CAS BUDGET PRESENTATION PBAC April 22, 2010 ABOUT CAS CAS is the - - PowerPoint PPT Presentation

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CAS BUDGET PRESENTATION PBAC

April 22, 2010 ABOUT CAS

• Fig. 1. CAS Academic Organization

CAS is the largest College in the UA system, with over 36 degree programs, including certificates, associates, baccalaureate, masters and doctoral degrees.

DEGREE PROGRAMS

Graduate Programs Anthropology, MA Biology, M.S. (Ph.D. w/UAF) Creative Writing, M.F.A. English, M.A. Interdisciplinary, M.A., M.S. Psychology, M.A Joint Ph.D. w/UAF Math and Natural Science Division Applied Statistics, B.S. Astronomy & Physics Minor Biology, B.A., B.S. Chemistry, B.S. Computer Science, B.S. Geology, B.S. Mathematics, B.S. Humanities Division Alaska Native Studies, Minor Communications, Minor English, B.A. History, B.A. International Studies, B.A. Journalism & Public Communications, B.A. Languages, B.A. Philosophy, B.A. Women's Studies, Minor Fine Arts Division Art, B.A., B.F.A. Music, B.A., B.M. Theatre, B.A. Social Sciences Division Anthropology, B.A., B.S. Geography & Environmental Studies Political Science, B.A. Psychology, B.A., B.S. Sociology, B.A., B.S. General Degree Program Associates of Arts Interdisciplinary B.A., B.S. Liberal Studies, B.L.S.

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• Fig. 2. CAS Organization

COLLEGE OF ARTS & SCIENCES

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• Fig. 2. CAS Administrative Organization

COLLEGE OF ARTS & SCIENCES

Dean of the College Associate Dean Curriculum Academic Coordinator Academic Advisors (3) Finance and Operations Director Fiscal Specialists (4) Business Manager Operations Manager Integrated Sciences Receptionist Proposal Specialist Associate Dean Research Director Environment and Natural Resources Institute Alaska State Climatologist Aquatic and Riparian Ecology Program ENRI Faculty Fellows Manager Alaska Natural Heritage Program AKNHP Staff Operations Manager CASAO Receptionist Director of Laboratory Support Chemical Stockroom Supervisor Assistant Laboratory Manager Assistant Laboratory Manager Chemical Safety Officer Planetarium / Visualization Theater Director Planetarium / IT Technician Co-Directors Center for Behavioral Health Research and Services CBHRS Staff University of Washington, WWAMI Medical School Associate Dean of Health Director Biomedical Program Special Assistant Administrative Specialists (3)

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• Fig. 3. CAS Employees FY05-FY10

FY05 FY06 FY07 FY08 FY 09 FY 10 Temp 36 21 34 19 20 34 Perm 64 55 54 57 55 61 Student 104 105 134 129 130 97 Grad 53 59 65 64 64 35 Term 56 51 55 52 57 65 Tenure 147 157 151 155 150 152 Adjunct 201 198 194 201 211 195 Total E 661 646 687 677 687 639

• Fig. 4
• Fig. 5

CAS 626 CAS 148,158 Other Colle 1082 Other Colle 147,130

CAS produces about 50% of the SCH for UAA with about 37% of the academic faculty and staff. Personnel expenditures account for 88% of our budget.

EMPLOYEE NUMBERS

36 64 104 53 56 147 201 661 21 55 105 59 51 157 198 646 34 54 134 65 55 151 194 687 19 57 129 64 52 155 201 677 20 55 130 64 57 150 211 687 34 61 97 35 65 152 195 639

Temp Staff Perm Staff Student Asst Grad Student Term Faculty Tenure Track Adjunct Faculty Total Employees Employee Type

FY05 FY06 FY07 FY08 FY 09 FY 10 CAS 50% All Other Colleges 50%

SCH Anchorage Campus *

CAS 37% All Other Colleges 63%

Academic Employee Count- Anchorage Colleges*

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1.10% 2.18% 1.41%

• 0.89%

0.40% 4.42%

• Fig. 7. Students Served By CAS

CAS Major 3,721 Majors Fro 3,680 Inter MAU 112 Non Degre 1,367 2.17%

• 0.87%

0.47%

• 0.23%

3.30% 5.65% Fall 08 3,522 Fall 06 8,549 Fall 06 3,417 Fall 07 8,473 Fall 07 3,409 Fall 05 8,430 Fall 09 Fall 05 3,401 Fall 08 8,504 Fall 04 3,431 8,880 % Change % Change

WHO WE SERVE

We serve a large number of students outside of our College. Every degree seeking student takes GER courses from our programs. We also provide support for courses in other professional programs in Engineering, Business, Education and the Health Sciences.

Fall 09 3,721

• Fig. 6. Number of Students Served Per

Semester

• Fig. 8. Number of CAS Baccalaureate and

Graduate Majors

Fall 04 8,246 CAS Majors 3,721 42% Majors From Other Colleges 3,680 41% Inter MAU, 112 2% Non Degree Seeking, 1,367 15%

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CAS PERFORMANCE METRICS

FY 02 FY 03 FY04 FY05 FY06 FY07 FY08 FY 09 FY 10 FY 11 History with FY10 nominal targ 119,113 126,794 134,465 #### 138,552 137,911 138,708 140,158 144,066 #### with FY10 low #### with FY10 high target #### % of Change

6.1% 5.7% 2.6% 0.3%

• 0.5%

0.6% 1.0% 2.7% 0.7%

ACTUAL % of Chng TARGET ACTUAL % of Chng TARGET

FY 05 65.6%

FY 05

$17,966.4 FY 06 67.4% 1.8%

FY 06

$19,619.8 9.2% FY 07 70.6% 3.2%

FY 07

$21,157.5 7.8% FY 08 68.7%

• 1.9%

FY 08

$21,501.5 1.6% FY 09 71.9% 3.2%

FY 09

$23,566.2 9.6% FY 10 73.0% 1.1%

FY 10

$25,000.0 6.1% FY 11 69.0% low target

FY 11

$25,750.0 low target FY 11 73.0% nominal target

FY 11

$26,250.0 nominal target FY 11 75.0% high target

FY 11

$26,750.0 high target

ACTUAL % of Chng TARGET ACTUAL % of Chng TARGET

FY 05 $3,885.0

FY 05

181 FY 06 $3,959.0 1.9%

FY 06

168

• 7.2%

FY 07 $3,679.2

• 7.1%

FY 07

183 8.9% FY 08 $3,829.0 4.1%

FY 08

195 6.6% FY 09 $4,413.0 13.2%

FY 09

196 0.5% FY 10 $5,000.0 13.3%

FY 10

200 2.0% FY 11 $5,050.0 low target

FY 11

206 low target FY 11 $5,150.0 nominal

FY 11

210 nominal FY 11 $5,250.0 high

FY 11

214 high

HOW WELL WE HAVE PERFORMED

• Fig. 10. CAS Retention Rate for Freshmen
• Fig. 10. CAS Retention Rate for Freshmen
• Fig. 11. CAS University Generated Funds
• Fig. 12. Grant-Funded Research Expenditures
• Fig. 13. CAS High-Demand Jobs

FY 02 FY 03 FY04 FY05 FY06 FY07 FY08 FY 09 FY 10 FY 11 History with FY10 nominal target 119,113 126,794 134,465 138,098 138,552 137,911 138,708 140,158 144,066 145,146 with FY10 low 144,066 with FY10 high target 146,227 % of Change 6.1% 5.7% 2.6% 0.3%

• 0.5%

0.6% 1.0% 2.7% 0.7%

119,000 124,000 129,000 134,000 139,000 144,000 149,000

• Fig. 9.

CAS SCH History with FY11 Targets

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• Fig. 14. Revenue
• Fig. 15. Research Expenditures

Figure 14. CAS Other Major Contributors 18.00% 82.00% Figure 15. CAS Other Major Contributors 55.00% 45.00%

• Fig. 16. Retention
• Fig. 17. Student Credit Hours

Figure 16. Figure 17. CAS 597 CAS 41.00% Other Major Contributors 759 Other Majo 59.00% Figure 18. CAS 13.00% Other Majo 87.00%

PERCENTAGE OF CAS CONTRIBUTIONS TO PERFORMANCE METRICS

• Fig. 18. High Demand Jobs

18% 82%

CAS Other Major Contributors

55% 45%

CAS Other Major Contributors

82% 18%

CAS Other Major Contributors

759 Students 597 Students

CAS Other Major Contributors

41% 59%

CAS Other Major Contributors

87% 13%

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FY02 * FY03 * FY04 * FY05 FY06 FY07 FY08 FY09 FY10 Beginning Base Budget Authority

16,487,200 $ 17,311,400 $ 18,237,000 $ 20,131,209 $ 22,470,860 $ 26,818,883 $ 27,642,541 $ 27,667,550 $ 30,169,484 $

Final Budget

17,219,230 $ 19,115,030 $ 20,797,593 $ 21,912,165 $ 23,352,599 $ 28,241,446 $ 29,352,638 $ 32,114,802 $ 34,482,114 $

General Fund

7,073,009 $ 7,045,740 $ 6,638,268 $ 7,005,661 $ 8,542,491 $ 10,038,882 $ 10,689,224 $ 10,481,475 $ 12,261,558 $

% State GF

41.1% 36.9% 31.9% 32.0% 36.6% 35.5% 36.4% 32.6% 35.6%

Reserve

53,100 $ (130,400) $ (401,249) $ (851,400) $ (2,210,116) $ 484,664 $ 1,782,520 $ 850,171 $ 1,009,452 $

3% Reserve Target

516,577 $ 573,451 $ 623,928 $ 657,365 $ 700,578 $ 847,243 $ 880,579 $ 963,444 $ 1,034,463 $

** Reserve Deficit

(463,477) $ (703,851) $ (1,025,177) $ (1,508,765) $ (2,910,694) $ (362,579) $ 901,941 $ (113,273) $ (25,011) $

*Based on estimates, GF pooled at time **Analysis of FY10 Reserve

• Fig. 20. Analysis of FY10 Reserve

WWAMI 112,033 Lab Fees, etc. 125,000 Psych PhD 257,062 ENRI 105,129 CBHRS 49,374 Designated Funds 648,598

OUR CURRENT FINANCIAL SITUATION

• Fig. 19. College of Arts and Sciences: Key Factors FY02-FY10

The FY10 reserve consists almost entirely of designated funds managed by institutes and special programs in CAS.

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• Fig. 21.

Year to Projected Total Expenditures: Adjusted Date Exp to YTD and Budget Budget Activity Year End Projections Variance 1000 Salaries/Ben 28,999,345 19,677,695 8,501,338 28,179,033 820,312 2000 Travel 645,628 327,721 288,280 616,001 29,627 3000 Contr Svcs 1,424,855 881,259 686,839 1,568,098 (143,243) 4000 Commdty 3,083,282 680,067 827,579 1,507,646 1,575,636 4500 Resale

• 2,000

2,000 (2,000) 5000 Equipment 201,810 26,282 128,751 155,033 46,777 6000 Fin Aid 10,868 9,991 1,371 11,362 (494) 7000 Overhead

• 3,078
• 3,078

(3,078) 8000 Misc 116,325 (132,237) 227,866 95,629 20,696 Total Expenditures 34,482,113 21,473,856 10,664,024 32,137,880 2,344,233 Year to Projected Total Revenues: Adjusted Date Rev to YTD and Budget Budget Activity Year End Projections Variance 9100 Tuition 18,513,680 17,564,896 (363,118) 17,201,778 1,311,902 9150 Lab Fees 1,332,941 1,282,056 739,080 2,021,136 (688,195) 9210 Gen Fund 11,402,312 11,397,557 68,505 11,466,062 (63,750) 9700 Aux Receipts

• 91,628

91,628 (91,628) 9801 Interest Income

• 9802

Overhead 425,809 383,866

• 383,866

41,943 9900 Intra Agency Rcpt 101,000 103,316

• 103,316

(2,316) 9960 CIP Receipts 4,456 20,562

• 20,562

(16,106) Other 93/94/95/98 2,701,916 1,659,853 199,130 1,858,983 842,933 Total Revenues 34,482,114 32,412,106 735,225 33,147,331 1,334,783

Net

1,009,450

BUDGET SUMMARY: COLLEGE OF ARTS & SCIENCES

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FY 10 Budget FY 10 Instructional Budget FY 10 Non- Instructional Budget Total FY 11 Operational Budget Request FY12 Increment Requests

GF $1,088,250 NGF (authority) $65,000 NGF (one time) $133,250

Proposal Ranking GF NGF (authority) NGF (one time) Proposal Ranking GF NGF (authority) NGF (one time) CPISB Staffing Support and Operational Support $714,000 High Demand Job Program: Tenure Track Faculty Support $225,000 $75,000 $200,000 Director of Biological Sciences (Salary + Benefits) $123,000 $10,000 $25,000 Community Partnerships: AKNHP & AKDF&G $91,000 $209,000 AKNS Director (Salary + Benefits) $58,000 $25,000 $25,000 Student Success: Graduate TA's $200,000 $0 $0 Technical Staff Support in CAS $140,000 The Public Square: Ethics Center $155,000 $10,000 $50,000 Alaksa Native Studies Art Program $53,250 $30,000 $83,250 TOTAL $1,088,250 $65,000 $133,250 TOTAL $671,000 $294,000 $250,000

• Fig. 22. CAS FY 11 Operating Budget Request
• Fig. 24. FY12 CAS Proposals for Board of Regents - Priority 1
• Fig. 23. FY11 CAS Requests

FY11 CAS Requests

$34,482,114 $31,388,990 $3,093,124 $1,215,000 $35,768,614

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ATTACHEMENT IV

FY11 Incremental Request Narratives

CPISB Staffing Support and Operational Support Director of Biological Sciences Alaska Native Studies Director Technical Staff Support in the College of Arts & Sciences Alaska Native Studies Art Support

FY12 Proposals

High Demand Job Program: Tenure Track Faculty Support Community Partnerships: AKNHP & Alaska Department of Fish and Game Student Success: Graduate Teaching Assistants The Public Square: Ethics Center

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ATTACHMENT IV

Incremental Request Form PBAC Spring 10

Continued CPISB Staff and Operational Support

• 1. Request Description

Beginning in 2008, and again in 2009 the College of Arts sought incremental funding for staff and operational support for programs and operations in the Conoco Phillips Integrated Science Building. One-time support of $800K was provided in FY10 to allow

• perations to bridge FY10. A continuing need exists to sustain 12 positions and

additional costs associated with the CPISB academic program operations. Three of these positions have been transferred to other units, leaving CAS requiring continued funding for 9 staff and equipment maintenance and supplies costs. The CPISB has proven to be an excellent facility, and programs are benefiting from both the facility and from the interim staff support.

• 2. Strategic Purpose

These positions contribute to all five Core Themes: Teaching and Learning; Research; Student Success; the UAA Community; and the Public Square.

• 3. Operational Focus

The request fills a gap. Several positions were not included in the legislative request, although their continuing need is recognized. These positions included a departmental administrative assistant for Geology (prior to moving to CPISB, Geology shared administrative support with Anthropology in BMH), and an undergraduate science academic advisor (although the academic advisor’s position was a planned component of the integration of the sciences in the new building, it was not included in the legislative request because it was not considered necessary to the building’s operations). Realities

• f moving into the building, budgetary constraints, continuing negations within the

budget process, and delay of some programmatic implementation caused the restructuring

• f some positions. Additionally, the oversight responsibilities for some positions were

transferred from CAS to other units (Vivarium Staff to VPR, and Chemical Safety Officer to EHS). This request focuses on the remaining needs within CAS to fund current and delayed CPISB staffing.

• 4. FY11 GF and NGF Request

The following table shows the positions and categories along with the budget and were available the budget amended (in parenthesis) to show the actual cost to CAS in maintaining these positions. Chemical Safety Specialist 90K (0K, transferred to EHS)

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Planetarium Director 100K Planetarium Technician/ISIT 75K Vivarium Staff (2) 130K (0K, transferred to VPR) Core Lab Supervisor 90K Biology/Chem Prep Tech 75K Proposal Specialist 95K (96K) Organic Teaching Lab Coordinator 90K Undergraduate Science Academic Advisor 65K (92K) NMR/ASET Lab Professional 90K Equipment Maintenance 100K Operations Expendable Supplies 17K Geology Administrative Assistant 50K (70K) Receptionist/Integrated Sciences Publicist 50K (55K) Total CPISB Cost 1117K (1170K) Total CPISB Cost in CAS 897K (950K) CAS received an increment in FY09 of 118K in support of this initiative. In addition, NGF revenue projections associated with the FY11 budget request. This totals 218K, divided as follows: 45K Planetarium/Vivarium revenues, 15K Indirect Cost Recovery, Grant Return (Federal receipts) 65K, Tuition/Fees 83K. Of these CAS is the recipient of the planetarium portion of the Planetarium/Vivarium revenues (25K), the majority of the ICR (10K), none of the Grant Return (direct grant support to the Vivarium), and all of the Tuition/Fees (83K), for a CAS NGF total of 118K. CAS Total 897K(950K) Less CAS NGF 118K Less CAS FY09 increment 118K Difference 661K(714K) THIS REQUEST: GF 714K* *(a portion of this may yet be met by FY11 legislative appropriation, this amount reflects

• nly CAS needs and does not include those of EHS or the vivarium).
• 5. Operational Expense

GF requested will be largely spent on personal service, although a portion of the funding is also requested for equipment maintenance and supplies. Equipment maintence may be in the form of labor, parts, or maintenance contracts.

• 6. Department/Program Investment

CAS has been conservative in its expenditures of the one-time gift money allocated to CPISB support, resulting in salary savings. CAS plans to use this residual to offset FY11 CPISB staffing expenses; however a continued need for long term GF support remains if we are to sustain these staff positions.

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• 7. Collaboration

The continued evolution of the nature and responsibilities of the staffing for the CPISB has resulted in an overall reduction from last year’s request, and has provided a better fit

• f staffing to institutional responsibilities, including coordination with the VPR and EHS.
• 8. UA SWS Performance Measures
• a. For each performance end result impacted by this request, provide the

timeframe realization. The importance of these positions to operations spanning the sciences is profound. It is difficult to isolate a single metric, or to ascribe an impact to any of the metrics of the programs served as resulting directly from these staffing issues; however viewed as part of the larger operations of the integrated sciences, these positions should be reflected in the unit profiles and in the dashboard metrics of the college as a whole.

• b. What strategy specific sub-metric will be used to demonstrate return on

investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. The successful operation of the ISB will contribute to student credit hours and headcount through support of rapidly growing programs in the sciences as well as relieving bottlenecks for other programs. Additional laboratory sections require additional staff support and additional safety personnel, additional equipment maintenance and supplies.

• c. What is the current baseline for this sub-metric, the expected change and the

timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub- metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. Impacts of the positions already hired should already be having an impact; other positions are just now being filled or will soon be filled. The full benefits of these additional staff should show returns on student and research measures ramping up for a period of 3 to 5 years.

• 9. Other Output Measures

Operation of the Integrated Science Building not only provides physical and staff integration across science disciplines, but many aspects of the operations of the associated facilities span much broader interests of the campus. The Science Visualization Facility/Planetarium facility will be used to excite science students through visualizations, but will become available under the planetarium director’s operations to provide media engagements for other units, including student affairs, and public venues.

• 10. Productivity and Efficiency

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These staff members are required in areas where efficiency measures are difficult to

• utilize. CAS and its programs are already judged to be among the most efficient in the

system, but in reality the lack of resources threatens the quality and sustainability of our

• programs. We would hope to reduce the current apparent efficiency in some quarters to

achieve something more sustainable.

• 11. Effectiveness and Quality

We already see enhanced student service through additional staff providing reception and

• advising. The quality of laboratory experiences for students has increased, and there is a

general sense of place for science majors who now gather, study and organize in ways not previously possible. Research awards are up, and our ability to attract high quality research faculty to positions in Biology, Chemistry and WWAMI are clearly evident. Faculty retention is difficult to demonstrate, but we have clearly turned the corner in our ability to retain INBRE faculty, and in our ability to serve the research needs of a broad range of science faculty. Faculty are quick to point out that additional staffing is still required, but these positions are well along and given the lag between funding and hiring, we have managed to open and at least partially run the facility in a largely orderly

• fashion. Some patrons of the planetarium have been turned away frustrated, and some

‘money has walked out the door,’ but overall we see clear enhancement of the perception

• f the sciences at UAA by the students and the public.
• 12. Sustainability

This request sustains our science programs.

• 13. Priority Ranking

This request remains our highest priority. It continues to be of great significance to the budget of CAS, and failure to secure adequate resources to sustain these hires will both jeopardize our ability to deliver programs and remain fiscally solvent. This has been the number one budgetary priority for the campus. We greatly appreciate the continuing support for this critical component of our new campus infrastructure.

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ATTACHMENT IV

Incremental Request Form PBAC Spring 10

Director of Biological Sciences

• 1. Request Description

The College of Arts and Sciences requests a new administrative/faculty position to provide administrative leadership in the Biological Sciences. This Director of Biological Sciences position would be a 51% administrative, full-time, permanent position.

• 2. Strategic Purpose

This position provides much-needed administrative effort and leadership in a complex and growing unit within CAS. The position supports continued enrollment growth, high- demand job training, and our continuing growth in research.

• 3. Operational Focus

The request fills a gap. Historically, administrative leadership in the Biological Sciences has been provided by a departmental chairperson. Due to the growth in all aspects of the

• perations of this unit, the job of chairman has become a daunting task, one which no

member of the departmental faculty is willing to shoulder. The Biological Sciences is the most complex unit within the college. It offers multiple curricula at both the undergraduate and graduate levels, cooperates with UAF in training Ph.D. students, and provides more science general education instruction than any other unit. Its courses often entail laboratory operations, and it mentors undergraduate and graduate students in both laboratory and field research. CAS is home to the majority of sponsored research at UAA, and the vast majority of this is housed within the Biological Sciences. Biological Sciences faculty members represent the majority of ENRI Faculty Fellows, and provide most of the instruction in the WWAMI program. The Biological Sciences is as large and complex as many schools or colleges, with 36 faculty on campus, 6 faculty at community campuses, two administrative staff, seven support staff shared with other Integrated Sciences departments, five postdoctoral fellows, and fifteen adjunct faculty. Management of this unit requires a dedicated administrator.

• 4. FY11 GF and NGF Request

Director of Biological Sciences GF requested: $123,000 NGF (authority): $10,000 NGF (one-time): $25,000

• 5. Operational Expense

GF requested will be spent entirely on personal service. One-time costs include recruitment and setup costs. NGF is from anticipated net tuition revenue.

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• 6. Department/Program Investment

CAS will be providing the equivalent of .2 FTE in support of this position derived from the current salary augmentation and course release dedicated to the chair. Dedicated

• ffice space has been identified.
• 7. Collaboration

Our plan will be to first try to recruit for this position from within the UA system.

• 8. UA SWS Performance Measures
• a. For each performance end result impacted by this request, provide the

timeframe realization. The primary performance result of this position will be to enhance current

• perations and sustain existing trends in the Biological Sciences. Growth in

SCH and research expenditures for this unit cannot be sustained without additional administrative support. Recruitment in FY12 should allow efficiencies and net gains in scheduling and the investment of faculty FTE allowing increased SCH beginning in FY13 and FY14. Faculty leadership should increase proposal generation and extramural awards, with an anticipated growth of research expenditures, eclipsing an anticipated FY11 peak due to ARRA grant expenditures by FY14 and stabilizing at 10% above the FY11 peak by FY15.

• b. What strategy specific sub-metric will be used to demonstrate return on

investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. All program metrics currently monitored for the Department of Biological Sciences will be monitored in anticipation of continued trends, including enrollments, graduation rates, retention, and research expenditures.

• c. What is the current baseline for this sub-metric, the expected change and

the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. We have a baseline of performance for this unit against which to gauge continuing performance. Without enhanced administrative support, we anticipate flat to declining measures due to increasing inefficiencies in scheduling, student frustration, faculty FTE investments, and a lack of ability to retain faculty. With adequate administrative support, we anticipate continued positive trends in all measures except retention, which we anticipate will remain flat.

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• 9. Other Output Measures

Faculty morale has an intangible influence on the quality and quantity of effort expended. While we do not routinely document faculty morale, we are aware of faculty perceptions through a number of informal mechanisms. Biological Sciences is one of the more academically mature units on campus, and as such is leading in many respects toward a higher level of self-expectation. Faculty set high standards for themselves, and they are requesting administrative support to help make equitable decisions relevant to their high performance expectations. We anticipate seeing enhanced specificity in both workloads and activity reports reflecting this desire of the faculty for self-accountability.

• 10. Productivity and Efficiency

CAS and its programs are already judged to be among the most efficient in the system, but the lack of resources, including administrative resources, threatens the quality and sustainability of our programs. We would hope to reduce the current apparent efficiency in many quarters to achieve something more sustainable.

• 11. Effectiveness and Quality

We anticipate timely construction and submission of class schedules, efficient use of faculty FTE and other departmental resources, long-range planning at the unit level, curricular revision and maintenance, and sustained and enhanced research productivity.

• 12. Sustainability

This position is essential to sustainability of programs in the Biological Sciences. Environmental sustainability initiatives owe many of their origins to faculty and staff initiatives associated with this unit, and it is impossible to imagine a healthy environmental sustainability program moving forward without the efficient operation of the Biological Sciences.

• 13. Priority Ranking

This request is ranked second among our internal PBAC requests for FY11 augmentation. It is ranked above many worthy requests generated in a unit the size of CAS. It ranked highly as a consequence of well-documented need and the fact that it serves one of the most productive units in the University.

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ATTACHMENT IV

Incremental Request Form PBAC Spring 10

Alaska Native Studies Director

• 1. Request Description

The Alaska Native Studies Director position has been interim director for the last 5 years. This proposal seeks funding for a permanent director position. CAS has been funding the interim position for this period, but needs additional support to hire a permanent director.

• 2. Strategic Purpose

The Alaska Native Studies program plays a key role in the special mission of UAA to foster Alaska Native student education, and touches on the UAA core themes of teaching and learning, student success, UAA community, and the public square. A permanent director for this program will provide vision and full-time support to the program. CASAO will provide guidance and support to enhance the curricular and community mission of the program.

• 3. Operational Focus

The funding is for salary and recruitment costs for the position.

• 4. FY 11 GF and NGF Request

Description GF NGF One- time Totals Director Salary +benefits $58,000 $25,000* $83,000 Recruitment costs $25,000 $25,000 Totals $58,000 $25,000 $25,000 $108,000 *tuition revenue

• 5. Operational Expense

Funds will be used primarily for salary and benefits for director.

• 6. Department/Program Investment

CAS will contribute current funding of the interim director to this position.

• 7. Collaboration

AKNS leadership is currently working with programs at UAF and UAS.

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• 8. UA SWS Performance Measures
• a. Student Credit Hours.

Program performance should increase with a permanent director, producing more student credit hours, particularly if the AKNS curriculum becomes more integrated into the CAS and UAA curriculum. University Generated Revenue. This initiative will generate revenues from tuition. Student Retention. The program will continue to assist in the retention of Alaska Native students.

• b. Sub-metrics.

Submetrics will include revenue generated, SCH production, larger number of publicly attended events, and wider recognition and appreciation in the Alaska Native community.

• c. Sub-metric Baseline and timeline.

The current baseline for SCH production is 1,100. With a full-time, permanent director, the expectation is that the SCH production will increase by at least 10% in the second year of operation.

• 9. Other Output Measures

It is expected that as a permanent director is hired, the Alaska Native Studies program will become more visible in the community, and attract more community members to events, more students to courses, and generate greater faculty interest in the program.

• 10. Productivity and Efficiency

Full engagement by a permanent director should enhance productivity and efficiency measures in the program.

• 11. Effectiveness and Quality

With a permanent director, we hope to achieve greater coherence in the academic program, increasing integration of Alaska Native Studies courses in other programs, and more effective outreach to the community.

• 12. Sustainability

AKNS may work with the Sustainability Office on sharing expertise of Alaska Native elders in regard to environmental philosophies and practices.

• 13. Priority Ranking

This request is ranked third among our internal PBAC requests for FY 11 augmentation.

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ATTACHMENT IV

Incremental Request Form PBAC Spring 10

Technical Staff Support in the College of Arts and Sciences

• 1. Request Description

The College of Arts and Sciences requests two full-time technical staff positions to support various operations of the College. One position is needed provide technical and IT support to the social sciences geographic information facility (SSGIF), and this position would also be utilized to provide various IT support functions within the division

• f Social Sciences. A second technical position is needed to support a graphic artist and

publicist for the Performing and Fine Arts.

• 2. Strategic Purpose

These positions contribute to all five Core Themes: Teaching and Learning, Research Scholarship and Creative Activity, Student Success, the UAA Community, and the Public Square.

• 3. Operational Focus

The request fills a gap. One position supports our social sciences geographic information facility, bringing much needed instructional opportunities to students in Environmental Science, Geography, Anthropology and other disciplines where the ability to query geospatial information, interpret it, build spatially explicit models and conduct spatial statistics has become a mainstream part of the discipline. The second position replaces support that was once provided centrally by the Development Office, but is now a requirement of the Division of Arts. Productions by our Departments of Theatre and Dance, Music, and Gallery events hosted by our Art Department require advertising and the attendant graphic design and publicist functions. We currently lack staff, and across departments there is sufficient need to justify a full time position.

• 4. FY11 GF and NGF Request

Two Staff Positions GF requested: $140,000

• 5. Operational Expense

GF requested will be spent entirely on personal service.

• 6. Department/Program Investment

CAS has provided capital for equipment and the departments of Geography and Anthropology have provided space for a social sciences geographic information teaching

• laboratory. This staff request sustains that investment. The graphic artist and publicist

position is necessitated by the lack of adequate alternative services and the high volume

• f promotional materials necessary to sustain the performing arts programs.

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• 7. Collaboration

The departments of Art, Theatre and Dance, and Music have coordinated this request to achieve efficiency in the use of this staff position.

• 8. UA SWS Performance Measures
• a. For each performance end result impacted by this request, provide the

timeframe realization. The primary performance result of these positions will be to enhance current

• perations and sustain existing programs. UAA plays a significant role as a

cultural center in Anchorage, through performances of its own artists and by bringing artists to campus both to enhance our student training and to share these artists with the public. This spring a coordinated effort among the art programs on campus entitled Experience the Arts 2010 brought a number of workshops, readings, and performances to the public. While this program and the many other gallery openings, performances and lectures were a great success, the ability of the Fine Arts programs to sufficiently advertise and promote the University was severely compromised by the lack of a resident graphic artist and publicist. CAS has identified this as one of the key needs among the Arts programs at UAA.

• b. What strategy specific sub-metric will be used to demonstrate return on

investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. We are in the planning stages of an assessment tool to document program attendance and awareness of UAA as an art destination to be used at our public art offerings. We anticipate that the total number of people attending UAA arts events will increase to near the limits imposed by the available performance space. In the social sciences, we will track the number of courses offered that contain geographic information skills or modeling, and look to the affected units to evaluate the geographic information skills of their graduates.

• c. What is the current baseline for this sub-metric, the expected change and

the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. These new staff positions should be hired as soon as resources are in place, and their impact on the quality and sustainability of the associated programs should become apparent within the first year.

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• 9. Other Output Measures

Many factors beyond adequate staff contribute to the UA measures and therefore additional evidence will be used to evaluate the effectiveness of these staff positions in advancing missions. First, we can evaluate the impact of better publicity on both public and student attendance at our cultural offerings. For our social scientists we can gauge their satisfaction with technology and our ability to maintain it (currently at an all time low).

• 10. Productivity and Efficiency

These staff members are required in areas where efficiency measures are difficult to

• utilize. CAS and its programs are already judged to be among the most efficient in the

system, but in reality the lack of resources threatens the quality and sustainability of our

• programs. We would hope to reduce the current apparent efficiency in many quarters to

achieve something more sustainable.

• 11. Effectiveness and Quality

There is a large demand for graduates in archeology or environmental science with expertise in geographic information and modeling experience. We intend to provide more graduates trained with this skill set. In addition we hope to promote UAA as a destination for the artistic experiences. Promoting our productions is an important part of promoting the University, attracting potential students, building a vibrant campus life, and serving the public.

• 12. Sustainability

Our performing arts programs are not sustainable without adequate graphics art and publicist support. Our social science programs are not sustainable without moving into the technology and methods of the 21st century.

• 13. Priority Ranking

This request is ranked fourth among our internal PBAC requests for FY 11 augmentation. It ranked above many worthy requests generated in a unit the size of CAS. It ranked highly as a consequence of well-documented need and the fact that it serves two largely underserved divisions within the College, Fine Arts and Social Sciences, each of which might be considered a college in another institution.

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ATTACHMENT IV

Incremental Request Form PBAC Spring 10

Alaska Native Studies Art Program

• 1. Description

The Alaska Native Studies Art program is an effort of the Art Department, under the leadership of Alvin Amason, to set up a program of courses directed to Alaska Native and

• ther interested students that study the traditional native arts. The program currently has

its own studio on a temporary basis. The program invites a number of Alaska Native elders and artists to assist in the instruction of the program.

• 2. Strategic Purpose

The Alaska Native Arts program adds an important dimension to the Arts program at

• UAA. This program aligns with the special mission of UAA to foster Alaska Native

student education, and touches on the UAA core themes of teaching and learning, student success, UAA community, and the public square.

• 3. Operational Focus

The funding is for salary and operational support.

• 4. FY 11 GF and NGF Request

Description GF NGF One- time Totals Faculty Salary +benefits $43,250 $20,000* $63,250 Operational Costs $10,000 $10,000** $20,000 Totals $53,250 $30,000 $83,250 *tuition revenue ** donor foundation funds

• 5. Operational Expense

Funds will be used primarily for salary and benefits for instructor and operational costs.

• 6. Department/Program Investment

CAS initiated this program and has contributed significant funding for start-up of the program, including space renovations and equipment.

• 7. Collaboration

Alvin Amason is working with UAA Development and a number of Alaska Native Corporations for funding support of this program. There is a great deal of community interest and support of this program.

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• 8. UA SWS Performance Measures
• a. Student Credit Hours

SCH will increase as program grows. University Generated Revenue. This initiative will generate revenues from tuition. Student Retention The program will continue to assist in the retention of Alaska Native students.

• b. Sub-metrics

Sub-metrics will include revenue generated, SCH production, larger number publicly attended events, and wider recognition and appreciation in the Alaska Native community of the Art program.

• c. Sub-metric Baseline and timeline

SCH should increase by 180 SCH.

• 9. Other Output Measures

It is expected that as the program becomes better known, it will have a significant effect

• n the Public Square image of UAA, particularly with the Alaska Native community.
• 10. Productivity and Efficiency

The program will have a well-defined space and operational costs.

• 11. Sustainability

N/A

• 12. Priority Ranking

This request is ranked fifth among our internal PBAC requests for FY 11 augmentation.

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ATTACHMENT IV

Incremental Request Form PBAC Spring 10

High-Demand Jobs Programs: Tenure Track Faculty Support

• 1. Request Description

The College of Arts and Sciences requests three tenure track positions to provide programmatic support in areas recognized as contributing to statewide workforce development objectives.

• 2. Strategic Purpose

The College as a whole contributes just over 13% of the graduates in curricula supporting high demand jobs. A number of programs within the College contribute to workforce needs or high-demand jobs, including Biology, Environmental Science, Chemistry, Computer Science, Music Education, Geological Science, Behavioral Health, Psychology, Anthropology, and Journalism and Public Communications. The need for additional instruction and faculty expertise exists in virtually all curricular areas supporting workforce development. Over the past several years, the college has experienced increasing student demand and has managed increased student credit hour

• production. Programs like Biology and Geology continue to grow, taxing our

instructional capacity in these and other high demand areas of instruction.

• 3. Operational Focus

The College continues to operate within a balanced budget, largely through defrayed faculty replacements and a standing deficit in tenure track faculty appointments. This proposal seeks new GF support to relieve the growing shortage of tenure track faculty within the college, and to strategically invest these positions in units that demonstrate a close tie to workforce development and high-demand jobs needs.

• 4. FY11 GF and NGF Request

Three Tenure Track Faculty in disciplines contributing to Workforce Development: GF requested: $225,000 NGF (authority): $75,000 NGF (one time): $200,000

• 5. Operational Expense

GF requested will be spent entirely on personal service with approximately 100K allocated to each position to cover salary and benefits. One time start-up costs include recruiting expenses and startup costs for new faculty. NGF is an estimate of the net increase in tuition revenue shared with CAS as a consequence of the additional SCH production.

• 6. Department/Program Investment

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Faculty will be added to programs that are demonstrating production of graduates in high-demand job areas. Additional reallocation of resources internal to CAS has been supporting and will continue to support this effort, including strategically refilling faculty retirements, and providing space and equipment needs for these programs.

• 7. Collaboration

The Tenure Track faculty lines requested in this initiative will sustain existing programs that currently produce graduates in curricular areas related to high demand jobs. These hires will address instructional limitations resulting from insufficient total faculty FTE associated with such programs, or in specific areas of instruction critical to the success of graduates from the program.

• 8. UA SWS Performance Measures
• a. For each performance end result impacted by this request, provide the

timeframe realization. This increment will increase both SCH and workforce development measures. Recruitments would occur in FY12, and SCH production in the affected units should begin to increase in FY13, with increases in graduates related to workforce development realized over a number of years and leveling off at an enhanced level by FY17.

• b. What strategy specific sub-metric will be used to demonstrate return on

investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. Number of declared majors and SCH will be tracked as preliminary indicators

• f eventual increases in high-demand graduates.
• c. What is the current baseline for this sub-metric, the expected change and

the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. Actual enrollment and increases in number of graduates will depend upon the high-demand jobs curricula for which faculty are recruited. In areas like Geology, enrollments have continued to increase and instructional limitations are primarily a consequence of insufficient overall faculty FTE to meet the student demand. In such a case, we would anticipate that an additional FTE would result in an ability to graduate an additional 20 majors by FY16. Failure to provide an additional faculty position in Geology may result in a need to hold our current enrollment level, as this unit is essentially at current capacity. Other departments currently lack specific expertise required for graduates to meet standards of the workforce. Additional faculty in such cases will likely result in smaller increases in enrollment or graduation rates, but are vital to preparing majors in those disciplines for the workforce. Managing faculty

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effort within CAS is central to our fiscal health, and we are currently significantly understaffed with respect to maintaining the high output of SCH and graduates we currently produce. Without additional faculty, we do not anticipate being able to meet continuing expectations of enhanced SCH, student retention, and graduation.

• 9. Other Output Measures

Among the measures that guide hiring in CAS, in addition to current local demand, are national data that compare the ratios of students to faculty and enrollment trends by

• discipline. We seek to establish an optimal number of faculty members relative to these
• criteria. Many programs are well below the national average of their counterparts with

respect to numbers of faculty. Although CAS produces half the SCH at UAA with a third

• f the faculty, sustained deficits of tenure track faculty are not conducive to the long term

health of academic programs. Addition of even a single faculty member to some key curricula may be effective in stabilizing the health of programs.

• 10. Productivity and Efficiency

Faculty members are required in areas where efficiency measures are maxed out. CAS and these academic programs are already judged to be highly efficient, but the reality is that such measures now threaten the quality of programs. We see the need to reduce the apparent efficiency in areas where sustained limitation threatens productivity.

• 11. Effectiveness and Quality

This, again, depends upon the particular disciplines in which new faculty resources are

• invested. An example would be the disciplines of Environmental Science or

Anthropology, where graduates require the addition of new technologies to their instructional methodologies and student competencies. There is a significant demand for graduates in both archeology and environmental science with expertise in geographic information and modeling, skills we cannot currently provide our students due to lack of faculty expertise. Other examples of critical needs are enhancement in choral instruction for music educators and faculty expertise in economic geology or petrology in our growing geology major. An important outcome of additional CAS faculty in disciplines that support high-demand jobs will be enhancement of the quality of preparation we offer

• ur graduates.
• 12. Sustainability

As mentioned previously, several of our programs are below national norms in the number of students per faculty. In many, the addition of a single faculty member can help to ensure that we maintain our ability to offer the curricula. These positions may have a great impact upon programmatic sustainability. The impacts upon environmental sustainability will vary by program, but would range from a potentially high impact in Environmental Studies or Environmental Geology to a relatively low impact in Music Education.

• 13. Priority Ranking

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This request is the highest priority for the College with respect to the BOR request for

• FY12. It received this ranking as the fiscal solvency of the College has been balanced

upon the backs of the unfilled faculty positions in the College, leading to an appearance

• f high efficiency but threatening the quality and sustainability of the programs.

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ATTACHMENT IV

Incremental Request Form PBAC Spring 10

Community Partnerships: AKNHP and the Alaska Department

• f Fish and Game
• 1. Request Description

The Wildlife Diversity Program of the Alaska Department of Fish and Game (ADF&G) is seeking to expand their cooperative program with the Alaska Natural Heritage Program (AKNHP) and the University of Alaska. The missions of the Wildlife Diversity Program and AKNHP overlap extensively, especially in their respective efforts to address the conservation needs of nongame wildlife and fish in Alaska by filling information gaps. With updated information on species distribution and abundance, Alaskans can evaluate trends and population changes in response to climate change, and work to keep them at healthy and sustainable levels for economic benefit and for personal viewing and

• recreation. The similarity between the ADF&G Wildlife Diversity Program and AKNHP

has resulted in a strong and long-term cooperative relationship. Some of the cooperative projects include determining the rarity status of all vertebrate species in Alaska, and conducting wood frog surveys in the Interior (see http://wildlife.alaska.gov/index.cfm?adfg=nongame.projects for a list of Wildlife Diversity Program projects). The market demand for nongame biologists, wildlife managers and habitat ecologists in Alaska is large. Agencies that employ significant numbers of biologists include the USDI Fish and Wildlife Service, USDI National Park Service, USDA Forest Service, USDI Bureau of Land Management and ADF&G. The oil industry, for example ConocoPhillips and BP, also addresses many nongame and habitat issues. These companies contract out much of their nongame and habitat work to consulting companies such as ABR, Inc. and HDR to meet their NEPA (National Environmental Policy Act) obligations. Conservation groups, such as the Nature Conservancy and the Audubon Society also employ nongame

• biologists. The Cooperative Wildlife Diversity Program will employ and mentor

undergraduate and graduate students each year. The director of the Wildlife Diversity Program (Mary Rabe) has offered to provide $200,000 in committed funds per year to this partnership with AKNHP to expand and formalize a cooperative nongame focused effort. These funds require a 33% non-federal

• match. We are proposing that UA provide $91K GF in match to enable a $300K

partnership within AKNHP. Specifically, it will fund a zoologist, undergraduate and graduate student researchers, and stipends for faculty mentors throughout the UA system.

• 2. Strategic Purpose

The purpose of the program will be to fulfill the aforementioned mission—address the conservation needs of nongame wildlife and fish in Alaska by filling information gaps—

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plus educate students, and provide information and outreach to researchers, agencies, industry and the public. This program contributes to Core Themes: Teaching and Learning; Research, Student Success, the UAA Community, and the Public Square. The principal objectives of this proposal are to involve students in applied research sponsored by a cooperative venture between the Alaska Department of Fish and Game and UAA’s Alaska Natural Heritage Program, provide students with skills relevant to the workplace, and integrate AKNHP more effectively with core missions of the institution.

• 3. Operational Focus

The request 1) responds to an opportunity and enhances the ability of an applied research unit within the UAA to leverage resources, 2) enables AKNHP to meet its own and external state agency missions, and 3) aligns with the core missions of UAA.

• 4. FY11 GF and NGF Request

GF requested: $91,000 NGF (authority): $75,000 NGF (one time): $200,000

• 5. Operational Expense

GF requested will be largely spent on personal services including students, although a portion of the funding is also requested to support student research expenses.

1 AKNHP Zoologist 1 FTE $83,000 Graduate students $50,000 Undergraduates $50,000 Student project costs (fieldwork) $58,000 Funding for UAS, UAF and UAA faculty mentors (part time summer): $50,000

• 6. Department/Program Investment

AKNHP is using ICR (9K) in support of this program.

• 7. Collaboration

This is a great opportunity to formalize and expand on a cooperative program with an important state agency and to dramatically increase UAA’s expertise in conservation

• biology. This is also a rare opportunity where an agency (i.e. ADF&G) provides funds to

meet an already defined mission at UA. We will develop the Cooperative Wildlife Diversity Program using existing expertise across all three MAUs. The ADF&G Wildlife Diversity Program and AKNHP currently work closely with IAB at UAF, Environmental Sciences at UAS and the UA Museum. As stated earlier, various faculty/staff at UAS, UAF and UAA will oversee the undergraduate and graduate projects depending on the expertise needed. Employing undergraduate students will enhance student success by providing excellent training and mentoring in conservation biology.

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The projects will change from year-to-year based upon mutual agreed priorities developed between the ADF&G Wildlife Diversity Program and AKNHP/UAA. Various faculty/staff at UAS, UAF and UAA will oversee the projects depending on the expertise

• needed. The AKNHP zoologist will assimilate and synthesize information concerning

nongame species threatened by climate change, or species that are rare or with declining

• populations. AKNHP has a long track record of successfully working with faculty at all

three MAUs.

• 8. UA SWS Performance Measures
• a. For each performance end result impacted by this request, provide the

timeframe realization. This program enhances University-generated revenue on a slightly more than 2:1 basis of receipts to new investments. It will also contribute to training in high- demand job disciplines.

• b. What strategy specific sub-metric will be used to demonstrate return on

investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. Program income will be monitored to ensure that the 2:1 match is achieved.

• c. What is the current baseline for this sub-metric, the expected change and the

timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub- metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. AKNHP is currently working under a less favorable 1:1 matching arrangement with limited resources. A PBAC request last year to secure additional funds to participate in this cooperative arrangement was passed to Statewide for inclusion in the FY11 BOR budget; however, the request did not make the BOR budget. As the request was considered under the Climate Change initiative, it fared poorly due to a UA tendency restrict Climate Change research appropriations to UAF. The enhancement of the offer this year by AKDF&G to match this non-game partnership on a 2:1 basis reflects the high value of AKNHP data collection and management to AKDF&G, and reiterates their strong desire to work with UAA on building this cooperative arrangement.

• 9. Other Output Measures

The Cooperative Wildlife Diversity Program’s objectives include bringing in additional research dollars to all three MAU’s through a focus on Alaska’s nongame issues, especially in relation to climate change and applied to natural resource management and

• conservation. A variety of external funding sources are available including current

AKNHP grants from the USGS (EROS, and GAP Analysis Program), North Slope Science Initiative, The Nature Conservancy (LANDFIRE Program), BLM, Forest

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Service, and the National Park Service. Additional funding sources include NSF, Fish and Wildlife Service, BP and the EPA.

• 10. Productivity and Efficiency

A common ratio considered among research centers and institutes is the income generated for each GF dollar invested. This ratio would be positively impacted within the AKNHP through enabling this program.

• 11. Effectiveness and Quality

The undergraduate and graduate students with the proposed Cooperative Wildlife Diversity Program will develop extensive computer analyst skills, preparing them for this high demand field. AKNHP currently uses cutting edge computer technology to synthesis and distribute its information. This includes working within an Oracle computer platform, many ESRI programs (ARCMAP, ARCGIS), computer modeling and the development of web accessible data portals.

• 12. Sustainability

This program’s mission as determined by its enabling legislation is to support data collection, management, and distribution in the interests of conservation.

• 13. Priority Ranking

This request has second priority among FY 12 proposals from CAS. It represents a meaningful opportunity for UAA to partner with another State agency to meet a shared

• mission. The proposal ranks high because while budget cuts are frequently shared with

peripheral programs like AKNHP, it is much less frequently that attractive opportunities for budget augmentation are realized. The fact that an external partner is willing to match 2 to 1 to realize this cooperative arrangement makes this a great opportunity for a timely and effective investment in this unit.

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ATTACHMENT IV

Incremental Request Form PBAC Spring 10

Student Success: Graduate Teaching Assistantships

• 1. Request Description

The College of Arts and Sciences requests $200,000 to expand the number of graduate teaching assistantships available to support instruction in undergraduate courses. Approximately half of the requested amount will be used to expand teaching assistantships in the natural science

• disciplines. The remaining funds will be used to expand teaching assistantships in Anthropology,

Psychology, and English. Natural Science programs, particularly Biology and Geology, prepare students for high-demand jobs; Anthropology and Psychology also prepare students for high- demand jobs in Alaska. English teaching assistants provide instruction in basic skills – reading and writing – fundamental to academic success across the curriculum.

• 2. Strategic Purpose

Graduate teaching assistantships contribute to the core theme of Teaching and Learning at two levels, as well as the theme of Student Success. The competitiveness and professional value of UAA graduate programs are enhanced by the availability of teaching assistantships. Graduate students enhance their own disciplinary competence and their marketability at the completion of their degree programs by teaching students at lower levels. Because of the professional value of teaching experience, teaching assistantships enable graduate programs to attract high quality applicants and support graduate student success. Undergraduate academic programs are also enhanced by the addition of graduate teaching

• assistants. At UAA, teaching assistants may contribute to undergraduate instruction in the

following ways, depending upon the particular needs of the discipline:  instruction in lab sections accompanying lecture courses taught by regular faculty  instruction in break-out sections of large lecture courses taught by regular faculty  instruction and supervision of undergraduates in field courses  instruction of small lecture sections under the mentorship of regular faculty  participation in testing and placement screening of undergraduate students  enhancement of undergraduate research through mentoring and academic support of undergraduates participating in field or laboratory research. The availability of additional sections of high-demand courses and the multi-layered mentorship

• f students in research projects contribute to undergraduate student success by expanding both

the number and quality of educational opportunities for undergraduates.

• 3. Operational Focus

Teaching assistantships help to remedy the problem of insufficient instructional expertise to meet expanding undergraduate demand. In circumstances where the College must defer tenure-track

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faculty replacements and where the local pool of qualified adjunct faculty is insufficient, teaching assistants make it possible for programs to meet their instructional missions with the highest efficiency. Large complex lectures developed and delivered by tenure track faculty are supported by smaller laboratory and break-out sections. Mentorship by teaching assistants makes it possible to expand opportunities for undergraduates to participate in field or laboratory

• research. At the same time, teaching assistantships enhance graduate education by making it

possible for graduate students to acquire marketable teaching experience.

• 4. FY11 GF and NGF Request

GF request: $200,000

• 5. Operational Expense

The UAA Graduate School estimates the current cost of a graduate assistantship at $30,165 to $40,427 annually, depending upon the discipline and the academic level of the graduate student. This amount includes a stipend, tuition, and health insurance for the graduate assistant. Because

• f greater competition among graduate programs in high demand fields, teaching assistantships

are most expensive in the natural sciences, next in the social sciences, and least expensive in the

• humanities. For this reason, we estimate that nearly half of the requested $200,000 will be

required to support two additional teaching assistants in the natural sciences. The remaining amount would support three to four teaching assistants in the disciplines of Anthropology, Psychology, or English, depending upon which disciplines had the most immediate need. Two graduate assistantships in the Natural Sciences Stipend: $20.89 hourly equivalent x 1320 hrs per year = $27,574.80 ea. Tuition: 18 graduate credits = $5,688.00 for residents or $11,628.00 for non-residents Health Insurance: $1,324 ea. Expense per graduate assistant: $34,586.80 (resident) to $40,526.80 (non-resident) Total: $69,173.60 to $81,053.60 Three to four graduate assistantships in Social Sciences or Humanities Stipend: $17.54 hourly equivalent x 1320 hrs per year = $23,152.80 Tuition: 18 graduate credits = $5,688.00 for residents or $11,628.00 for non-residents Health Insurance: $1,324 ea. Expense per graduate assistant: $30,164.80 (resident) to $36,104.80 (non-resident) Total (three students): $90,494.40 to $120,659.20 Total (four students): $108,314.40 to $144,419.20

• 6. Department/Program Investment

The College provides tenure track faculty workloads that include instruction and supervision of graduate students. This support may include individual mentorship of graduate teaching assistants, faculty coordination of sections taught by graduate assistants, and courses in disciplinary pedagogy.

• 7. Collaboration

Graduate teaching assistantships in the natural sciences may be held by graduate students in UAA’s MS program in Biology, or by students in MS or Ph.D. programs in Biology, Geology, or

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Chemistry offered by UAF. The Psychology Department offers a Ph.D. program jointly with UAF, in addition to an MS in Clinical Psychology offered by UAA. For students in graduate programs offered by UAF who hold teaching assistantships on the Anchorage campus, CAS pays stipends, insurance, and tuition for all program courses taken on the Anchorage campus. Given the greater number of undergraduate students at UAA and the increasing demand for undergraduate offerings at UAA, the availability of teaching assistantships on the Anchorage campus provides professional opportunities for both UAA and UAF graduate students.

• 8. UA SWS Performance Measures
• a. For each performance end result impacted by this request, provide the timeframe

realization. This increment will increase teaching assistantships for FY12. Expanded recruitment of graduate assistants in FY11 would result in graduate teaching assignments the following academic year. SCH and student opportunities for research and professional preparations would increase in FY12. b. What strategy specific sub-metric will be used to demonstrate return on investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. Graduate assistants are limited to 20 hrs work per week. The maximum number of sections assigned to each teaching assistant is two sections. In undergraduate disciplines served by teaching assistants, an increase in undergraduate course sections or in course caps on existing sections would be expected.

• c. What is the current baseline for this sub-metric, the expected change and the

timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. Depending upon the deployment of teaching assistants, the expected change may vary. In the natural sciences, a concrete measure would be an increase of up to four lab sections in FY12 or an increase in the number of undergraduate students participating in laboratory

• r field research. In Anthropology, an additional teaching assistant would make it

possible to increase the cap on a high-demand undergraduate lecture course or to offer an additional field course. In Psychology, a graduate assistant might support either additional sections or a higher cap on a high-demand course. In English, an additional teaching assistant would support additional sections of GER composition courses.

• 9. Other Output Measures

The enhancement of graduate assistantships will contribute to College efforts to improve time to degree by increasing capacity in high demand undergraduate courses. Depending upon the assignment, this can occur by freeing senior faculty for lecture courses and by increasing the number of lab or break-out sections.

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• 10. Productivity and Efficiency

The addition of graduate assistantships is an efficient way to address rising demand when tenure track hiring is limited by budget constraints, and qualified adjunct faculty are not available. CAS has a continuing deficit of tenure track faculty, combined with increases in demand, particularly at the lower-division level.

• 11. Effectiveness and Quality

At its best, instruction by graduate teaching assistants enhances the quality of academic programs at both the graduate and undergraduate levels. The professional preparation and marketability of graduates is enhanced, and undergraduate instruction is enhanced by greater availability of course offerings and opportunities for small-group instruction. However, increased employment

• f graduate assistants requires careful attention to quality of instruction, which is largely

dependent upon effective mentorship and appropriate curricular design. Each academic program that employs teaching assistants has a mentoring program in place and formal supervision by regular faculty, which is reflected in faculty workload assignments.

• 12. Sustainability

Increasing graduate assistantships will enable the College to sustain its mission to provide GER and foundational coursework for undergraduates in the face of extremely limited tenure track hiring and increasing demand. Opportunities for high quality professional preparation that includes teaching experience contributes to the sustainability of existing graduate programs.

• 13. Priority Ranking

This request is the third priority for the College of Arts and Sciences with respect to FY12 requests.

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ATTACHMENT IV

Incremental Request Form PBAC Spring 10

The Public Square: Ethics Center for the State of Alaska

• 1. Request Description

The Ethics Center, housed at UAA, would serve the state of Alaska as a general resource for ethics education in business, medicine, government, environment, and the professions, and as a forum for ethical issues relevant to the people of Alaska.

• 2. Strategic Purpose

This proposal addresses the UAA Core Themes of Teaching and Learning, Research, Student Success, UAA Community, and the Public Square. Alaska is one of the few states without an ethics center resource. Ethics centers provide resources for businesses, non-profits, government, and professional organizations. Ethics centers are a means of engagement with the community, and an attraction for philanthropy. They can also serve as catalysts for ethics across the curriculum initiatives and other curricular changes within the university. The following is a summary of various missions of the proposed Center: Education and Learning The ethics center will provide consulting and training for:

• State government officials and agencies;
• The Municipal Ethics Board;
• Businesses and non-profits;
• Professional organizations;
• Hospitals and health care providers;
• Issues in science research and technology;
• Issues in environmental ethics, food ethics, and sustainability.

Public Square The ethics center will provide public forums:

• Profession roundtables – allow professionals from similar fields to

articulate the ethical dilemmas they face.

• Public lectures from both academics and professionals.
• White papers/Advisory statements on issues relevant to the

university and the community (city and state). Resource Center The ethics center will:

• Develop/organize materials pertaining to ethical and social issues

reflecting university and community.

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• Provide ethical evaluations pro and con on issues in medicine, law,

politics, government, environment, and academia. Curriculum

• The Center would be a focus for ethics-across-the-curriculum

development and Consulting/Design/Instruction Ethics modules for courses and professional programs throughout UAA. Student Opportunities Through community partnerships, UAA students will be able to:

• Conduct service learning projects on ethical issues in collaboration

with local and state government, non-profit organizations, and businesses.

• Intern with Municipal Ethics Board.
• Work as research assistants (modeled similar to ISER’s student

research program).

• 3. Operational Focus

The proposed Ethics Center will fill a gap for the state of Alaska in terms of providing a much needed ethics resource center.

• 4. FY 11 GF and NGF Request

Description GF NGF One- time Totals Director Salary +benefits $83,334 $83,334 Staff (1/2 time) Salary +benefits $56,625 $56,625 Operational Budget Operation of the center $15,000 $10,000* $25,000 Space One-time space and equipment costs $50,000 $50,000 Totals $154,959 $10,000 $50,000 $214,959 *Fees from consulting and training workshops are projected to be about $10,000 per year.

• 5. Operational Expense

Funds will be used primarily for salaries for Director and staff, and operations of the

• Center. A Director and half-time staff are being requested.
• 6. Department/Program Investment

Philosophy Department faculty will serve as consultants and do workshop training as required; CAS will support reasonable space and equipment needs beyond one-time requested amounts, and provide course releases for faculty as appropriate.

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• 7. Collaboration

UAA Philosophy faculty will work with all qualified faculty from other MAUs; affiliative positions with the Center will be established for qualified faculty. The Center will address needs across the state.

• 8. UA SWS Performance Measures
• a. Student Credit Hours.

No direct SCH will be associated with the Center; however to the extent that it is involved in ethics-across-the curriculum initiatives, it will have an impact on ethics related courses in several programs. University Generated Revenue. This initiative will generate revenues from consulting and workshop fees.

• b. Sub-metrics.

Sub-metrics will include revenue generated, number of consultations and workshops; attendance at talks and public events associated with the Center; student internships and opportunities; modification of ethics content in courses across the campus and other curricular changes related to ethics; new ethics initiatives in the university.

• c. Sub-metric Baseline and Timeline.

The current baseline is zero for all sub-metrics; the expectation is that when the Center is fully operational in 3-4 years, there will be about $10,000/ year in revenue generated; there should be on average about 10 workshops per year, and about 20 consultations per year.

• 9. Other Output Measures.

It is expected that, as a resource center, the Ethics Center will enhance the public square image of UAA. The Center will also be a resource for UAA faculty interested in enhancing the quality of ethics instruction in their programs.

• 10. Productivity and Efficiency

The Center will be able to cohere faculty expertise in ethics across the state. The Center will be able to better serve the community’s interest in ethics education by providing a

• ne-stop service.
• 11. Sustainability

To the extent that the Center will be concerned with environmental ethics and issues, this could have an impact on sustainability work at UAA. UAA Ethics faculty have already been involved in the Sustainability effort at UAA.

• 12. Priority Ranking

Fourth of four proposals for FY12

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ATTACHEMENT V

FY10 Allocation Initiative Evaluations

Psychology Clinic Support, UAF-UAA Joint Doctoral Program in Clinical-Community Psychology Conoco Phillips Integrated Science Building Support

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ATTACHMENT V Project/Initiative Evaluation

PBAC SPRING 10 Initiative Title: Psychology Clinic Support , UAF-UAA Joint Doctoral Program in Clinical-

Community Psychology

Contact: Suzanne Womack Strisik PhD (sstrisik@uaa.alaska.edu) through April, 2010 Patricia Sandberg, PhD (afprs@uaa.alaska.edu) from May 1, 2010 Org #: 11057 This document is intended to provide basic assessment information for each special project or initiative program funded in FY10. This includes priority program funding from the Legislature, base funding through the UAA internal reallocation process, strategic opportunity fund awards, Chancellor’s Research awards, and one-time SB137 workforce development funds. This evaluation will be used to assess the effectiveness of funded projects and programs and as part of the internal scan for the upcoming accreditation process. Please provide a brief paragraph on each question, with the total document totaling no more than two pages.

• 1. What were the original objectives of this initiative? The major goal for this initiative is to

upgrade research and practice-related operations in UAA Psychological Services Center (PSC). The upgrade allows the PSC operations to be congruence with doctoral and masters training and research clinics nationwide.

• The PSC improves student success & retention with best-practices mental health services.
• The PSC’s appeal enhances recruitment and retention of graduate students.
• Students receive best practices training & research and are prepared for behavioral health

careers in Alaska.

• Graduate students have high-quality, supervised, assistantships in a fully-operational

community clinic.

• Prominent data software programs function for dissertation and faculty research
• Faculty resources can be focused to clinical supervision and quality clinical operations.
• 2. What was accomplished?
• The Clinic Coordinator position is filled by a doctoral teaching assistant who performs

supervised clinical administrative tasks.

• The master’s teaching assistant is converting archival data, stored in raw form, into a

structured, research-based data file.

• Two key data management software systems, both with national data bases behind them,

function within a HIPAA compliant format.

• a. One system is a comprehensive treatment outcomes measure to assess

effectiveness of symptom severity and treatment progress.

• b. A second system is a data-driven scheduling software system that manages,

compiles, and provides reports on frequency and demographic data. Given that AY10 work is directed toward quality services and research, the plan to transition

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the PSC into a free clinic for UAA students has been rescheduled to AY11; modal fee for students at present is modest (around five dollars per session).

• 3. What has been the impact?
• Faculty strength is centered in teaching and clinical-related service, which increases

learning and competency-based treatment behaviors in graduate student clinicians.

• Reports generated on treatment outcome have resulted in quality feedback and control of

mental health treatment in the PSC.

• Graduate student retention and success is grounded in a sound supervisory process

informed by relevant data.

• UAA student retention and success is enhanced by competent mental health services,

which frees psychological resources for students’ academic success.

• 4. What are the expected future outcomes of this initiative?
• The PSC provides mental health services to UAA and to the Anchorage community,

where the demands for mental health treatment are intense.

• Treatment and frequency data will be compiled and made available for research—an

importantl part of student and faculty development.

• As a major component of the doctoral program in psychology, the PSC as an in-house

research and training clinic is essential to program accreditation by the American Psychological Association.

• a. The health of the doctoral program is a vital part of the life of the UAA

community.

• 5. To what extent, if any, was this initiative allocation to your unit offset by reductions?
• The initiative allocation is a timely response to the resource needs of the doctoral

program in psychology. The allocation makes it possible to upgrade a small training clinic to the level required of a prominent scientist-practitioner based doctoral program.

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ATTACHMENT V Project/Initiative Evaluation

PBAC SPRING 10 Project/Initiative Title: Integrated Science Building Support Contact: Linda Ottinger E-mail: anlcv@uaa.alaska.edu Org #: 11076

• 1. What were the original objectives of this initiative? The goals of this initiative

were to secure the staff necessary to provide for administration, operations, support and safety in operating the new CPISB, and also to fund the net programmatic equipment maintenance and supplies costs required of programs using the new additional facilities in the Conoco Phillips Integrated Science Building. Our initial request in 2008 documented a need for additional personnel, equipment maintenance, and supplies totaling $1.29M that would be needed by

• FY10. The total initial request was incremented over 2 years (FY09 and FY10) to

allow staging of hires and to anticipate planning in some areas such as the planetarium operations. Failure to fund this initiative by legislative appropriation put our ability to utilize the CPISB in jeopardy, but thanks to the Chancellor we received one-time money (from the $6M anonymous gift to UAA) to allow first year operations in the CPISB. This report is based upon our utilization of $800K

• ne time foundation money allocated to the CAS budget in FY10.
• 2. What was accomplished?

The original request evolved during the past two years including a consolidation in the number of positions requested and a restructuring of the administrative home for some of the positions. Of 12 positions for which funds were intially requested, 7 positions have been filled, one is currently in negotiation (Planetarium Director), and 4 remain unfilled. Of the 4 remaining unfilled, 3 are in the process of being filled and one is on hold as a hedge against potential budget shortfall. Three positions have been transferred out of CAS.

• 3. What has been the impact?

Operations of the Planetarium, under interim direction, have created considerable public attention and goodwill. Some patrons have expressed disappointment at being unable to be seated, and some potential revenue has gone unrealized as a consequence of our limited ability to staff the facility during this year as we searched for a permanent director. Even with limited staffing, the Planetarium has been a great success in terms of subscribing members, and a wide range of programs are beginning to plan for its use.

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The Vivarium is approximately 70% filled with extramurally supported research projects, and it has been instrumental in our ability to interest candidates for a senior researcher position in WWAMI we are currently recruiting for. UAA has for the first time in its history a Chemical Safety Officer, a requirement under chemical safety. Student’s in the sciences are getting on the ground advising and problem solving, and our new undergraduate science advisor reports he is at capacity with the flow

• f students currently using his services. We have a safer and better organized
• rganic chemistry laboratory instruction. And have increased our research effort

in Chemistry. The departments of Geology and Laboratory Support have administrative support they would not have had otherwise. We have a pre-award specialist working with faculty researchers in the Integrated Sciences, with the result that proposal submissions are increasing. Our grant support capacity, laboratory support, and physical infrastructure have contributed to an all time high level of grant awards and research expenditures for the College.

• 4. What are the expected future outcomes of this initiative?

Future outcomes of this initiative remain uncertain, pending allocation of GF. CAS has committed to staffing these positions, maintaining the equipment, and supplying the additional program under the assumption that one-time money would be followed by GF support. With continuation of support, we anticipate increases in enrollments, particularly in biology, higher retention of students and faculty, and safer laboratories. We anticipate the elimination of bottlenecks in science prerequisites for other programs. We anticipate a further engaged public, stimulated by the programs of the sciences, including the Planetarium, and we anticipate continued growth of our research productivity, extramural support, and scientific reputation.

• 5. To what extent, if any, was this initiative allocation to your unit offset by

reductions? Internal reallocations have been made to support the opening of the CPISB. Hires in other areas of the College have been deferred.

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