Dear Colleagues:

The Provost’s Fellowship Program offers faculty who have demonstrated leadership potential and are interested in higher education administration the chance to develop knowledge, skills and experience as an administrator; to increase the understanding of the faculty about practices and procedures in academic administration;  to assist in the development and implementation of projects in current key areas; and to provide ongoing faculty involvement and input into the activities of the Provost’s Office.  Fellows participate in a range of learning opportunities, both special and routine, and develop greater insight into academic initiatives, strategic planning, budget issues, and challenges in higher education. The goal of the program is to provide  faculty members with a more expansive range of leadership experiences at the campus level. I am pleased to announce that the 2014 -2015 Provost’s Fellows are Susan Neely-Barnes, associate professor of social work, and Katharine Schaffzin, associate professor of law.  These two faculty members were selected from a very competitive pool to work on special projects in the provost’s office.

Susan Neely-Barnes joined the University of Memphis faculty in 2010 after serving for five years as an assistant professor at another institution.  Since arriving at the U of M, she has been instrumental in the development and accreditation of the new Master of Social Work (MSW) program as well as student recruitment and admissions.  Susan’s fellowship is for the 2014 fall semester.

Katharine Schaffzin began her U of M career in 2009.  Prior to beginning her academic career, she was a litigator for one of the nation’s largest law firms and also clerked for the Honorable James Knoll Gardner of the United States District Court for the Eastern District of Pennsylvania.  While at the U of M, she has worked extensively on faculty development initiatives as well as serving on the law school’s faculty recruitment and admissions committees.  Katharine’s fellowship is for the 2015 spring semester.

Please join me in congratulating these outstanding faculty members.  I look forward to working with them as they become familiar with campus wide academic initiatives, strategic planning, budget issues, and challenges in higher education. 

Sincerely,

M. David Rudd, Provost

Dear Colleagues:

 I want to send everyone off to Spring Break with some very positive news.  As many of you know, ACAD 1100 has undergone some changes over the past couple of years in hopes of improving student outcomes.  We now have evidence that these changes are resulting in measurable impacts.  Congratulations and thanks to our ACAD instructors for enthusiastically embracing change—you are making a difference!

 First-Time Freshmen 

 The table above shows an increase in every retention factor we assess…and that’s not even the best news.  Let’s take a look at Fall 2013 numbers. When we look at students who took ACAD versus those who didn’t, we can see that the ACAD group fares better than the non-ACAD group in EVERY variable we assess, with some of these being significantly better!

 First-Time Freshman, Fall 2013

 When we look at Honors students who took ACAD versus Honors students who chose not to take ACAD 1100, we see that the ACAD students had stronger outcomes than the non-ACAD students.

 First-Time Freshman Honors Students, Fall 2013

 These numbers clearly show that we are on the right track with ACAD and that we have some incredible instructors who are making a real impact on students’ lives.  Thank you!

 Enjoy Spring Break and don’t forget to cheer for the Tigers at the conference tournament!

 M. David Rudd, Provost

Dear Colleagues:

 In keeping with our unwavering commitment to the core teaching mission and development of critical skills for all students, the University is establishing a Center for Writers.  This initiative is directly linked to our retention and graduation goals.  An exceptional team of faculty and staff has been charged with launching the center.  Students at all levels, incoming freshmen through graduate students, will reap benefits from the campus-wide writing center as they strive to improve their writing, reading, critical thinking, and editing skills in preparation for an ever more competitive job market. 

 Mission Statement

The Center for Writers’ initial mission is to help writers in all academic disciplines, at all levels, develop their writing abilities, to promote research in effective and collaborative methods of teaching writing, and to provide writing resources to the larger academic community. 

 Goals

The goals of the Center for Writers include the following:

• To serve as a writing resource for the university community through its tutorial assistance, web page, classroom presentations, workshops, and other forms of outreach;
• To help writers at all levels of proficiency from all academic disciplines develop competent and effective writing skills through the use of both face-to-face consulting sessions and other resources;
• To contribute to increasing retention and graduation rates through early intervention, one-on-one tutoring, and collaborating with the English Department’s  lower division program;
• To collaborate with every department on campus to encourage the systematic and comprehensive development of writing, critical thinking, and communication skills, and
• To promote research on the teaching of writing.

 As resources allow and as the center evolves it will implement, grow, and maintain programs that include satellite tutorial sites, online tutoring services, and collaborative programs with area high schools and community literacy outreach organizations.

Committee Members

Barbara Bekis, Educational Support Programs

Pam Dennis, Library

Tim Johnston, English

Joseph Jones, English

Patsy Krech, CAS Advising

Brad McAdon, English

Rhonda Powers, English

Jennifer Schnabel, Library

Kathy Tuberville, Business

Cynthia Tucker, English

Antonio de Velasco, Communication

Todd Whitney, Education

 Please join me in thanking all involved.  In particular, I’d like to thank members of the orginal (2009) writing center committee:  Dr. John Bensko (English), Dr. Suzanne Biedenbach (formerly of English), Dr. Bill Dwyer (Psychology), Dr. Charles Hall (English), and Dr. Robert Koch (Nursing), chaired by Brad McAdon (English).  The 2010 proposal was co-authored by Eric Link, Charles Hall, and Brad McAdon.

 Go Tigers!

 M. David Rudd, Provost

 Dear Colleagues:

Good news!​  As of this week, applications to the U of M broke the 10,000 mark for the first time, standing officially at 10,119.  

Strong activity continues for both the main campus and our Lambuth campus. Freshman applications are up almost 90%, with out-of-state freshman applications up a remarkable 235%.  I continue to be impressed that in-state freshman applications are still growing, up 55%. Transfer applications are up 22%, and total applications are up almost 77%.   While we’re still processing applications, admission numbers continue to be strong.  Freshman admissions are up 26%, transfer admissions are up 27%, and total admissions are up 25%.  Clearly, we’re attracting a strong group of students! 

 Activity for the Lambuth campus continues to be the strongest we’ve seen since taking on the campus; we’re up 182% for freshman, with out-of-state applications targeting Lambuth up an amazing nine-fold now.  Total applications (including transfers) are up 113%.  Freshman admissions are up 61%, with total admissions (including transfers) up 56%.  It’s great to see these strong trends continue.  We’re now shifting attention more and more to yield, i.e. getting them on campus in the fall.  

Thank you for your continued hard work!  ​

You can find the latest application reports at: http://www.memphis.edu/provost/application_activity_reports.php.

Go Tigers!

M. David Rudd, Provost

Dear Colleagues:

It gives me great pleasure to announce some very good news for the University–and to brag a bit on our tremendous faculty.

The Tennessee Board of Regents (TBR) announced last Friday that the University of Memphis has been awarded six TBR Course Revitalization Grants.  Winning proposals were submitted by teams of UofM faculty in math, science, and foreign languages.  The purpose of the grant program is to support course redesign in courses with high enrollments and relatively low success rates.  Fifty-six awards were made in the statewide competition. 

By focusing on key courses, these course redesign initiatives will bolster the University’s ongoing efforts to emphasize learning outcomes, improve retention, and boost graduation rates.   Our outstanding faculty are to be congratulated for seizing this opportunity and taking leadership roles in improving educational outcomes for our students.

The winning teams are:

Biology 1110, General Biology I

Barbara Taller (Team Lead), Judy Cole, and Alka Sharma

 Biology 1120, General Biology II

Mel Beck (Team Lead), David Freeman, and Anna Bess Sorin

 Math 1530, Probability/Statistics/Non Calculus

Dale Bowman (Team Lead) and Manohar Aggarwal

 Math 1710, College Algebra

Annita Davis (Team Lead) and Misty Freeman

 Math 1910, Calculus I

James Campbell (Team Lead) and James Jamison

 Spanish 1010, Elementary Spanish I

Inmaculada Gomez Soler (Team Lead), Adoracion Berry, and Jennifer Johnston

 Thank you for your passionate commitment to our students and the University.  Your efforts to meet our challenges in a thoughtful and strategic way will reap great benefits.

 Go Tigers!

 M.  David Rudd, Provost

Dear Colleagues:

As many of you are aware, we’ve made a concerted effort to increase enrollment, improve retention, and sharpen recruitment efforts over the past nine months.  I’m pleased to report signs of success, actually in record numbers. Our total undergraduate applications stand at 9,703 (9,325 on main campus and 378 on the Lambuth campus).  The actual application activity reports are linked below for your convenience.  Freshman applications are up 85%, with out-of-state freshman applications up a remarkable 229%.  I continue to be impressed that in-state freshman applications are increasing, up 51%. Transfer applications are up 24%, and total applications are up 75%.   Given the volume, we’re still processing applications.  Freshman admissions are up 23%, transfer admissions are up 22% and total admissions are up 23%. 

 Activity for the Lambuth campus continues to be the strongest we’ve seen since taking on the campus; clearly we’re getting some traction and making progress.  With respect to freshman applications, we’re up 179%, with out-of-state applications targeting Lambuth up an amazing eightfold.  The fact that we’re getting out of state activity specific to Lambuth is great to see and critical to progress on that campus.  Total applications (including transfers) are up 116%.  Freshman admissions are up 50%, with total admissions (including transfers) up 52%.  The early and strong trends continue. 

 Please join me in thanking all those involved, in particular vice-provost Betty Huff and director of admissions Steve McKellips, among a host of others. 

 Link to application reports:  http://www.memphis.edu/provost/application_activity_reports.php

 Go Tigers!

 M. David Rudd, Provost

Dear Colleagues:

           As part of the reconfiguration of the Office of the Provost, it was recommended that research services become a free-standing division in the University.  This change elevates the role of research, provides a voice at the highest administrative levels, and sets the stage for expanding research support and infrastructure on campus.  It is a pleasure to announce that Dr. Andy Meyers has agreed to serve as the interim vice-president for research.  Dr. Meyers has served the University of Memphis in varied administrative roles over the years, including chair of the Department of Psychology from 1990-2002, executive director of the FedEx Institute of Technology in 2004-2005, and most recently as vice-provost for research and executive director of the University of Memphis Research Foundation. 

            The University of Memphis has set a goal of $100 million in research expenditures, with annual award totals fluctuating for the past several years between $45 and $50 million. As shared previously, the University recently completed a research capacity analysis that will help guide the expansion of support and infrastructure geared to growing research activity, with an emphasis on interdisciplinary efforts.  An implementation plan has also been developed.  Both were the products of workgroups that included not only a broad cross section of faculty members but also members of the Faculty Senate Research Committee.

Sincerely,

M. David Rudd, Provost

Dear Colleagues:

 The University of Memphis serves a broad range of student constituencies, consistent with most urban public research universities. Accordingly, the strategies to grow enrollment (including enhanced retention) are a variety of programs and initiatives across many targeted groups. I am very proud to share some exciting results Dr. Richard L. Irwin, Associate Dean, University College, has reported from a pilot study this fall involving college re-readiness course for returning adult students. 

 Tracy Robinson, Director of Online Education, in collaboration with Colton Cockrum, Assistant Director of Academic Retention and Enrichment Services, created an “open access” college readiness course for a select group of adult students.  Of the 36 students invited to participate 13 accepted with 11 fully completing the course.  Astonishingly, those that completed the course achieved a fall semester GPA of 3.71 (incoming average overall GPA was 2.46), a full point higher than the students who declined our invitation (semester GPA of 2.67).  Obviously, their performance was influenced by multiple variables but we are thrilled to see that this course may represent one of the keys to their success. We anticipate similar progress this semester.

Tiger Blue Transition/Adult College Re-Readiness Course

Fall 2013 pilot

• Open to new or readmitted adult students in University College
•  Free to student (not a Banner course)
• Students identified by academic advisor and invited to participate
• Could be converted to tuition and credit bearing course through UNIV independent study 

Goals for course:

1.       Focus on preparing them to be successful in fall 2013 classes

2.       Reduce anxiety about return to school

3.       Increase retention of these students

4.       Orient them to University, eCourseware, and resources available to them

Learning Modules:

• eCourseware orientation/navigation
•  Library
• Writing skills
• Support services/resources
• Time Management
• Study skills
• Note-taking strategies
•  Degree options/planning/advising/registration

Of the Students who accepted the invitation to enroll in the module:         

• Average age of the students = 44 (ages range from 26 to 73)
• Almost 50/50 ratio of male to female
• 70% are readmitted students with an average time away from the University of 15 years
• 85% are within 50 miles of campus
• Average incoming GPA = 2.46
• Average earned credit hours = 70 (range from 6 to 128)
• Average enrollment for fall term = 6 credit hours (online, campus, and extended sites)

Obviously this is an endeavor that merits our applause.  Thanks to Dean Irwin, Mrs. Robinson, and Dr. Cockrum, whose leadership charted one path to student success for this group of returning adult students.

 Go Tigers!

M. David Rudd, Provost

Dear Colleagues:

As detailed in the Integrated Enrollment Plan (link below), we have a number of retention and completion efforts underway.  In an effort to make sure we expend targeted retention funds in the most effective way possible, I have required that all programs demonstrate efficacy through small pilots prior to any broader implementation.  This has provided some great data and laid an empirically-informed foundation for planning purposes.  The programs mentioned below build on the remarkable success of several externally funded programs, including the TRIO programs (federal funds) and First Scholars (supported by the Suder Foundation).  You can find out more about these programs on the University webpage.   Their retention and completion rates have been nothing short of exceptional.   The TRIO Classic program serves 200 students across all majors and has a one-year retention rate of 81% and six-year graduation rate of 57%. The TRIO STEM program serves 120 STEM majors and has a one-year retention rate of 79%.  (The program has only been in existence since 2010; we do not yet have a six-year graduation rate for TRIO STEM). 

Two new efforts, in particular, are worth mention. First, the Academic Coaching for Excellence (ACE) program provides proactive support for students identified as potentially at-risk in accordance with a range of variables critical to degree completion. A small pilot funded this past year demonstrated noticeable improvement in retention for the students involved.  Similarly, the students voiced strong support for the role played by their coaches.  This effort will be expanded in the 2014-2015 academic year.  I’ll keep you updated on progress and outcomes.

The U of M Finish Line Program targets students no longer enrolled with 90+ hours that have not re-enrolled at another institution of higher education. In short, these students have had to abandon their dreams of completing a college degree.  The 90+ threshold is significant for several reasons. First, these students have demonstrated the ability to be successful in college. Second, they are within a single academic year of successful graduation (i.e. 30 hours). And finally, the primary reason for withdrawal at 90+ hours is not poor academic performance, rather financial and related psychosocial challenges. 

The Finish Line program was launched this past fall under the direction of Dr. Dick Irwin (University College).  Over 2,800 students have already been identified who withdrew from the University over the past four years meeting the 90+ criteria.  The Finish Line team has implemented a protocol for identifying qualified students at the end of each semester, providing the opportunity for quick and effective intervention.  Initial results from a pilot of 70 students revealed the ability to re-establish contact with the majority through email, phone or traditional mail service, with over 90% of those contacted enthusiastic about the opportunity to complete their degree. This year alone, almost 50% of those engaged in the pilot study will complete their degrees in 2014, requiring only very limited financial support and assistance with effective degree planning. 

Early returns suggest this program could well be one of the single most effective retention and completion tools available at the University of Memphis.  In addition to efficiently growing support staff for this program, we are pursuing private support for scholarship funds. I’ve pasted the Finish Line logo below; Linda Bonnin’s group did a great job with the design.

As you can see we’re making strategic investments to improve retention and completion at the University of Memphis.  Your support and hard work is greatly appreciated.

Link to Integrated Enrollment Plan: http://www.memphis.edu/provost/presentations.php

Go Tigers!

M. David Rudd, Provost

As promised, here’s a progress update on degree completion efforts at the University of Memphis.  Not only is degree completion central to our obligation to our students, we have now transitioned to an outcomes based formula funding model, with a focus on student progression and graduation.  As mentioned on 2/7/2014 our doctoral degree completion numbers have improved in profound fashion, and we’ll see significant increases this spring. We’re also seeing similar improvement at the undergraduate level.  Growth from the 2012 academic year to the 2013 academic year was 5%, with expected growth for the current 2014 academic year estimated at another 2%.  As the graph below indicates, we’re projecting growth in the 6% range through 2016.  My guess is that we’ll actually outpace those projections given performance over the past two years.

Congratulations on a great effort.  Having talked with quite a few students, I know they are grateful.  The impact of completing a college degree has positive influence across multiple domains, including not just the students, but families and communities as well.

Go Tigers!

M. David Rudd