undergraduate academic board agenda · set up meeting for review of capstone minigrants looked at...

Undergraduate Academic Board Agenda

May 11, 2007

ROOM CHANGE: LIB 302a 2:00 – 5:00 pm

I. Roll ( ) Barbara Brown ( ) Gerry Busch ( ) Len Smiley ( ) Ben Curtis ( ) Grant Baker ( ) Roy Poole ( ) Brad Bradshaw ( ) Hilary Davies ( ) Stephen Gillon ( ) Caedmon Liburd ( ) Hilary Seitz ( ) USUAA Vacant ( ) Catherine Sullivan ( ) Jack Pauli ( ) Toni Croft ( ) Cheryl Smith ( ) Kevin Keating ( ) FS Vacant II. Approval of the Agenda (pg. 1) III. Approval of Meeting Summary for April 27, 2007 (pg. 2-7)

IV. Administrative Report

V. Chair’s Report

A. GER Chairs Report- Ben Curtis

VI. Program/Course Action Request – First Reading None

VII. Program/Course Action Request – Second Reading

None VIII. Old Business

A. Goals 2006-2007 (pg. 8) B. GER Tier 1 &3 (9-24)

IX. New Business

A. Welcome new members B. Election of Chair

X. Informational Items and Adjournment

A. Curriculum Log

B. Curriculum Handbook

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Undergraduate Academic Board Summary

April 27, 2007

ROOM CHANGE: ADM 143 2:00 – 5:00 pm

I. Roll ( ) Barbara Brown (x) Gerry Busch (x) Len Smiley (x) Ben Curtis ( ) Grant Baker (x) Roy Poole ( ) Brad Bradshaw (x) Hilary Davies (x) Stephen Gillon (x) Caedmon Liburd ( ) Hilary Seitz ( ) USUAA Vacant (x) Catherine Sullivan (x) Jack Pauli (x) Toni Croft (x) Cheryl Smith (x) Kevin Keating ( ) FS Vacant II. Approval of the Agenda (pg. 1-5) III. Approval of Meeting Summary for April 20, 2007 (pg. 6-12)

Integrative, not interrogative Cheryl Smith was here Approved w/ changes

IV. Administrative Report

V. Chair’s Report A. GER Chairs Report- Ben Curtis

Set up meeting for review of Capstone MiniGrants Looked at GER List and updates Need to go on record: Most effective way to solve problem is to hire more faculty

VI. Program/Course Action Request – First Reading (First Reading Items from the April 20th agenda packet)

Chg ECON A321 Intermediate Microeconomics (3 cr) (3+0) (pg. 13-16) Waived first reading, accepted for second reading Chg ECON A324 Intermediate Macroeconomics (3 cr) (3+0) (pg. 17-21) Waived first reading, accepted for second reading Chg ECON A350 Money and Banking (3 cr) (3+0) (pg. 22-25) Waived first reading, accepted for second reading Chg CIS A390 Selected Topics in Management Information Systems (1-6 cr)

(1-6+0) (pg. 26-30) Waived first reading, accepted for second reading

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April 27, 2007 Undergraduate Academic Board Page 2 Summary Chg CIS A360 Object-Oriented Programming in .Net (3 cr) (3+0) (pg. 31-36)

Waived first reading, accepted for second reading Chg Associate of Applied Science, Small Business Management (pg. 37-45)

Waived first reading, accepted for second reading VII. Program/Course Action Request – Second Reading

A. HNRS

Add CPLX A200 Introductory to Complexity (3 cr) (3+0)

(stacked w/BIOL A200) (pg. 217-237) Motion to approve (Gerry Busch) Second (Jack Pauli) General Education- Natural Science For 7 Against 3 Approved Add Natural and Complex Systems Program in the University Honors

College (pg. 46-54) For 10 Against 0

Approved Add HNRS A309 Interdisciplinary Team-Based Research Methods (3 cr) (3+0)

(pg. 55-60) For 9

Against 2 Approved Add Undergraduate Research and Scholarship Modules (pg. 61-81)

Motion for approval Gerry Busch Second Catherine Sullivan For 3 Against 8 Failed

Add HNRS A298S Scholarship Module (1-3) (1-3+0) (pg. 82-85)

Add HNRS A298R Research Module (1-3) (1-3+0) (pg. 86-88)

Add HNRS A398S Scholarship Modules (1-3) (1-3+0) (pg. 89-91)

Add HNRS A398R Research Module (1-3) (1-3+0) (pg. 92-94)

Add HNRS A498S Scholarship Modules (1-3) (1-3+0) (pg. 95-97)

Add HNRS A498R Research Module (1-3) (1-3+0) (pg. 98-100) Why is independent study or graduate research in appropriate for college? Where are credit hours produced?

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April 27, 2007 Undergraduate Academic Board Page 3 Summary

This will not come back to the Board until structural questions are answered. Because the program failed, the module courses failed

Chg University Honors College (pg. 101-117) For 10 Against 0

Approved B. KPC

Chg ART A295V Internship-Digital/ Exhibition Environments (1-3 cr) (0+3-9) (pg. 118-123)

Approved with addition of V

Chg Associate of Applied Science, Digital Art (pg. 124-131) Approved

Add CED A185 Presenting Art Lessons in Public Schools (1 cr) (1+0) (pg. 132-143)

Approved C. CAS

Chg INTL A315 Canada: Nation and Identity (3 cr) (3+0) (pg. 144-153) This was waived first reading and accepted for second reading on April 20th, 2007 Chg Canadian Studies Minor (pg. 154-156)

Chg International North Pacific Studies Minor (pg. 157-159)

Chg International Studies BA (pg. 160-183) Approved all 3 International programs as package

Chg MATH A060 Essential Mathematics (4 cr) (4+0) (pg. 184-190) Approved Add THR A104 Storytelling and Dramatic Interpretation (3 cr) (3+0) Tabled

Chg PHYS A456 Nonlinear Dynamics and Chaos (3 cr) (3+0)

(stacked w/ CHEM A456 and BIOL A456) (pg. 191)

Chg CHEM A456 Nonlinear Dynamics and Chaos (3 cr) (3+0) (stacked w/ PHYS A456 and BIOL A456) (pg. 192)

Chg BIOL A456 Nonlinear Dynamics and Chaos (3 cr) (3+0)

(stacked w/ CHEM A456 and PHYS A456) (pg. 193-200) Approved PHYS/CHEM/BIOL A456 Chg GEOG A345 Across this Land: The Historical Geography of North America

(3 cr) (3+0) (stacked w/HIST A345 and INTL A345) (pg. 201)

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Will come back to UAB with CCG

Chg HIST A345 Across this Land: The Historical Geography of North America (3 cr) (3+0) (stacked w/GEOG A345 and INTL A345) (pg. 202)

Will come back to UAB with CCG Approved GEOG/HIST A345

Chg BIOL A112 Human Anatomy and Physiology II (4 cr) (3+3) (pg. 203-207) Coordinate with Physical Education and others in regards to A111 and A112 Will come back with Coordination Approved Chg BIOL A310 Principles of Physiology (4cr) (3+3) (pg. 208-216) Approved

Chg PHYS A311 Intermediate Classical Mechanics (3 cr) (3+0) (pg. 238-243) Approved

Add PHYS A403 Quantum Mechanics (3 cr) (3+0) (pg. 244-249) Approved

Add PHYS A413 Statistical and Thermal Mechanics (3 cr) (3+0) (pg. 250-255) Approved

Add GEOG A443 Northwest Passage: The Changing Canadian North (3 cr) (3+0)

(pg. 256-263) Approved

D. CBPP Chg ACCT A210 Income Tax Preparation (3 cr) (3+0) (pg. 264-268)

Chg ACCT A222 Introduction to Computerized Accounting (3 cr) (3+0)

(pg. 269-273)

Chg ACCT A225 Payroll Accounting (3 cr) (3+0) (pg. 274-278)

Chg ACCT A230 Workpaper Preparation and Presentation (3 cr) (3+0) (pg. 279-283)

Approved Accounting courses as packet

Chg AAS, Accounting Degree (pg. 284) Approved

Chg CIS A110 Computer Concepts in Business (3 cr) (3+0) (pg. 285-290) Approved

Chg CIS A345 Managing Data Communications and Computer Networks (3 cr) (3+0) (pg. 291-295)

Approved

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Chg CIS A365 Object-Oriented Programming (3 cr) (3+0) (pg. 296-300) Approved

Chg ACCT A301 Intermediate Accounting I (3 cr) (3+0) (pg. 301-304 ) Approved

Chg ACCT A302 Intermediate Accounting II (3 cr) (3+0) (pg. 305-310)

Approved

Chg ACCT A342 Managerial Cost Accounting (3 cr) (3+0) (pg. 311-315) Approved

Chg BA A166 Small Business Management (3 cr) (3+0) (pg. 316-319) Approved

Chg BA A233 Survey of Finance (3 cr) (3+0) (pg. 320-323) Approved

Chg BA A343 Principles of Marketing (3 cr) (3+0) (pg. 324-327) Approved

Chg BA A381 Consumer Behavior (3 cr) (3+0) (pg. 328-331) Approved

Chg BA A420 Marketing Research (3 cr) (3+0) (pg. 332-340) Approved

Chg BA A426 Financial Institutions (3 cr) (3+0) (pg. 341-344) Approved

Chg BA A427 International Finance (3 cr) (3+0) (pg. 345-348) Approved

E. CTC

Chg MEDT A295 Clinical Practicum (12 cr) (0+36) (pg. 349-353) Approved

Chg MEDT A495 Medical Technology Practicum (12 cr) (0+36) (pg. 354-360) Approved

Add Occupational Endorsement Certificate, Medical Office Training,

Medical Office Coding (pg. 361-365) Approved

Chg AAS Aviation Administration (pg. 366-371) Approved

Chg Hospitality & Restaurant Management Catalog Copy Hospitality

and Restaurant Management, BA (pg. 372-375) Approved

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April 27, 2007 Undergraduate Academic Board Page 6 Summary VIII. Old Business IX. New Business

A. Purge List Documents (pg. 376-383) Approved for second reading

X. Informational Items and Adjournment

A. Curriculum Log

B. Curriculum Handbook C. Community Engagement Documents (pg. 384-385)

Meeting Adjourned

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Undergraduate Academic Board Goals 2006-2007 Goal 1 Institutionalize the review and development of policies that impact academics so that faculty input and review by UAB and GAB is an automatic and necessary part of the process. Goal 2 Any curricular action or policy proposal to be reviewed for First Reading by UAB/GAB must be submitted to the Governance Office no later than 9 a. m. of the Monday prior to the meeting. It is required that the action or proposal be presented by the faculty initiator or a cognizant representative of the unit submitting the action at First Reading. If changes to the submission are suggested and agreed upon at First Reading, the revised submission must be submitted to the Governance Office no later than 5 p. m. Monday of the week in which Second Reading is requested. If this deadline is not met, the submission will not appear on the agenda for that week, but will be held by the Chair until such week as this deadline is met. The faculty initiator or a cognizant representative is expected to be prepared to present every change made in the submission between First and Second Reading. Further revisions requested by a vote of the Board at Second Reading may require the approval of the submission to be tabled until a "clean copy" is submitted. If an initiator brings forward a package program change, it cannot go forward for Senate review until every part of that package is approved. Please see page __ in the Curriculum Handbook. Goal 3 Define ongoing role of UAB and GAB in ensuring academic quality for distance delivery courses. Goal 4 Clarify definition of resident credit.

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Draft for UAB Discussion Only Date: May 11, 2007 To: Provost, Assistant Provost for Academic Affairs, CAS Dean, and OPRA From: Undergraduate Academic Board Subject: Faculty Resources for GER courses The Undergraduate Academic Board (UAB) and General Education Review Committee (GERC) response to the 2000 accreditation report includes revisions to the GER with faculty resource implications, the completion of 12 credits of Tier 1 courses before 60 credits and the Tier 3 Integrative Capstone requirement. The 2006 GER Topic Paper reports that from 2002-2006, “58% of the headcount and 63% of the Tier I enrollment occurs after the student has reached upper-division status base on cumulative credit hours already earned.” Enforcement of the 12 credits of Tier 1 before 60 credits in Fall 2008 would require a shift from the 02-06 pattern of students completing Tier 1 requirements spread over 5 years, to completion in the first two years of academic standing, producing a projected “surge” in Tier 1 enrollment. OPRA’s projections on the Tier 1 GER course sections needed to accommodate a surge, and an explanation of the assumptions used to make these projections, are in the attached “OPRA projections Tier 1 & Tier 3 sections,” and in Figure D of the attached Data Tables. The large differences in the projected sections required produced by the different OPRA scenarios does not support a specific recommendation for each Tier 1 category, but confirms the issue of “bottlenecks” for student access and completion of an enforced 12 credits of Tier 1 courses before 60 credits. In Figure E of the attached Data Tables, OPRA estimates a need for ~350 “general purpose” Tier 3 capstone seats in AY 08-09, for students without a Capstone course in their major. If an average capstone section size of 35 is achieved, ten additional “general purpose” Integrative Capstone courses would need to be offered in AY 08-09 to allow students to fulfill the following requirement in the current UAA catalog: “The 37-credit General Education Requirement, including the 3-credit Integrative Capstone, is required for graduation after September 2008 for baccalaureate students who were admitted to major or pre-major status under the 2005-2006 UAA Catalog or later catalogs.” The Office of Academic Affairs has approved funding for Summer 2007 development of up to seven new “general purpose” Integrative Capstone courses. The following conclusions were previously reached regarding the implementation of GER reforms and revisions: 1. When the faculty agreed to undertake GER revisions after the last full accreditation visit we initiated a curriculum GER review process that was pedagogically sound and institutionally sensitive that preserved departmental identity, respected disciplinary histories, and minimized the political bloodshed that characterizes GER revisions all across the country. Former Provost Kassier’s recommendations insisted that the GER process respect traditional governance and curriculum oversight process which emphasizes faculty initiated curriculum and the peer review. 2. During the first two years of the GER revision, the GER subcommittee- Now GERC- consulted a wide range of faculty and received their input as to what kind of GER structure 9

best suited UAA. The GERC carefully considered and explicitly rejected the practice of some privately funded liberal arts colleges of separating GER outcomes from courses. (See the GER Working Group reports for Summer 2002 and 2003). The menu approach, which keeps GER outcomes linked to specific courses, departments, and disciplines, was carefully considered by the GERC and UAB and approved by the Faculty Senate. 3. During that same long period of consultative revision analysis of the 20+ comparison and aspiration peers that formed the foundation of the GER revision process, indicated that few if any of them had instituted or advocated removing a GER course from its disciplinary and departmental experts or recommended assigning a GER course to another, somewhat allied department. The GERC reviewed that option and did not recommend it. 4. There was extensive discussion of the pedagogical effectiveness of separating student outcomes in GER courses from their disciplinary homes. The GERC concluded that the benefit to students would be significantly eroded. Based on the projected resources needed to support Tier 1 & Tier 3 GER revisions, and the aforementioned recommendations on implementing GER revisions, the Undergraduate Academic Board has reached the following conclusions: 1. UAB would like to officially recommend the need for additional faculty resources to meet the needs for the GER instruction required to allow timely Baccalaureate degree completion by UAA students. In particular, we anticipate a significant problem if students are unable to graduate as planned in AY 08-09 and beyond due to their inability to register for a course section that satisfies the Tier 3 Integrative Capstone requirement. 2. UAB goes on record as unanimously and adamantly opposing solutions to the needs for additional GER sections that would involve “outsourcing” Tier 1 Basic Skills GER courses from their traditional departments with the requisite pedagogical expertise for skill development. The UAB does not believe that this strategy represents an effective solution to providing GER instruction.

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March 19, 2007 To: Ben Curtis, Chairman GER Committee From: Gary Rice, Director OPRA Subject: Projecting Needed Sections in Tier I GER Courses Ben, at the request of your GER Committee, We have prepared a model that you can utilize to estimate the number course sections likely to be needed in the 3 Tier I categories to comply with the policy change that requires 12 credit hours in Tier I courses before the first 60 cumulative hours are completed by degree seekers. We point out that this model is predicated upon historical trends for the past two Fall semesters, several assumptions, and decision rules I will subsequently identify as I describe how the model was created and the 3 scenarios that were modeled. This model, like all models, is only accurate within the specified parameters. We have prepared four figures (See attached) to illustrate the model. Lay the figures beside this narrative to follow along as you read the following explanation. I will walk you through the Full-time only degree seekers in just Quantitative Skills to simplify the explanation. I have made certain numbers Bold with associated letters so you can track them between the figures. If you have any questions about assumptions, decision rules made, and/or scenarios constructed, please let me know. I recommend that you share this model with the Provost when you discuss this issue so he has a common understanding about how the numbers were derived. THE ISSUE UAA has enacted a recent policy that all Baccalaureate degree seeking students are to have completed at least 12 credit hours in Tier I GER courses by the time they have completed 60 cumulative credit hours toward their 120-credit requirement for most Baccalaureate Degrees. There is some talk that the policy may soon be expanded to include Associate degree seekers as well. It is known that a number of current students have not met that requirement and the concern is the impact this policy will have as those students surge to comply on top of the continuing flow of new students into the pipeline each year. The question is: How long will it take for this surge to work its way through the system and how many sections in each Tier I discipline will be required to accommodate this surge and for how long? Assumption 1: All students currently pursuing a degree program will continue to do so and will have to meet the requirement. Juniors and Seniors who have already passed the 60-credit requirement will still move immediately to comply.

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Assumption 2: Current course taking proportions by lower division students will remain the same. That accounts for current patterns of course attrition and repeaters within GER courses. Assumption 3: The 60-credit cutoff point does not require that all students must have met the 12-credit requirement within two calendar years. Note: The data can be read for ‘Full-time only’ if the interest is meeting the surge requirement in two calendar years and ‘Total’ if the interest is just meeting the surge requirement before graduation. Assumption 4: The 60-credit cutoff requirement currently applies to only Baccalaureate seeking students but Associate seekers and non-degree seekers will continue to take GER courses and will impact the surge in the same pattern as their recent past history. We start by examining the enrollment history in GER Tier I courses for the past two Fall semesters (See Figure A-1--Quantitative Skills). Enrollment has been segmented into (1) Full-Time degree seekers only and (2) Total degree seekers--Full time + Part time. Within each of these two segments the enrollment has been further segmented, by class level, into the following categories: (1) UAA four-year degree seekers, (2) UAA two-year degree seekers, (3) combined two-year + four-year degree seekers, and (4) others = non-degree seekers and other MAU students taking UAA GER courses. Within each cell the number of enrollees each semester who had/had not met the GER Tier I requirement as of that semester was determined. To illustrate, in Fall 2006 708 of the 965 first-time freshmen (73.4%) had not completed the full requirement, which is not unexpected. That semester there were 4,849 total students across all student levels who had not completed the 12-credit GER Quantitative Skills requirement. Those 708 first-time full-time freshmen constituted 14.6% of all 4,849 non-GER completers (See ‘A’) which means as full-timers they still have to meet the requirement and will likely be signing up for these courses before the end of their sophomore year. Across all student levels, in Fall 2006 there were 1,853 full-time four-year degree seekers (38.1%--See ‘B’) who will likely be seeking to meet their GER requirements in Quantitative Skills. That percentage will increase to 38.9% of 7,337 total students (full + part time students). Assumption 5: The baseline percentage of Full-time students taking GER Tier I Quantitative Skills would be the past 5-year average. Assumption 6: Projected enrollment in Quantitative Skills will continue the growth rate trend of the past two years into Fall 2007. Assumption 7: All upper division Full-time students who have not met the Quantitative Skills criterion before Fall 2007 will immediately seek to take such courses during Fall 2007.

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The overall 5-year average percentage of first-time full-time freshmen who took Quantitative Skills GER courses was 6.8% of all full-time Baccalaureate degree seekers. Across all student levels, 20.9% of full-time students, on average, have taken their GER Quantitative Skills during Fall semester. Recall from Figure ‘A’ that 14.6% of first-time full-time freshmen had not taken the GER requirement. Subtracting the 6.8% who typically have taken this GER requirement over the years leaves 7.8% who may need to respond to the policy change. Note: Observe that the percentages of full-time degree seekers who are Juniors and Senior when taking Quantitative Skills courses is carried over to be the same percentages who will be in need of doing so in Fall 2007. Adding the percentages who have not met the GER requirement produces 38.1% (See ‘B’). Adding the proportions of full-time students in Fall 2006 that will likely need to respond to the policy in Fall 2007, the total is 17.6% surge. That leads to the question 17.6% surge of what projected number in Fall 2007? Total full-time enrollment in Quantitative Skills GER courses was 4,658 in Fall 2005 and 4,859 in Fall 2006. It was extrapolated that Fall 2007 full-time projected enrollment would be 5,000 (See Figure B-1—underlined). Simply multiplying the projected total enrollment of full-time students times the proportion needing to respond to the policy by student level e.g. 5,000 X 7.8% = 390 additional first-time full-time freshmen in Fall 2007 that will need to be enrolling in GER Tier I Quantitative Skills courses. Summing across all student levels produces 878 additional student surge for Fall 2007 (See ‘C’) on top of the expected proportions that have historically entered these courses each Fall semester. Note: it was projected that 7,500 full and part-time students combined would be enrolling in these courses and that would produce a 1,990 surge in total Quantitative Skills students. Assumption 8: Class capacities in individual GER Tier I courses would remain at their current department-set caps into the future. Assumption 9: Students would make more use of course availability and capacity during Summer term than has been historically utilized. The previous two figures used Fall semesters to establish model parameters. Figure C reports the total actual enrollment by semester/term within academic year and percentage of capacity (course fill rate) by each GER Tier I discipline (See ‘C’). Over the past 5 years, Quantitative Skills GER Tier I courses have been 55% full during Summer terms, 83% full during Fall semesters, and 77% full during Spring semesters. Over the past 5 years there has been an average of 833 seats left vacant below department-set caps per year (See ‘C’). The average section size during the past 5 years has been 26.3. The 3 previous figures have set the parameters for this model to project how to handle the anticipated surge by controlling two variables: (1) Class capacity and (2) number of sections. The following 3 scenarios present the length of time to accommodate the

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anticipated surge. Again I am only illustrating the surge in Quantitative Skills but Figure D shows the impact across all three Tier I Disciplines. Scenario 1: Bring Classes to Full Capacity with No Sections Added—Years Required. Figure C showed an average of 833 annual seats available (See ‘D’). Figure B determined there would be a project need of an additional 878 seats (See ‘C’). Therefore, Figure D shows UAA could handle just full-time four-year degree seeking students surge in 1/10 of a year no additional sections but filling existing sections to capacity limits. If one combines 2 and four year degree full-time seats needed (1,533) with 833 seats available it would take 8/10 of a year. If one combines full and part time students seeking a four-year degree it would take 1.4 years and last, combining full and part-time students seeking either a two year or four year degree would require 3.4 years. Oral Communications has fewer available seats based on their current caps so it would take more years to move their surge through the system. Written Communication would be intermediate between Quantitative Skills and Oral communication in handling their surge under this scenario. Scenario 2: Additional Sections Needed to Eliminate Surge within 3 Years—Current Caps Scenario 2 is equivalent to Scenario 1 but it shows the number of additional sections required to remove the surge within 3 years. It would require no additional sections to handle all conditions except full and part-time students seeking either four-year or two-year degrees. In the latter it would require 12 additional sections to meet the three-year deadline. Scenario 3: Additional Sections Needed to Eliminate Surge within 5 years—Current Section Size Figure C revealed that the average section size in Quantitative Skills courses over the past 5 years has been 26.3 and they have been between 77-83% of capacity (See ‘E’). If Quantitative Skills courses remained at 26.3 average section size fill rate it would take 7 additional sections to remove the surge among full-time students seeking the 4-year degree within 5 years. It would take 12 additional sections to handle full-time students seeking either two-year or four-year degree, and 28 additional Quantitative Skills sections to handle the surge of both full-time and part-time students seeking either two-year or four-year degree. SUMMARY We can provide you with the model spreadsheets if you desire to modify or make additional assumptions. Given these assumptions, it is our belief that the surge could be accommodated with existing sections in GER Quantitative Skills courses. If courses

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were filled to current capacity the most additional sections would need to be added for Oral Communications courses. Written Communications would require 23 additional sections over 3 years to accommodate both full and part-time students seeking either a Baccalaureate or Associate degree. If the Associate degree does not require these GER requirements, it could be done in less time.

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Met Not Met

Total % Not Met

% Total

Met Not Met

Total % Not Met

% Total

Met Not Met

Total % Not Met

% Total

Met Not Met

Total % Not Met

% Total

Full-time Total

All Student

UAA Four YearFirst-timer 196 634 830 76.4% 17.8% 257 708 965 73.4% 19.9% 206 793 999 79.4% 14.3% 273 916 1189 77.0% 16.2%(A) 14.6% 12.5%Freshmen 80 294 374 78.6% 8.0% 94 286 380 75.3% 7.8% 141 552 693 79.7% 9.9% 157 558 715 78.0% 9.7% 5.9% 7.6%Sophomore 551 439 990 44.3% 21.3% 558 382 940 40.6% 19.3% 778 624 1402 44.5% 20.0% 799 561 1360 41.3% 18.5% 7.9% 7.6%Junior 695 243 938 25.9% 20.1% 731 219 950 23.1% 19.6% 990 386 1376 28.1% 19.7% 1,041 371 1412 26.3% 19.2% 4.5% 5.1%Senior 1,286 240 1,526 15.7% 32.8% 1,366 258 1,624 15.9% 33.4% 2,102 425 2,527 16.8% 36.1% 2,212 449 2,661 16.9% 36.3% 5.3% 6.1%All 2,808 1,850 4,658 39.7% 100.0% 3,006 1,853 4,859 38.1% 100.0% 4,217 2,780 6,997 39.7% 100.0% 4,482 2,855 7,337 38.9% 100.0% (B) 38.1% 38.9%

UAA Two Year (B)

First-timer 39 333 372 89.5% 25.6% 35 327 362 90.3% 24.8% 46 465 511 91.0% 16.4% 42 520 562 92.5% 17.5% 22.4% 16.2%Freshmen 48 247 295 83.7% 20.3% 53 245 298 82.2% 20.4% 120 690 810 85.2% 26.0% 134 673 807 83.4% 25.2% 16.8% 21.0%Sophomore 163 231 394 58.6% 27.1% 175 214 389 55.0% 26.6% 355 498 853 58.4% 27.4% 355 515 870 59.2% 27.1% 14.6% 16.1%Junior 148 95 243 39.1% 16.7% 135 118 253 46.6% 17.3% 318 225 543 41.4% 17.4% 322 235 557 42.2% 17.4% 8.1% 7.3%Senior 122 26 148 17.6% 10.2% 130 30 160 18.8% 10.9% 309 86 395 21.8% 12.7% 329 80 409 19.6% 12.8% 2.1% 2.5%All 520 932 1,452 64.2% 100.0% 528 934 1,462 63.9% 100.0% 1,148 1,964 3,112 63.1% 100.0% 1,182 2,023 3,205 63.1% 100.0% 63.9% 63.1%

Combined 2 & 4 YearFirst-timer 235 967 1,202 80.4% 19.7% 292 1,035 1,327 78.0% 21.0% 252 1,258 1,510 83.3% 14.9% 315 1,436 1,751 82.0% 16.6% 16.4% 13.6%Freshmen 128 541 669 80.9% 10.9% 147 531 678 78.3% 10.7% 261 1,242 1503 82.6% 14.9% 291 1,231 1522 80.9% 14.4% 8.4% 11.7%Sophomore 714 670 1,384 48.4% 22.7% 733 596 1,329 44.8% 21.0% 1,133 1,122 2,255 49.8% 22.3% 1,154 1,076 2,230 48.3% 21.2% 9.4% 10.2%Junior 843 338 1,181 28.6% 19.3% 866 337 1,203 28.0% 19.0% 1,308 611 1,919 31.8% 19.0% 1,363 606 1,969 30.8% 18.7% 5.3% 5.7%Senior 1,408 266 1,674 15.9% 27.4% 1,496 288 1,784 16.1% 28.2% 2,411 511 2,922 17.5% 28.9% 2,541 529 3,070 17.2% 29.1% 4.6% 5.0%All 3,328 2,782 6,110 45.5% 100.0% 3,534 2,787 6,321 44.1% 100.0% 5,365 4,744 10,109 46.9% 100.0% 5,664 4,878 10,542 46.3% 100.0% 44.1% 46.3%

OtherFirst-timer 1 26 27 96.3% 3.6% 2 18 20 90.0% 2.7% 1 45 46 97.8% 0.6% 2 41 43 95.3% 0.5% 2.4% 0.5%Freshmen 68 382 450 84.9% 59.3% 81 367 448 81.9% 59.4% 683 5,919 6602 89.7% 80.5% 621 5,766 6387 90.3% 79.4% 48.7% 71.7%Sophomore 51 113 164 68.9% 21.6% 64 107 171 62.6% 22.7% 143 436 579 75.3% 7.1% 178 421 599 70.3% 7.4% 14.2% 5.2%Junior 29 26 55 47.3% 7.2% 27 33 60 55.0% 8.0% 95 143 238 60.1% 2.9% 100 158 258 61.2% 3.2% 4.4% 2.0%Senior 33 30 63 47.6% 8.3% 37 18 55 32.7% 7.3% 415 318 733 43.4% 8.9% 459 297 756 39.3% 9.4% 2.4% 3.7%All 182 577 759 76.0% 100.0% 211 543 754 72.0% 100.0% 1,337 6,861 8198 83.7% 100.0% 1,360 6,683 8043 83.1% 100.0% 72.0% 83.1%

TotalFirst-timer 236 993 1,229 80.8% 17.9% 294 1,053 1,347 78.2% 19.0% 253 1,303 1,556 83.7% 8.5% 317 1,477 1,794 82.3% 9.7% 14.9% 7.9%Freshmen 196 923 1,119 82.5% 16.3% 228 898 1,126 79.8% 15.9% 944 7,161 8,105 88.4% 44.3% 912 6,997 7,909 88.5% 42.6% 12.7% 37.6%Sophomore 765 783 1,548 50.6% 22.5% 797 703 1,500 46.9% 21.2% 1,276 1,558 2,834 55.0% 15.5% 1,332 1,497 2,829 52.9% 15.2% 9.9% 8.1%Junior 872 364 1,236 29.4% 18.0% 893 370 1,263 29.3% 17.9% 1,403 754 2,157 35.0% 11.8% 1,463 764 2,227 34.3% 12.0% 5.2% 4.1%Senior 1,441 296 1,737 17.0% 25.3% 1,533 306 1,839 16.6% 26.0% 2,826 829 3,655 22.7% 20.0% 3,000 826 3,826 21.6% 20.6% 4.3% 4.4%All 3,510 3,359 6,869 48.9% 100.0% 3,745 3,330 7,075 47.1% 100.0% 6,702 11,605 18,307 63.4% 100.0% 7,024 11,561 18,585 62.2% 100.0% 47.1% 62.2%

Fall 2005 Fall 2006 Represents % of

Figure A - 1Fall 2005 and Fall 2006 Undergraduates Academic Status in Meeting GER Tier I Requirement - Quantitative Skill

Quantitative Skill

Full-time Only Total Fall 2006 Not MetFall 2005 Fall 2006

16

Fall 2005 and Fall 2006 Undergraduates Academic Status in Meeting GER Tier I Requirement - Oral Communication

Met Not Met

Total % Not Met

% Total

Met Not Met

Total % Not Met

% Total

Met Not Met

Total % Not Met

% Total Met Not Met

Total % Not Met

% Total

Full-time Total

All Student

UAA Four YearFirst-timer 146 684 830 82.4% 17.8% 186 779 965 80.7% 19.9% 158 841 999 84.2% 14.3% 205 984 1189 82.8% 16.2% 16.0% 13.4%

Freshmen 110 264 374 70.6% 8.0% 127 253 380 66.6% 7.8% 205 488 693 70.4% 9.9% 220 495 715 69.2% 9.7% 5.2% 6.7%

Sophomore 683 307 990 31.0% 21.3% 659 281 940 29.9% 19.3% 992 410 1402 29.2% 20.0% 981 379 1360 27.9% 18.5% 5.8% 5.2%

Junior 839 99 938 10.6% 20.1% 875 75 950 7.9% 19.6% 1231 145 1376 10.5% 19.7% 1,284 128 1412 9.1% 19.2% 1.5% 1.7%

Senior 1,455 71 1,526 4.7% 32.8% 1,554 70 1,624 4.3% 33.4% 2,364 163 2,527 6.5% 36.1% 2,525 136 2,661 5.1% 36.3% 1.4% 1.9%

All 3,233 1,425 4,658 30.6% 100.0% 3,401 1,458 4,859 30.0% 100.0% 4,950 2,047 6,997 29.3% 100.0% 5,215 2,122 7,337 28.9% 100.0% 30.0% 28.9%

UAA Two YearFirst-timer 68 304 372 81.7% 25.6% 76 286 362 79.0% 24.8% 79 432 511 84.5% 16.4% 92 470 562 83.6% 17.5% 19.6% 14.7%

Freshmen 96 199 295 67.5% 20.3% 109 189 298 63.4% 20.4% 251 559 810 69.0% 26.0% 252 555 807 68.8% 25.2% 12.9% 17.3%

Sophomore 281 113 394 28.7% 27.1% 277 112 389 28.8% 26.6% 610 243 853 28.5% 27.4% 619 251 870 28.9% 27.1% 7.7% 7.8%

Junior 214 29 243 11.9% 16.7% 216 37 253 14.6% 17.3% 482 61 543 11.2% 17.4% 493 64 557 11.5% 17.4% 2.5% 2.0%

Senior 136 12 148 8.1% 10.2% 150 10 160 6.3% 10.9% 364 31 395 7.8% 12.7% 383 26 409 6.4% 12.8% 0.7% 0.8%

All 795 657 1,452 45.2% 100.0% 828 634 1,462 43.4% 100.0% 1,786 1,326 3,112 42.6% 100.0% 1,839 1,366 3,205 42.6% 100.0% 43.4% 42.6%

Combined 2 & 4 YearFirst-timer 214 988 1,202 82.2% 19.7% 262 1,065 1,327 80.3% 21.0% 237 1,273 1,510 84.3% 14.9% 297 1,454 1,751 83.0% 16.6% 16.8% 13.8%

Freshmen 206 463 669 69.2% 10.9% 236 442 678 65.2% 10.7% 456 1,047 1503 69.7% 14.9% 472 1,050 1522 69.0% 14.4% 7.0% 10.0%

Sophomore 964 420 1,384 30.3% 22.7% 936 393 1,329 29.6% 21.0% 1,602 653 2,255 29.0% 22.3% 1,600 630 2,230 28.3% 21.2% 6.2% 6.0%

Junior 1053 128 1,181 10.8% 19.3% 1091 112 1,203 9.3% 19.0% 1,713 206 1,919 10.7% 19.0% 1,777 192 1,969 9.8% 18.7% 1.8% 1.8%

Senior 1,591 83 1,674 5.0% 27.4% 1,704 80 1,784 4.5% 28.2% 2,728 194 2,922 6.6% 28.9% 2,908 162 3,070 5.3% 29.1% 1.3% 1.5%

All 4,028 2,082 6,110 34.1% 100.0% 4,229 2,092 6,321 33.1% 100.0% 6,736 3,373 10,109 33.4% 100.0% 7,054 3,488 10,542 33.1% 100.0% 33.1% 33.1%

OtherFirst-timer 27 27 100.0% 3.6% 1 19 20 95.0% 2.7% 46 46 100.0% 0.6% 2 41 43 95.3% 0.5% 2.5% 0.5%

Freshmen 94 356 450 79.1% 59.3% 85 363 448 81.0% 59.4% 751 5,851 6602 88.6% 80.5% 618 5,769 6387 90.3% 79.4% 48.1% 71.7%

Sophomore 85 79 164 48.2% 21.6% 85 86 171 50.3% 22.7% 230 349 579 60.3% 7.1% 227 372 599 62.1% 7.4% 11.4% 4.6%

Junior 34 21 55 38.2% 7.2% 35 25 60 41.7% 8.0% 115 123 238 51.7% 2.9% 117 141 258 54.7% 3.2% 3.3% 1.8%

Senior 45 18 63 28.6% 8.3% 43 12 55 21.8% 7.3% 283 450 733 61.4% 8.9% 310 446 756 59.0% 9.4% 1.6% 5.5%

All 258 501 759 66.0% 100.0% 249 505 754 67.0% 100.0% 1,379 6,819 8198 83.2% 100.0% 1,274 6,769 8043 84.2% 100.0% 67.0% 84.2%

TotalFirst-timer 214 1015 1,229 82.6% 17.9% 263 1,084 1,347 80.5% 19.0% 237 1,319 1,556 84.8% 8.5% 299 1,495 1,794 83.3% 9.7% 15.3% 8.0%

Freshmen 300 819 1,119 73.2% 16.3% 321 805 1,126 71.5% 15.9% 1207 6,898 8,105 85.1% 44.3% 1090 6,819 7,909 86.2% 42.6% 11.4% 36.7%

Sophomore 1049 499 1,548 32.2% 22.5% 1021 479 1,500 31.9% 21.2% 1,832 1,002 2,834 35.4% 15.5% 1,827 1,002 2,829 35.4% 15.2% 6.8% 5.4%

Junior 1087 149 1,236 12.1% 18.0% 1126 137 1,263 10.8% 17.9% 1,828 329 2,157 15.3% 11.8% 1,894 333 2,227 15.0% 12.0% 1.9% 1.8%

Senior 1,636 101 1,737 5.8% 25.3% 1,747 92 1,839 5.0% 26.0% 3,011 644 3,655 17.6% 20.0% 3,218 608 3,826 15.9% 20.6% 1.3% 3.3%

All 4,286 2,583 6,869 37.6% 100.0% 4,478 2,597 7,075 36.7% 100.0% 8,115 10,192 18,307 55.7% 100.0% 8,328 10,257 18,585 55.2% 100.0% 36.7% 55.2%

Fall 2006 Represents % of

Figure A - 2

Oral Communication

Full-time Only Total Fall 2006 Not MetFall 2005 Fall 2006 Fall 2005

17

Met Met 1

Not Met

Total % Not Met

% Total

Met Met 1 Not Met

Total % Not Met

% Total

Met Met 1 Not Met

Total % Not Met

% Total

Met Met 1

Not Met

Total % Not Met

% Total Full-time

TotalAll

StudentUAA Four Year

First-timer 54 166 610 830 73.5% 17.8% 52 217 696 965 72.1% 19.9% 56 179 764 999 76.5% 14.3% 56 245 888 1189 74.7% 16.2% 14.3% 12.1%

Freshmen 47 91 236 374 63.1% 8.0% 63 104 213 380 56.1% 7.8% 83 163 447 693 64.5% 9.9% 111 179 425 715 59.4% 9.7% 4.4% 5.8%

Sophomore 465 340 185 990 18.7% 21.3% 476 312 152 940 16.2% 19.3% 710 440 252 1402 18.0% 20.0% 720 425 215 1360 15.8% 18.5% 3.1% 2.9%

Junior 775 128 35 938 3.7% 20.1% 790 126 34 950 3.6% 19.6% 1,164 153 59 1376 4.3% 19.7% 1,182 175 55 1412 3.9% 19.2% 0.7% 0.7%

Senior 1,441 71 14 1,526 0.9% 32.8% 1,547 59 18 1,624 1.1% 33.4% 2,401 101 25 2,527 1.0% 36.1% 2,543 93 25 2,661 0.9% 36.3% 0.4% 0.3%

All 2,782 796 1,080 4,658 23.2% 100.0% 2,928 818 1,113 4,859 22.9% 100.0% 4,414 1,036 1,547 6,997 22.1% 100.0% 4,612 1,117 1,608 7,337 21.9% 100.0% 22.9% 21.9%

UAA Two YearFirst-timer 18 45 309 372 83.1% 25.6% 12 77 273 362 75.4% 24.8% 19 52 440 511 86.1% 16.4% 15 97 450 562 80.1% 17.5% 18.7% 14.0%

Freshmen 49 54 192 295 65.1% 20.3% 42 68 188 298 63.1% 20.4% 130 159 521 810 64.3% 26.0% 129 167 511 807 63.3% 25.2% 12.9% 15.9%

Sophomore 204 110 80 394 20.3% 27.1% 178 116 95 389 24.4% 26.6% 470 222 161 853 18.9% 27.4% 450 238 182 870 20.9% 27.1% 6.5% 5.7%

Junior 200 32 11 243 4.5% 16.7% 194 41 18 253 7.1% 17.3% 453 62 28 543 5.2% 17.4% 459 70 28 557 5.0% 17.4% 1.2% 0.9%

Senior 143 2 3 148 2.0% 10.2% 150 6 4 160 2.5% 10.9% 380 7 8 395 2.0% 12.7% 389 11 9 409 2.2% 12.8% 0.3% 0.3%

All 614 243 595 1,452 41.0% 100.0% 576 308 578 1,462 39.5% 100.0% 1,452 502 1,158 3,112 37.2% 100.0% 1,442 583 1,180 3,205 36.8% 100.0% 39.5% 36.8%

Combined 2 & 4 YearFirst-timer 72 211 919 1,202 76.5% 19.7% 64 294 969 1,327 73.0% 21.0% 75 231 1,204 1,510 79.7% 14.9% 71 342 1,338 1,751 76.4% 16.6% 15.3% 12.7%

Freshmen 96 145 428 669 64.0% 10.9% 105 172 401 678 59.1% 10.7% 213 322 968 1503 64.4% 14.9% 240 346 936 1522 61.5% 14.4% 6.3% 8.9%

Sophomore 669 450 265 1,384 19.1% 22.7% 654 428 247 1,329 18.6% 21.0% 1,180 662 413 2,255 18.3% 22.3% 1,170 663 397 2,230 17.8% 21.2% 3.9% 3.8%

Junior 975 160 46 1,181 3.9% 19.3% 984 167 52 1,203 4.3% 19.0% 1,617 215 87 1,919 4.5% 19.0% 1,641 245 83 1,969 4.2% 18.7% 0.8% 0.8%

Senior 1,584 73 17 1,674 1.0% 27.4% 1,697 65 22 1,784 1.2% 28.2% 2,781 108 33 2,922 1.1% 28.9% 2,932 104 34 3,070 1.1% 29.1% 0.3% 0.3%

All 3,396 1,039 1,675 6,110 27.4% 100.0% 3,504 1,126 1,691 6,321 26.8% 100.0% 5,866 1,538 2,705 10,109 26.8% 100.0% 6,054 1,700 2,788 10,542 26.4% 100.0% 26.8% 26.4%

OtherFirst-timer 5 22 27 81.5% 3.6% 20 20 100.0% 2.7% 7 39 46 84.8% 0.6% 2 41 43 95.3% 0.5% 2.7% 0.5%

Freshmen 21 66 363 450 80.7% 59.3% 37 70 341 448 76.1% 59.4% 527 370 5,705 6602 86.4% 80.5% 443 345 5,599 6387 87.7% 79.4% 45.2% 69.6%

Sophomore 32 53 79 164 48.2% 21.6% 48 46 77 171 45.0% 22.7% 130 151 298 579 51.5% 7.1% 148 150 301 599 50.3% 7.4% 10.2% 3.7%

Junior 25 9 21 55 38.2% 7.2% 26 14 20 60 33.3% 8.0% 117 42 79 238 33.2% 2.9% 119 53 86 258 33.3% 3.2% 2.7% 1.1%

Senior 45 9 9 63 14.3% 8.3% 38 7 10 55 18.2% 7.3% 441 124 168 733 22.9% 8.9% 462 127 167 756 22.1% 9.4% 1.3% 2.1%

All 123 142 494 759 65.1% 100.0% 149 137 468 754 62.1% 100.0% 1,215 694 6,289 8198 76.7% 100.0% 1,172 677 6,194 8043 77.0% 100.0% 62.1% 77.0%

TotalFirst-timer 72 216 941 1,229 76.6% 17.9% 64 294 989 1,347 73.4% 19.0% 75 238 1,243 1,556 79.9% 8.5% 71 344 1,379 1,794 76.9% 9.7% 14.0% 7.4%

Freshmen 117 211 791 1,119 70.7% 16.3% 142 242 742 1,126 65.9% 15.9% 740 692 6,673 8,105 82.3% 44.3% 683 691 6,535 7,909 82.6% 42.6% 10.5% 35.2%

Sophomore 701 503 344 1,548 22.2% 22.5% 702 474 324 1,500 21.6% 21.2% 1,310 813 711 2,834 25.1% 15.5% 1,318 813 698 2,829 24.7% 15.2% 4.6% 3.8%

Junior 1,000 169 67 1,236 5.4% 18.0% 1,010 181 72 1,263 5.7% 17.9% 1,734 257 166 2,157 7.7% 11.8% 1,760 298 169 2,227 7.6% 12.0% 1.0% 0.9%

Senior 1,629 82 26 1,737 1.5% 25.3% 1,735 72 32 1,839 1.7% 26.0% 3,222 232 201 3,655 5.5% 20.0% 3,394 231 201 3,826 5.3% 20.6% 0.5% 1.1%

All 3,519 1,181 2,169 6,869 31.6% 100.0% 3,653 1,263 2,159 7,075 30.5% 100.0% 7,081 2,232 8,994 18,307 49.1% 100.0% 7,226 2,377 8,982 18,585 48.3% 100.0% 30.5% 48.3%

Fall 2005 Fall 2006 Represents % of

Figure A - 3Fall 2005 and Fall 2006 Undergraduates Academic Status in Meeting GER Tier I Requirement -Written Comm Skill

Written Comm Skill

Full-time Only Total Fall 2006 Not MetFall 2005 Fall 2006

18

Quantitative Skill

% Full-time Total Taking GER in Fall

% Full-time Total Not Met

% Total Taking GER

in Fall% Total Not

Met GER5 Yr Average Fall 2006 Total Students Fall 2006

UAA Four Year 5,000 Assumption 7,500First-timer 6.8% 14.6% 7.8% 390 1.2% 12.5% 11.3% 850Freshmen 4.0% 5.9% 1.9% 95 1.7% 7.6% 5.9% 444Sophomore 5.1% 7.9% 2.8% 139 2.2% 7.6% 5.5% 411Junior 2.8% 4.5% 2.8% 138 1.8% 5.1% 1.8% 134Senior 2.3% 5.3% 2.3% 116 2.0% 6.1% 2.0% 151All 20.9% 38.1% 17.6% 878 8.8% 38.9% 26.5% 1,990

UAA Two Year 1,500 3,300First-timer 3.4% 22.4% 19.0% 285 0.5% 16.2% 15.8% 520Freshmen 4.1% 16.8% 12.6% 190 1.1% 21.0% 19.9% 656Sophomore 4.7% 14.6% 10.0% 150 1.1% 16.1% 14.9% 493Junior 1.7% 8.1% 1.7% 26 0.7% 7.3% 0.7% 22Senior 0.3% 2.1% 0.3% 4 0.2% 2.5% 0.2% 5All 14.1% 63.9% 43.6% 654 3.5% 63.1% 51.4% 1,696

Combined 2 & 4 YearFirst-timer 7.7% 16.4% 675 1.4% 13.6% 1,370Freshmen 5.1% 8.4% 285 2.4% 11.7% 1,101Sophomore 6.4% 9.4% 289 2.9% 10.2% 903Junior 3.3% 5.3% 164 2.2% 5.7% 155Senior 2.4% 4.6% 120 2.1% 5.0% 156All 24.9% 44.1% 1,533 10.9% 46.3% 3,686

% Total May Respond to

Policy Change

Projected Additional Needs

in Coming Fall

Figure B - 1Additional Seats Needed by Four and Two Year Degree Students in Response to New GER Policy - Quantitative Skill

Full-time Only Full-time and Part-time Total

% Full-time Total May Respond to Policy Change

Projected Additional Needs in

Coming Fall

(A)

(B) (C)

19

Oral Communication Full and Part-time Total



% Total Taking GER

in Fall% Total Not


UAA Four Year 5,000 7,500First-timer 3.9% 16.0% 12.1% 605 1.6% 13.4% 11.9% 889Freshmen 2.7% 5.2% 2.5% 125 2.0% 6.7% 4.8% 356Sophomore 2.8% 5.8% 3.0% 151 1.2% 5.2% 4.0% 297Junior 1.3% 1.5% 1.3% 66 0.7% 1.7% 0.7% 51Senior 0.6% 1.4% 0.6% 31 0.5% 1.9% 0.5% 35All 11.4% 30.0% 19.6% 978 5.9% 28.9% 21.7% 1,628

UAA Two Year 1,500 3,300First-timer 4.2% 19.6% 15.4% 230 1.7% 14.7% 13.0% 429Freshmen 5.9% 12.9% 7.1% 106 3.0% 17.3% 14.3% 472Sophomore 4.1% 7.7% 3.6% 53 2.3% 7.8% 5.5% 183Junior 1.2% 2.5% 1.2% 17 0.7% 2.0% 0.7% 24Senior 0.3% 0.7% 0.3% 5 0.2% 0.8% 0.2% 6All 15.6% 43.4% 27.5% 412 7.9% 42.6% 33.8% 1,115

Combined 2 & 4 YearFirst-timer 5.1% 16.8% 11.7% 835 2.5% 13.8% 11.3% 1,319Freshmen 4.4% 7.0% 2.6% 230 3.8% 10.0% 6.2% 829Sophomore 3.9% 6.2% 2.3% 204 2.6% 6.0% 3.4% 480Junior 1.7% 1.8% 1.7% 84 1.1% 1.8% 1.1% 75Senior 0.7% 1.3% 0.7% 36 0.6% 1.5% 0.6% 41All 15.8% 33.1% 19.0% 1,390 10.6% 33.1% 22.5% 2,743

Full-time Only



Coming Fall


Policy Change


in Coming Fall

Figure B - 2Additional Seats Needed by Four and Two Year Degree Students in Response to New GER Policy - Oral Communication

20

Written Comm Skill



% Total Taking GER

in Fall% Total Not


UAA Four Year 10,000 15,000First-timer 5.8% 14.3% 8.5% 851 2.1% 12.1% 10.0% 1,505Freshmen 5.6% 4.4% 0.0% 0 3.6% 5.8% 2.2% 336Sophomore 5.9% 3.1% 0.0% 0 3.1% 2.9% 0.0% 0Junior 2.4% 0.7% 2.4% 239 1.7% 0.7% 1.7% 251Senior 2.0% 0.4% 2.0% 197 1.7% 0.3% 1.7% 262All 21.7% 22.9% 12.9% 1,288 12.1% 21.9% 15.7% 2,354

UAA Two Year 3,000 3,000First-timer 6.3% 18.7% 12.4% 186 1.6% 14.0% 12.5% 411Freshmen 9.8% 12.9% 3.1% 46 6.0% 15.9% 9.9% 328Sophomore 9.3% 6.5% -2.8% -43 4.9% 5.7% 0.8% 27Junior 2.6% 1.2% 2.6% 39 1.7% 0.9% 1.7% 57Senior 0.7% 0.3% 0.7% 11 0.6% 0.3% 0.6% 21All 28.8% 39.5% 15.9% 239 14.8% 36.8% 25.6% 844

Combined 2 & 4 YearFirst-timer 7.6% 15.3% 7.7% 1,037 3.0% 12.7% 9.7% 1,916Freshmen 8.4% 6.3% 0.0% 46 7.1% 8.9% 1.7% 664Sophomore 8.5% 3.9% 0.0% -43 6.0% 3.8% 0.0% 27Junior 3.1% 0.8% 3.1% 278 2.7% 0.8% 2.7% 308Senior 2.2% 0.3% 2.2% 208 2.1% 0.3% 2.1% 283All 29.8% 26.8% 13.0% 1,526 21.0% 26.4% 16.3% 3,199

Full-time Only Full and Part-time Total



Coming Fall


Policy Change


in Coming Fall

Figure B - 3Additional Seats Needed by Four and Two Year Degree Students in Response to New GER Policy - Written Comm Skill

21

Category/Year Sect Enroll Tot Cap % CapSeats Left Sect Enroll Tot Cap % Cap

Seats Left Sect Enroll Tot Cap % Cap

Seats Left

Seats Left

Avg. Sect Size

QUANT SKILL 2001-02 15 265 527 50.3% 262 44 1,230 1,502 81.8% 273 43 1,108 1,480 74.9% 371 907 25.5 2002-03 14 247 474 52.1% 227 44 1,296 1,509 85.9% 213 44 1,190 1,538 77.4% 348 787 26.8 2003-04 17 305 530 57.5% 225 47 1,306 1,588 82.2% 283 43 1,143 1,502 76.1% 359 867 25.7 2004-05 17 290 478 60.7% 188 43 1,276 1,545 82.6% 269 43 1,171 1,483 79.0% 311 768 26.6 2005-06 14 263 462 56.9% 199 46 1,351 1,600 84.4% 250 49 1,317 1,702 77.4% 385 833 26.95 Yr Average 15 274 494 55.4% 220 45 1,292 1,549 83.4% 257 44 1,186 1,541 77.0% 355 833 26.3

ORAL COMM 2001-02 18 334 444 75.2% 110 44 991 1,073 92.4% 82 42 998 1,035 96.4% 37 229 22.3 2002-03 17 309 419 73.7% 110 45 1,035 1,102 93.9% 67 41 970 969 100.1% (1) 176 22.5 2003-04 22 431 530 81.3% 99 51 1,179 1,212 97.3% 33 48 1,094 1,145 95.5% 52 183 22.3 2004-05 19 348 455 76.5% 107 51 1,151 1,190 96.7% 39 46 1,067 1,097 97.3% 30 176 22.1 2005-06 22 385 531 72.5% 146 45 1,009 1,047 96.4% 38 46 1,067 1,115 95.7% 48 232 21.85 Yr Average 20 361 476 76.0% 114 47 1,073 1,125 95.4% 52 45 1,039 1,072 96.9% 33 199 22.2

WRITTEN COMM 2001-02 24 356 530 67.2% 174 85 1,635 1,865 87.7% 229 82 1,716 1,921 89.3% 206 609 19.4 2002-03 22 401 480 83.5% 79 93 1,782 2,000 89.1% 218 90 1,831 2,040 89.8% 208 505 19.6 2003-04 25 421 534 78.8% 113 105 2,089 2,308 90.5% 219 100 2,024 2,283 88.7% 258 590 19.7 2004-05 27 501 581 86.2% 80 99 2,031 2,153 94.3% 123 102 2,126 2,307 92.2% 180 383 20.4 2005-06 33 561 772 72.7% 211 99 2,030 2,165 93.8% 134 95 2,067 2,258 91.5% 192 537 20.55 Yr Average 26 448 579 77.3% 131 96 1,913 2,098 91.2% 185 94 1,953 2,162 90.3% 209 525 20.0

Figure CGER Sections, Enrollment & % Capacity

Tier I--Basic College Level Skills

TotalSummer Fall Spring

(D)

(E)

22

UAA Four Year

Combined 2 & 4 Year

UAA Four Year

Combined 2 & 4 Year

UAA Four Year

Combined 2 & 4 Year

UAA Four Year

Combined 2 & 4 Year

Quantitative Skill 878 1,533 1,990 3,686 833 0.1 0.8 1.4 3.4

Oral Communication 978 1,390 1,628 2,743 199 3.9 6.0 7.2 12.8

Written Comm Skill 1,288 1,526 2,354 3,199 525 1.5 1.9 3.5 5.1

Scenario Two: Additional Sections Needed to Eliminate Surge within 3 Years - Curent Caps

UAA Four Year

Combined 2 & 4 Year

UAA Four Year

Combined 2 & 4 Year

UAA Four Year

Combined 2 & 4 Year

UAA Four Year

Combined 2 & 4 Year

Quantitative Skill 878 1,533 1,990 3,686 833 0 0 0 12 34

Oral Communication 978 1,390 1,628 2,743 199 5 11 14 30 24

Written Comm Skill 1,288 1,526 2,354 3,199 525 0 0 11 23 24

Scenario Three: Additional Sections Needed to Eliminate Surge within 5 Years - Current Section Size

UAA Four Year

Combined 2 & 4 Year

UAA Four Year

Combined 2 & 4 Year

UAA Four Year

Combined 2 & 4 Year

UAA Four Year

Combined 2 & 4 Year

Quantitative Skill 878 1,533 1,990 3,686 26.3 7 12 15 28

Oral Communication 978 1,390 1,628 2,743 22.2 9 13 15 25

Written Comm Skill 1,288 1,526 2,354 3,199 20.0 13 15 24 32

Additional Seats Needed

Average Sect Size

Additional Sections Required each yearFull-time Only Full and Part-time Total Full-time Only Full and Part-time Total

Additional Seats Needed Annual Seats

Available (based on full cap)

Additional Sections Required each year

Average Class Cap

Full-time Only Full and Part-time Total Full-time Only Full and Part-time Total

Figure D

Scenario One: Bring Classes to Full Capacity with No Sections Added - Years Required

Additional Seats Needed Annual Seats

Available (based on

Years Required to Solve the holdupFull-time Only Full and Part-time Total Full-time Only Full and Part-time Total

(E)

(D)(C)

23

N % Total N % Total N % Total N % Total N % Total N % TotalProgram Has no Capstone Course

234 30.5 283 36.8 271 34.5 272 35 317 37.7 350 35

Program Has a Capstone Course

532 69.5 487 63.2 514 65.5 506 65 524 62.3 650 65

Total 766 100 770 100 785 100 778 100 841 100 1,000 100

Notes: Projected % Total students needing capstone course is based on 5 yr weighted average of % total awards of no capstone programs.If UAA plan to have 1,000 4-yr degree awards total in AY07-08, we need prepare 350 seats of capstone courses in coming year.

FY0708Historical Trends of Degree Awards

2002

Figure ECapstone Class Seats Needed by AY 2007-08 Graduating Four Year Programs Students - 350

Projected2003 2004 2005 2006

24