UNT Dallas Commission on Building the University of the 21st Century

September 25, 2012 Dr. John E. Price, President UNT Dallas Community University of North Texas at Dallas 7300 University Hills Blvd. Dallas, Texas 72541-4605 Dear President Price and the UNT Dallas Community: Higher education today faces a crisis of confidence. There are cries of alarm about the escalating costs of college and doubts about the efficacy of a university education. While all the data suggest that the vast majority of jobs of the future will require the higher level knowledge and skills developed and expected in a four-year degree, a lower percentage of young people hold a baccalaureate degree than in the prior generation. Many who begin college do not complete their course of study and leave without a credential but with significant debt. At the same time, other institutions and service providers are changing their methods dramatically to adapt to the pace of a technologically-driven world. Many now expect universities to change faster than they have in the past, to use technology and evidence-based teaching improvements to deepen learning and attract more students and support their success. It is against this backdrop of high expectations that the University of North Texas at Dallas has been launched. Recognizing that a new university has opportunities that more established institutions may not, you brought us together to form the UNT Dallas Commission on Building the University of the 21st Century (the Commission) to address these broad issues and help you develop a realistic roadmap for innovation and results. We take this responsibility very seriously. Over twelve months and five Commission meetings, we have heard excellent presentations from a diverse group of thought leaders. Our discussions have been lively, and at times we have struggled with fundamentally different options of ways to blend the best traditional methods with the new opportunities that technology and our situation present.

Page 2 September 25, 2012 President Price and the UNT Dallas Community The basic thrust of the Commissions work has been a focus on improving quality, lowering cost to the institution and/or the student, and increasing access. High quality education is and must continue to be paramount. Our role is not to prescribe the details of the new UNT Dallas curriculum and business model, but instead to support several promising directions for innovation, cost-effectiveness, and quality enhancement. We believe that UNT Dallas has an exciting opportunity to build the quality of faculty life by creating a university-wide learning community that is not only student-centered but community-centered as well. Additionally, we believe UNT Dallas has a once in a life-time opportunity to build a New University Model with distinctive approaches to higher education using the following ten broad strategies. Its Teaching: 1. UNT Dallas should become an early adopter of new models of blended or hybrid learning, using online and in person teaching methods in each course and each degree program. There have been many online courses developed by individuals and entire online degree programs developed by institutions. Now, however, there are opportunities to build degree programs using elements from a variety of high-quality sources, with continuous evaluation and revision. UNT Dallas should explore the best methods to develop quality standards, select recognized course materials or develop new ones, and vet programs. 2. UNT Dallas should make teaching and mentoring students its primary focus, developing innovations in teaching and learning and moving toward competency-based and personalized education. Offering curricula in modules, certificates or in a variety of configurations will attract more students and streamline their degree path. The result can be a much more dynamic curriculum that reflects the needs of the region and responds rapidly when learning outcomes need to be improved. 3. UNT Dallas should use comprehensive analytics to predict student success, and develop thorough and innovative methods to obtain feedback and measures of quality, including student achievement of learning outcomes.

Page 3 September 25, 2012 President Price and the UNT Dallas Community Its Students: 4. UNT Dallas should increase access and the number of college graduates in the region by reaching out to highly motivated high school students as well as community college and other transfer students. There are more students in public high schools, private schools, and charter schools in the UNT Dallas area who can be inspired to attend college. Some will be attracted to the convenience and cost of the excellent community colleges in the area, but UNT Dallas is located in southern Dallas County for a reason. It should be able to attract both types of students, and it needs, therefore, to tailor distinct degree pathways for different types of students. UNT Dallas should develop strategies to attract more full-time freshmen and integrate college readiness efforts/investments with this focus, thus contributing skilled graduates for the regional workforce. 5. UNT Dallas should brand distinct program options like freshman and transfer cohorts, all taking the same courses at the same time, to help increase academic success and foster a supportive peer environment. In addition, a broad mix of extracurricular offerings, clubs, events and student activities will also help create a vibrant campus community. 6. UNT Dallas should develop the opportunity for students to pursue their education year-round. Year-round schedules, when coupled with work opportunities arranged by the university, can speed degree completion for students who need to work and seek faster integration into their future careers and/or minimize the costs of education. Trimesters or other modifications of the traditional semester system should be explored for students who wish to complete their education in four years or less. 7. UNT Dallas should develop integrated high-touch academic and career advising for every student. The goal is to create a truly learner-centered university, in which all faculty and staff share a focus on understanding the needs of students and setting up programs that support them. Advising, for example, should help freshmen and lower division students evaluate careers as well as courses; after students declare a major with high quality advising assistance, the focus should be on providing each student maximum support to complete his/her degree requirements as soon as possible. New technology and data gleaned using it should support advisors and help students find the best path.

Page 4 September 25, 2012 President Price and the UNT Dallas Community 8. UNT Dallas should make experiential learning a component of every UNT Dallas graduates education, including being mentored by professionals in the field, work-study jobs, internships related to each students field of study, and credit for work experience where it is appropriate. UNT Dallas should forge partnerships with employers in the region that will benefit the students, the university and the employers. Its Affordability: 9. UNT Dallas should develop the above and other strategies to reduce the cost of tuition so that students will have more opportunity to enroll and graduate with little or no debt. Ways to leverage scholarship dollars to reward continued enrollment should be explored, including loan forgiveness for fast track students. 10. UNT Dallas should carefully build its portfolio of academic programs based on regional need as defined by job opportunities, and unlike established and financially secure campuses, it should consider the support provided by the State of Texas when setting priorities. No university can offer every type of academic degree, and UNT Dallas should focus in those areas that are the highest priority for the State and region. The goal is for programs to be self-supporting. Any subsidization should be conscious and priorities should be recognized. President Price, you have advised us that the one thing that should be at the forefront of the Commissions thinking is what can we do to drive down the cost of instruction and the time that it takes to complete a four-year degree while maintaining high quality. This is consistent with the trends we see today in universities and across the county. Further, you are quoted as saying that: "The faculty and staff hired on here came with the knowledge that this was not going to be a traditional university. We're going to be something different and distinct. The culture here is that we are a learner-centered university. We exist to serve the needs of the students." With the continued commitment of the UNT Dallas administrators, faculty, staff, the UNT System and its Board of Regents, and the State of Texas, we are confident that the future is bright for UNT Dallas, and we are pleased to endorse the general directions described above. The attached report includes the detailed findings and data presented to our Commission.

Page 5 September 25, 2012 President Price and the UNT Dallas Community We wish to thank you and your administration for the support and input that the Commission received. We are also grateful to the Bain consultants for all the research and analysis that supported this work. Sincerely, Members of the UNT Dallas Commission on Building the University of the 21st Century Dan Branch Kim Clark Jim Oberwetter Mary Ann Rankin Al Silva Clayton Christensen Mark Cuban Raymund Paredes Mike Rawlings Dumas Simeus Brent Christopher Johnnie King Diane Patrick Eric Reeves Linus Wright

Commiss C sion on Building the Unive B ersity of the 21st Century

SUMMARY OF THE COMMISSIO PROCE S ON EEDINGS Prop posals Dev veloped and Presente to the C ed Commissio on

The challenge and opportuni for today universit leaders i to consid new way to d ity ys ity is der ys create a learning environme that emb e g ent braces the best practi ices from ot ther countri ries and ind dustries and ensures th the inte d hat ellectual pot tential of stu udents can be maximi n ized whi controllin costs an protectin academic integrity. ile ng nd ng c
- fro Saving Hig om gher Educatio by Bradley Seidam and Painchaud, citing on y, d the work of Carol Twigg, The N w National Cent for Academ Transform ter mic mation

Backgro ound and Project Ov P verview versity of North Texas at Dallas is the first p N s public, four-year university within the The Univ city of Dallas, its formation init D tiated in 1998 when th Universit of North Texas Syst he ty tem came forward as its academic sponsor supported b y the backi of key le s c ing egislators li ike Senator Royce We and Rep est presentative Helen Gid e ddings. Sub bsequently, the 264 ac cre campus in Dallas southern se s ector was assembled f a from land d donated by the City of a s. the sity h Dallas and private developers From its inception, t Univers of North Texas at Dallas has been a university centered in and suppo h c orted by its c community y. The Univ versity of North Texas at Dallas mission is t enhance access to high quality N s to e educatio and to pr on repare stud dents to bec come exem mplary citize who can assume ens leadersh positions in a globa environm hip al ment. The tr raditional ap pproaches in higher educatio will be in on nsufficient to meet this mission. T Univers is young enough in its o The sity g n development to pur rsue innova ative strateg gies and ou ut-of-the bo approach to addr ox hes ress cal f er the critic factors facing highe education today. These challenges include: c A dramatic shift in student demographics and life circum s d mstances th severely hat y im mpact stude ents ability to complet college. T traditio te The onal full-tim student has me become the minority, with 75% of US studen being nontraditiona w nts al r hnicities, ag ges, income e-levels and family encompassing a wide range of eth circumstanc ces. Many need to fina n ance their ed ducation th hemselves, contributing to part-time att tendance and lower gr raduation ra ates. Less t than 50% o students at of many univer m rsities today will actually graduate y e.

Students need for financial aid (scholarships, grants and loans) has increased due to the steady rise in tuition and other education-related costs. College costs have increased 400% over the past 25 years while median family income has risen less than 150% over the same period. A growing divide between the level of educational attainment and the demands of a labor market that has an increasing need for highly skilled workers with bachelors, post-graduate and professional degrees. In the Dallas-Fort Worth area, only 21% of adults aged 18-34 have a college degree, among the lowest of any major metropolitan area in the country. A chronically diminishing level of academic readiness among college applicants. ACT reports that only 25% of students have ACT scores that indicate that they are ready for college in all four subjects (English, reading, math and science).

UNT Dallas recognized that a large-scale effort to embrace a different approach to teaching, learning and student success is needed. Rarely does a university begin with a relatively clean slate an opportunity like this is exceptional and not to be taken lightly. In order to design and implement a new approach to higher education, UNT Dallas created the Commission on Building the University of the 21st Century (hereafter referred to as the Commission), consisting of business, community, civic, education and philanthropic stakeholders who share a passion for education reform and urban revitalization. The Commissions principal focus is providing the North Texas population expanded access to high quality education, producing graduates who immediately enter the workforce or pursue graduate education, at a significantly lower cost. The new model will create programs that are student-centered and foster a high level of student support and engagement. By spearheading efforts to define approaches, programs and metrics, the Commission is playing an important role in establishing UNT Dallas relationships among private, public and non-profit constituents and its work will ultimately lay the foundation for UNT Dallas graduates joining the labor market. For UNT Dallas to succeed in making dramatic changes in higher education, it must take a realistic view of todays university students and the challenges they face. Focus groups with local students showed that the top three obstacles to college completion are: 1) the inadequacy of academic preparation for college; 2) the need for financial aid; and 3) the unfamiliar environment of a university campus. Students noted the absence of sufficient guidance on how to structure an academic program to graduate more quickly and with less cost. The goal is to provide a high-quality education that will maximize critical thinking skills and fully developed abilities and talents, and facilitate affordable access to graduation thus increasing the number of students capable of starting meaningful careers, especially in Dallas and the North Texas region. 2

Guiding Principles As UNT Dallas goes forward to develop the New University Model, the following principles should guide planning and implementation. 1. All actions are evaluated according to three pillars of high quality, cost and access, answering the following question: How does this action improve quality, lower cost to the institution and/or the student, and increase access? High quality education will be paramount. 2. UNT Dallas is a campus-wide learning community in which all members administrators, faculty, staff and students are actively engaged in continuous learning. All community members have the opportunity for leading innovation and contributing to building the learning community. 3. UNT Dallas focuses on achieving operational efficiency in all of its functions. 4. UNT Dallas evaluates existing courses and curriculum available for rent or purchase in marketplace or the public domain prior to building programs or content internally, particularly for hybrid or on-line offerings. 5. UNT Dallas works to prepare students for careers by building in experiential learning, practical experience, and employer engagement in every program offered. 6. UNT Dallas maintains a primary focus on recruiting and retaining full-time undergraduate students, with a healthy mix of graduate programs complimentary to other program offerings and demanded by the marketplace. 7. Student advising is integrated to include academic, career, and financial guidance. 8. UNT Dallas incorporates quality assessment into all degree programs. 9. Faculty play a key role in the success of students and UNT Dallas and are supported with faculty development opportunities and promotion and tenure policies aligned with faculty expectations. 10. UNT Dallas is true to its values of virtue, civility, reasoning, and accountability in all of its actions and works to inculcate these values in its graduates.

Opportunities for Innovation Recommendations are intended to have a synergy to achieve the three key objectives of high quality, low cost and expanded access to higher education. The recommendations, while inter-related, are organized under three categories: academic excellence, student success, and operational innovations. Academic Excellence Innovations 1. Teaching focus: Faculty workload options should include a bent towards teaching and service. The University is intentional about faculty focusing primarily on teaching. This means the teaching loads will be greater than those at a research based university. This teaching focus is also a student focus. 2. Hybrid courses using current technology and innovation: UNT Dallas should develop the preponderance of its course offerings as hybrid and blended, to include part face-to-face instruction and part online learning. Research has proved that the best learning normally is in a combination of face-to-face and online learning. The University needs to develop a core competency in developing and delivering effective, marketplace relevant, state-of-the-art hybrid and blended learning. 3. Learning objectives and assessment: UNT Dallas should develop thorough and innovative methods to obtain feedback and measures of quality, including student achievement of learning objectives. In order to ensure quality and continuous improvement, it is essential that all UNT Dallas courses and curriculum include learning objectives and a way to measure their accomplishment. 4. Employer partnerships supporting experiential learning and employment: UNT Dallas should make the investment needed to develop partnerships with employers in the region in order to ensure the students the university graduates are prepared to be successful in the job market. Employer engagement in the university is a key element of success. It is expected that engaging employers will enable the university to develop creative and meaningful experiential learning opportunities and will begin to create a pipeline of job opportunities for UNT Dallas graduates. The University will focus on delivering programs where there is significant demand in the marketplace and where students are very likely to get jobs in their chosen fields. The aspirational goal is 80% of UNT Dallas graduates will be employed upon graduation. 5. Portfolio of programs with an undergraduate focus and select graduate offerings: UNT Dallas should make high quality undergraduate education its primary mission. UNT Dallas should offer degrees that command high interest within its target student segments, have strong demand in the job market, and can be sustainably developed and delivered at a high level of quality. Graduate program 4

offered will be complementary to this mission and to improving the employability of UNT Dallas graduates. Graduate programs will be required to stand on their own economically, and must complement the undergraduate offerings or be part of a larger System-wide objective, such as pharmacy. 6. Faculty scholarship targeted in accordance with UNT Dallas strategy and mission: Scholarship performed by UNT Dallas faculty should be reflective and supportive of the universitys mission. Scholarship will be more broadly defined than at a traditional research university. While pedagogical research is expected of each faculty member and faculty members are expected to apply that research in the classroom, scholarship in ones discipline related to the institutional mission is also expected. There are many opportunities for scholarship related to the urban mission of UNT Dallas and relevant to UNT Dallas academic programs. The scholarship component of faculty workload with expected outcomes will be specifically discussed and approved by the chair/dean during the annual assignment of faculty work. UNT Dallas administration will consider practical market need and willingness of an employer partner to fund the scholarly work. 7. Packaging of curriculum/courses: The curriculum should be packaged in ways that streamline the course selection and advising process, avoid taking courses not supportive of degree objectives, and more clearly outline the pathway to a degree. To facilitate on-time graduation and fewer stranded credits, degree programs should be designed around certificates or some other credential that would allow students to more easily change majors if needed and may include competency-based credit. A series of Individual certificates could be stacked to total a degree. Student Success Innovations 8. Opportunity to attend year-round to enable cost savings and timely graduation: Students should be encouraged to attend college full time and given the opportunity to attend year-round, with the objective of routinely graduating in 3-4 years. The costs of higher education, including tuition, fees, and living expenses can be minimized by moving through school quickly increasing utilization of the universitys facilities and reducing the overhead and administrative costs of an education. Year-round course offerings in a trimester or modified trimester format will enable students to move thorough their degree programs more quickly. Research tells us students who attend college part time have significantly less success in graduating than those attending full-time. Yearround class scheduling will enable students to move more quickly though their degree programs. The aspirational goal is 70% of UNT Dallas undergraduates will graduate in four years. 9. Cost of attendance target: The UNT Dallas tuition and fees target should be pegged at $4,000 or less per semester. College tuition and fees are often paid by 5

a combinatio of grants and financ aid loan It is the intent of U on s cial ns. e UNT Dallas to help student graduate from the university w little or n debt. Th level of ts e u with no his uition could also be off fset by norm state fu mal unding. The University aspiratio is e ys on tu to be financi o ially self-sustaining at this tuition level. The Universitys will need to s develop fina ancial plans to use ong s going fundin from the State of Texas for ng e in nvestments in students university improvem s, y ments, and o other high p priority use es. 10. Recruitment targeted and integrat with college readin R t a ted ness: UNT Dallas shou uld develop a ta argeted recr ruiting plan for full time freshmen and integr e n rate it with college read diness efforts and inve estments. U UNT Dallas should focu on a us segment of students who value ac s ccelerated g graduation, a strong c , campus community and careera -focused un niversity att tributes suc as internships. ch According to a recent survey acro schools in the regio these students A o s oss on, comprise ap pproximately 40% of high school g graduates w are int who terested in attending co ollege, but many of the are unde m em er-served a and/or neve attend er college. The target stud e dents are fu urther defin below. ned

In order to accomplish this objective, the University will need to de n a evelop a tr ransition pla and supporting programs, as w as mar an well rketing and recruitmen d nt plans to mig grate from primarily tra p ansfer stude ents to a sig gnificant ma ajority of fullts men. This transition is expected t take seve to eral time student who begin as freshm years.

11. Integrated financial advising and assistance (scholarships, grants, financial aid, student jobs): Financial advising and assistance should be managed in a holistic fashion to ensure the student defines and can achieve her/his college aspirations in a financially responsible manner. Financial advising and financial aid should be empowered to assist students and their families with proactive advice to ensure they understand and can take advantage of grants, scholarships, loans, and student jobs. UNT Dallas advisors need to have the ability to tailor these tools to the needs and capabilities of the student. 12. Focus on cost per graduate (timely graduation, full time students and incenting graduation): A key performance metric for the university should be the cost per graduate. Focus on this key metric will enable the faculty and staff to keep their attention on producing graduates. This metric embodies cost per student and retention rates in one key number, which UNT Dallas intends to measure itself against. A full dashboard of metrics will roll up to this overall goal. 13. Integrated advising (academic and career): The advising function should be integrated to include academic and career advice, with the objective of placing every student in the job related to his or her major. A key component of the success of our graduates and, by direct implication, the success of the university, is the ability of a graduate to obtain a job in her/his chosen field and to perform well in the workplace. It is imperative that student advisors understand the needs in the marketplace and work with the students to link their degree program with their innate abilities and career aspirations. Operational Innovations 14. Facilities should be shared and interdisciplinary: UNT Dallas should strive to ensure the most efficient use of facilities by designing, building, organizing, and scheduling classes in an interdisciplinary way. Academic programs traditionally have been assigned buildings or portions of buildings, which are dedicated to the specific discipline or program. While convenient for some, this approach can result in unused facilities. This can create excess costs, which the organization wants to avoid. 15. Auxiliary operations should be self-sufficient: Services at the university should be planned and managed with no subsidy required from the university. Auxiliary services such as residence halls, food service, and parking should be planned and managed on a business basis to be fully self-sustaining. While there may be some initial subsidy investment required, any subsidy should not be ongoing. 16. Business model for planning and control: UNT Dallas should develop a business model that encompasses the innovations of the new model and can be used to plan and control operations. The new model contemplates reduced reliance on revenues from the State of Texas and a much reduced overall cost of attendance. All innovations should be incorporated into a comprehensive 7

business and financial planning model, which the university can rely on in developing strategic and operational plans. 17. Faculty/Staff Development: UNT Dallas should develop a comprehensive development program for faculty and staff to enable and empower them to accomplish the objectives in building the new model. Building the new model will require full engagement by all UNT Dallas faculty and staff. For example, developing hybrid courses, advising holistically, and cultivating long-term relationships with employers will require tools and skills the faculty and staff may not yet possess. An investment will be needed to develop and continually grow the needed skills. In summary, UNT Dallas has the opportunity to implement a suite of innovations addressing academic excellence, student success and operational effectiveness that will improve quality, lower cost to the institution and/or the student, and increase access. The result will not only be a student-centered but also community-centered university as UNT Dallas engages its community by enhancing access to high quality education and preparing students to become exemplary citizens who can assume leadership positions in a global environment.

Appendices A. List of Commission members B. Summary of Commission work C. Fund raising priorities and plan D. Supporting documentation, references, interviews and benchmarking comparisons

APPENDICES

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Appendix A: List of Commission members

Commission Members Dan Branch Texas House of Representatives (District 108-Dallas); Chairman, House Committee on Higher Education Professor, Harvard Business School, Author Chief Executive Officer, Communities Foundation of Texas President, Brigham Young University-Idaho; Former Dean of Harvard Business School Owner, Dallas Mavericks Former Principal and Founder of the King Group (advertising agency); Entrepreneur President, Dallas Regional Chamber Commissioner, Texas Higher Education Coordinating Board Texas House of Representative (District 94 Arlington) Chief Executive Officer, National Mathematics & Science Initiative Mayor, City of Dallas Founder, High Bar Co.; Education philanthropist Regent, University of North Texas System; Chief Operating Officer, Labatt Food Service Founder and Owner, Simeus Foods Former Undersecretary of Education for President Reagan; Former Superintendent, Dallas Independent School District

Clayton Christensen Brent Christopher Kim Clark

Mark Cuban Johnnie King

Jim Oberwetter Raymund Paredes Diane Patrick Mary Ann Rankin

Mike Rawlings Eric Reeves Al Silva

Dumas Simeus Linus Wright

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Appendix B: Summary of Commission work

Organizational Meeting, September 14, 2011, 2:00-4:00 PM Welcome and Introductions Overview, Vision, and Aspirations for UNT Dallas UNT System Vision for UNT Dallas Overview of Strategy Process Review and Approval of Commission Charter Innovative Models in Higher Education General Discussion and Brainstorming on Higher Education Tentative Schedule of Meetings Goals of the Meeting

Commission Meeting, November 16, 2011, 2:00-4:00 PM Welcome and Introductions Project Status Summary of Commission Member Feedback Highlights from Strategic Fact Base Discussion of UNT Dallas Vision and Potential University Model Next Steps

Commission Meeting, January 24, 2012, 2:00-4:00 PM Welcome and Introductions Project Status The UNT Dallas Model o Vision and Role o Where to Play o How to win Next Steps

Commission Meeting, March 27, 2012, 2:00-4:00 PM Welcome and Introductions In Search of Quality Project Status University Model Update Organization and Program Management Office Funding Requirements Next Steps 12

Commission Meeting, May 29, 2012, 2:00-4:00 PM Welcome and Introductions Communications Employer Partnerships Technology Metrics Next Steps

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Appendix C: Fund raising priorities and plan

The Campaign for the University of the 21st Century Case Prospective Featured Objectives and Funding Opportunities FY 2013-2017

Building and Managing the New University Model -Project Leadership Management -Core Standards Development -Next Generation Assessments Innovation in Teaching and Learning -Technology Infrastructure Planning and Development -A New Hybrid Learning Model -Faculty Professional Development -The Academic Enrichment Center -Internships and Co-op Programs Strengthening Student Success and Engagement -The Life-Skills Student Center -Student Life Programs & Student-led Intramural Pgms Creating Pathways to Education and Economic Opportunity -Student Scholarships -Pre K to Grade 12 Pathway to College Program Total: The Campaign for the University of the 21st Century

$7,250,000 $6,715,000 $250,000 $285,000 $12,250,000 $2,500,000 $5,000,000 $250,000 $2,500,000 $2,000,000 $4,500,000 $2,500,000 $2,000,000 $16,000,000 $15,000,000 $1,000,000 $40,000,000

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Appendix D: Supporting documentation, references, interviews and benchmarking targets

Presentation Slides Vision 2020: A Framework for Achieving Comprehensive University Status: Overview and Vision for UNT Dallas. (2011) Commission on Building the University of the 21st Century (September 14). Kickoff Meeting. (2011) Commission on Building the University of the 21st Century (September 14). Minutes. (2011) Commission on Building the University of the 21st Century (September 14). Meeting Pre-Read Materials. (2011) Commission on Building the University of the 21st Century (November 11). Commission Meeting. (2011) Commission on Building the University of the 21st Century (November 16). Minutes. (2011) Commission on Building the University of the 21st Century (November 16). Meeting Pre-Read Materials. (2011) Commission on Building the University of the 21st Century (January 20). Commission Meeting. (2012) Commission on Building the University of the 21st Century (January 24). Minutes. (2012) Commission on Building the University of the 21st Century (January 24). Meeting Pre-Read Materials. (2012) Commission on Building the University of the 21st Century (March 27). Commission Meeting. (2012) Commission on Building the University of the 21st Century (March 27). In Search of Quality. (2012) Commission on Building the University of the 21st Century (March 27). Minutes. (2012) Commission on Building the University of the 21st Century (March 27). Meeting Pre-Read Materials. (2012) Commission on Building the University of the 21st Century (May 29). 15

Commission Meeting. (2012) Commission on Building the University of the 21st Century (May 29).

Supporting Documentation and References Academic Plan for the New University of North Texas at Dallas". (2006) Dallas, TX: University of North Texas at Dallas (May 11). Alternate Academic Calendars and the Trimester System: Profiles and Compliance. (2010) Washington, DC: Hanover Research Council. Arum, Richard and Roksa, Josipa. (2011) Academically Adrift: Limited Learning on College Campuses. Chicago, IL: University of Chicago Press. Astin, Alexander W.; Banta, Trudy W.; Cross, K. Patricia; El-Khawas, Elaine; Ewell, Peter T.; Hutchins, Pat; Marchese, Theodore J.; McClenney, Kay M.; Mentkowski, Marcia; Miller, Margaret A.; Moran, E. Thomas; and Wright, Barbara D. (1996) Nine Principles of Good Practice for Assessing Student Learning. Grandview, MO: American Association of Higher Education. Balzer, William K. (2010) Lean Higher Education: Increasing the Value and Performance of University Processes. New York, NY: Productivity Press. Blumenstyk, Goldie. (2012) Business Advice Meets Academic Culture: At the U. of North Texas at Dallas, Disruptive Innovation Raises Hopes and Fears. Chronicle of Higher Education (April 29). Boardman, Ananda. (2011) UNT-Dallas Panel Aiming to Change the Landscape." Dallas Morning News (September 20). Cain, David and Reynolds, Gary L. (2006) The Impact of Facilities on Recruitment and Retention of Students. Association of Physical Plant Administrators Facilities Manager (March/April): 54-60. Christensen, Clayton M. and Eyring, Henry J. (2011) The Innovative University: Changing the DNA of Higher Education from the Inside Out. San Francisco, CA: Jossey-Bass. Clark, Kim. (2011) Vision and Change at BYU-Idaho. Forum for the Future of Higher Education, pp. 23-28. Clifton, Jim. (2011) The Coming Jobs War. New York, NY: Gallup Press. 16

Closing the Gaps Progress Report. (2011) Austin, TX: Texas Higher Education Coordinating Board, Division of Planning and Accountability. Columbus, Yolanda (2012) Facilitating the Integration of Open Educational Courses. Dallas, TX: University of North Texas at Dallas. Conley, David T. (2010) College and Career Ready: Helping All Students Succeed Beyond High School. San Francisco, CA: Jossey-Bass. DeAngelo, Linda; Franke, Ray; Hurtado, Sylvia; Pryor, John H.; and Tran, Serge. (2011) Completing College: Assessing Graduation Rates at Four-Year Institutions. Los Angeles, CA: University of California, Los Angeles, Higher Education Research Institute. Dillon, Sam. (2004) What Corporate America Can't Build: A Sentence. New York Times (December 7). Drucker, Peter F. (2001) The Entrepreneurial Business. In The Essential Drucker: In One Volume the Best of Sixty Years of Peter Drucker's Essential Writings on Management. New York, NY: Harper Collins. Envisioning Virginia Tech: Emerging Ideas. (2011) Blacksburg, VA: Virginia Polytechnic Institute and State University, Office of Long Range Planning (October 17). Friedman, Thomas L. (2012) Average is Over. New York Times (January 24). Future of Work. (2012) Palo Alto, CA: Apollo Research Institute (March). Hopkins, Katy. (2012) Mark Cuban: College Is a Business Decision. U.S. News and World Report (May 16). Johnson, Jean; Rochkind, Jon; Ott, Amber N.; and DuPont, Samantha. (2009) With Their Whole Lives Ahead of Them: Myths and Realities About Why So Many Students Fail to Finish College. New York, NY: Public Agenda. Jones, Elizabeth A.; Voorhees, Richard A.; and Paulson, Karen. (2002) Defining and Assessing Learning: Exploring Competency Based Initiatives. Washington, DC: U.S. Department of Education, Center for Education Statistics. Jones. Rodger. (2012) UNT Dallas Chief Has His Eye on Future. Dallas Morning News (May 20). Kamenetz, Anya. (2010) DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education. White River Junction, VT: Chelsea Green Publishing. 17

Kaufman, Peter B. and Mohan, Jen. (2009) Video Use and Higher Education: Options for the Future. New York, NY: Intelligent Television and New York University. Kiley, Kevin. (2011) Building Something Different. Inside Higher Ed (October 17). Koppel, Nathan. (2012) Dispute Over College Tuition Roils Flagship Texas Campus. Wall Street Journal (May 17). Krauss, Cheryl and Tomlin, Gregory. (2011) University of North Texas at Dallas and Bain & Company in $1 Million, Multi-Year Pro Bono Service Partnership to Develop Strategic Vision for Universities of the 21st Century. Press Release. Bain & Company and UNT Dallas (September 7). Lewin, Tamar. (2009) Universities Turn to Consultants to Trim Budgets. New York Times (November 15). MacTaggart, Terrence. (2011) Leading Change: How Boards and Presidents Build Exceptional Academic Institutions. Washington, DC: Association of Governing Boards of Universities and Colleges. Maher, Luke and Geraci, Lisa. (2012) Implementation of a Full-Year, Trimester-Based Academic Calendar. Washington, DC: The Advisory Board Company, University Leadership Council. Mancing, Howard. (1994) A Theory of Faculty Workload. Association of Departments of Foreign Languages. NACE Salary Survey: Staring Salaries for New College Graduates. (2012) Bethlehem, PA: National Association of Colleges and Employers (April). Popham, W. James. (1999) Testing! Testing!: What Every Parent Should Know about School Tests. Old Tappan, NJ: Allyn and Bacon. Regional Plan for Texas Higher Education. (2010) Austin, TX: Texas Higher Education Coordinating Board, Division of Planning and Accountability. Schultz, David. (2011) The Collapsing Business Plan of American Higher Education. Twin Cities Daily Planet (December 4). Sheets, Robert; Crawford, Stephen, Soares, Louis. (2012) Rethinking Higher Education Business Models: Steps Toward a Disruptive Innovation Approach to Understanding and Improving Higher Education Outcomes. Washington, DC: Center for American Progress and EDUCAUSE.

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Spiro, Lisa. (2012) Imagining the Future of the University. Chronicle of Higher Education (March 15). A Stronger Nation Through Higher Educationand Texas Role in that Effort. (2010) Indianapolis, IN: Lumina Foundation for Education. Summers, Lawrence H. (2012) What You (Really) Need to Know. New York Times (January 20). Thompson, Jamie. (2012) Mean Green. D Magazine 39 (February): 36-41. Top 10 Higher Education State Policy Issues for 2012. (2012) Association of State Colleges and Universities Policy Matters (January). Van Der Werf, Martin and Sabatier, Grant. (2009) The College of 2020: Students. Chronicle Research Services (June). Wells, Linda. (2012) Different Schools of Thought. Dallas, TX: UNT Dallas (Slide Presentation). Vedder, Richard. (2011) A Low-Tech Way to Lower Costs: Steve Trachtenbergs Idea. Chronicle of Higher Education (October 18). Vision 2020: A Framework for Achieving Comprehensive University Status: 2010-2020 Strategic Plan. (2010) Dallas, TX: University of North Texas at Dallas. Voorhees, Richard A. (2001) Competency-Based Learning Models: A Necessary Future. New Directions for Institutional Research 110 (Summer): 5-13. Wildavsky, Ben. (2012) For-Profit Lesson for All. Inside Higher Ed (March 1). The New University Model Advisory Panel. (2012) New University Model Advisory Panel Report. UNT Dallas (July 31, 2012).

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Employer interviews completed as of January 2012 Texas Health Presbyterian FedEx Office Dell Balfour Beatty BNSF AT&T Texas Instruments Lockheed Martin Ernst & Young

High School guidance counselor interviews Urban Carter HS Suburban affluent Rockwall HS Suburban Low Rural socio-economic Lancaster HS Waxahachie Global HS DeSoto HS Duncanville HS Private, charter, & magnet Williams Prep

Adamson HS Skyline HS

Mansfield HS Mesquite HS

Peak Prep Summit Intl Prep Bishop Dunne

South Oak Cliff HS Kimball HS

Grand Prairie HS

Tyler Street Christian Townview TAG Irma Lerma Rangel

Southwest HS

20

Benchmarking comparisons Innovative 4-Year Models BYU-Idaho For profit innovators U of Phoenix Minority grad rate best practices UC-Riverside Regional benchmarks UTA Innovators outside higher-ed Khan Academy Corporate training orgs Professional training orgs Continuing education

Georgia Gwinnett Cal State Channel Is. Western Governors Central Florida

Laureate International

Stony Brook University St. Marys

TWU

DBU

Saint Edwards

Tarleton State

Woodbury

A&M Commerce Military training A&M Central TX A&M San Antonio

Portland St.

Whittier

21