Communications Archive

View orginal powerpoint here:
2007 Board Presentation (PPS)

Land Grant Heritage

• Mission: OSU, a land grant institution, promotes economic, social, cultural, and environmental progress for people across Oregon, the nation, and the world through our graduates, research, scholarship, outreach, and engagement.
• Along with Cornell University, OSU is the only land, sea, space, and sun grant institution in the nation.
• OSU is Oregon’s largest public research University, and Oregon’s only university classified by the Carnegie Foundation as “Research university (Very High Research Activity).”
• Our graduates are the most important contribution we make to the future. We understand we must prepare them to compete with anybody, anywhere in the world.
• OSU’s contributions to society include:
  • Graduates who contribute to social progress and economic growth
  • Service to the people of Oregon through our engagement and outreach efforts
  • Contributions to the knowledge, practices, and processes that will help society solve important problems

Strategic Plan Vision

“To be one of America’s Top 10 land grant universities.”

Goals

• Provide outstanding academic programs that further strengthen our performance and preeminence in key thematic areas.
• Provide an excellent teaching and learning environment, and achieve student access, persistence, and timely success through graduation and beyond that matches the best land grant universities in the country.
• Substantially increase revenues from private fundraising, partnerships, research grants, and technology transfers while strengthening our ability to more effectively invest and allocate existing resources.

OSU Profile

Enrollment – Fall 2006

OSU – Main Campus
Headcount: 19,362
Headcount growth over past 10 years: 41%

Women	47.5%	Full-Time	83.5%
Men	52%	Undergraduate	81.9%
Ethnic Minorities	14.5%	Graduate	15.5%
International	4.6%	First Professional	2.7%
In State	81.1%
Fee Remission $ 11 million (10% of tuition)

OSU – Cascades Campus
Headcount: 495
Headcount growth over past 5 years: 100%

Community College Programs

• Degree partnership programs with 16 of 17 Oregon community colleges
• Degree partnership programs profile, Fall 2006:
  # of students 2,271
  student credit hours 26,895
• Since program initiation in 1998, over 1,200 bachelor degree students have graduated from OSU

Collaborative Educational Programs with 4-Year Institutions

• Pharmacy (OHSU)
• Public Health (OHSU, PSU)
• Executive Business (PSU, UO)
• Agricultural Sciences and Forestry undergraduate programs in Eastern Oregon (EOU)
• Undergraduate programs at OSU – Cascades Campus (UO)

Extended Campus (Ecampus)

• Over 15 undergraduate and graduate degrees and certificate programs
• OSU P-12 Outreach and the emerging tribal college program

Expenditures from Grants and Contracts, 2005-2006 $194 million

Growth in Grants & Contracts over past 5 years 40%

Private Annual Fundraising, 2005-2006 $53.3 million

Endowment Assets, 2005-2006 $381 million

Economic Impact

• OSU is a $684 million enterprise with 9,509 jobs.
• OSU’s economic footprint is $1.4 billion with 17,340 jobs.
• OSU’s and related expenditures extend to every industrial sector in Oregon.
• OSU leverages its legislative appropriation four times in direct expenditures and more than nine times in total economic activity.
• OSU brings $328.4 million of new money into the state or 2.4 times its legislative appropriation.
• Oregon’s economy depends on those outside funds to almost double within the Oregon economy and create a total of 7,591 jobs.
• OSU extends its economic impacts to every county in the state with a median impact of $718,000 per county per year.

Academic Areas of Distinction

• Environmental Sciences
• Forestry
• Healthy Living and Disease Prevention
• Oceanic and Earth Sciences
• Sustainability and Water Resources

Emerging Areas

• Health Sciences
• Materials Science
• Mixed-Signal Integration Systems
• Nanoscience and Microtechnology
• Renewable Energy
• Sustainable Rural Communities

OSU Extension Service

• Offers off-campus programs in Agriculture, Forestry, Family and Community Development, Marine Issues, and 4-H Youth Development
• Programs offered in all 36 Oregon counties
• About 200 faculty FTE, more than two-thirds located off-campus and attached to academic units
• Over 23,000 Extension volunteers contribute nearly 1.5 million hours annually
• Almost 900,000 Oregonians use OSU Extension Service each year
• Between 1994 and 2006, the number of youth participating in 4-H increased from 42,000 to 107,000
• OSU and the Assn of Oregon Counties co-sponsor the new ‘County College,’ a leadership program that has trained 32 county commissioners and judges from 24 counties in the past two years

Oregon Agricultural Experiment Station

• Statewide research network of OSU scientists working on the Corvallis campus and 15 branch stations throughout the state
• The value added of agricultural research to Oregon’s economy is about $125 million annually

Selected Branch Stations

• Newport and Astoria – production and use of food products from the ocean and estuaries
• Portland – food processing and packaging technology, food product development and marketing
• Klamath Falls – potatoes, forage and cereal production
• Central Point (Medford) – tree fruits, vegetable and seed crop production
• Union and Burns – rangeland ecology, livestock management

Forest Research Laboratory (SWPS)

• Aids in economic development of the state through enabling fullest utilization of forest resources (28 million acres)
• Research includes: optimizing forest yields, innovations in forest products, sustainable economic returns, enhanced recreational opportunities, and responsible stewardship of Oregon’s forest, air, water, and wildlife resources

Veterinary Diagnostic Laboratory

• Long-standing resource for Oregon veterinarians, livestock producers, and horse and camelid owners, and an important connection to the State’s public health delivery system
• Nationally accredited and certified to test for a wide range of animal and human pathogens, including West Nile virus, avian influenza, and non-human rabies

Hatfield Marine Science Center (Newport)

• Provides research and educational programs in aquatic and marine sciences
• Brings over $19 million through partnerships with 7 federal and state agencies
• Hosts 150,000 visitors annually, including 12,000 K-12 students
• Partners with Oregon Coast Community College and the Oregon Coast Aquarium

Goal 1: Academic excellence

Peers University of Arizona University of California, Davis Cornell University University of Illinois Michigan State University

Ohio State University Pennsylvania State University Purdue University Texas A&M University University of Wisconsin

The Future

Goal 1: Key Initiatives, 2004 – 2007

• Established as a major partner in the multi-institutional signature program in nanoscience and microtechnologies, ONAMI (2003 – 04)
• Invested $2 million annually for up to 5 years in six interdisciplinary initiatives that leverage existing strength and potential to advance science and external funding (2004 – 05)
  • Computation and genome biology
  • Ecosystem informatics
  • Healthy aging
  • Subsurface biosphere
  • Sustainable rural communities
  • Water and watersheds
• Received Sun Grant designation (2004 – 05) and federal funding (2005 – 06)
• OSU Extension Service started initiative to reinvent Extension services for urban needs and issues (2005 – 06)
• Two significant new buildings opened: the Kelley Engineering Building to support electrical engineering and computer science programs, and the Small Animal Clinic in Veterinary Medicine to support the 4-year curriculum and provide clinic services for small animals (2005-06)
• Partner in multi-institutional effort to develop signature programs in infectious diseases/drug discovery and renewable energy (2006 – 07)

Goal 2: Quality of the student experience and student success

Peers University of Arizona University of California, Davis Cornell University University of Illinois Michigan State University

Ohio State University Pennsylvania State University Purdue University Texas A&M University University of Wisconsin

Goal 2: Key Initiatives, 2004 – 2007

• Established Academic Success Center (2003 – 04)
  • Enhance student learning and retention, including Transitional Learning Communities, programs for at-risk students, and peer mentoring
• Established Center for Teaching and Learning (2004 – 05)
  • Provide resources for faculty development, assessment, and technology use
• Targeted increase in University Honors College by 5% per year (2004 – 05)
  • Entering students GPA / SAT
    Honors College 3.97 / 1334
    OSU 3.46 / 1079
  • 6-Year Graduation Rate
    Honors College 90%
    OSU 61.5%
• Rebased budgets of academic units, redirecting $7.5 million over 5 years in recurring funds to core teaching colleges (2005-06)
• Started a multi-year plan to renovate university classrooms (2005 – 06)
• Assess Baccalaureate Core courses and enhance 1st year experience for improving student engagement and success (2006 – 07)

Goal 3: Growing our resource base

Peers University of Arizona University of California, Davis Cornell University University of Illinois Michigan State University

Ohio State University Pennsylvania State University Purdue University Texas A&M University University of Wisconsin

Goal 3: Key Initiatives, 2004 – 2007

• Appointed new leadership in the OSU Foundation, University Advancement, Office of Research, and the Alumni Association ( 2004 – 05)
• Established priorities based on the Strategic Plan for the university-wide capital campaign (2004 – 05)
• Successfully renegotiated F&A rate with federal government, from 41.5% to 46.2% for organized sponsored research, and from 29.1% to 33.8% for other sponsored activities (2005 – 06)
• Rebased budgets of academic units (2005 – 06)
• Implementing an incremental budget distribution model (2006 – 07)

Over-Arching Initiative: Enhancing Community and Diversity

• Implemented professional faculty professional development fund (2003 – 04)
• Created the Office of Community and Diversity, and hired new leadership (2004 – 05)
• Conducted campus climate survey (2004 – 05)
• Started a new Faculty Diversity Initiative to hire senior faculty to serve as role models and mentors (2004 – 05)
• Provided education and training to administrators and faculty on sexual harassment, consensual relationships, and discrimination complaint procedures (2005 – 06)
• Completed University, college, and support unit diversity action plans (2006 – 07)
• Hiring Director of Women’s Advancement and Gender Equity (2006 – 07)

Going Forward – Challenges

• Keeping focus on quality and excellence in an uncertain fiscal environment
• Providing infrastructure for excellence (deferred maintenance)
• Enhancing faculty capacity in targeted areas
• Maintaining statewide public services (SWPS) research and outreach programs in the face of federal budget challenges

Edward J. Ray, President
Oregon State University
National Science Board Meeting
Thursday, February 8, 2007, 2:20-3:50pm
Reser Stadium, Valley End Zone

Thank you.

I understand you will shortly be considering a draft action plan prepared by your Commission on 21st Century Education in Science, Technology, Engineering and Mathematics.

At Michael Crosby’s request, I will share information about three initiatives here that are having a very substantial impact on K-20 education, and the ability of students to move seamlessly through the educational system

The first is our innovative collaboration with Oregon’s community colleges, the Degree Partnership Program.

This is a comprehensive form of dual enrollment we pioneered in 1998 with Linn-Benton Community College. Students submit one application for admission. They have one financial aid form. They are literally enrolled in both their community college and OSU simultaneously, thereby avoiding many of the problems of traditional transfer programs.

Partnership students can make use of our library resources, take advantage of our award-winning distance education program, and even attend athletic events and co-curricular activities here.

And they are assured every credit they take meets our requirements and will transfer seamlessly to OSU.

The Degree Partnership Program creates new opportunities for students, making it easier for them to pursue a college degree and reducing their educational cost and time to graduation.

As of last month, 16 of the 17 Oregon community colleges have signed agreements with OSU, with the last college agreement is anticipated after the appointment of a new president there. My goal is to assist the other 6 universities in the Oregon University System in developing similar partnerships with each of the community colleges.

This fall, we broke new ground by signing agreements with 2 of Hawaii’s 7 community colleges. We enroll many students from Hawaii and the Pacific Rim, so this is a very meaningful step for us.

Several other states are interested in adopting our degree partnership program for their community colleges and universities.

Some 5,500 students have enrolled in the program since its inception, and more than 1,600 have graduated from Oregon State University already.

We all know that there are extraordinary people who come from ordinary circumstances who can change the world.

The Degree Partnership Program is a wonderful modern expression of OSU’s historic commitment to these people.

• Students who come to OSU through the DPP program graduate at a rate that is 10% higher than traditional transfer students.
• They graduate with higher GPA’s than regular transfer students.
• In fact, they do as well as students who enroll here as freshmen.
• And they have fewer college credits than traditional transfer students, so their education has been more focused and cost effective.

Of particular interest today is the preponderance of science majors among the DPP students

• 568 students, over 10% of the entire cohort, enrolled in Pre-Engineering.
• General Science, Exercise and Sports Science, and Biology also rank in the top five for DPP majors.

As a complement to this effort, OSU has long maintained one of the most highly regarded academic programs for community college teachers and administrators in the West, with innovative cohort programs leading to a Master’s in Adult Education and a Doctorate focused on Community College Leadership.

Our second initiative is in teacher education.

As I am sure you know, in this next decade our country is going to need 2.2 million new teachers in K-12 schools and community education settings.

The greatest need, now and into the future, is for teachers in the STEM areas.

OSU’s double degree program in the College of Education was a response.

The Double Degree enables students to earn two undergraduate degrees concurrently – one in their discipline and one in education.

This is a new pathway for the preparation of teachers and expands the pool of potential teachers. And it ensures their disciplinary depth.

The results are very encouraging. We started the program in 2003. In the last year alone, enrollment in the program nearly doubled, to 900 students.

Remarkably, the greatest growth is in the area of greatest need, teachers for the STEM subjects

Currently there are 100 double degree students in the College of Science, including:

• 23 from mathematics,
• 25 from general science,
• 18 from biology, and
• 5 from physics.

Last year, there were 18 Double Degree students from the College of Engineering. This year there are 49, including

• 11 from computer science,
• 10 each from mechanical engineering and manufacturing engineering, and
• 9 from civil engineering.

OSU engineering students consistently test at or near the top on the national engineering exam, and they shine in national competitions.

If you can graduate from the OSU College of Engineering, you are going to have an impact in a classroom!

We are even more encouraged by the following:

• 7 of the 49 Double Degree students from engineering, over 14%, are African-American, Latino, or Native American.
• This is more than triple the percentage in the College of Engineering itself, a statistic we anticipate these new teachers will help change.
• 10 of the Engineering students are women, perhaps reflecting the fact we are in the top three or four engineering colleges nationally for the percentage of women engineering professors.

We also recently inaugurated a new mentoring program in elementary and secondary schools, focused on success and retention for new teachers.

As you know, the loss of teachers in the first several years of their careers is the other critical dropout rate in education, one that doesn’t get nearly the attention it merits.

A third OSU program focused on K-20 education is our Science and Math Investigative Learning Experiences program, called SMILE.

As you know, math and science have been identified as barriers to high school success and college enrollment for low income and minority students.

SMILE was started in 1988 with 80 students in four middle schools to address this. Today, there are 741 SMILE students in 35 elementary, middle, and high schools in Oregon.

There are also 65 classroom teachers who are SMILE partners, teachers who go above and beyond to make a difference for their students.

Since the program started, there have been 4,990 SMILE students, the majority of them American Indian and Hispanic, and almost all of them in poor, rural, educationally under-served communities.

SMILE is built upon sustained engagement with, and support of, classroom teachers and students.

SMILE operates year-round, providing hands-on science and math enrichment and college readiness activities both here, through summer programs, and in school classrooms.

I think the results speak forcefully:

• For Native American and Latino students, the high school graduation rate in Oregon is 58%;
• This compares to 75% for all students;
• But students who participate in the SMILE program for at least 2 years graduate at an 84% rate;
• And for students who participate for 4 years or more, it’s 95%.

The pattern repeats itself at the next level, matriculation to college:

• 63% of Oregon high school graduates enroll in college;
• For SMILE high school graduates, the rate is 89%.

Interestingly, SMILE students appear to persist in STEM subjects.

At OSU, for instance, three-quarters of the 63 SMILE students who have graduated were in STEM fields, teaching, or health professions.

There are another 43 SMILE students enrolled at OSU right now.

So this is a program that has contributed greatly to Oregon and to Oregon State University.

In fact, just last week an NOAA External Review Board here to examine an on-campus SMILE sponsor, the Cooperative Institute for Oceanographic Satellite Studies, reported – and I quote – “the Cooperative Institute has an outstanding K-12 outreach program, built on partnering with broader OSU efforts in the Science and Math Investigative Learning Experiences program,” and went on to recommend that, “NOAA consider the K-12 program as a prototype for broad NOAA and national implementation.”

Certainly SMILE dispels completely the notion that we are helpless as a society, or as educational institutions, to improve the attainments and aspirations of students, including minority and low income students, when it comes to science and math.

We are pursuing other initiatives too. I meet regularly with the superintendents of our three local school districts, our Dean of education, the president of our local community college and the deputy superintendent of our regional education service district to develop collaborative initiatives that will make the K-20 experience as seamless as possible. The opportunities are exciting and limitless.

In closing, I want to thank Dr. Beering and Dr. Bement of the National Science Board, and all the members of the Board. As I said this morning, we are grateful for your willingness to engage with OSU faculty and staff.

It has been a wonderful experience for us, one we will remember.

Thanks are also due Michael Crosby, Executive Director of the National Science Board. His guidance for this event has been invaluable.

I want also to acknowledge my OSU colleagues who have worked so hard to make this visit a success. Mark Abbott, John Cassady, Luanne Lawrence, and many students and faculty members, all went above and beyond. I am very grateful.

Finally, let me offer a special thanks to the wonderful behind-the-scenes staff without whom an event like this is impossible. You are all deeply appreciated.

I think it fair to say that everyone at OSU has an even greater appreciation now for the importance of the National Science Board and the work of its Board and staff.

I want you to know how much we have enjoyed your visit, how much we have learned from it, and how deeply we appreciate your advocacy and effort for science.

Thank you again.