LU Strategic Plan

Lawrence University

Veritas est Lux (Truth is Light) 2 0 17– 2 0 2 2 S T R A T E G I C P L A N

Introduction In 2009, a committee broadly representing the Lawrence community formulated a concise strategic plan that set out the university’s institutional aspirations and objectives for the next decade (2010–2020). In its preamble, the strategic plan subscribes to a “balance between tradition and innovation,” reaffirming Lawrence’s strong values and our distinctive institutional identity infused with the innovation that makes the university attractive for those who participate in our educational mission. Wide-ranging and ambitious, the plan has guided decisions and initiatives that have set Lawrence on a focused trajectory for who we want to be in the years to come.

Beginning in 2013, the Board of Trustees first convened the Ad Hoc Strategic Planning Committee, comprised of the Faculty Governance Committee, administration and trustees. The Ad Hoc Strategic Planning Committee embarked on regular discussions that were guided by Lawrence’s mission statement (Appendix I) and the 2010-2020 strategic plan, but also by ideas generated by a number of working groups, task forces and town hall meetings around strategic initiatives and priorities. Veritas est lux derives its authority from the original plan but is also “enlightened” by the lively and numerous conversations that have taken place all over our community over the last several years.

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THE REFRESH OF THE 2010–2020 STRATEGIC PLAN Much has been accomplished to date to achieve the institutional ambitions articulated in the 2010–2020 plan (see Appendix II for a list of some of those achievements). As Lawrence has moved through the decade, many of the aspirations articulated in the 2010–2020 document remain viable and integral to our identity. However, given important changes over the past several years in leadership, faculty and staff, as well as changes in student needs and concerns, there is a clear need to refine objectives and the initiatives to achieve them.

In refreshing the 2010-2020 strategic plan, we have tried to keep in mind the need to maintain and renew those aspects of Lawrence that constitute its strengths. We have also understood the imperative to invest in a few carefully selected initiatives that will ensure our position as an academic institution offering a robust education that will help its graduates to thrive and engage in a 21st century world.

Veritas est lux also reminds us of what resources will be needed to power all of this work, new and ongoing.

The road map described in Veritas est lux will have direct and lasting impact in five distinct areas at Lawrence: curriculum, community, student success, affordability and resources. Implementation of the plan will strengthen the intellectual connection between our college and Conservatory of Music, increase the breadth of our interdisciplinary studies, integrate study abroad programs with oncampus work, foster new and wide-ranging pedagogies, and ensure that our graduates’ experiences prepare them for lives of work and service. Our community, which continues to become more diverse, thus enriching the education we offer, will be one that values equity and that provides an intellectual, social and professional home for all of its members. Student success will be a hallmark of the Lawrence experience, encouraging educational practices that help students to understand their own intellectual capacities as expandable with cultivation and experience. Lawrence will become more affordable as we lower the cost of its education and as we become a full need institution. Finally, implementation of this plan will allow us to sustain our core resources—students, faculty, staff and our beautiful campus.

Readers of Veritas est lux will see that the original six objectives have been rearticulated, reordered and condensed into the four objectives that follow: 1. L EARNING – Enhance the transformative nature of our liberal arts education 2. L IVING – Enrich our residential campus community and our partnership with the Appleton community so that all Lawrentians can thrive 3. S TEWARDING – Steward prudently and according to our values the university’s human, financial and physical resources 4. C ELEBRATING – Strengthen Lawrence’s recognition as a high-quality liberal arts college and conservatory

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These modified objectives respond to the changing landscape for small residential liberal arts colleges and the populations they serve or hope to serve. In some cases, the goals articulated are high priorities for the short term covered by this document. Other objectives that fall within a grander vision for Lawrence but cannot be fully addressed at this time will be archived to serve as useful guides for the planners and authors of the next strategic plan. Of primordial importance is that we make good use of the vision laid out in this refresh of the 2010-2020 strategic plan to guide financial planning and prioritizing and, more importantly, to help map out a compelling and appropriately ambitious capital campaign.

Readers will note that this document uses several terms in an institution-specific way. Please refer to “Speaking Lawrentian” (Appendix III) to brush up on your LU vocabulary.

A final note to readers: mindful of the scope of Veritas est lux, a number of colleagues have advised extending the plan’s purview to 2022, advice we have gladly accepted.

ENDORSEMENT PROCESS Governance of and responsibility for this institution are shared among the trustees, the administration, the faculty, the staff and LUCC and are at the core of university decision-making. Accordingly, Veritas est lux has emerged organically from many conversations with various stakeholders and focuses on a select set of feasible and clearly articulated priorities. This document has been reviewed for endorsement by the appropriate governing bodies, including the administration, the Faculty Governance Committee, other appropriate committees (including Curriculum and Financial Planning), the full faculty, LUCC and the trustees.

LEARNING – Enhance the transformative nature of our liberal arts education Using pedagogies that open up learning to all our students, we will enhance curricula that reinforce connections across knowledge and experience and that prepare students to thrive and engage in a complex and evolving world.

LIBERAL ARTS • Ensure a balance between support for existing academic programs and support for new curricular initiatives.

•E mbark on evaluation and revision of general education requirements with a renewed emphasis on learning outcomes.

•R einvigorate summer reviews and regular external reviews of academic departments and programs that will assure appropriate support, constructive redirection, useful resources, professional networking and state-ofthe-discipline dialogue. Calibrate reviews with assessment work.

•C ontinue to develop and strengthen Conservatory-college connections through expanded course offerings appropriate for college students, through cross-listed courses and through other initiatives promoting connections between disciplines. Build off of Conservatory-college team-taught courses to foster conversations and cross-pollinated scholarship. Emphasize for our students the mutually supportive skills of performance and presentation.

•S trengthen interdisciplinary programs by deepening disciplinary connections, emphasizing the particularity of interdisciplinary knowledge and sustaining those programs in ways that parallel support of disciplinary programs.

•S trengthen study abroad by improving advising, integrating study abroad in on-campus curricular and extracurricular experiences, evaluating off-campus programs, eliminating financial barriers for students wishing to study abroad, encouraging faculty to conduct research internationally and promoting institutional understanding of the term “global perspectives.”

SIGNATURE PROGRAMS 3

•S trengthen the writing component of our two terms of Freshman Studies. Create a better articulation between first and second term Freshman Studies by charting out a clearer developmental path for students’ writing.

Consider the feasibility of a self-assessment of first-term writing that leads to specific goals for second term.

• I ncrease funding for summer research opportunities for students in all disciplines. Encourage collaboration between students and faculty on research, publication, performance and civic engagement.

•E valuate Senior Experience by investigating how students meet the requirement, what the cost is of supporting Senior Experience, where students present their work and how all of these aspects might be enriched. Support Senior Experience projects through a variety of endowed funds earmarked for specific disciplines as well as through the new George and Marjorie Chandler funds.

CONNECTED CURRICULA •E valuate how diversity and inclusion are represented in the curriculum, co-curriculum and work-related tasks. Transform the way students in particular and the Lawrence community more generally see themselves in relation to others. Use this initial work to create a more inclusive Lawrence.

•D evelop proposals through the Civic Action Plan Task Force to support increased community-based learning that will transform students and the Fox Valley community by promoting civic engagement and creating mutually beneficial solutions to social problems.

•D etermine how the Life After Lawrence initiative might make more salient in all academic disciplines those academically developed skills that are vital to contributing to and flourishing in 21st-century working environments. Promote curricular activities that enhance a student’s work profile.

• Enhance partnerships between curricular and co-curricular programming.

INCLUSIVE PEDAGOGIES •M aintain the current student-faculty ratio of less than 9:1. Address the issues of heavily subscribed introductory courses. Re-examine the content and progression of introductory courses that need to serve non-majors and, at the same time, majors.

•R enew pedagogy with the guidance of the Pedagogy Task Force. Focus on inclusive pedagogies, establish support of participating faculty, research and recommend flexible teaching spaces, and disseminate our model of inclusive pedagogies to a national audience.

• I mprove assessment of learning outcomes by establishing a process of internal program reviews that will tie into assessment efforts, providing a refined template for departments, working with new programs to set up learning outcomes and feeding assessment data into our planning process.

•R ethink teaching and performance spaces in order to facilitate inclusive pedagogies. Devise planning principles and a few prototypes for flexible classroom layouts, technology and furniture.

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ACADEMIC SUCCESS • Continue to shift the paradigm from “academic services” with its remedial connotations to “academic success” with its more positive connotations of helping students achieve their full potential. Strive to help students overcome barriers to success.

• Improve the ability to reach in a timely fashion students experiencing difficulties that impede their ability to succeed personally and academically.

• Enrich the opportunities to prepare students for college academics through programming such as the Freshman Academic Institute, the Summer Institute for International Students and the Con Brio online program.

• Relocate the Center for Academic Success (CAS) to the library to provide both focused support (CAS offices) and diffused or infused student support with the help of CAS, tutoring services, Technology Services and library staff. Enhance the role of the library in support of a learning program where students can develop essential intellectual skills.

• Develop the library building as a non-divisional, non-disciplinary and welcoming learning commons. Develop learning commons spaces and services that connect library users physically and virtually to academic resources, ongoing conversations, collaborative engagement and public intellectual life. Continue to develop collections and provide increased access to resources that represent a full range of perspectives.

• Continue to effect a culture change in our advising practices in order to support students with a broad variety of identities and needs through workshops, committee work and specially trained faculty advisors. Continue to examine our advising structure with an eye to modifying the kinds of systematic support we give to students, reconsidering how advisors are matched with advisees, strengthening the transition from early college advising to major advising and taking into consideration the developmental trajectory of students.

• Collect and analyze data for advising (through the Advising Task Force). Consider best practices and draw up a proposal for a new model of advising at Lawrence that both simplifies and intensifies the advisor’s role, improves data access for advisors and advisees alike and is based on the developmental trajectory of the student.

FACULTY AND STAFF EXCELLENCE • Support professional development opportunities for all employees. Encourage shared leadership and understanding of our common mission.

• Provide mentoring for early-career faculty and a regular offering of workshops, lectures and other opportunities to support continued professional growth and development beyond tenure.

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•D evelop and implement initiatives to address the unique challenges faced by faculty and staff who belong to groups underrepresented on campus.

• I mprove financial support for faculty professional activities (research, conference attendance, scholarship, artistry, travel, publication and performance) through new endowed funds such as the Warch Fund for Faculty Scholarship and the Leveraging Faculty Initiatives Fund. Maximize the effectiveness and value of existing internal grants.

•S upport guest scholars, presenters and artists as a means to enhance both the learning environment and Lawrence’s reputation.

• Strengthen the link between financial remuneration and faculty and staff excellence.

•E valuate regularly the service demands related to faculty governance in order to ensure that service assignments do not constitute a barrier to teaching, scholarship, creative activity or wellness.

•E stablish ways to include staff in decision-making pertinent to their responsibilities; in discussions about workload, efficiency, wellness and advancement; and in discussions and events that build and celebrate community.

• Ensure that each position adds value to the strategic mission of the university.

Key indicators to track progress in LEARNING • National Survey of Student Engagement (NSSE) Data •Off-Campus Program Participation Data •Campus Climate Survey Data •Early Post-Baccalaureate Outcomes Survey Data •Faculty:Student Ratio •Faculty Compensation Data •Retention Rates •Graduation Rate •Rate of Progression Through Faculty Ranks Note: Key indicators are defined in Appendix IV, Glossary of Key Indicators

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LIVING – Enrich our residential campus community and our partnership with the Appleton community so that all Lawrentians can thrive We will create a welcoming, caring and supportive community in which to find balance—balance of curricular and co-curricular activities, of on-campus and off-campus involvement—and in which to develop a career/life path that begins long before graduation and extends fruitfully long after.

INCLUSIVE COMMUNITY •C reate a welcoming environment in which to work and learn by increasing the commitment to an equity-minded approach through professional development and other forms of support.

•C ontinue to work with hiring managers and search committees to implement best practices to increase the diversity of our workforce. Integrate meaningful discussions of diversity and inclusion at Lawrence with all who are new to our community.

• Review university policies and procedures to ensure they foster an equitable and inclusive environment.

•R ecognize those who have done exceptional work related to creating a welcoming environment.

Provide training for all hearing boards, student organizations, groups, and supervisors in order to identify and prevent illegal discrimination.

•P rovide more frequent structured opportunities for students, faculty and staff to engage in meaningful dialogue across differences in which one is required to evaluate arguments critically, to negotiate consensus where possible and to strike upon fair and positive solutions.

•U se athletics as an additional means to develop students holistically and to better support and retain student-athletes.

•P rovide opportunities for all members of the campus community to develop an understanding and vocabulary for spiritual and religious life at Lawrence.

LIFE AFTER LAWRENCE •C reate a Life After Lawrence Task Force that will research what Lawrence currently does to support students’ career development, what aspirational programs we see at other institutions and what best practices would fit Lawrence’s goals and resources. Have the LAL Task Force report back with recommendations that make career development a natural outgrowth of any academic program.

WELLNESS •C onduct a review of the daily and annual schedule to consider how we might better structure our work to allow for significant reflection, personal renewal and community building.

•C onsider establishing a campus-wide observed pause in the work day, modifying the academic calendar, leveraging technology more efficiently and streamlining operations where possible.

• Encourage a culture of life balance and self-care.

Key indicators to track progress in LIVING: • Campus Climate Survey Data • NSSE Data • Retention Rates • Graduation Rate • Faculty/Staff Diversity Data • Early Post-Baccalaureate Outcomes Survey Data Note: Key indicators are defined in Appendix IV, Glossary of Key Indicators 7

STEWARDING – Steward prudently and according to our values the university’s human, financial and physical resources We will continue to plan for growth and sustainability with a focus on becoming a full need institution, growing the endowment, annual capital budget, compensating all employees appropriately and maintaining our physical plant.

FINANCIAL PRIORITIES & PLANNING •A chieve a balanced budget that takes into account the university’s priorities and ambitions.

•C ontinue to refine a 10-year financial model that provides a framework for our institutional aspirations and carefully manages and grows our endowment.

•S ecure endowed funds to enable us to meet the full need of all students and to support their full participation in the Lawrence experience and enrich the academic programs we offer.

• Explore summer programming as revenue enhancements.

•O ptimize the institution’s real estate assets to ensure the highest and best use. Maximize use of all tax exemption benefits.

COMPENSATION •A ttain average tenure-line faculty salaries equal to the peer set median for each rank. Establish a process of structural adjustments in faculty salaries in order to assure greater equity within faculty ranks and between each rank.

•C arry out a staffing study and adopt similar compensation targets for staff roles.

•C onduct a study on student wages and adopt a plan for recognizing the value of work by increasing wages for student workers, including summer researchers, to levels that are more competitive with peer institutions and local market rates.

•R esearch reinstating Individualized Learning Credits in order to enhance sabbatical pay.

CAPITAL RENEWAL •G row the annual capital budget from $2 million to $3 million over a 10-year period, with a longer-term goal of attaining $4 million per year.

• Ensure that Björklunden is appropriately maintained.

• Slow the rise in Lawrence’s age-of-facilities ratio.

•C ontinue efforts to enhance residential experience through targeted physical improvements in residence halls.

• Enhance the beauty of the campus; maintain buildings and grounds as a source of historic value and institutional pride.

• Engage in a campus master-planning process.

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ENVIRONMENTAL SUSTAINABILITY •E nhance a culture of sustainable living by integrating sustainability goals across all aspects of the Lawrence experience. Re-establish a Committee on Sustainability. Evaluate gaps in sustainability efforts.

• Develop environmentally sound university policies for purchasing, dining and waste reduction.

• Develop a sustainability statement in accord with Lawrence’s mission statement.

•C onduct a review of the institution’s existing environmental sustainability targets and determine future principles and priorities.

•B enchmark with other higher education institutions and engage to learn from their successes; engage with other higher education institutions to learn from their efforts.

Key indicators to track progress in STEWARDING: • Compensation Data • Campus Climate Survey Data • Comprehensive Fee, Tuition • Average Expected Family Contribution • Financial Aid Award Data • Moody’s Rating • Operating Expense Data • Age-of-Facilities Ratio • Endowment Per Full Time Equivalent Data •A ssociation for the Advancement of Sustainability in Higher Education Sustainability Tracking, Assessment & Rating System Report (AASHE STARS) Note: Key indicators are defined in Appendix IV, Glossary of Key Indicators

CELEBRATING – Strengthen Lawrence’s recognition as a high-quality liberal arts college and conservatory We will be more intentional about celebrating the achievements that make Lawrence a remarkable place, most notably those academic, artistic, athletic and community achievements of our Lawrentians, whether on campus or out in the world.

REPUTATION ENHANCEMENT • T ake fullest advantage of various media to get the word out about Lawrence and the accomplishments of its community.

• I ncrease the media exposure of faculty members and the institution as a whole, both on national and regional scales.

•D evelop opportunities to celebrate more publicly faculty teaching, scholarship and artistic expression, whether these activities take place at home or abroad. Create venues to share the development of inclusive pedagogies.

•C ontinue to update the design of the university website to showcase the vibrancy of academic departments, improve user experience, better reach target audiences and effectively communicate the university’s identity and mission.

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•B ecome more competitive in all our sports by employing better recruitment strategies and building larger team rosters.

• Publicize staff engagement in our community and in national venues.

•S howcase the richness of the Lawrence alumni base and create a sense of pride and community through Lawrence magazine.

•D evelop additional ways to celebrate and learn from alumni career achievements, service to society and service to Lawrence through both online and on-campus channels.

•E stablish a stronger regional presence and pride of community through the continued expansion of regional alumni clubs.

COMMUNITY ENGAGEMENT •B ased on the recommendations of the Civic Action Planning Task Force, bolster community-based learning offerings across the college and the Conservatory to strengthen Lawrence’s connection with the Fox Valley and beyond.

•S hare Lawrence’s multiplicity of creative and intellectual achievements with communities in key markets near and far, engaging with alumni and increasing the university’s profile.

• Utilize Björklunden to offer opportunities for intellectual community to the general public.

• Capitalize on how we use social media to engage our many constituents.

RECRUITMENT •E valuate partnerships and programs that would increase the number, quality and diversity of the university’s applicant pool.

• Enhance the experience we offer to applicants and admitted students.

•C reate printed materials, digital advertising campaigns and on- and off-campus programs to introduce prospective students to Lawrence, increase applicant pool, and improve yield.

•B roaden Conservatory admissions efforts through targeted recruitment days by instrument and strategic advertising.

• Extend effective national and international recruitment practices to the hiring of faculty and staff.

Key indicators to track progress in CELEBRATING: • Applicant Data • Matriculant Data • Selectivity Rate • Competitive Position Data • Campus Climate Survey Data Note: Key indicators are defined in Appendix IV, Glossary of Key Indicators

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Appendix I MISSION STATEMENT

Lawrence University of Wisconsin, through its undergraduate residential college and Conservatory of Music, educates students in the liberal arts and sciences. The university is devoted to excellence and integrity in all of its activities and committed to the development of intellect and talent, the pursuit of knowledge and understanding, the cultivation of sound judgment and respect for the perspectives of others. Lawrence prepares students for lives of achievement, responsible and meaningful citizenship, lifelong learning and personal fulfillment. As a diverse learning community of scholars and artists, we actively foster a transformative process that emphasizes engaged learning, supported by an environment of rich educational opportunities in a residential campus setting.

Appendix II ACHIEVEMENTS Under the current Objective #1, “Learning” •

Increased the student body to 1,500 students.

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Began to close the financial aid gap for students with financial need.

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Made important strides toward an 85 percent six-year graduation rate.

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Established summer academic programs to ensure smoother transitions to college academics for first-year students.

• Reinvigorated existing programs by strategically adding tenure-line positions in various programs (e.g., in anthropology, education, ethnic studies, film studies, gender studies, government, musicology, music theory, opera and statistics).

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Created exciting new interdisciplinary programs such as innovation and entrepreneurship and global studies.

• Pursued the means to bring together the college and Conservatory by opening up intellectual boundaries. Increased resources in the areas of musicology and music theory, achieved greater collaboration between college-Con education departments, continued to strengthen programming in world music, and embarked on more initiatives to use music as civic engagement.

• Strengthened Student Academic Services (now known as the Center for Academic Success) through several significant hires, including a dean and an associate dean of academic success, a student success specialist and an accessibility services coordinator; initiated the transition to a broader conception of academic success; conducted pedagogical and advising workshops to assist faculty and staff in addressing the needs of all Lawrentians.

• Assessed and made recommendations for study abroad, many aimed at eliminating obstacles to off-campus study (e.g., increasing financial aid, eliminating the SA administrative fee, improving SA advising, increasing the number and kinds of SA opportunities, etc.).

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Expanded internship offerings for students and facilitated alumni mentoring through the Lawrence Scholars Program.

• Procured significant grants such as the Title III grant, the Mellon grant supporting Senior Experience and the Mellon Venture Presidential grant. Developed (campaign) resource planning as an additional means to achieve strategic objectives.

Under the current Objective #2, “Living” • Responded to student demands by implementing the following changes: moved the Diversity Center to a more accessible, more visible and more attractive space; created and filled a tenure-track position in Ethnic Studies.

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Recommitted to the Posse program.

• Created new positions in key administrative areas, including the vice president for diversity and inclusion, the athletics director and the dean of spiritual and religious life.

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Under the current Objectives #1 and #2, “Learning” and “Living” • Reinvigorated the President’s Committee on Diversity Affairs, whose most recent significant work has resulted in, among other things, guidelines for diversifying applicant pools for faculty positions.

Under the current Objective #3, “Stewarding” • Instituted multi-year budgeting, resolved balance sheet issues, established net tuition planning and room and board revenue targets, moderated comprehensive fee increases and created a plan for funding deferred maintenance issues.

• Made significant improvements to the physical plant, including renovating Colman Hall, transforming the Banta Bowl, improving utility infrastructure and relocating the Diversity Center to a more visible, accessible and comfortable location.

Created a plan for small-house use.

Under the current Objective #4, “Celebrating” • Moved the university’s website onto a content management system that allows for easy and efficient content creation and management.

• Implemented a reputation enhancement plan that includes public relations, advertising, social media, a redesigned alumni magazine, video series, events and more.

Appendix III SPEAKING LAWRENTIAN

As happens with groups engaged in a common mission, vocabulary is adapted and enriched with connotations that help create a shared understanding. The drafters of Veritas est lux have discovered this to be true with several terms used on our campus, terms important to Lawrence’s aspirations. The following lexicon should help readers to become fluent in “Lawrentian.”

• Academic Success: a term that views academic growth as the common goal of each of our students, no matter the

starting points, the setbacks or the detours. (Indeed, this understanding of continued growth should be the goal of all Lawrentians.)

• Capacity: a word that recognizes that our aspirations often exceed the resources available to us whether they be financial, time or support resources. Lawrentians are not an unambitious lot; we need to learn to manage our resources and provide for necessary reflection, renewal and balance.

• Diversity and Inclusion: complementary terms that speak to both (a) the value we place on bringing together people with a variety of identities that influence how we see ourselves, each other and the world represented in our community, and (b) efforts to engage with a diverse population in ways that increase awareness, cultural competence, collaboration, leadership and the success of all who are touched by Lawrence.

• Equity-minded: thinking about fairness and ensuring that individuals get what they need.

• Engagement: learning by doing, whether in the classroom or in mutually beneficial partnerships with our local and global communities. Engagement enhances student learning, creates new knowledge and art, and promotes the public good.

• Full need: a phrase that describes our aspiration, which is to provide enough financial aid to every Lawrentian so that each student’s award covers the difference between our cost of attendance (tuition, fees, room and board, plus personal expenses) and the family’s expected contribution, as determined by institutional needs analyses.

That difference is called “need”; meeting all of it for a student means we are meeting that student’s “full need.” If we do it for every Lawrentian, we are a “full-need institution.”

• Inclusive pedagogies: refer to teaching methods that emphasize a student-centered approach and address the needs of students with a variety of learning styles and backgrounds.

• Life After Lawrence: an initiative designed to reimagine how students might purposefully integrate co-curricular activities, internships, summer research, community engagement, study abroad and curricular work with the objective of developing experience and skills in preparation for a career.

• Thrive: a term indicating our commitment to cultivate Lawrentians’ intellectual growth, personal development, effectiveness in a rapidly changing world and general well-being.

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Appendix IV GLOSSARY OF KEY INDICATORS (IN ORDER OF APPEARANCE)

National Survey of Student Engagement – Survey data that will help to identify aspects of the curricular and co-curricular experience that can be improved through institutional policies, procedures and practices. aculty Assessment of Student Learning – Assessments completed by Lawrence faculty to track progress of F student learning.

Off-Campus Program Participation Data – Number of students who participate in study abroad programs.

Campus Climate Survey Data – A survey administered periodically to students, faculty and staff that assesses connectedness to the institution, workplace satisfaction and other factors that positively or negatively impact the social environment of the campus.

Early Post-Baccalaureate Outcomes Survey Data – Report on early-career employment and continuing education of Lawrence graduates.

Student:Faculty Ratio – Number of students to faculty indicating at a high level the degree of personal contact between faculty and students.

Retention Rates – Measure of student progression from term-to-term and year-to-year, which can be subdivided by specific populations to assess differences in rates of progression.

Graduation Rate – Summative measure of student success. Lawrence tracks the federally-mandated 6-year graduation rate for all students.

Rate of Progression Through Faculty Ranks – Measure of the rate of progress through the tenure and promotion process, which takes into account faculty scholarship, teaching effectiveness and service to the institution.

Faculty/Staff Diversity Data – Faculty and staff self-identification by race/ethnicity, gender, citizenship, etc.

Compensation Data – Rates of compensation by faculty rank, by staff roles and in student employment institution-wide.

Comprehensive Fee – The total cost of attendance, including tuition, fees, room and board. verage Expected Family Contribution – Calculated amount, determined by federal and institutional methodology, that A each family is expected to contribute to their child’s education. This is factored into aid awards and grant and loan eligibility and is a measure of the financial means of families. inancial Aid Award Data – Breakdown of financial aid provided by Lawrence and other sources to students F and families.

Moody’s Rating – Rating of the university’s creditworthiness and a measure of the financial health of the institution.

Operating Expense Data – The expenditures of the institution.

Age-of-Facilities Ratio – Measure of the institution’s maintenance of and reinvestment in the physical plant.

Endowment Per FTE – Measure of the endowment resources of the institution per student, an indication of the financial health of the university. ssociation for the Advancement of Sustainability in Higher Education Sustainability, Tracking, Assessment & A Rating System Report – Measure of the university’s environmental impact and overall sustainability performance.

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