500

2000

2500

3000

3500

1998-99 1999-00 2000-01

All programs Credit courses only

* Number of students who participated in distance education credit courses and non-credit distance courses, see page 68. Peer data is not available for this indicator.


24

QUALITY OF DIRECT INTERACTIONS AND/OR COLLABORATIONS BETWEEN

FACULTY AND PRIVATE SECTOR OR GOVERNMENTAL AGENCIES


OTHER CONTRIBUTORS TO A PROFILE OF EXCELLENCE

25


Background As the land grant university and the state’s largest institution, UNL also

has a special obligation to advance other state objectives and assist in

enhancing the quality of life in Nebraska. For example, recognizing that too

many of Nebraska’s most outstanding high school graduates leave the state to

attend universities elsewhere, UNL is dedicated to an intensive effort to

recruit and retain academically talented and gifted students and to build

challenging programs to educate them. So too, UNL is committed to ensuring

that all components of Nebraska society, including populations that

historically have been underserved, enjoy full access to the university.


Key Findings

The percentage of students of color on the UNL campus shows a slow, steady increase since Fall 1996.

When compared to our peer institutions, UNL has a considerably smaller student of color population. This is true even when adjusted for state population of color.

The percentage of tenured/tenure-track faculty members who are female or people of color has increased substantially since Fall 1996 from 22% to 34%. Despite these gains, the gap between UNL and the peer institutions remains due to similar gains at other institutions.

Other Contributors to

a Profile of Excellence


26

STUDENTS OF COLOR AS PERCENT OF TOTAL* How are we doing?

5.53%

6.02% 5.96%6.22%

6.56% 6.62%

4.0%

5.0%

6.0%

7.0%

8.0%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02


5.53%6.02% 5.96% 6.22% 6.56% 6.62%

12.72% 12.91% 12.87% 12.74% 12.78% 13.05%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

UNL Peer Average

* Proportion of students of color in the entire undergraduate student population (full- and part-time), see page 69.


27


Proportion of Students of Color as Compared to State Population of Color

-

0.2

0.4

0.6

0.8

1.0

1.2

1.4

UNL 0.44 0.47 0.47 0.49 0.52 0.52

Colorado 0.59 0.58 0.57 0.54 0.54 0.54

Colorado St 0.43 0.44 0.43 0.44 0.46

Illinois 0.78 0.79 0.81 0.81 0.81 0.82

Iow a 1.17 1.16 1.15 1.13 1.14 1.14

Iow a St 1.02 0.98 0.97 0.99 0.99 1.04

Kansas 0.60 0.59 0.60 0.58 0.56 0.58

Missouri 0.87 0.90 0.89 0.89 0.91 0.91

Minnesota 0.89 0.96 0.97 0.91 0.90 0.87

Ohio St 0.94 0.98 0.98 1.00 1.01 1.05

Purdue 0.69 0.72 0.69 0.67 0.66 0.69

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02


28

INDEX OF FACULTY DIVERSITY* How are we doing?

29.7% 29.5%

31.2% 31.0%

32.7%

34.0%

25.0%

30.0%

35.0%

40.0%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02


30.1%

31.5%

33.8%

32.1%

34.0%

35.8%

25.0%

30.0%

35.0%

40.0%

1997-98 1999-00 2001-02

UNL Peer Average

* Proportion of tenured and tenure-track faculty members who are either female or a person of color, see page 70.


29


25.0%

30.0%

35.0%

40.0%

UNL 30.1% 31.5% 33.8%

Colorado 37.3% 36.1% 35.7%

CSU 28.6% 30.0% 33.5%

Illinois 32.7% 34.3% 37.2%

Iow a 33.2% 34.5% 36.0%

Iow a St 32.1% 34.6% 37.3%

Kansas 33.8% 35.7% 33.8%

Missouri 30.5% 32.7% 37.1%

Minnesota 31.2% 34.6% 36.7%

Ohio St 36.3% 36.7% 38.3%

Purdue 25.5% 30.4% 32.4%

1997-98 1999-00 2001-02

ADDITIONAL INDICATORS

31

A d d i t i o n a l I n d i c a t o r s

ADDITIONAL INDICATORS - UNDERGRADUATE

32


FRESHMAN-TO-SOPHOMORE RETENTION RATE* How are we doing?

74.1% 74.3%

79.5% 79.0%81.3%

79.5%

60.0%

70.0%

80.0%

90.0%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02


74.1% 74.3%

79.5% 79.0%81.3%

79.5%

82.2% 82.7%84.0% 83.5% 84.3% 84.3%

60.0%

70.0%

80.0%

90.0%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

UNL Peer Average

* Percentage of first-time, full-time freshmen who enroll for their second year, see page 72.


33


60.0%

70.0%

80.0%

90.0%

100.0%

UNL 74.1% 74.3% 79.5% 79.0% 81.3% 79.5%

Colorado 82.7% 83.6% 84.3% 84.0% 83.4% 82.1%

Illinois 91.3% 92.0% 91.9% 91.9% 92.0% 92.0%

Iow a 80.1% 80.2% 81.6% 81.5% 83.2% 81.7%

Iow a St 81.5% 82.8% 83.6% 84.4% 85.1% 83.7%

Kansas 76.8% 77.8% 77.6% 77.9% 80.3% 78.1%

Missouri 82.2% 81.9% 84.2% 82.7% 82.0% 84.0%

Minnesota 81.3% 81.5% 84.1% 82.0% 82.7% 83.3%

Ohio St 79.1% 79.1% 81.8% 82.8% 84.1% 86.0%

Purdue 85.0% 85.0% 86.5% 84.7% 86.3% 87.5%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02


34

PERCENT OF GRADUATING STUDENTS WHO PARTICIPATED IN AN INTERNATIONAL EXPERIENCE*

Yes17.5%

82.5%No

* Proportion of graduating students who indicated they had participated in an international experience, see page 72.


35

PERCENT OF GRADUATING STUDENTS WHO PARTICIPATED IN AN INTERNSHIP, CO-OP OR SERVICE-LEARNING EXPERIENCE*

Yes36.5%

63.5%No

* Proportion of graduating students who indicated they had participated in an internship, co-op, or service-learning experience, see page 72.


36

AVERAGE GRE SCORES OF UNL UNDERGRADUATES*

How are we doing?

461 464 461472

456

557 556573

587 578583 574587

618597

400

500

600

700

1996-97 1997-98 1998-99 1999-00 2000-01

UNL Verbal UNL Quantitative UNL Analytical

How do we compare to the national average?

461 464 461

472

456

476 477 479 476 476

400

425

450

475

500

1996-97 1997-98 1998-99 1999-00 2000-01

UNL Verbal National Verbal

* Average GRE General Test scores achieved by UNL undergraduate students, see page 73.


37

557 556

573

587

578

566573

579

591595

525

550

575

600

625

1996-97 1997-98 1998-99 1999-00 2000-01

UNL Quantitative National Quantitative

583

574

587

618

597

565561

571

592 591

525

550

575

600

625

1996-97 1997-98 1998-99 1999-00 2000-01

UNL Analytical National Analytical

ADDITIONAL INDICATORS – GRADUATE AND PROFESSIONAL

38


NUMBER OF DOCTORATES GRANTED* How are we doing?

276282

251 251

235

150

200

250

300

1996-97 1997-98 1998-99 1999-00 2000-01


276 282

251 251235

429.9 427.2

380.4 379.2390.7

100

200

300

400

500

1996-97 1997-98 1998-99 1999-00 2000-01

UNL Peer Average

* Number of doctorates granted in all program areas during an academic year, see page 73.


39


Adjusted for size of tenured/tenure-track faculty

10.0

20.0

30.0

40.0

UNL 26.1 27.0 24.3 24.6 23.3

Colorado 30.0 28.7 29.7 26.8 30.3

Colorado St 21.1 21.9 19.6 19.0 16.3

Illinois 38.5 37.4 34.7 32.5 35.6

Iow a 25.2 23.3 22.0 22.4 23.6

Iow a St 21.0 25.0 21.3 19.6 19.3

Kansas 24.7 28.2 27.3 25.3 24.4

Missouri 22.1 23.3 19.4 21.7 23.7

Minnesota 33.0 35.7 31.4 28.2 28.0

Ohio St 29.1 25.0 21.9 23.9 23.9

Purdue 29.4 30.9 29.4 29.3

1996-97 1997-98 1998-99 1999-00 2000-01


40

NUMBER OF POST-DOCTORAL APPOINTEES IN SCIENCE,

ENGINEERING, AND HEALTH FIELDS* How are we doing?

106 106110

133

80

100

120

140

160

1996-97 1997-98 1998-99 1999-00


106 106 110133

244.6

219.9 229.0 235.9

0

50

100

150

200

250

300

1996-97 1997-98 1998-99 1999-00

UNL Peer Average

* Number of postdoctoral fellows employed at UNL, see page 73.


41



0.0

5.0

10.0

15.0

20.0

25.0

30.0

UNL 10.0 10.1 10.6 13.0

Colorado St 25.1 24.3 26.5 15.2

Illinois 14.6 13.5 13.2 14.4

Iow a 21.8 19.5 19.8 24.9

Iow a St 15.4 15.4 14.8 14.8

Missouri 12.1 11.6 12.8 15.2

Ohio St 13.2 8.6 10.3 11.1

Purdue 13.6 14.4 14.3 15.3

1996-97 1997-98 1998-99 1999-00


42

NUMBER OF MASTERS DEGREES GRANTED*

How are we doing?

702

736704

658

738

400

500

600

700

800

1996-97 1997-98 1998-99 1999-00 2000-01


725 757 721 687756

1471.2 1488.8 1502.8 1501.41430.0

200

400

600

800

1000

1200

1400

1600

1996-97 1997-98 1998-99 1999-00 2000-01

UNL Peer Average

* Number of masters degrees granted in all program areas during an academic year. There are two slightly different sources for this indicator, thus the numbers for UNL in the UNL-only and peer charts will not match, see page 74.


43



40.0

80.0

120.0

160.0

UNL 68.5 72.4 69.8 67.2 74.8

Colorado 91.8 103.6 104.1 105.2 102.6

Colorado St 92.1 93.7 99.0 111.1 98.3

Illinois 125.1 127.8 121.3 124.2 115.7

Iow a 87.0 93.6 92.1 91.4 88.7

Iow a St 63.3 68.9 64.1 62.4 63.9

Kansas 121.1 131.2 138.5 130.2 131.6

Missouri 82.3 71.1 75.3 76.6 85.4

Minnesota 115.3 123.2 122.0 131.3 102.7

Ohio St 102.7 92.4 92.1 89.0 89.3

Purdue 74.8 81.4 80.8 81.1

1996-97 1997-98 1998-99 1999-00 2000-01

ADDITIONAL INDICATORS – RESEARCH AND CREATIVE ACTIVITY

44


TOTAL SPONSORED DOLLARS AWARDED* How are we doing?

In millions

81.1

92.5 91.3 92.1

116.6

40

60

80

100

120

140

1996-97 1997-98 1998-99 1999-00 2000-01

* Total dollars awarded to the university from all grants and contracts from all funding sources, see page 74. Peer data is not available for this indicator.

ADDITIONAL INDICATORS – RESEARCH AND CREATIVE ACTIVITY

45


ADDITIONAL INDICATORS – OUTREACH AND ENGAGEMENT

46

OUTREACH AND ENGAGEMENT INDEX OF COMMERCIAL IMPACT OF FACULTY RESEARCH*

How are we doing?

Licenses or Options Executed

7

4

6

8

11

0

2

4

6

8

10

12

1996-97 1997-98 1998-99 1999-00 2000-01

Start-up Companies (rolling three-year total)

67

8

0

2

4

6

8

10

1996-97 1997-98 1998-99 1999-00 2000-01

License Income Received; In thousands

$639 $641

$766 $797

$1,123

$-

$200

$400

$600

$800

$1,000

$1,200

1996-97 1997-98 1998-99 1999-00 2000-01

* This indicator has three pieces: number of licenses or options executed; number of start-up companies, and license income received, see page 74.


47

How do we compare to the average of our peers? Licenses or options executed; adjusted for size of TTT faculty

6.63.8

5.87.8

10.9

26.4

34.130.5 30.0

39.6

0

10

20

30

40

1996-97 1997-98 1998-99 1999-00 2000-01

Start-up Companies; rolling three-year total, adjusted

5.81

6.85

7.92

4.915.33 4.99

0

2

4

6

8

10

1996-97 1997-98 1998-99 1999-00 2000-01

License Income Received (in thousands); adjusted for size of TTT faculty

$604 $613 $741 $780

$1,111$1,302

$1,901

$1,056

$1,584

$2,408

$-

$1,000

$2,000

$3,000

1996-97 1997-98 1998-99 1999-00 2000-01

UNL Peer Average


48

TOTAL SPONSORED OUTREACH DOLLARS AWARDED*

How are we doing?

In Millions

$23.3

$27.7

$24.7

$17.7$19.1

$-

$5.0

$10.0

$15.0

$20.0

$25.0

$30.0

1996-97 1997-98 1998-99 1999-00 2000-01

* Total dollars awarded to the university from public service grants and contracts from all funding sources, see page 75. Peer data is not available for this indicator.


49



50

INDEX OF LIBRARY SERVICES AND RESOURCES SHARED WITH NEBRASKANS*

How are we doing?

Number of books and periodicals circulated to Nebraskans

22,673

20,341

17,877 18,160

-

5,000

10,000

15,000

20,000

25,000

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

Instructional tours given

293

196

439

384

427

329

0

100

200

300

400

500

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

* This indicator has four pieces: number of books and periodicals circulated to Nebraskans, number of instructional tours given of library facilities, number of programs offered by library faculty, and number of interlibrary loans to Nebraskans, see page 75.


51

Programs offered by library faculty

5

6 6

9

5

8

0

2

4

6

8

10

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

Interlibrary loans to Nebraskans

58725376 5444 5633 5442

6371

0

2000

4000

6000

8000

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

ADDITIONAL INDICATORS – OTHER CONTRIBUTORS

52

OTHER CONTRIBUTORS TO A PROFILE OF EXCELLENCE NRC RATINGS OF FACULTY QUALITY*

How are we doing?

2.232.44

0

1

2

3

4

5

1982 1993


2.232.44

3.033.22

0

1

2

3

4

5

1982 1993

UNL Peer Average

* Average rating of faculty quality for all rated programs on campus, see page 75.


53


2.23

2.812.62

3.92

2.83 2.802.69

2.28

3.67

3.13

3.50

2.44

3.15

2.86

4.06

3.06 3.07

2.76

2.41

3.76

3.41

3.63

0

1

2

3

4

5U

NL

Colo

rado

CSU

Illin

ois

Iow

a

Iow

a St

Kan

sas

Miss

ouri

Min

neso

ta

Ohi

o St

Purd

ue

1982 1993


54

PERCENT OF TOP 10% STUDENTS IN STATE WHO MATRICULATE AT UNL* How are we doing?

36.2% 36.0%34.7%

35.7%37.3%

36.1%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

* Percentage of Nebraska high school graduates in the top 10% of their class who matriculate at UNL, see page 76. Peer data is not available for this indicator.


55

AVERAGE ACT COMPOSITE OF INCOMING FIRST-YEAR STUDENTS*

How are we doing?

23.3

24.3 24.2 24.2 24.2 24.2

18

20

22

24

26

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02


23.3

24.3 24.2 24.2 24.2 24.224.8 25.0 25.1 25.0 25.2

18

20

22

24

26

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

UNL Peer Average

* Average ACT Composite score from all incoming first-year students, see page 76.


56

ANNUAL GIVING TO UNL* How are we doing?

14.0%

19.0%

22.3%

24.5%26.6%

0%

10%

20%

30%

1996-97 1997-98 1998-99 1999-00 2000-01


19.0%

22.3%24.5%

26.6%

13.8% 14.0%14.0%

14.5%

0%

10%

20%

30%

1996-97 1997-98 1998-99 1999-00 2000-01

UNL Peer Average

* Percentage of alumni who gave to their school during the previous academic year, see page 76.


57


0%

5%

10%

15%

20%

25%

30%

UNL 14.0% 19.0% 22.3% 24.5% 26.6%

Colorado 12% 13% 18%

CSU 11% 10% 9%

Illinois 23% 14% 14%

Iow a 12% 13% 13%

Iow a St 17% 17% 17%

Kansas 16% 15% 14%

Missouri 16% 13% 12%

Minnesota 8% 9% 9%

Ohio St 14% 17% 17%

Purdue 16% 17% 17%

1996-97 1997-98 1998-99 1999-00 2000-01


58

ALUMNI ASSOCIATION MEMBERSHIP*

How are we doing?

16.6% 16.5%16.4% 16.4%

17.2%

14.0%

15.0%

16.0%

17.0%

18.0%

1997-98 1998-99 1999-00 2000-01 2001-02


16.6% 16.5% 16.4% 16.4%17.2%

23.8%23.0% 22.7% 22.5%

10.0%

15.0%

20.0%

25.0%

1997-98 1998-99 1999-00 2000-01 2001-02

UNL Peer Average

* Percent of living alumni who are paid members of the Alumni Association, see page 76.

ADDITIONAL INDICATORS

59

ADDITIONAL INDICATORS WITH DATA NOT YET AVAILABLE

The following list shows those indicators for which data are not yet available. With one exception, these indicators require additional data collection and/or the establishment of criteria by departments and colleges. Gathering data on the total number of citations achieved requires the purchase of a database from the Institute of Scientific Indicators (ISI). Undergraduate Student Learning and Achievement

• Nationally-competitive awards won by undergraduate students (Discipline or group-specific awards) • Average LSAT of UNL undergraduates • Average GMAT of UNL undergraduates • Average MCAT of UNL undergraduates • Alumni Satisfaction Measures

Graduate, Professional, and Post-doctoral Education

• Nationally-competitive awards won by graduate and professional students (Discipline or group-specific awards)

• Nationally-competitive postdoctoral appointments won by graduate and professional students Research, Scholarship, and Creative Activity

• Total number of citations achieved • Nationally-competitive awards, honors, and memberships won by faculty members (Discipline or group-

specific awards) • Leadership positions in leading national academic or professional societies held by faculty members • Grant proposals submitted as evidence of multidisciplinary collaboration

Engagement and Outreach

• Economic impact from direct faculty-private sector interactions • Narrative vignettes on program impact • Participation in and/or attendance at outreach activities

APPENDIX OF DATA SOURCES AND METHODOLOGY

60

D a t a S o u r c e s a n d M e t h o d o l o g y – P r i m a r y

I n d i c a t o r s

DATA SOURCES AND METHODOLOGY

61

Six-Year Graduation Rate

Source: AAUDE Graduation and Retention Survey except for Colorado State, which came from US News & World Report

Description: Six-year graduation rate is a national standard that is defined as follows: percentage of first-time, full-time freshmen who graduate within six years, excluding those who were deceased, permanently disabled, armed forces, foreign aid service of the federal government, or official church missions.

Nationally-Competitive Awards Won by Undergraduate Students

Source: Websites of awarding agencies, listed below. IPEDS Enrollment Survey (for undergraduate student population)

Description: Count of nationally competitive general undergraduate awards of distinction received by UNL students. The three-year totals reflect the number of awards received in the academic year listed and the two previous years.

Data Issues Only those awards for which peer information is available have been included in the peer charts and tables, thus the numbers for UNL in the UNL-only and peer charts will not match. The following tables list the awards included in this indicator. The first table lists awards for which comparable peer information is available; an “x” indicates the academic years for which information on award winners was available from the external source (last checked July 15, 2002).

Awards With Peer Information

1998-99

1999-00

2000-01

2001-02 External Source for Awardee Lists

Barry M. Goldwater Scholars x x x x http://www.act.org/goldwater

British Marshall Scholars x x x http://www.marshallscholarship.org/profiles.html

Fulbright Fellows x x x x http://www.iie.org/fulbright/us/usdirs.htm

Mellon Fellowships x x x x http://www.woodrow.org/mellon

Morris K. Udall Scholars x x x x http://www.udall.gov/p_scholarship.htm

NSF Fellowship x x x x http://www.nsf.gov/home/students/#grad

Rhodes Scholars x x x http://www.rhodesscholar.org/win.html

Truman Scholars x http://www.truman.gov This table lists those awards for which we know of UNL recipients through the UNL Honors Program, but do not have comparable information from our peer institutions. Since we do not have comparable data, we have excluded these awards from the peer comparison tables and charts.

Awards Without Peer Information External Source for Award Information

Churchill Scholarship http://www.thechurchillscholarships.com

Rotary Ambassadorial Scholar http://www.rotary.org/foundation/educational


62

Detailed Data: Nationally Competitive General Undergraduate Awards Won by UNL Students Award Name 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

Fulbright 0 0 1 1 2 1 Goldwater Scholar 1 1 0 1 3 2 Rhodes Scholar 1 0 0 0 0 0 Rotary Ambassadorial Scholar 0 0 0 0 1 0 Truman Scholar 0 1 0 0 1 0 NSF Graduate Fellowship 1 1 4 1 1 4 Grand Total 3 3 5 3 8 7 Names and Majors of UNL Students who won Nationally Competitive General Undergraduate Awards Year Award Name Major(s) 1996-97 Goldwater Scholar Whalen, Stephen Math NSF Graduate Fellowship Vetter, Jeremy Physics Rhodes Scholar Vetter, Jeremy Physics 1997-98 Goldwater Scholar Macklin, Paul Thomas Math NSF Graduate Fellowship O'Brien, Carolyn Marie Biochemistry Truman Scholar Slaughter, Kara International Affairs 1998-99 Fulbright Pipher, Sara W. Anthropology NSF Graduate Fellowship Bielenberg, James R Chemical Engineering Fisher, Travis Wilson Math Macklin, Paul Thomas Math Whalen, Stephen Math 1999-00 Fulbright Popp, Corbin K. Biochemistry Goldwater Scholar Wild, Angela Ag. & Biological Systems Engineering NSF Graduate Fellowship Loeb, Anne Marie Biological Sciences, Journalism 2000-01 Fulbright Brown, Jill R. Psychology Rhea, James P. Agribusiness Goldwater Scholar Claassen, Dorea Music, Math Sabalka, Lucas Math Veomett, Ellen Math NSF Graduate Fellowship Wild, Angela Ag. & Biological Systems Engineering Rotary Ambassadorial Scholar Rometo, Cecily French Truman Scholar Clements, Angela M. Political Science 2001-02 Fulbright Krafka, Gregory Economics Goldwater Scholar Beer, Elizabeth Classics, Math Hain, Seth Math NSF Graduate Fellowship Brown, Christopher D. Biochemistry Sabalka, Lucas Math Veomett, Ellen Math Wlaschin, Katie Fraass Chemical Engineering


63

Percent of Graduating Students who had a Meaningful Research or Creative Activity Experience

Source: Questions for Undergraduates Survey

Description: At the time of their application for degree, the percent of graduating students who indicated they had participated in a meaningful research or creative activity experience. The question reads as follows:

During your time at UNL, did you participate in a major research project or creative activity in which you worked closely with or under the direct supervision of a faculty member?

Activities that would not qualify include routine classroom assignments such as term papers, creative writing exercises, or research methods assignments.

Activities that would qualify include a UCARE project, an undergraduate thesis, working as a research or studio assistant, a class project that requires original research, or other similar activity whether in the context of a course, participation in a field school, independent study, or directly at the request of a faculty member.

Nationally-Competitive Awards Won by Graduate and Professional Students

Source: Websites of awarding agencies, listed below. IPEDS Enrollment Survey (for size of graduate population)

Description: Count of nationally competitive general awards of distinction for graduate and professional students received by UNL students. The three-year totals reflect the number of awards received in the academic year listed and the two previous years.

Data Issues: Only those awards for which peer information is available have been included in the peer charts and tables, thus the numbers for UNL in the UNL-only and peer charts will not match. The following tables list the awards included in this indicator. The first table lists awards for which comparable peer information is available; an “x” indicates the academic years for which information on award winners was available from the external source (last checked July 15, 2002). Awards With Peer Information

1998-99

1999-00

2000-01

2001-02

External Source for Awardee Lists

Fulbright Fellowship x x x x http://www.iie.org/Template.cfm?&Template=/programs/fulbright/posts/fellows.htm

NSF Graduate or Minority Fellowship

x x x x http://www.nsf.gov/home/students/#grad


64

This table lists those awards identified by the Office of Graduate Studies as general awards of distinction for graduate/professional students. Through the Office of Graduate Studies we know of UNL recipients for some of these awards – which have been tracked retroactively – but do not have comparable information from our peer institutions. These awards have not been tracked systematically, thus the results presented in the UNL-only chart may be incomplete. Awards Without Peer Information Agency Award American Association for the Advancement of Science Mass Media Science and Engineering Fellowships American Association of University Women Dissertation Fellowships Ford Foundation Pre-doctoral & Dissertation Fellowships Harry Frank Guggenheim Foundation Dissertation Fellowships for Research on Violence,

Aggression, and Dominance in Relation to Social Change IBM Research and Cooperative Graduate Fellowships in

Chemistry, Computer Science, Electrical Engineering, Material Science, Mathematics, Mechanical Engineering, Physics and Related Disciplines NIH Pre-doctoral Fellowships NIH National Research Service Awards Pre-doctoral Fellowships

National Institutes of Health

NIH Minority Dissertation Grants National Physical Sciences Consortium (NPSC) Graduate Fellowships in the Physical Sciences U.S. Department of Education Jacob Javits Doctoral and Master of Fine Arts Fellowships

in Selected Fields of the Arts, Humanities, and Social Sciences

Foreign Language and Area Studies Fellowship Program Civilian Radioactive Waste Management Fellowships Graduate Fellowship for Global Change

U.S. Department of Energy

High Temperatures Materials Laboratory Graduate Fellowship Program

U.S. Department of State Foreign Fulbright Graduate Student Program U.S. Environmental Protection Agency US-EPA Graduate Student Fellowships

Doctoral Dissertation Improvement Grants in the Directorate for Biological Sciences

U.S. National Science Foundation

Graduate Scholarships in Computer Science, Computer Technology, Engineering, Engineering Technology, or Mathematics Andrew W. Mellon Graduate Fellowships in Humanistic Studies for First-Year Doctoral Students

Woodrow Wilson National Fellowship Foundation

Dissertation Grants in Women's Studies


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Detailed Data: Names of UNL Students who won Nationally Competitive General Graduate/Professional Awards Year Award Name 1996-97 Fulbright Fellowship Berens, Shawn J.

Cramer, Timothy R. Plummer, Alvin R. NASA Kess, Barbara National Physical Sciences Consortium Strei, Theresa NIMH Trainee Lott, Roger C. Slain, Andrew J

1997-98 Fulbright Fellowship Cardenas, Soraya NIMH Trainee Pearce, Marc W. NSF Richards, Robyn NSF Minority Fellowship Ontai, Lenna

1998-99 Fulbright Fellowship Nephawe, Khathutshelo NIMH Trainee Elbogen, Eric NSF Graduate Fellowship Bielenberg, James Ronald

1999-00 Fulbright Fellowship Amezquita, Alejandro NIH Laible, Deborah NIMH Trainee Calkins-Mercado, Cynthia NSF Graduate Fellowship Macklin, Paul Thomas Woodrow Wilson Dissertation Grant Putzi, Jennifer

2000-01 Fulbright Fellowship Austin, James W. Coon, Brian A. NASA Rittenhour, Tammy NIH Besheer, Joyce NSF Graduate Fellowship Wild, Angela

2001-02 NASA Rentschler, Mark NIH Norton, Peter J


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Federal Research Dollars Expended

Source: National Science Foundation IPEDS Fall Staff Survey (for count of tenured/tenure-track faculty)

Description: Organizations like the Association of American Universities (AAU) and the Carnegie Foundation have used federal research dollars expended as an indicator of institutional quality for many years. This measure includes total R&D expenditures from federal funding sources; it does not include R&D expenditures from non-federal funding sources or expenditures from grants/contracts supporting instruction or public service. Since expenditures cannot occur until grants/contracts have been awarded, this indicator “lags” behind grants awarded (see also Total sponsored dollars awarded on page 44).

Data Issues: Some of our peer institutions report to NSF as part of a multi-campus system (i.e., Universities of Colorado, Kansas, and Minnesota, Ohio State University, and Purdue University), campus-specific information was taken from The Top American Research Universities (July 2001). The IPEDS Fall Staff Survey is conducted during odd years only; faculty counts for even years were interpolated.

Nationally-Competitive Awards, Honors, and Memberships Won by Faculty Members

Source: Websites of awarding agencies, see below. IPEDS Fall Staff Survey (for size of tenured/tenure-track faculty).

Description: Count of nationally competitive general awards of distinction received by UNL faculty members. The three-year totals reflect the number of awards received in the academic year listed and the two previous years.

Data Issues: The IPEDS Fall Staff Survey is conducted during odd years only; faculty counts for even years were interpolated. Memberships in the National Academy of Science and National Academy of Engineering are presented separately from the other honors and awards. Since UNL is not associated with a medical center – and many of our peer institutions are – membership in the Institute of Medicine (the third National Academy) is not included in this indicator. The following tables list the awards included in the count of nationally competitive general awards, honors, and memberships of distinction for faculty members. This first table lists those awards for which peer comparisons are available; an “x” indicates the academic years for which information was available from the external source (last checked July 31, 2002).


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Award or Honor 1998-

99 1999-

00 2000-

01 2001-

02 URL/Source

American Council of Learned Societies Fellows

x x x x http://www.acls.org/fel-awar.htm

Award for Excellence in Teaching in Food and Agricultural Sciences

x x x . http://www.reeusda.gov/serd/hep/awardlist.htm

Beckman Young Investigators x x x x http://www.beckman-foundation.com/byi.html CASE Professor of the Year x x x x http://www.case.org/poy/winners/winnersmain.cfm Field Medal x x x x http://elib.zib.de/IMU/medals/index.html Fulbright American Scholars x x x x http://www.cies.org/cies/us_scholars/directory_02.htm Getty Scholars in Residence x x x x http://www.getty.edu/research/programs/scholars/themes/ Guggenheim Fellows x x x x http://www.gf.org/01fellow.html MacArthur Foundation Fellows x x x . http://www.macfdn.org/programs/fel/fel_overview.htm NEH Fellows . . x x http://www.neh.gov/news/recentawards.html National Humanities Center Fellows x x x x http://www.nhc.rtp.nc.us/fellowships/fellowships.htm National Medal of Science x x x x http://nsfdc6.nsf.gov/mos/histrec.nsf National Medal of Technology x x x x http://www.ta.doc.gov/Medal/default.htm Newberry Library Fellowships x x x x http://www.newberry.org/nl/research/L3rfellowships.html Nobel Prize x x x . http://www.nobel.se/index.html NSF CAREER Awards x x x . http://www.nsf.gov/home/crssprgm/career/press.htm Presidential Early Career Awards for Scientists and Engineers (PECASE)

x x x . http://www.nsf.gov/home/crssprgm/pecase/press.htm

Searle Scholars x x x x http://searle.bio.jhu.edu/scholar_network/current_scholars.htmlSloan Research Fellows x x x http://www.sloan.org/programs/scitech_fellowships.shtml US Secretary of Agriculture Honor Awards

x x http://www.reeusda.gov/1700/

Woodrow Wilson Fellows x x x x http://wwics.si.edu/ATC/scholars.htm Membership URL/Source National Academy of Engineering http://www.nae.edu/nae/naepub.nsf/Home+Page?OpenView National Academy of Science http://www4.nationalacademies.org/nas/naspub.nsf/urllinks/$$InstitutionA?OpenDocument

&Count=50000

Detailed Data: Nationally Competitive General Awards, Honors, Memberships Won by UNL Faculty Members Award or Honor 1998-99 1999-00 2000-01 2001-02 ACLS Fellow 1 1 0 Award for Excellence in Teaching in Food and Ag. Sciences

0 0 1

Fulbright Fellow 4 5 3 3 Guggenheim Fellow 0 0 0 1 NEH Fellow 1 Newberry Fellow 1 NSF Career 3 1 1 CASE Professor of the Year State Winner 1 0 1 0 Membership National Academy of Science Member 1 National Academy of Engineering Member 1


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Names and Departments of UNL Faculty Members who won Nationally Competitive General Awards Year Award Name Department(s) 1998-99 ACLS Fellow Burnett, Stephen History, Classics & Religious Studies CASE State Professor of the Year May, Ann Mari Economics Fulbright Fellow Ball, D. Allen Business Administration Caramagno, Thomas Modern Languages & Literatures Faulkner, Quentin Music Osorio, Fernando Agriculture NSF Career Doudin, Bernard Physics & Astronomy Leslie-Pelecky, Diandra Physics & Astronomy Perez, Lance Electrical Engineering 1999-00 ACLS Fellow Athanassopoulos, Effie Anthropology, Classics& Religious Studies Fulbright Fellow Azzam, Azzeddine Agricultural Economics Grange, William Theatre Arts & Dance Hull, Ron NETV Milligan, Jeffrey Curriculum & Instruction Stricklin, Michael Journalism Newberry Mahoney, Timothy R. History NSF Career Orti, Guillermo Biological Sciences 2000-01 Award for Excellence in Teaching in

Food and Agricultural Sciences Higley, Leon Entomology

CASE State Professor of the Year Boye, A. John Electrical Engineering Fulbright Fellow Bogardi, Istvan Engineering Horowitz, Brian J. History Reinhard, Karl School of Natural Resource Sciences NSF Career Scott, Stephen Computer Science & Engineering 2001-02 Fulbright Fellow Burnett, Stephen History, Classics & Religious Studies Kaye, Frances English Wedeman, Andrew Political Science Guggenheim Wang, Jim C. H. Chemistry NEH Fellow Hinchman, Mark A. Architecture Membership Name Department(s) NAE Member Splinter, William Biological Systems Engineering NAS Member Braake, Myron Plant Pathology (retired)

Number of Participants in Non-residential Educational Programs

Source: University of Nebraska Distance Education Report (November 2001)

Description: This measure includes the (1) number of students who participated in distance education credit courses during the academic year and (2) number of participants in non-credit distance courses.


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Students of Color as Percent of Total

Source: IPEDS Enrollment Survey "Race and Hispanic or Latino: 2000", Census 2000 Summary File. http://factfinder.census.gov (for data on state populations of color)

Description: The indicator is the proportion of undergraduate students of color (full- and part-time, excluding non-resident aliens) as part of the entire undergraduate student population (full- and part-time, also excluding non-resident aliens). The adjustment for state population of color was: percent of student population of color / percent of state population of color.

Detailed Data:

State population

Proportion of "White alone"

(actual)

Proportion of People of Color

(calculated)

Colorado 4,301,261 74.5% 25.5% Illinois 12,419,293 67.8% 32.2%

Indiana 6,080,485 85.8% 14.2% Iowa 2,926,324 92.6% 7.4%

Kansas 2,688,418 83.1% 16.9% Minnesota 4,919,479 88.2% 11.8%

Missouri 5,595,211 83.8% 16.2% Nebraska 1,711,263 87.3% 12.7%

Ohio 11,353,140 84.0% 16.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

"White alone" 74.5% 67.8% 85.8% 92.6% 83.1% 88.2% 83.8% 87.3% 84.0%

People of Color 25.5% 32.2% 14.2% 7.4% 16.9% 11.8% 16.2% 12.7% 16.0%

Colorado Illinois Indiana Iow a Kansas Minnesota Missouri Nebraska Ohio


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Index of Faculty Diversity

Source: Institutional Research and Planning IPEDS Fall Staff Survey

Description: This indicator represents the percentage of tenured and tenure-track faculty members who are either female or people of color. Non-resident aliens and faculty members of “unknown” ethnicity are excluded from all charts.

Data Issues: There are two slightly different sources for this information. Internal data are available annually from Institutional Research and Planning (IRP); these faculty counts include department chairs and heads. Peer data (and UNL data used in the peer comparisons) come from the IPEDS Fall Staff Survey; this survey is available for odd-years and do not include department heads/chairs.

Detailed Data: UNL Tenured and Tenure-track Faculty (source: IRP)

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02

Total Faculty 1140 1120 1124 1099 1084 1072Faculty of Color 98 98 109 109 123 130 -Percent of total 8.6% 8.8% 9.7% 9.9% 11.3% 12.1% Female Faculty 263 253 271 259 268 272 -Percent of total 23.1% 22.6% 24.1% 23.6% 24.7% 25.4%


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D a t a S o u r c e s a n d M e t h o d o l o g y – A d d i t i o n a l

I n d i c a t o r s


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Freshman-to-Sophomore Retention Rate

Source: AAU Data Exchange Graduation and Retention Survey

Description: Freshman-to-sophomore retention rate is a national standard that is defined as follows: percentage of first-time, full-time freshmen who enroll for their second year.

Data Issues: Since Colorado State University is not part of the AAU Data Exchange, comparable data is not available from them.

Percent of Graduating Students Who Participated in an International Experience


Description: At the time of their application for degree, the percent of graduating students who indicated they had participated in an international experience. The question reads as follows:

During your time at UNL, did you participate in an international educational experience (such as Study Abroad, a professional study tour, or other international program)?

Data Issues: Since time at UNL is an international experience for international students, the responses for international students were ‘yes’ by default.

Percent of Graduating Students Who Participated in an Internship, Co-op or Service-Learning Experience


Description: At the time of their application for degree, the percent of graduating students who indicated they had participated in an internship, co-op, or service-learning experience. The question reads as follows:

During your time at UNL, did you participate in an internship, co-op, or service-learning experience?


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Average GRE Scores of UNL Undergraduates

Source: GRE Undergraduate Institution Summary Statistics Reports

Description: This indicator includes the average GRE General Test scores earned between October and September by examinees who indicated they were seniors at University of Nebraska-Lincoln. The national comparison is based on the performance of seniors and non-enrolled college graduates who tested during the same time period.

Data Issues: Given that the students who take the GRE are self-selected and that these students have a variety of reasons for participation, the self-selected sample is not necessarily representative of the class as a whole. Modest changes from one year to the next do not necessarily indicate a change in quality of the student body or their collegiate preparation.

Number of Doctorates Granted

Source: IPEDS Completions Survey IPEDS Fall Staff Survey (for size of tenured/tenure-track faculty).

Description: Number of doctorates granted in all program areas during an academic year.

Data Issue: The IPEDS Fall Staff Survey is conducted during odd years only; faculty counts for even years were interpolated.

Number of Post-Doctoral Appointees in Science, Engineering, and Health Fields

Source: NSF/SRS Graduate Student Survey IPEDS Fall Staff Survey (for size of tenured/tenure-track faculty).

Description: NSF defines postdoctorates as “individuals with science and engineering PhD’s, MD’s, DDS’s or DVM’s and foreign degrees equivalent to U.S. doctorates who devote their primary effort to their own research training through research activities or study in the department under temporary appointments carrying no academic rank”.

Data Issue: Data for the Universities of Colorado, Kansas and Minnesota include postdoctoral appointments from their medical centers, thus these universities are excluded from these charts. The IPEDS Fall Staff Survey is conducted during odd years only; faculty counts for even years were interpolated.


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Number of Masters Degrees Granted

Source: Institutional Research and Planning IPEDS Completions Survey IPEDS Fall Staff Survey (for size of tenured/tenure-track faculty).

Description: Number of masters degrees granted in all program areas during an academic year.

Data Issue: There are two sources for this indicator with slightly different definitions. For internal purposes, Institutional Research and Planning categorizes the Masters of Architecture (M.Arch.) degree as “first professional degree” rather than “masters”; these data are used in the UNL-only chart. When reported as part of the IPEDS Completions Report, these degrees are categorized as “masters” degrees; these data are used in the peer charts. Given these different definitions, the numbers for UNL in the UNL-only and peer charts do not match. The IPEDS Fall Staff Survey is conducted during odd years only; faculty counts for even years were interpolated.

Total Sponsored Dollars Awarded

Source: Office of Research Management Annual Reports (available at http://www.unl.edu/osp/annual.html)

Description: Total dollars awarded to the university from all grants and contracts from all funding sources.

Index of Commercial Impact of Faculty Research

Source: Association of University Technology Managers (AUTM) Licensing Survey

Description: AUTM uses the following definitions in their survey:

Licenses or Options Executed: Number of LICENSE OR OPTIONS AGREEMENTS that were executed in the year indicated for all technologies. Each agreement, exclusive or non-exclusive, should be counted separately. Licenses to software or biological material end-users of $1000 or more may be counted per license, or as 1 license, or 1/each for each major software or biological material product (at manager’s discretion) if the total number of end-user licenses would unreasonably skew the institution’s data. Licenses for technology protected under U.S. plant patents (U.S. PP) or plant variety protection certificates (U.S. PVPC) may be counted in a similar manner to software or biological material products as described above, at manager’s discretion. Material Transfer Agreements are not to be counted as Licenses/Options in this Survey.

Start-up Companies: START-UP COMPANIES are companies that were dependent upon licensing the institution’s technology for initiation. If a technology was licensed to an existing start-up company, but not to a START-UP COMPANY (as defined here), this company should be counted as a SMALL COMPANY when responding to this survey. START-UP COMPANIES will continue to refer only to those companies that were dependent upon your institution’s technology for initiation.


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License Income Received: LICENSE INCOME RECEIVED includes: license issue fees, payments under options, annual minimums, running royalties, termination payments, the amount of equity received when cashed-in, and software and biological material end-user license fees equal to $1000 or more, but not research funding, patent expense reimbursement, a valuation of equity not cashed-in, software and biological material end-user license fees less than $1000, or trademark licensing royalties from university insignia. License Income also does not include income received in support of the cost to make and transfer materials under Material Transfer Agreements.

Total Sponsored Outreach Dollars Awarded

Source: Office of Research Management Annual Reports (available at http://www.unl.edu/osp/annual.html)

Description: Total dollars awarded to the university from public service grants and contracts from all funding sources.

Index of Library Services and Resources Shared with Nebraskans

Source: University Libraries

Description: Number of books and periodicals circulated to Nebraskans: Number of books and periodicals circulated to Nebraskans. (All Nebraskans age 18 and older are eligible to borrow materials from the University Libraries.) Instructional tours given: Number of tours given for UNL students, prospective students, and others (high school students, community members, etc.) Programs offered by library faculty: Number of educational programs offered by University Libraries faculty. May also include programs sponsored by the Friends of the Libraries of the University of Nebraska-Lincoln. Interlibrary loans to Nebraskans: Number of materials (books, copies of journal articles) loaned to Nebraskans throughout the state via interlibrary loan requests from other Nebraska libraries.

NRC Ratings of Faculty Quality

Source: WebCASPAR

Description: Average rating of scholarly quality of program faculty of all academic disciplines done as part of the NRC Research-Doctorate Program Ratings. The scale ranges from 0 to 5 with 5 representing “distinguished”.


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Percent of Top 10% Students in State Who Matriculate at UNL

Source: Statistics and Facts about Nebraska Schools (State Department of Education) Institutional Research and Planning

Description: To calculate this indicator, the total number of Nebraska high school graduates from the previous year was divided by ten to estimate the population of top 10% students. The resulting number was compared to the number of students matriculating at UNL who were in the top 10% of their high school graduating class.

Average ACT Composite of Incoming First-Year Students

Source: AAU Data Exchange Graduation and Retention Survey

Description: Average ACT Composite score of all incoming first-year students.

Data Issues: Because they rely primarily on the SAT, ACT Composite scores are not available for University of Colorado or Purdue University. They are not available for Colorado State because CSU is not a member of the AAU Data Exchange.

Annual Giving to UNL

Source: University of Nebraska Foundation US News and World Report

Description: Percentage of alumni of record who gave to their school during the previous academic year(s)

Data Issues: The peer numbers were all taken from US News and World Report and reflect two years of data. The numbers for UNL are for a single year only.

Alumni Association Membership

Source: University of Nebraska Alumni Association

Description: Percent of living addressable alumni who are paid members of the Alumni Association

indicators of institutional quality : annual report,...

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