Office of Undergraduate Education Briefing Book 2012-2013

Briefing Book Office of Undergraduate Education

October, 2012 2012—2013

TABLE OF CONTENTS

Vice Provost (Steven Brint) ...................................................................................................... 1

Office of Undergraduate Education.............................................................................................. 1

Associate Vice Provost (Thomas Perring) ............................................................................. 8

University Honors ............................................................................................................................... 8 Office of Outward Bound Undergraduate Education ......................................................... 14

Assistant Vice Provost (Under Recruitment)..................................................................... 18 Evaluation, Assessment, and Institutional Research ......................................................... 23 Office of Undergraduate Research ............................................................................................ 26

Chief Financial and Administrative Officer (Jo Ann Javier) ............................................ 29 Administrative Office...................................................................................................................... 29

Director (Michael Paul Wong) ............................................................................................... 34 Academic Resource Center........................................................................................................... 34

Director (Leonard Taylor) ..................................................................................................... 40 Summer Sessions and Special Programs ................................................................................ 40

Director (John Briggs) ............................................................................................................. 45 University Writing Program ........................................................................................................ 45

Office of Undergraduate Education Vice Provost Steven Brint Steven Brint was appointed Vice Provost for Undergraduate Education in September 2011.

Steve is UCR’s advocate for undergraduate education and heads the office which was founded in 2004. Since his appointment, Steve has launched a number of programs to improve teaching and learning on campus and to create greater efficiency in campus processes bearing on undergraduate education. Steve reports to the EVC/Provost and is the liaison to the Academic Senate’s Undergraduate Council and UCR’s accrediting agency, the Western Association of Schools and Colleges (WASC). Prior to his appointment as Vice Provost, Steve served as Associate Dean in the College of Humanities, Arts, and Social Sciences at UCR. Steve is a well-known sociologist and higher education scholar. His research group, Colleges & Universities 2000, has been funded since 2000 by the National Science Foundation and two philanthropies. He is also co-leader of the Student Experience in the Research University (SERU) Survey & Consortium, a research and policy organization of public research universities.

Steve received his BA in Sociology with highest honors from UC Berkeley. He received his Ph.D. in Sociology from Harvard University. Steve came to UCR in 1993 as Professor of Sociology after teaching at Yale University from 1985-1992. He is the author or editor of six books and dozens of scientific papers. His research has focused on issues at the intersection of the sociology of higher education, the sociology of professions, and middle-class politics. He won the “Outstanding Publication” award from the American Educational Research Association and the “Willard Waller Award” from the American Sociological Association. In 2006, he received the Chancellor’s Award for Fostering Undergraduate Research. He was elected a fellow of the American Association for the Advancement of Science in 2008. He is also a fellow of the Center for Studies in Higher Education at UC Berkeley and the Center for the Study of Inequality at Stanford University.

Leadership and Organization Steve meets regularly with UE’s leadership team. The senior leadership in the office is composed of Associate Vice Provost Thomas Perring, who directs University Honors and Outward Bound programs; Chief Financial Officer JoAnn Javier; and an Assistant Vice Provost, who directs the Office of Undergraduate Research. Patsy Oppenheim, who served as Assistant Vice Provost for seven years, retired in 2011. Patsy has continued to direct the Office of Undergraduate

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Research on a recall basis and will do so until the Assistant Vice Provost position is filled. Other members of the leadership team include the unit heads for the Academic Resource Center; Summer Sessions; and the University Writing Program.

Vice Provost’s Cabinet John Briggs Director of the University Writing Program Jo Ann Javier Chief Financial and Administrative Officer Perry Link Convener of the Academy of Distinguished Teachers Under Recruitment Assistant Vice Provost Thomas M. Perring Associate Vice Provost and Director of University Honors Leonard Taylor Director of Summer Sessions Michael Paul Wong Director of the Academic Resource Center

Mission of the Office of Undergraduate Education The Office of Undergraduate Education provides leadership for cross-campus programs aimed at improving the quality of undergraduate education. It promotes academic success for UCR’s diverse undergraduate population, providing aid to students who are experiencing difficulties in their classes and ensuring options for all students to engage in a challenging array of educational opportunities, from study abroad to undergraduate research and capstone experiences.

Goals 1. Expand the number of high impact educational experiences for UCR undergraduate students.

Objectives a. Monitor and disseminate best practices in first-year learning communities. b. Integrate Education Abroad and UCR faculty-led Summer Study Abroad programs. c. Expand the number of students participating in undergraduate research. d. Work with the undergraduate colleges and departments to add and improve senior capstone experiences.

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2. Contribute to the creation of powerful teaching and learning environments on campus.

a. Support the Scholarship of Teaching and Learning Colloquium series. b. Disseminate the literature on effective pedagogies in large lecture classes, focusing on inquiry-based learning and interactive engagement strategies. c. Provide feedback to instructors on teaching, learning, and course evaluation.

3. Support the educational aspirations of firstgeneration and racial ethnic minority students.

a. Develop state-of-the-art academic support services and evaluate their effectiveness, reallocating resources to support the most effective programs. b. Study the participation of first-generation and racial-ethnic minority students in high a. Advise and mentor students applying for prestigious scholarships and fellowships. b. Maintain and continue to make improvements in University Honors, including investigation of the feasibility of an Honors College. c. Create tracks combining academic and cocurricular experiences for students interested in leadership, entrepreneurship, and civic engagement. d. Celebrate UCR students whose academic achievements merit recognition.

4. Encourage UCR students to achieve at the highest possible level.

Office of Undergraduate Education at a Glance History: The Office had its origins in the Education Abroad and UCDC programs, which were free-standing programs led by a faculty director, Professor Robert Heath. In 2004, Executive Vice Chancellor and Provost Ellen Wartella appointed the first Vice Provost Andrew Grosovsky.

The University Honors Program, previously a free-standing program, was transferred to UE with the appointment of Grosovsky. Grosovsky was also charged with leading the reaccreditation effort of the campus. Under Assistant Vice Provost Patsy Oppenheim, the unit quickly developed a presence in undergraduate research through the Undergraduate Research Symposium, inaugurated in 2006, and the Undergraduate Research Journal, also inaugurated in 2006. The Undergraduate Academic Programs unit, as it was then known, achieved a more formal recognition as a campus administrative organization in 2007, when David H. Fairris was appointed vice provost and the current name of the unit, the Office of Undergraduate Education, was adopted.

The unit’s reputation for good management and careful evaluation of programs led to the migration of several campus programs to UE in the late 2000s. The Academic Resource Center was incorporated into UE from its previous location in Student Affairs in 2007. The University Writing Program, previously administered by the Department of English, joined UE in 2008.

Summer Sessions migrated to UE from University Extension in 2009. Vice Provost Fairris opened a new program, Undergraduate Research in the Community, also in 2009. The Office of

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Undergraduate Research was formally established in 2011-12, under Vice Provost Steven Brint.

Reporting structures have remained constant since the inception of the Office. The Vice Provost reports directly to the Executive Vice Chancellor and Provost. The Vice Provost plays an active role in the Enrollment Management Council, as well as serving as Accreditation Liaison Officer to WASC. Program Focus: Programs within UE work to: 1) implement effective cross-campus educational programs (e.g., undergraduate research, summer study abroad, University Honors, senior capstones); 2) promote instructional improvement and the evaluation of teaching; 3) aid departments in their assessment of student learning outcomes; 4) provide academic support (e.g., supplemental instruction, drop-in tutoring, early warning); and 5) mentor students to help them to achieve recognition for their scholarship and co-curricular activities.

Faculty: The Office has no permanent ladder faculty FTE but faculty members serve on standing committees to advise the Vice Provost and the directors on UE programs (see organization chart).

Faculty committees coordinate the Scholarship of Teaching and Learning Colloquium series, the Rhodes-Marshall Committee, and the Chancellor’s Research Fellowships. They advise UE on the Undergraduate Research Journal, the University Writing Program and University Honors. Faculty members also teach in University Honors, as well as in Summer Sessions.

Staff: The Office employs more than 60 permanent staff in seven major units: the Academic Resource Center; Educational Initiatives; Evaluation, Assessment, and Institutional Research; the Office of Undergraduate Research; Summer Sessions; University Honors; and the University Writing Program.

Lecturers and Student Workers: There are as many as 150 students working part-time in a variety of capacities in the organization. These students work primarily as peer mentors in the ARC and University Honors. In addition, the University Writing Program employs as many as 70 lecturers and 50 graduate student teaching assistants. Summer Sessions employs almost 100 UCR ladder faculty, 200 lecturers, 250 associates-in (graduate students who have been advanced to candidacy for the PhD), and 500 graduate student teaching assistants – all on a part-time basis.

Campus Facilities: The Vice Provost is located on the third floor of Surge. Other offices in the suite are occupied by the Associate Vice Provost, the Assistant Vice Provost, the Director of Educational Initiatives, the Director of Evaluation, Assessment, and Institutional Research, the Director of Information Technology, and their staffs. Summer Sessions occupies a separate suite of offices on the third floor of Surge. The Academic Resource Center is located in a suite of offices and classrooms on the first floor of Surge. The Office of Undergraduate Research and University Honors are located in suites of offices on the second floor of Olmsted Hall. The University Writing Program is located in a suite of offices in the Humanities and Social Sciences Building. Study Abroad is located in the International Education Center in University Village.

Academic Senate: The Vice Provost is the administrative liaison to the Committee on Educational Policy (CEP). His staff works jointly with CEP on undergraduate program reviews. In addition, all UE work in relation to accreditation is coordinated with CEP. The Associate Vice Provost is the administrative liaison to the Committee on International Education.

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Office of Undergraduate Education Budget Office of Undergraduate Education Summary of Expenses by Funding Sources Funding Source State Funds Student Fees Contracts & Grants Gifts & Endowment Funds Sales & Service Total

Expenditures $10,632,568 $2,596,175 $151,693 $214,829 $387,840 $13,983,105

% of Total 76.04% 18.57% 1.08% 1.54% 2.77% 100.00%

Office of Undergraduate Education Summary of Expenses by Programs Programs Academic Resource Center Summer Sessions Instructional University Honors University Writing Program Office of Undergraduate Education Total

Expenditures $2,189,998 $4,508,981 $565,214 $5,406,053 $1,312,859 $13,983,105

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% of Total 15.66% 32.25% 4.04% 38.66% 9.39% 100.00%

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Major Accomplishments Incorporated three large units (Summer Sessions, University Writing Program, and the Academic Resource Center) between 2007 and 2009.

Expanded the Office of Undergraduate Research to include the following new components: Undergraduate Research in the Community, the Chancellor’s Research Fellowships, and the Undergraduate Research Tracking System.

Developed and implemented two large-scale systems: R’Summer and the Online Assessment Tracking System (OATS).

Integrated regular program evaluation with program development and resource allocation decisions.

Developed an enrollment model to predict the seats required in lower and upper division by department to meet student demand for 15 units per term.

Reorganized University Honors into a full four-year program with new curricula, engaged faculty, and expanded staff.

Held nationally-noted “Best Practices” in First Year Learning Communities Conference.

Developed UC Teaches survey.

New Initiatives Development of programs to address the needs of international students.

Systems development to improve scholarship disbursement process.

Planning for Office of Instructional Development to provide assistance to faculty interested in improving teaching effectiveness.

Planning for pathways combining academic coursework and co-curricular activities in the areas of leadership, entrepreneurship, and civic engagement.

Mapping of major requirements and consultation on offering senior capstone experiences for departments that do not currently offer these opportunities.

Campaign to strengthen academic integrity policies and compliance.

Integration of Educational Abroad and Summer Study Abroad as UE units.

Successfully pursue funding for UC Teaches survey.

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Undergraduate Education Organization

Steven Brint Vice Provost Undergraduate Education

Thomas Perring Associate Vice Provost

Jo Ann Javier Chief Financial & Administrative Officer

University Honors

Business Office

Undergraduate Research

Outward Bound Programs

Information Technology

Evaluation, Assessment, and Institutional Research

Under Recruitment Assistant Vice Provost

Leonard Taylor Director, Summer Sessions

Summer Session

Michael Paul Wong Director, Academic Resource Center

John Briggs Director

Academic Resource Center

University Writing Program

University Honors Associate Vice Provost Faculty Director, University Honors Thomas Perring

Dr. Thomas Perring is the Associate Vice Provost of Undergraduate Education and Professor of Entomology. He received his B.S. in Wildlife Ecology from Oklahoma State University, his M.S. in Entomology from Texas Tech University, and his Ph.D. from the University of Nebraska in Entomology.

He has been a member of the UCR faculty since 1983. His research focuses on the development of environmentally and economically sustainable pest management programs for insects and mites that are threats to agricultural crops.

Research conducted in his program has resulted in the publication of 110 scientific articles and book chapters. In addition to his research, Professor Perring has received various recognition awards for excellence in teaching. Prior to being named the Associate Vice Provost of Undergraduate Education, Dr. Perring was the Associate Dean of Recruitment and Student Success in the College of Natural and Agricultural Sciences.

Tom has been the Faculty Director of University Honors since 2010. He has spearheaded the Honors transition to a four-year program, infusing curricular changes, robust faculty engagement, and high impact co-curricular programming.

Leadership and Organization University Honors is designed for students who have shown through their own high achievement that they value intellectual challenges and want to be a part of an innovative, diverse, and demanding learning community. Students benefit from close interaction with Honors Faculty in small class settings, and with professional staff who provide developmental advising to help them optimize their educational experience at UCR. High impact, experiential learning opportunities available to Honors students include undergraduate research, scholarly and creative work, internships, service learning, and faculty-led co-curricular activities. In addition Honors students are supported by a strong peer leader support system, faculty mentorship, Honors scholarship opportunities, and preparation for prestigious scholarships and awards. These experiences are designed to prepare students for participation in a senior thesis project that advances knowledge in their discipline, culminating in an Honors Thesis.

The four-year program starts with a new course designed to help incoming Freshmen transition to college and be successful in Honors. They also choose between wide selections of Ignition Seminars. These courses, taught by some of the most engaged faculty on campus explores the life of the mind and ignites the student’s curiosity. In the spring of the first year, students take another new course on motivation. The second year, which focuses on civic engagement, begins with a course on the science and academic study of civic engagement and social issues in which research

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can play a critical role. Students are able to follow this course by taking elective units focused on solving social problems on campus and in the community. The third year provided curriculum to prepare students to understand how research is conducted in various disciplines and to begin the process of developing their own research, scholarly or creative thesis/capstone project. The fourth year is devoted to supporting students in the completion of their senior thesis/capstone project.

University Honors Key Staff: Dr. Thomas Perring Faculty Director Gladis Herrera Berkowitz Acting Director Scott Silverman Associate Director of Student Affairs Jane Kim Student Development Coordinator Emily Nudge Student Development Coordinator Mayra Jones Administrative Assistant Debbie Pence MSO

Mission of the University Honors University Honors is committed to developing curricular and educational opportunities that enhance the learning experience of high achieving students. Students are guided in optimizing the resources and opportunities of a large research institution while benefiting from the close mentorship and guidance of faculty and professional Honors staff.

Goals 1. Recruit academically outstanding undergraduates from across the nation.

Objectives Provide a challenging and rewarding experience to students who value intellectual excellence. Faculty and professional mentorship engage students in an innovative, diverse, and demanding learning community.

Provide Honors specific programing through the Faculty in Residence (FIR) Program in the residence halls. Currently Honors has 2 FIRs who build community among the Honors students through dinners with faculty, guest speaker series, cultural field trips, and office hours.

2. Provide a living and learning community for students in the residence halls.

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3. Provide an interdisciplinary curriculum that prepares students to optimize their learning experience at UCR. 4. Provide guidance in optimizing the resources of a large research institution.

5. Provide programing that prepares students to be competitive when applying for scholarships and graduate/professional school.

6. Engage students to complete innovative research or capstone projects that contribute knowledge to the academy.

Provide small class environments with engaged faculty so that students build the confidence to engage with the faculty, think critically about the issues presented, and understand what research means across the disciplines.

Provide mentorship by professional staff and faculty on the value of research, scholarly, and creative work. Students are encouraged and guided on becoming involved in cutting-edge research, internships and study abroad opportunities.

Provide workshops, colloquium, and Honors courses that expose students early in their academic careers to the important elements that will enhance their profile as a competitive candidate, i.e. undergraduate research, service learning, internships, education abroad, and development of faculty relationships.

Develop curriculum and co-curricular experiences that prepare students to undertake an Honors thesis project. Honors Faculty and Staff guide students on refining their ideas and identifying Faculty Thesis Mentors.

Office of the University Honors at a Glance History: University Honors was started at UC Riverside in 1988. The program consisted of Lower Division and Upper Division components. In 2009-2010 Vice Provost David Fairris charged a faculty workgroup to “re-envision� UCR’s Honors Program and its presence on campus. The work group concluded that a robust Honors program would provide intellectual growth, personal development and social responsibility as core to the programming. The committee also recommended that the program move from a 2+2 program (Lower and Upper Division) to a full four-year program. The four-year program would provide guidance and preparation to students and allow entry portals to select students who demonstrate academic excellence, interest in research, scholarly, or creative activities that lead to a senior thesis project. In 2010-2011 the University Honors team worked to redesign curriculum and programming that resulted in a fouryear program being established as of Fall 2011.

Program Focus: University Honors has distinct curricular objectives for each student developmental stage. Year 1: Transition, Success and Discovery, Year 2: Civic Engagement, Year 3: Honors Thesis Research, Year 4: Honors Thesis Profile of University Honors Student Population: University Honors provides entry portals for students with GPAs over 3.50 in year 1-4. The Faculty Admissions Committee looks for students who are seeking to be academically challenged, socially conscience, and interested in taking on leadership roles in the community and their field of study. The majority of Honors students are admitted in freshman year. The average GPA for admitted freshmen in fall 2012 was 3.95 and average SAT was 1809.

Staff: University Honors is supported by 5 full time staff members, and the faculty director for University Honors.

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Teaching: University Honors does not have a faculty teaching staff. Over the years University Honors have developed courses with departments that meet the teaching mission. Teaching stipends are as follows: $2,500 per section, $4,000 per seminar, $4,500 per Ignition Seminar.

There is academic oversight from the Faculty Director and the Honors Faculty.

Facilities: Housed in 2316 Olmsted, University Honors provides student access to a lounge, computer lab, and a conference room. Office spaces also are available to the professional staff and faculty. The long term goal is to grow into a facility that provides teaching space.

Office of the University Honors Budget University Honors Summary of Expenses by Funding Sources Funding Source State Funds Student Fees Contracts & Grants Sales & Service Total

Expenditures $470,079 $58,058 $500 $36,577 $565,214

% of Total 83.17% 10.27% 0.09% 6.47% 100.00%

University Honors Summary of Expenses by Programs Programs Program Administration Summer University Honors Program Faculty Mentor Program Various academic and co-curricular programs Total

Expenditures $434,168 $38,055 $35,000 $57,991 $565,214

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% of Total 76.81% 6.73% 6.19% 10.26% 100.00%

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Major Accomplishments Implementation of the Honors 4-year program starting in Fall 2011.

Designed new Freshman level course, delivered in spring quarter, on “Motivation in College.”

Implementation of 13 Ignition Seminars in AY 12-13. Course evaluations reveal that the courses met the goal of exciting the students’ minds by exposing them to topics from a multidisciplinary approach and challenging them to ask critical questions about the topics.

Implementation of courses HNPG150 and HNPG151 that aid students in understanding how research is conducted across the disciplines, and help narrowing down their research question to a manageable Honors thesis project.

Increasing the minimum GPA requirement for enrolled University Honors students from 3.2 to 3.5.

Development of a new Peer Leader Program – Training for Peer Mentors, Discussion Leaders, and Chairs of Student Committees.

New Initiatives Focus our course offerings on those that will satisfy breadth or otherwise be useful for a large number of students’ degree programs. Currently in discussions with the departments of History, Biology, English.

Continue seeking engaged faculty to offer the Ignition Seminars.

As students progress in the 4-year program, we will see a marked increase in the number of students conducting research and creative activities. This will require a vast increase in the number of faculty who mentor Honors students.

Design HNPG 9 (Freshman first-quarter course in transition and success in college) to provide early support for students, giving them the tools to maintain a strong GPA throughout their UCR career.

Provide focused training to students involved in the Peer Leader Program.

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Undergraduate Education University Honors

Steven Brint Vice Provost Undergraduate Education

Tom Perring Associate Vice Provost Faculty Director University Honors

Debbie Pence Undergraduate Education MSO

Gladis Herrera-Berkowitz Acting Director University Honors SAO IV

Scott Silverman Associate Director of Student Affairs SAO IV

Jane Kim Student Development Coordinator SAO III

Emily Nudge Student Development Coordinator SAO III

Mayra Jones Administrative Assistant AA II

Office of Outward Bound Undergraduate Education (OBUE) Associate Vice Provost Thomas Perring Tom has been AVP since October 2010, serving as the Faculty Director for the Education Abroad Program, Summer Study Abroad, UC (Washington DC) and UC Sacramento. The OBUE is a new initiative to bring all outward bound undergraduate education programs under one administrative umbrella.

Leadership and Organization UCR offers a number of outward bound opportunities for students to study off campus, both at international and domestic sites. These include the Education Abroad Program (EAP), the Opportunities Abroad Program (OAP), the UC (Washington DC) Program (UCDC), the UC Sacramento Program (UCSC), UCR faculty-led Programs (including our Summer Study Abroad Program (SSA)), and Honors Abroad (HA), a new program that will encourage outward bound participation and provide scholarships to students who take advantage of these opportunities. In addition, there are instructors who take students on short term (1-3 week) educational programs that don’t really fall under any particular authorized program; they just go.

Off-campus educational programs can have a tremendous impact on students, often providing life-changing experiences. They complement the instruction and faculty interaction that a student receives on campus, and they can help students solidify their passion for their chosen career path or they can set them on new paths. The new Office of Outward Bound Undergraduate Education provides an administrative structure to expand UCR student participation in studies abroad.

Office of Outward Bound Undergraduate Education Key Staff Dr. Thomas Perring, Associate Vice Provost for UE Faculty Director of OBUE Trina Elerts Program Coordinator UCDC and UCSC

Mission of Outward Bound Undergraduate Education The mission of OBUE is to offer a diverse selection of high-impact outward bound educational experiences that appeal, both academically and financially, to the diverse undergraduate student body at UCR, resulting in an increase in the number of students who participate in these experiences.

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Goals 1. Create programs that are cost effective and affordable for UCR’s diverse student body.

a.

b. c.

d.

2. Maximize the academic relevance of OBUE programs by engaging in academic integration efforts on campus.

3. Develop faculty led programs.

4. Educate students and their families on the value of outward bound study.

Objectives Develop programs that are affordable to the range of UCR students through partnerships with UCEAP and 3rd party providers.

Work closely with faculty to select cocurricular activities with an eye toward program cost.

Seek development opportunities for scholarships to support students who cannot otherwise afford outward bound educational opportunities.

Engage in targeted marketing of programs among groups of students who have resources to afford OBUE programs.

a. Inform faculty of courses offered in EAP and OAP so they may begin the process of integrating the courses into their degree programs. b. Solicit suggestions from faculty for courses that would fulfill program requirements, and develop these courses off campus a. Solicit faculty to submit OBUE courses through the Academic Senate. Courses could be of variable length and offered throughout the academic year and in the summer. b. Investigate working with EAP and 3rd party providers who have extensive knowledge of local environments to determine the best partnerships for our faculty led programs. c. Finalize a Risk Management Plan and Training Protocols that will minimize risk to our students and faculty and guide the response to emergencies that arise. d. Develop marketing strategies and tools for our faculty led programs. a. Create targeted marketing for all students, but particularly 1st generation students on the benefits and costs of OBUE programs. b. Develop a breadth of OBUE offerings that cover a range of cost, academic relevance, and time so that all students will have a realistic chance of choosing a program.

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Office of Outward Bound Undergraduate Education at a Glance History: OBUE is a new unit in the formative stages. AVP Perring has been charged with planning and implementing programmatic changes that will bring EAP, OAP, Summer Study Abroad, UCDC and UC Sacramento into the same unit.

For more information on UCDC, UCSC, and University Honors please refer to their sections in the briefing Booklet.

Profile of the OBUE Student: Students from all majors and disciplines are encouraged to apply for one of our outbound programs. The UCDC and UCSC programs predominantly draw on Political Science and Business majors. The Summer Study Abroad program has consisted of only a few faculty led summer programs. The EAP and OAP programs are larger and appeal to a broader audience. However, there remains a market bias toward students in the College of Humanities, Arts and Social Sciences and the School of Business. The College of Natural and Agricultural Sciences and the Bourns College of Engineering are less represented.

The number of students in each program for AY 2011-2012 were: UCDC (75), UCSC (12), SSA (27), EAP (222), OAP (102).

Facilities: Presently, the offices that will comprise the OBUE are spread over the campus.

Currently UCDC, UCSC, and University Honors are located in Olmsted Hall. SSA was housed in Summer Sessions in Surge 361, and EAP and OAP are currently housed in the International Education Center, Suite 204, University Village. Talks are underway to move EAP and OAP to Olmsted Hall. Frequent interactions among these units will create synergies and enable joint marketing and informational session offerings. OBUE anticipates an increase in staff of 2-3 FTE following this transition.

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Outward Bound Undergraduate Education (OBUE)

Steven Brint Vice Provost Undergraduate Education

Debbie Pence Business Officer MSO III

Tom Perring Associate Vice Provost

Trina Elerts Coordinator UCDC and UCSC Program SAO II

Office of Assistant Vice Provost Assistant Vice Provost Vacant (Under Recruitment) Reporting to the Vice Provost, the Assistant Vice Provost (AVP) will be responsible for three primary activities: (1) leadership of new initiatives of UE, (2) leadership in UE grant writing related to student success, and (3) work with departmental faculty to improve assessment activities, including evaluation of teaching. In addition, the AVP will provide oversight of the Office of Undergraduate Research (OUR) and the Office of Evaluation, Assessment, and Institutional Research (EAIR). The AVP will represent the Vice Provost in some meetings related to activities of the Office.

Office of Assistant Vice Provost Key Staff Allison M. Cantwell Director, Evaluation, Assessment & Institutional Research Veronique Rorive Director, Office of Undergraduate Research Patsy Oppenheim Project Developer Rebecca Spence Dobias Coordinator, Undergraduate Research in the Community

Mission of the Office of Assistant Vice Provost The mission of the Office of the Assistant Vice Provost is to maintain high quality in current activities of UE in the area of undergraduate research and student success. The AVP also seeks to expand the number of high-impact programs for undergraduate students on campus and to bring in grants that will contribute to student success at UCR. Goals 1. Support campus-wide high-impact academic programs

Objectives a. Issue call for proposals for “pathways and leadership� combining course work and cocurricular activities in leadership, civic engagement, entrepreneurship and the creative process. b. Advance senior capstone experience project and departmental programs preparing students to conduct senior projects. c. Participate in review of proposals for technological enhancement of undergraduate education.

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2. Maintain and expand effective student success programs

3. Contribute to improvements in undergraduate teaching and learning environment

4. Improve program assessment on campus

a. Share best practices in First-Year Learning Communities, and expand to multiyear experiences. b. Participate in oversight of STEM Mastery and Completion Initiative. c. Take leadership role in pursuing student success grants from federal agencies. a. Coordinate quarterly Scholarship of Teaching and Learning Colloquia b. Coordinate mini-grant programs for faculty, staff, and undergraduate students; as well as the annual Chancellor Research Fellowship. c. Participate in Academic Integrity Initiative. d. Help to lead study of teaching evaluation (in collaboration with the Academic Senate). e. Develop seminar series for new faculty on undergraduate teaching in the research university. a. Work with departments in need of improvement in assessment of student learning outcomes. b. Implement recommendations from study of general education. c. Work on system development for improvement of OATS system.

Office of Assistant Vice Provost at a Glance History: The Office of the Assistant Vice Provost grew out of UE’s efforts in the area of undergraduate research and student success. In 2005, UE initiated a campus-wide approach to work already being done by individual faculty mentoring of undergraduate research. These efforts led to the development of the Undergraduate Symposium on Research, Scholarship, and Creative Activity and the Undergraduate Research Journal. Also in 2005, the UCR Student Success Task Force recommended programs to improve undergraduate retention, student success, and the overall undergraduate experience. These efforts led to a first-year learning communities working group, expansion of student success programs in the Academic Resource Center, and successful grant applications to expand research opportunities for undergraduates and to enhance first-year learning communities.

In 2011, Vice Provost Steven Brint reorganized the Office to allow for a focus on new initiatives, as well as student success and undergraduate research. The Office of Evaluation, Assessment, and Institutional Research was simultaneously brought under the supervision of the AVP. The AVP is anticipated to play a role in improvement of programmatic assessment activities and the evaluation of teaching on campus working in conjunction with the director of EAIR. Program Focus: UE has identified a number of opportunities to improve student success and to provide high-impact program opportunities for undergraduates. Several of these opportunities have received support from the UE budget for AY 2012-13. These include: the STEM Mastery

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and Success Initiative (partnering with the College of Natural and Agricultural Sciences); the Senior Capstone Initiative; the “Pathways” Project (linking courses and co-curricular activities in leadership, civic engagement, entrepreneurship, and the creative process); and training and dissemination on effective teaching in research universities. UE has consulted with the Office of Research and Economic Development to begin work on a new set of grant proposals to contribute to student success. In addition, UE has identified ten academic departments that require consultation to improve their program assessment efforts. The new AVP will review current program priorities. On the basis of this review, some current priorities may be tabled, and others added.

Faculty: No faculty is assigned to the Office of the Assistant Vice Provost. However, the AVP relies on faculty contributions for a number of committees under her/his overall direction. These include: the Faculty Advisory Board of the Undergraduate Research Journal, the Scholarship of Teaching and Learning Colloquium Committee; the Selection Committee for the Chancellor’s Research Fellows; and the STEM Mastery and Completion Initiative Advisory Committee.

Students: One undergraduate and one graduate student work as aides to the Director of EAIR. The Office of Undergraduate Research involves students in many of its activities, including the Student Editorial Board for the Undergraduate Research Journal.

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Major Accomplishments Introduction of successful first-year learning communities in conjunction with the colleges: CHASS Connect, CNAS Freshman Scholars, Engineering Learning Communities, University Honors, and residential halls’ living learning communities. College learning community evaluations show increased retention compared to non-learning community students.

Developed and coordinated grant proposals and awards for student success: U.S. Department of Education College Cost Reduction and Access Act grant $3.3 M (2008-2010); U.S. Department of Education Fund for the Improvement of Postsecondary Education $515,000 (2008-2012).

Held “Best Practices” in First-Year Experiences Conference in April 2010 featuring George D. Kuh, founder of NSSE. Established Transfer Resource Center.

Created Summer Academic Bridge Program, including paid internships, in coordination with the Academic Resource Center.

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New Initiatives (subject to review) Senior Capstone Initiative -- Mapping the departments on campus currently providing senior capstone experiences, the unit counts in the major for all departments, and discussing with selected departments the options for adding capstone experiences.

STEM Mastery and Completion Initiative – working with the College of Natural and Agricultural Sciences and the Bourns College of Engineering to improve student mastery and completion of curricula in the two colleges where retention and graduation rates are lowest.

Includes attention to grant opportunities for student success in STEM. Explore and potentially pilot a second year learning community.

Improvement of learning outcomes assessment in ten departments that have not followed through on assessment projects from the time of UCR’s reaccreditation in 2010.

Completion of general education assessment project.

Work with the Scholarship of Teaching and Learning Colloquium Committee, the Academy of Distinguished Teachers, and the IT Department on dissemination of “best practices” in undergraduate teaching.

Launch of academic integrity initiative to reduce instances of academic dishonesty.

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Undergraduate Education Assistant Vice Provost

Steven Brint Vice Provost Undergraduate Education

Vacant Assistant Vice Provost

Allison Cantwell Director, Evaluation, Assessment, and Institutional Research Analyst IV

Veronique Rorive Director, Undergraduate Research Analyst IV

Rebecca Spence Dobias Coordinator of Undergraduate Research in the Community SAO II

Office of Evaluation, Assessment, and Institutional Research (EAIR) Director Allison Cantwell Mission of the Office of Evaluation, Assessment and Institutional Research The Evaluation, Assessment and Institutional Research (EAIR) office designs and implements research and evaluation studies related to undergraduate education, in support of program and policy development and academic planning. EAIR conducts assessment and provides support to undergraduate program reviews campus-wide. EAIR also provides support on grant evaluation and accreditation activities for undergraduate education.

Goals 1. Generate and implement evaluation plans for undergraduate support programs

2. Increase department compliance in OATS

3. Develop an assessment plan for UCR's general education requirements

Objectives a. Work with directors to identify goals of programs b. Develop measurements and identify key variables for future evaluations. c. Follow the assessment plan for data gathering and statistical analysis. d. Report findings and offer suggestions to improve programs. a. Work with faculty in departments to establish learning outcomes (LOs) if missing b. Ensure stated measurement of LOs are sound c. Track multi-year plans d. Track course maps e. Improve system for reporting and tracking department progress a. Identify learning outcomes, key courses, and how courses align with learning outcomes. b. Use findings to develop an assessment plan. c. Follow the assessment plan for data gathering and statistical analysis. d. Report findings and offer recommendations to improve general education requirements.

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Office of Evaluation, Assessment and Institutional Research at a Glance History: The position for the Director of Institutional Research was established in 2005. VPUE David Farris initiated this position with a focus on thorough evaluation and assessment of undergraduate programs. In 2012, the position underwent a reevaluation and was established under the new title: Director of Evaluation, Assessment, and Institutional Research to better describe and clarify the responsibilities of the position. Allison Cantwell was hired as Interim Director of EAIR in April 2012 and hired in the career position as Director of EAIR in June 2012.

Program Focus: The office of EAIR ensures thorough assessment and evaluation of undergraduate programs through working with faculty and staff to identify program goals. Once goals and objectives have been identified the Director of EAIR develops an assessment plan by identifying key variables from student data and designing any additional measurement tools necessary to evaluate a program's objectives. The evaluation is conducted through gathering data and analysis of results. Evaluations and assessments are always goal-driven and aim to provide findings that can be useful to program directors in the improvement of their programs.

The office of EAIR also assists in annual program reviews and the WASC accreditation process.

For both, the director of EAIR must coordinate with faculty and staff on campus to gather the information necessary to ensure successful reviews.

The office of EAIR also participates in campus working groups with various goals. The director of EAIR serves as a consultant and conducts data analysis depending on the goals of the group.

Recent studies include the Bio 5A Evaluations, the International Students Report, the English 1PA Report, and the Early Warning Report.

Faculty & Staff: The Director of EAIR interacts directly with directors, faculty, and staff of programs being evaluated. We work with these leaders to outline the goals of a given program and the outcomes to be assessed so that a useful and thorough assessment plan can be developed. The assessment plan is then put into action through evaluation of the program goals and outcomes. These results are documented in a report to be disseminated to key leaders in the program and, posted on the research website. Reports are structured in a way to provide useful information to leaders of programs so they may be used for program improvement.

The Director of EAIR also interacts with administrators on campus through working groups of various goals. This past year, the director has been involved with the international student initiative through participation in the Data and Reporting Working Group and the Student Support and Retention Working Group. Recently, the director has been added to the Course Management Working Group. These working groups are often comprised of many individuals from different offices on campus. Each person offers their own expertise which can be harnessed to help toward the goal(s) of the working group. Participating in working groups helps to establish connections with other offices and colleagues on campus, provides a well-rounded understanding of the responsibilities of other offices on campus, and fosters collaboration.

The Director of EAIR also assists in the annual program reviews on campus. This requires close contact with a representative of the Academic Senate Committee for Education Programs, the Vice Provost for Undergraduate Education, department chairs, and the office of computing.

Together, we identify potential external reviewers, establish an external review committee, create and monitor surveys of faculty and students in departments, and generate data for these reviews to ensure a thorough review process.

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• • • • • • • • • •

• • • • • •

Recent Accomplishments Evaluation of the Early Warning program hosted by the Academic Resource Center Implemented an evaluation of the University Writing Program Designing an assessment plan for general education requirements Generated a report about the International Student population at UCR over the past 8 years Disseminated survey briefs to faculty and staff on campus about undergraduate research and the impact of rising tuition Evaluation of the English 1A Pilot Program Provided data and analysis for the College Cost Reduction and Access Act study Examined placement into preparatory English and Mathematics courses Selected students eligible to participate in Commuter Connect through the Academic Resource Center Assisted in the Undergraduate Program Review of Media and Cultural Studies New Initiatives Improve assessment plans and evaluation protocol Implement a new assessment tracking system for departments to use in tracking and assessing learning outcomes.

Develop an assessment plan for general education to be implemented for future WASC accreditation Evaluate Drop-in Tutoring program.

Evaluation of Peer Counseling and Supplemental Instruction.

Program reviews for Theatre, Physics & Astronomy, and Political Science.

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Office of Undergraduate Research Director Veronique Rorive Mission of the Office of Undergraduate Research The primary mission of the Office of Undergraduate Research is to promote, develop, and recognize undergraduate student research and creative projects across campus with the overall goal of enhancing the undergraduate educational experience and preparing students for academic and research careers. The Office recognizes the importance that all students, including those from disadvantaged backgrounds, have opportunities to participate in faculty-mentored research and creative project activities. The Office’s mission directly aligns with the strategic goals set forth in the “Excellence in Undergraduate Education” section of UCR 2020: The Path to Pre-eminence.

Goals 1. Maximize undergraduate student participation in faculty-mentored research.

2. Track the participation of students in undergraduate research.

3. Showcase the participation of students in undergraduate research.

Objectives a. Increase student participation in the annual Undergraduate Research Symposium. b. Increase submissions to the Undergraduate Research Journal and its dissemination. c. Increase the number of students applying for Chancellor’s Research Fellowships. d. Enhance mechanisms for students to indicate interest in faculty-mentored research. a. Develop an Undergraduate Research Tracking System. b. Report regularly on participation rates by type of participation, majors, and demographic characteristics of students. a. Increase attendance at the annual Undergraduate Research Symposium. b. Highlight the research work of undergraduates on UE, UCR and UC websites. c. Highlight the work of faculty members who engage undergraduate students in challenging research experiences. d. Create calendar of UG and creative activities events across the campus.

Encourage participation in all events. e. Involve Chancellor’s Research Fellows in campus activities, including Chancellor’s events.

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4. Create a campus-wide network of faculty, staff, and students who are invested in the activities of the Office.

5. Provide a research and retention pipeline to increase the number of underrepresented students prepared for careers in research and academics.

a. Utilize the talent and capacity of members of the Staff Workgroup for Undergraduate Education. b. Maintain vitality of faculty steering committees for the journal and Chancellor’s Research Fellowship. c. Develop online tools for students to discuss their experiences and what they are learning. a. Seek grants to place matriculating freshmen and transfer students in ongoing research programs. b. Assist campus and student groups involved in outreach to local high schools and community colleges.

Office of Undergraduate Research at a Glance History: Since the beginning of the UCR campus, faculty-mentored undergraduate research has been acknowledged as a unique and powerful opportunity for educational growth. However, until recently programs and opportunities were coordinated by the colleges, departments, and individual faculty members. In 2005, the Office of Undergraduate Education initiated a more campus-wide approach for the work already being done in undergraduate research and creative activity. Vice Provost Andrew Grosovsky and Assistant Vice Provost Patsy Oppenheim initiated the annual Symposium for Undergraduate Research, Scholarship, and Creative Activity, as well as the peer-reviewed UCR Undergraduate Research Journal. In 2009, Vice Provost David Fairris began an Undergraduate Research in the Community program that successfully built upon students’ interest in civic engagement. Also that year, the campus was awarded a major federal grant containing a substantial undergraduate research component that proved to retain underrepresented students in STEM majors. In 2010 University Honors became a four-year program with each student participating in a capstone research or creative activity project in their third and fourth year. With this backdrop and the vision of the UCR 2020, Vice Provost Steven Brint formally instituted the Office of Undergraduate Research in 2011, and is developing an administrative and program structure to better serve students, faculty, and the colleges.

Chancellor Timothy White and Vice Provost Brint inaugurated the Chancellor’s Research Fellows competition in 2011, and the first 12 recipients were named in spring 2012. An Undergraduate Research Tracking System will begin in fall 2012. The Office of Undergraduate Research also coordinates the annual Honors Convocation to recognize the outstanding achievements of UCR undergraduates.

Program Focus: The goal of OUR is to make UC Riverside well known for its robust undergraduate research programs. Tracking the number and types of undergraduate research on campus is central to the achievement of that goal. Research is the defining feature of any great research university, and OUR seeks to leverage the research interests of UCR’s faculty to provide opportunities and training for the next generation of scholars, scientists, and creative artists. The programs of OUR are intended to expand the number of students who have the opportunity to engage in faculty-mentored research. These opportunities can be crucial in the intellectual development of undergraduate students.

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Faculty: UCR faculty members are central to the success of OUR. A large proportion of UCR faculty members participate every year in mentoring the thousands of UCR undergraduates who conduct research under faculty supervision. For example, the 2012 Symposium Proceedings show that 79 faculty members and numerous post-docs and graduate students served to mentor the 134 undergraduate students who gave presentations. Every year eight faculty members serve on a faculty advisory committee for the Undergraduate Research Journal. Seven faculty members serve as evaluators of applicants for the Chancellor’s Research Fellowships. Faculty members also chair oral presentations at the annual symposium. Faculty mentors of the year are honored every year at the University Honors celebration of students who have completed senior theses.

Students: The Undergraduate Research Journal is run by a student editorial board of eight undergraduate students. Undergraduate students also help in the organization of the annual symposium.

• • • • • •

• • • • • • •

Major Accomplishments Growth in student participants in Undergraduate Research Symposium from 36 in 2007 to 134 in 2012.

Growth of faculty mentors in Symposium from 34 in 2007 to 79 in 2012.

Growth of student submissions to the Undergraduate Research Journal from 9 in 2006 to 18 in 2012.

Inauguration of Chancellor’s Research Fellowship and naming of the first 12 recipients.

Growth of Undergraduate Research in the Community from an optional 6 session seminar to a structured 10+ week course with approximately 40 participants.

Combined Commencement Awards and the Honors Convocation into one ceremony to recognize outstanding undergraduate academic and civic engagements.

New Initiatives Undergraduate Research Tracking System to determine types and distribution of undergraduate research experiences.

Undergraduate Research Registry to provide a listing of opportunities for students interested in research opportunities to connect with faculty members.

Change in the Academic Personnel Manual to credit faculty for mentoring undergraduates in their merit and promotion review.

Professional presentation workshops for students presenting at the Symposium and the CommuniTEAs; and initiation of a “How to” quarterly workshop series on writing a research proposal, giving an oral presentation and making a poster presentation.

Website development to recognize achievements of outstanding UCR undergraduate researchers, as well as more efficient submission processes for Symposium, Journal and CRF proposals.

Campus-wide participation in UC, regional and national undergraduate research meetings.

Assist colleges and schools in the development of capstone experiences for upper division students.

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Office of Undergraduate Education Administration Chief Financial & Administrative Officer Jo Ann Javier Jo Ann joined UCR in June 2008 to serve as Undergraduate Education’s Chief Financial and Administrative Officer. She provides critical executive level support and consultation to the Vice Provost of Undergraduate Education on budgetary planning and management. She provides support in areas of strategic planning, policy development and implementation, management of budget, human resources, and information systems, and space planning. Jo Ann is responsible for the direction and oversight of all administrative support operations for the Office of Undergraduate Education. She manages the development of annual financial plans. She is responsible for ensuring that the unit maintains best practices to maintain sound financial conditions and compliance with relevant policies, procedures, and financial standards. She coordinates financial planning activities closely with the Office of Academic Planning and Budget.

Jo Ann began her career as a CPA in public accounting, starting as a tax professional with Peat Marwick (KPMG) and then moved on to a career in management consulting. She left public accounting to join the University of California where she held various professional and supervisory roles at UC Berkeley, UC San Francisco, and the Division of Agriculture and Natural Resources.

Leadership and Organization Jo Ann provides leadership to the business and information technology services of UE. Her direct reports include the Director of Information Technology and the UE Business Officer. She also provides administrative leadership to the Business Officers and Directors of each UE unit.

Undergraduate Education Administration Staff Efren Gomez Director, Information Technology Debbie Pence Business Officer, MSO III Shanshan Liao Programmer Analyst II Teresa Cross Payroll Specialist Nancy Kameya Assistant to the VP and AVP

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Mission of the Undergraduate Education Administration UE Administration supports the mission of the Office of Undergraduate Education by providing effective and efficient budget, personnel, fund management, technology and administrative support to all units. We are committed to providing high standard of service by providing advice and support to meet the needs of our units while safeguarding the assets of the University.

Goals 1. Provide quality personnel and payroll services for UE employees.

2. Provide financial services and reporting for UE units.

3. Provide exemplary administrative support to the Office of the Vice Provost.

4. Provide software and hardware solutions for faculty, staff, and students. Adhere to current technology standards.

5. Provide exemplary support in the development and maintenance of departmental and program based websites; including web based applications and databases.

6. Ensure the security of data and establish a stable IT infrastructure.

Objectives a. Provide timely personnel and payroll transactions. b. Maintain accurate personnel records. a. Provide accurate and timely financial reporting. b. Prepare accurate financial transactions. a. Maintain network integrity, efficiency, and availability. b. Provide desktop, server, and software support. c. Test new software and hardware with departments to ensure compatibility with existing environment. d. Monitor trends in reported issues. a. Manage departmental applications for UE units. b. Administer and manage databases. c. Consult with employees to offer best web based practices. a. Facilitate firewall management and other security implementations. b. Perform annual audit of personal and confidential data, and implement security measures to ensure UE is compliant with campus policies. c. Review departmental application security. d. Establish an information security strategy and policy.

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7. Analyze business and system requirements in order to design system architectures and server solutions.

a. Perform tactical and strategic capacity planning to ensure adequate data storage space, backup capacity, memory, and processing power to meet current server requirements and growth. b. Facilitate planning activities with vendors, consultants, and other business partners on campus. c. Assist management with business continuity technology planning. d. Team up with users to analyze their system needs and requirements.

Undergraduate Education Administration at a Glance History: Undergraduate Education centralized budget, financial, human resource and technology services when it became its own campus unit in 2008. Campus support was provided for a CFAO and a Director of Information Technology.

Staff: UE Administration is an effective and efficient operation composed of 5 FTEs listed above.

Additional assistance in the IT area is provided by student technology assistants.

Campus Partners: Budget and personnel – Campus Human Resources, Resource Management, Controller’s Office, Office of Research, Development Office Technology – CHASS Information Technology, Campus Computing and Communications

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• • • • • • • • • • •

• • • • • • • • •

Major Accomplishments Reorganized administrative functions to provide most efficient and effective service.

Established regular meetings of Business Officers and Unit Directors to discuss issues affecting UE units.

Centralized UE HR functions including hiring, classifications, performance management, labor relations, and compensation analysis.

Provided critical support to the VP and unit directors in performing risk assessments during period of budget reductions. Efforts allowed UE to grow despite major reductions in funding.

Launched an online IT support ticketing system, to ensure technical requests are addresses in a timely manner.

In collaboration with CHASS, released first phase of R’Summer, providing Summer Session an online system to collaborate with other campus departments, gather and track payroll, as well as communicate with instructors, departments, and other stakeholders.

Successfully established an effective UE IT unit made up of an IT director, programmer analyst, and 4 student technicians.

Centralized IT support and developed an IT service level agreement that defined levels of support, standards, and procedures.

Upgraded core servers from Windows 2003 to Windows 2008 and created a new Active Directory Domain for UE. Redesigned UE’s office website.

Implemented the use of AccuTrack, an academic center appointments and attendance tracking software at HONORS program.

New Initiatives Fall 2013 launch first phase of Honor SIS the Honors student online admission tracking system.

Phase II of R’Summer online system, will focus on building the manager configuration pages, and develop a reporting tool.

Upgrade the hardware and software of AccuTrack the academic center appointments and attendance tracking software being utilized by the Academic Resource Center and Honors.

Review UE websites and identify needs for updating or re-design.

University Advancement in collaboration with Financial Aid and the UE office have identified a need for a scholarship tracking system on campus. UE office will facilitate the planning and implementation.

Implement and utilize the campus SharePoint for UE Org. Identify and implement a document imaging system Review, identify, and implement ADA software for our computer lab terminal server environment Prepare all UE units for the implementation of UCPath.

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Undergraduate Education Administration

Steven Brint Vice Provost

Jo Ann Javier Chief Financial & Administrative Officer CFAO

Efren Gomez Director, Information Technology PA IV

Shanshan Liao Program Analyst PA II

Debbie Pence Business Officer MSO III

Teresa Cross Payroll Specialist

Nancy Kameya Assistant to the Vice Provost AA III

Academic Resource Center Director Michael Paul Wong Michael Paul Wong has been the Director of the Academic Resource Center at UCR since 2005, having worked in numerous areas of higher education student affairs, from academic support to student leadership to multicultural affairs, for the last 20 years in both the UC and CSU Systems.

He led the Academic Resource Center from its move as the Learning Center in the Division of Student Affairs to its current role in Undergraduate Education.

Michael Paul also writes on topics in the areas of higher education innovation and entrepreneurism, qualitative methodology, and multicultural student services.

The Academic Resource Center’s professional staff mentors student employees, whose leadership is an integral component in delivering programs and services. The staff collaborates with university and community constituents, and is strongly committed to ongoing assessment and evaluation in order to enhance current programs and develop innovative services that increase student success and their persistence at the university.

Leadership and Organization The UCR Academic Resource Center provides student academic support programs and services including supplemental instruction, tutoring assistance, peer counseling and mentorship, study skills instruction, early warning, math placement and remedial instruction, summer bridge, writing support, support services for graduate and upper division students, and intervention programs for all students, including students at-risk or in academic difficulty. The department has 22 FTE professional staff, including 2 Assistant Directors and a Management Services Officer. The department employs over 200 student staff.

Academic Resource Center Key Staff Diana Hanson Business Manager/Management Services Officer Denise (DJ) Ji-Ahnte Assistant Director, Academic Support Programs Lourdes Maldonado Coordinator for Tutorial Assistance Vincent Norga Coordinator for Academic Intervention

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Ali Saadat Coordinator for Supplemental Instruction Vacant Position Assistant Director, Student Success Programs Andi Carter Coordinator for University Preparation Steve Garcia Coordinator for Mathematics Preparation

Mission of the Academic Resource Center The mission of the Academic Resource Center at the University of California, Riverside, is to assist and empower students to succeed and excel academically in order to persist through graduation and prepare for advanced studies.

The Academic Resource Center supports student learning and success in a research university which enrolls one of the most diverse undergraduate student populations in the nation. Programs and services are available to all currently enrolled UCR students, although particular attention is given to first year freshmen, new transfers, and continuing students who want to improve their academic performance, and students who come from families that traditionally have not had the resources to pursue an advanced education.

Goals 1. Continuously evaluate the impact of ARC services on the students they serve and improve programs accordingly.

a.

b.

2. Create new, innovative programs to respond to changing student needs and support student success at UCR.

a.

b. c. d.

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Objectives for Each Goal In partnership with Undergraduate Education Assessment and Institutional Research, conduct major evaluations of Tutorial Assistance and Academic Intervention.

Complete the Early Warning evaluation and respond to the results with program improvement plans.

Extend the Writing Support Program from the Honors Thesis pilot in Spring 2012 to working with multiple required courses in 2012-2013.

Continue the Commuter Connection Pilot Program to develop on-line versions of many ARC services.

Expand services to graduate students and upper division students.

Participate in the campus’ organized responses to increasing international students at UCR.

3. Improve campus processes to support the academic success of at-risk and academically struggling students.

4. Bring department staffing up to full strength; reorganize programs.

a. Develop a realistic, financially prudent, transparent transition plan for Student Athlete Academic Support to move to the ARC. b. Pending approval of all parties, implement the plan successfully and make progress toward development of the program’s initial assessment plan. a. Recruit and hire a new Assistant Director, 3 Administrative Assistants, an Intermediate Algebra Instructor, a Coordinator for Writing Support, a Writing Instructor, and an Assistant Coordinator for Academic Intervention. b. Reorganize department programs according to new organizational chart to coincide with new Assistant Director hire.

Academic Resource Center Budget Academic Resource Center Summary of Expenses by Funding Sources Funding Source State Funds Student Fees Gifts & Endowment Sales & Service Total

Expenditures $427,739 $1,425,485 $7,174 $329,599 $2,189,997

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% of Total 19.53% 65.09% 0.33% 15.05% 100.00%

Academic Resource Center Summary of Expenses by Programs Programs Academic Intervention Programs Transition Advising (Pilot Program) Summer Bridge Early Warning Program Reception (Front Desk and Computer Lab) Intermediate Algebra Workshops Math Placement Exams Standardized Exam Preparation Workshops Supplemental Instruction Program Tutorial Assistance Program Administration Total

Expenditures $280,887 $45,341 $148,167 $90,324 $94,449 $194,702 $73,092 $45,378 $445,851 $195,957 $575,849 $2,189,997

% of Total 13% 2% 7% 4% 4% 9% 3% 2% 21% 9% 26% 100.00%

Academic Resource Center at a Glance History: The UCR Academic Resource Center was founded over 30 years ago as the Learning Center, a department of the Division of Student Affairs. From portable units it provided direct academic services to students in specific courses. With the merging of the department with the Educational Opportunity Program department, the Learning Center provided an array of counseling services for students at risk and in academic difficulty. With support from a student initiative the department moved to the new Campus Surge Building in the early 2000’s, where it occupied most of the first floor administrative offices and classrooms. In response to recommendations from the campuswide Student Success Task Force Report, in 2005-2007 the Learning Center moved from Student Affairs to the newly formed Undergraduate Education, changing its name to the Academic Resource Center in 2007.

Program Focus: The Academic Resource Center is divided into 3 units: an administrative support unit that coordinates department-wide administrative functions; an Academic Support unit that focuses on programs that support at-risk students and students in academic difficulty; and a Student Success unit that focuses on programs that support student success through partnerships with academic units. The unit plans to reorganize in 2012-2013 to replace these units with: 1) an administrative support unit; 2) an Academic Mentoring unit that focuses on programs that support student success through the leadership of student peer educators; 3) and an Academic Partnerships unit that focuses on programs that support student success through the creation on partnerships with academic staff such as faculty and academic advisors.

Funding Support: The Academic Resource Center receives approximately: $1.7M annual in Student Services Fee funding, which is accountable to the Student Services Fee Advisory Committee, part of the Associated Students of UCR; $430,000 in State Funds from the Vice Provost for Undergraduate Education’s Student Success Budget; $80,000 from Educational Opportunity Program funds, a student fee; and $330,000 in income from self-supported programs (Intermediate Algebra Workshops and Standardized Exam Preparation

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Workshops).The ARC also coordinates Summer Bridge, a campuswide program with multiple campus partners that receives approximately $175,000 in funding through a combination of income, Summer Sessions EOP fees, and State Funds from RP&B. The ARC’s total revenue is approximately $2.7M. Staff: The Academic Resource Center is supported by 2 SAO IV Assistant Directors, 9 SAO coordinators, 6 Administrative Assistants, an MSO Supervisor, a SLSC Intermediate Algebra Instructor, and 4 part time SLSC Instructors. The department hires approximately 180-200 student peer educators.

Students: The Academic Resource Center employs over 200 student staff.

Development: The Academic Resource Center receives support from the Sarah Wall Fund, which created to provide funding for Learning Center/Academic Resource Center staff professional development. The department also receives support from the Learning Center Senior Gift Fund, which was created to purchase furniture for the department’s move to the Surge Building and continues to assist with the replacement of furniture in the classrooms.

Facilities: The Academic Resource Center occupies most of the first floor of the Surge Building, including a reception area, 5 tutoring bays, 6 student counseling rooms, 3 student work rooms, 21 staff offices, 5 classrooms, 2 conference rooms, and a computer lab with 30 thin client computers.

The department also provides services in classrooms in the Bourns College of Engineering and Physics Building, Physical Education, and in the residence halls.

•

• • •

•

• • •

Major Accomplishments Supplemental Instruction has grown from a student funded study group program to a core element of campuswide learning communities. Chemistry 1A has dropped from its status among the courses with the highest failure rate on campus following inclusion of mandatory SI in the CNAS Scholars learning community.

Students who participate in Supplemental Instruction show increases in course grade from 1/3 to a full grade point over students who do not participate in the program.

Early Warning received funding for a second year based on a favorable formal program evaluation that showed participating students had a 1/3 grade point increase over comparable students who declined participation in the program.

Academic Intervention continues to be a trusted partner with Financial Aid and College Academic Advising to assist at-risk students to assess their skills and weaknesses, and develop a plan to get back on track to academic success.

New Initiatives Follow up the successful first quarter pilot with a one-year pilot of Writing Support Services that extends services beyond Honors thesis writers to core writing classes in majors. The yearlong pilot will coincide with development of a formal program evaluation and the recruitment of a full time program Coordinator for Writing Services.

Evaluation of Academic Intervention and Tutorial Assistance.

Redesign of the Early Warning program’s most recent program evaluation.

Pending formal review, transition Student Athlete Academic Services from its current location in Athletics into a new program in the ARC.

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Undergraduate Education Academic Resource Center Steve Brint Vice Provost Undergraduate Education

Michael Paul Wong ARC Director MSP II T/C 0245 20000 funds 1.0 FTE

Denise (DJ) Ji-Ahnte Academic Mentoring Programs SAO IV, Supr T/C 4357 20000 funds 1.0 FTE

Lourdes Maldonaldo Tutorial Assistance Program Coordinator SAO III T/C 4355 20000 funds 1.0 FTE

Vince Norga Academic Intervention SAO III Supr. T/C 4356 20000 funds 1.0 FTE

***Vacant SAO II Acad. Intervention SAO II T/C 4353 20000 funds 1.0 FTE

AAII Deana Polk TAP/AI Admin Assist AA II T/C 4723 20000 funds (.50 FTE TAP/.50 FTE AI) 1.00 FTE

***VACANT Instructional, Partnerships, Entreprenurial Programs SAO IV, Supr T/C 4357 20000 funds 1.0 FTE

Diana Hanson Business Manager MSO I Supr T/C 7513 20000 funds 1.0 FTE

Martha Castleman Reception/Labs/PR AA III T/C 4722 20000 funds 1.0 FTE

Gabe Mendoza Acad. Intervention SAO I T/C 4354 20000 funds 1.0 FTE

Terri Wagner P/R /Travel/ Purchasing AA III T/C 4722 20000 funds 1.0 FTE

Ali Saadat Supplemental Instruction Coordinator SAO III T/C 4355 19900 funds 1.0 FTE

Andonia Carter Early Warning/Summer Bidge SAO III Supr. T/C 4356 20026 funds 1.0 FTE

Martha Casey SI Admin Assist AAII T/C 4723 19900 funds 1.0 FTE

Kellie McDonald Early Warning/Summer Bridge SAO II T/C 4353 EW - 20000 Funds/SB – 19900 Funds EW -.50 FTE,/SB-.25 FTE

Jason Chou Upper Division/Grad Prep/Grad Students SAO II T/C 4353 .42 FTE 20000 .58 FTE 19900 1.0 FTE

Contract Prep Workshops Senior Learning Skills Counselor T/C 4415 66113 Funds .35 FTE

*VACANT AAII Sarah Cary Early Warning/ Summer Bridge AA II T/C 4723 20000 funds 1.0 FTE

Steve Garcia Math Preparation SAO III T/C 4355 66113 funds 1.0 FTE

Kellie McDonald Math Prep SAO II T/C 4353 66113 funds .25 FTE

Contract LNCR35 Senior Learning Skills Counselor T/C 4415 66113 Funds .75 FTE

*VACANT AAII Math Prep.

AA II T/C 4723 66113 funds 1.0 FTE

Summer Sessions and Special Programs (SS&SP) Director Leonard Taylor Leonard joined UCR in 2008 as Summer Sessions and Special Programs Director of Administration when the department was still located in UCR’s Extension Center. In 2009, SS&SP transitioned to campus and, under Leonard’s administrative leadership, began its integration into the campus’s regular academic and administrative structure.

Leonard earned his B.A. in Fine Arts (minoring in English Literature) from UC Berkley as a Regent’s scholar, graduating with both departmental and college honors. His M.F.A studies included work at SACI in Florence, Italy, as well as the KarlFranzens Universität in Graz, Austria. Prior to joining UCR, Leonard was the administrator of the Toledo Museum of Art’s School of Art and Design—one of the oldest and largest museum based art programs in the United States.

Leadership and Organization SS&SP’s primary responsibility is to coordinate and run UCR’s non-mandatory, open enrollment, summer quarter. SS&SP works with academic departments to determine summer offerings and is responsible for creating and managing summer course and finals schedules. Summer instructors are nominated by the academic departments to SS&SP, who reviews them and issues instructional appointments based on summer’s compensation policies. Additionally, SS&SP is responsible for summer enrollment management, which includes processing visiting student applications for summer matriculation, lapse management, processing academic enrollment actions, and for reviewing summer petitions for exceptional circumstances. These broad responsibilities require SS&SP to work with the colleges, academic departments, and administrative units across campus. In addition to managing UCR’s summer quarter, SS&SP also run a number of special summer programs, including the Summer Academy for high school students. SS&SP assists the Academic Resource Center each summer with their Summer Bridge program that helps newly admitted UCR freshmen transition to the demands and expectations associated with studying at UCR.

Summer Sessions and Special Programs Staff Mely Fitzgerald Assistant Director Katherine Sathornkich Coordinator of Academic Appointments Johanna Navarrette Special Programs Administrator Melissa Felix Summer Sessions Administrator

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Mission of Summer Sessions and Special Programs The Mission of Summer Sessions is to offer high-quality academic programs during summer term to UCR and visiting students. Summer Sessions also contributes to UCR’s outreach programs through summer programming aimed at high school and community college transfer students.

Goals

1. Accelerate student progress towards degree completion

2. Provide regional constituents access to UCR’s advanced knowledge and resources

3. Provide summer term students and instructors with resources that promote academic excellence and student success

4. Develop and administer special programming to open new experiential pedagogical opportunities, and to meet the evolving needs of our student and regional constituents

Objectives

a. Making regular overenrolled courses available during the summer b. Work with the colleges, academic departments, and ancillary departments in support of student success by developing summer pathways for UCR, transfer, and incoming students c. Connecting students in academic difficulty to resources needed to succeed a. Enabling community access to UCR courses and distinguished faculty through open enrollment b. Work with the colleges and academic departments to develop summer success pathways that are accessible to visiting students c. Actively participate in regional organizations to keep abreast of new opportunities and interests a. Work with campus entities to maintain accessibility to UCR’s vast supplemental resources during the summer quarter b. Foster cooperation among campus units towards creating a vibrant campus spirit during the summer term a. Actively engage with UCR’s faculty, departments, and colleges to identify and develop new opportunities and summer pathways that serve UCR and its various communities b. Actively participating in national and regional organizations to keep abreast of new opportunities and interests

Office of Summer Sessions and Special Programs at a Glance History: SS&SP started offering summer courses in the early 1970s as a self-support program providing regular UCR catalog courses to both matriculated and visiting students. In 1990 the

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department moved to the Extension Center as part of its umbrella of self-supporting programs servicing both matriculated and non-matriculated students. In alignment with changes to the UC system, SS&SP became a state supported quarter in 2005. In 2008, SS&SP reorganized its leadership structure and returned to campus in 2009 as part of the Undergraduate Education organization. In 2011, SS&SP’s administration was returned to a self-supporting model, while its instructional expenses remain state funded.

Program Focus: SS&SP’s primary responsibility is to coordinate and run UCR’s “fourth quarter” for both matriculated UCR students as well as visiting students. Summer term consists of 8 different sessions varying in length from 3 to 10-weeks long. SS&SP also maintains the Summer Academy for Advanced High School Students, which enables qualified high school students an opportunity to start their university education early by attending summer at UCR. Faculty: Each summer SS&SP creates approximately 1,200 instructional appointments, spanning approximately 40 academic departments, dedicated to summer instruction.

Staff: SS&SP is supported by five full-time professional staff (including the director) and three student assistants.

Students: Summer term is open to all matriculated UCR students as well as visiting students. 7,436 total unduplicated students enrolled in summer 2011, taking 69,336 units (1,548.2 FTE).

Budget: For 2011-2012, SS&SP total expenditures are projected to be ~$4.5 million. State funding (~$3.5 million) is used exclusively for instructional compensation.

Campus Facilities: SS&SP’s offices are located on the third floor of the Surge Building. During the summer, SS&SP hosts a customer service desk in the Highlander-One-Stop-Shop (HOSS).

Summer Sessions and Special Program’s Budget Summer Sessions Summary of Expenses by Funding Sources Funding Source State Funds Student Fees Total

Expenditures $3,489,076 $1,019,905 $4,508,981

% of Total 77.38% 22.62% 100.00%

Summer Sessions Summary of Expenses by Programs Programs Summer Sessions Instructional Summer Sessions Administration Summer Sessions Special Programs Total

Expenditures $3,489,076 $903,685 $116,220 $4,508,981

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% of Total 77.38% 20.04% 2.58% 100.00%

Major Accomplishments • Developed an administrative SS&SP manual to help the academic departments.

• Developed and distributed a “FAQ Handbook” across campus to help inform everyone about the summer term.

• Hosted numerous informational sessions with academic and administrative departments across campus to provide an overview of summer term policies and practices, as well as to entertain questions and disseminate general summer information across the campus.

• Developed R’Summer, a comprehensive online data management tool.

• Developed an online enrollment action & petition system.

• Consolidated and documented SS&SP’s compensation policies, gained approval by Academic Personnel as well as delegation of authority to develop new policies.

• Aligned many summer term administrative policies and practices with those of the academic year.

• 2009 best catalog award from WASSA. • 2011 best website award from WASSA. • Developed a daily summer lapse system, a pay-as-you-go enrollment system, and introduced staggered summer enrollment to ease enrollment congestion.

• Gained the incorporation of summer course schedules into UCR’s online Schedule of Classes.

New Initiatives • Developing refinements to R’Summer.

• Refining summer’s staggered enrollment process.

• Incorporating the Office of the Registrar’s move to “25-Live” into R’Summer.

• Work to implement an 8 unit minimum for financial aid and to expand summer opportunities for UCR students.

• Developing a Bourns College of Engineering transfer pathway initiative. The pathway will help transfer students gain a head start on their classwork in engineering. The pathway will lay the groundwork for similar efforts in the other colleges.

• Digitization of SS&SP records.

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Undergraduate Education Summer Sessions and Special Programs

Steven Brint Vice Provost Undergraduate Education

Debbie Pence MSO III Undergraduate Education

Leonard Taylor Administrative Director

Katherine Sathornkich Analyst II

Maria “Mely�

Fitzgerald Assist Director SAO III

Melissa Felix Summer Sessions Administrator AA III

Johanna Navarette Special Program Coordinator SAO I

University Writing Program (UWP) Director John C. Briggs John Briggs joined the UC Riverside English faculty as an Assistant Professor in 1980, specializing in English and American literature as well as rhetoric and the teaching of composition. In that year he began administering a portion of that department’s composition program (the old EntryLevel Writing Program), a position that has involved him in local and statewide initiatives to improve writing in the schools. In the mid-1980s he was one of the founders the current UC Systemwide Analytical Writing Placement Examination, which standardized placement criteria and placement procedures for entering UC students. He continues to serve on the exam’s systemwide leadership committee. He has been a UC representative to the College Board committee for the redesign of the SAT. He became the Director and Principal Investigator of the Inland Area Writing Project in 1994, and Director of the new University Writing Program in 2007. In that position he led the effort, with VPUE Dave Fairris, to create the campus’s Writing Across Curriculum (WAC) program. He currently serves on the VPUE’s international student advisory committee and the course demand workgroup. His publications related to rhetoric and writing instruction include Writing Without Reading and Lincoln’s Speeches Reconsidered. As Professor of English he is a winner of UCR’s Faculty Distinguished Teaching Award (1996) and holds the McSweeny Family Chair in Rhetoric and Teaching Excellence.

Leadership and Organization The UWP is guided by the Director and the Writing Program Committee (WPC), which is made up of Senate Faculty and UWP Lecturer representatives. The Director chairs the WPC. There is also a Faculty Advisory Committee (FAC), comprised of faculty appointed by the Senate and the VPUE and chaired by the Vice Provost of Undergraduate Education. Its function is to provide liaison between the UWP and the campus faculty. There are two UWP associate directors, one focused on ELWR and the other on WAC. Assistant Directors manage computer-assisted instruction, placement, and ESL. The daily operations of the Inland Area Writing Project are the responsibility of an IAWP Co-Director.

The WPC meets approximately a dozen times each year to consider and vote on personnel and curricular matters. The FAC meets once a quarter. The Director meets most days with the associate directors, and with assistant directors as needed. There is also ongoing informal consultation on an individual basis with the program’s thirty-two Non-Senate Faculty, and in weekly English 302 meetings with more than sixty UWP TAs. The Director works in the UWP central office, with its five staff-members who provide daily assistance.

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University Writing Program Key Staff Cynde Sanchez MSO II Cheryl Brusuelas Senior Personnel Analyst Jill Cantonwine ELWR Students and Student Affairs Officer Regina Buttram Administrative Assistant III Teri Carter Student Affairs Assistant III

Mission of the University Writing Program The University Writing Program is responsible for offering and coordinating the courses that the Academic Senate requires students to pass in order for them to satisfy the campus writing requirement. We provide instruction focusing on academic writing and reading. We also concentrate on the art of academic discussion. A number of our courses require students to make oral presentations as well.

Academic literacy is essential to an education worthy of the name. We maintain high academic standards and expectations so that our students can succeed at UCR. That means timely access to appropriate; challenging courses that are taught according to the high academic standards established by the systemwide Senate, the UCR Senate, and the University Writing Program.

Major Goals 1. Maintaining and strengthening English composition courses to help students thrive as literate individuals at UCR and beyond.

Objectives a. Teaching those courses with energy, care, rigor, and the ability to reflect upon students’ efforts and our pedagogical approaches so as to improve program practices. b. Maintaining close cooperation with the English Department faculty and its understanding of the curriculum for English composition courses, including textbook selections. c. Collaborating with English Department to create new and or improved course offerings. d. Maintaining a strong orientation program for new TAs and all UWP instructors. e. Helping English Department maintain and strengthen its TA-training courses. f. Providing strong mentors to new TAs

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2. Maintaining and strengthening Writing Across the Curriculum (“W” courses).

3. Maintaining and strengthening the UCR Entry-Level Program so that students are prepared for English 1A.

4. Maintaining and strengthening the operations of the UWP office to facilitate these goals.

a. Working closely with cooperating departments and faculty. b. Maintaining and improving a strong TA training program for “W” course TAs. c. Maintaining and improving strong workshop/writing section opportunities for undergraduates in the “W” courses. d. Recruiting faculty to offer “W” courses. a. Sustaining and developing our proactive working with the schools: providing practice examinations and workshops as well as opportunities for K-12 teachers to be involved in the summer institute and professional development programs of the Inland Area Writing Project. b. Strengthening high school advisors’ awareness of their students’ readiness to pass the UC Entry-Level Requirement. c. Maintaining the UC Systemwide academic standards for evaluating the Analytical Writing Placement Examination, both in placement decisions and the grading of students’ coursework. d. Helping English Department maintain and strengthen TA-training to reflect the importance of systemwide proficiency standards. e. Offering courses that are most appropriate and advantageous for students’ educational progress. f. Strengthening ESL instruction to assist and challenge international as well as American students. g. Ensuring that students going on to English composition courses are challenged to meet and exceed these standards. a. Timely and accurate projections of enrollment at all levels and all quarters. b. Personnel and financial operations that are effective and in tune with all policies and requirements. c. Clear lines of communication with the UE office, the Academic Senate, English, WAC departments, Academic Personnel, Human Resources, the Graduate Division, Accounting, the National Writing Project, the college offices and their advisors, the Registrar, Enrollment Management, and other offices.

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Office of University Writing Program at a Glance History: Until 2007, the responsibility for administering and teaching the courses needed to satisfy Senate writing requirement was carried entirely by the English Department, within the College of Humanities, Arts, and Social Sciences. That changed in 2007, when the University Writing Program was created by a joint administrative/faculty committee. A new charter created the position of Director and placed the UWP under the Office of Undergraduate Education, which reports to the EVC. From that point, the University Writing Program was responsible for administering the program.

Program Focus: The actual courses in the program -- English composition courses, ELWR courses, and the “W” courses in the WAC program -- are all Senate-approved, departmental courses for satisfying the campus writing requirement. The UWP administers and staffs 1ABC and ELWR offerings, with the English Department’s cooperation regarding TA training (English 302) and the course-approval process. The UWP also coordinates the WAC program, in which instruction is carried out by departments across campus.

Academic Senate Review: Proposals for curriculum innovation involving new courses and requirements must have the approval of a sponsoring department (normally English) and appropriate committees of the Academic Senate. The Senate is also involved in monitoring current programs within the UWP: the Entry-Level Program, the English 01PA program, and WAC. The UWP is also responsible to the Systemwide Academic Senate with respect to general rules governing the Entry-Level Requirement. The UWP’s work with students is reviewed in periodic WASC accreditation processes, in cooperation with the Office of Undergraduate Education.

Teaching staff: The UWP has no ladder faculty appointments. The program has 32 Non-Senate Faculty/Continuing Lecturers. The 2011-2012 budget funded approximately 3 Quarterly Lecturer FTE’s, approximately 81 Teaching Assistant FTE’s, and 31.5 Teaching Assistant FTE’s in Writing Across the Curriculum courses.

Staff: The UWP is supported by 5 full-time career staff members; an MSOII, a Sr. Academic Personnel Analyst, and 3 positions at the Administrative Assistant III level.

Students: The UWP is open to all UCR undergraduate students (~18,500). In addition, the UWP serves graduate students hired as Graduate Student Instructors. We enroll approximately 11,000 students each year.

Facilities: The UWP maintains its Administrative and Student Affairs Offices on the first floor in the Humanities and Social Sciences buildings. Instructor offices are on the second and third floors of HMNSS.

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University Writing Program Budget University Writing Summary of Expenses by Funding Sources Funding Source State Student Tuition & Fees Sales and Service Self-Support-Summer Session Contracts and Grants Total

Expenditures $5,256,446 $12,765 $20,122 $29,033 $87,687 $5,406,053

% of Total 96% <1% <1% <1% <2% 100.00%

University Writing Summary of Expenses by Programs Programs Instructional UWP Administration Inland Area Writing Project Total

• • • • • • • • • • • • •

Expenditures $4,740,769 $557,475 $107,809 $5,406,053

% of Total 88% 10% 2% 100.00%

Major Accomplishments Stabilization of the campus budget process for funding writing courses.

Creation of a highly effective UWP office staff and office facility.

Settlement of an array of outstanding labor issues with the AFT. Expansion of TA involvement in UWP teaching.

Recruitment of TAs beyond the English Department.

Creation of Writing Across the Curriculum as an alternative to English 1C, the final course in the composition requirement.

Effective cooperation with WAC faculty for the sake of program improvement and rigor in departments’ writing instruction.

Development of English 302 for “W” course TAs in various departments for the sake of raising academic expectations for writing.

Creation of English 01PA, a special English 1A class for students at the top of the Entry-Level (pre-English 1A) pool.

Creation of the “L” courses for supplemental online instruction.

Creation of English Writing 4E, a hybrid computer-assisted course.

Cooperation with the Academic Resource Center to expand writing services on campus.

Innovation in ESL instruction to prepare international students.

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• • • •

New Initiatives Development of highly effective planning tools for making projections of enrollment course by course, quarter by quarter.

Development of hiring and staffing policies and procedures to facilitate the program’s ability to meet volatile enrollment pressures.

Revision of our ESL courses to adapt to the needs of new international admits.

Coordinating with the Academic Resource Center to expand writing support services through the ARC.

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Undergraduate Education University Writing Program

Steven Brint Vice Provost Undergraduate Education

John Briggs Director, University Writing Program

Cynde Sanchez MSO II

Regina Buttram Administrative Assistant AA III

Teri Carter 1A, 1B, 1C Students AA III

Jill Cantonwine ELWR Students Student Affairs Officer

Cheryl Brusuelas Sr Personnel Analyst