University of Illinois

topsalmonΤεχνίτη Νοημοσύνη και Ρομποτική

23 Φεβ 2014 (πριν από 7 χρόνια και 10 μήνες)

1.455 εμφανίσεις

University of


This word document was downloaded from the website:
please remain this
information when


reproduce , cop
, or use


<a href='http://www.wor'>word documents</a>


Submitted to the

Illinois Board of Higher Education

August 15, 2003


University of Illinois at Chicago

Executive Summary of Results Report……………………………….…………

Results Report Narrative……………………………………………….…….…

Best Practices…………………………………………………………………....

Report on Performance Indicators…………………………………….………....

Year Program Review Cycle……………………………………………...

ogram Reviews in FY 2003………………………………………….……..…

Status Report on Assessment of Student Learning…………………….…….…

University of Illinois at Springfield

Executive Summary of Results Report……………………………….…………

Results Report Narrative…………………………………

Best Practices…………………………………………………………………....

Report on Performance Indicators…………………………………….………....

Year Program Review Cycle……………………………………………...

Program Reviews in FY 2003………………………………………….…

Status Report on Assessment of Student Learning…………………….…….…

University of Illinois at Urbana

Executive Summary of Results Report……………………………….…………

Results Report Narrative……………………………………………….…….…

Best Practices……

Report on Performance Indicators…………………………………….………...

Year Program Review Cycle……………………………………………

Program Reviews in FY 2003………………………………………….……


Status Report on Assessment of St
udent Learning…………………….…….…

University Administration

Administrative and Academic Support Services …………….................................

16 Education Initiative

Technology and Economic Development .


Administrative Systems Integration

University of Illinois

at Chicago

Results Report

August 2003

University of Illinois at Chicago

2003 Results Report

Executive Summary


University of Illinois at Chicago contributed in significant ways during FY 2003 to advance
the six goals of
The Illinois Commitment
. This summary provides highlights of the activities and
accomplishments of the campus in fulfilling each of the six goals

In furthering Goal One, Economic Growth, UIC increased research productivity, moving the
campus into the top fifty research universities in both research and development expenditures.
The level of support for technology commercialization also rose with

advances in all areas. The
campus produced over 5,500 highly qualified graduates with 23% of degrees awarded to students
in the health professions. Several new degrees programs were developed, including such areas
as bioinformatics and educational psych
ology, to respond to both occupational and student
demand. Other programs in critical areas are being submitted to the IBHE for approval. UIC
was one of seven institutions in the nation to submit an application for a National
Biocontainment Laboratory.
If approved, funding will come from the National Institutes of

In supporting Goal Two, Teaching and Learning, the UIC College of Education has developed
alternative teacher certification programs to address the serious teacher shortage in urban
hools. A new doctoral degree in Urban Education Leadership, going before the IBHE, is
designed to train educational leaders to improve student achievement in low
performing schools.
Revisions of all teacher preparation programs were made this past year i
n order to align with new
state standards and requirements for such programs. The College of Education continues its
involvement in P
16 initiatives aimed at strengthening teacher preparation, teacher persistence
and retention, and professional developmen

In support of Goal Three, Affordability, UIC has contributed substantial amounts of institutional
funds (over $8 million) in financial aid to students to offset declining assistance in ISAC MAP
awards. These funds keep educational expenses affordable f
or students from low

and moderate
income families. Individual colleges have stepped up their efforts to attract private donations for
financial aid purposes, especially for graduate students for whom there are fewer financial aid
opportunities. Tuition
increase for FY 2004 has been approved at a modest 5%.

At a time of budgetary constriction, enrollment in FY 2003 increased substantially. Faced with
reduction in faculty ranks, mostly among adjunct faculty, colleges have had to increase class size
and c
onsolidate class sections in order to accommodate the additional students. Recruiting
efforts by the Office of Admissions and Records, the colleges, and minority support programs
has resulted in increases in minority enrollment over the past several years

02). Degree
production among minorities has increased as well during the same period. Colleges and other
units have developed and implemented special programs for students in elementary and
secondary schools to improve their chances of attaining a

college education.

The high quality of academic programs was maintained as evidenced by the re
accreditation in
the last two to three years of ten programs. In addition, the UIC Faculty Senate this past year
approved over 40 program revisions aimed at i
mproving quality of content. More UIC programs
are being ranked nationally, further evidence of their quality. The quality of new freshmen
remains high. The mean ACT score of the freshman class admitted in Fall 2002 exceeded both
state and national aver
ages. Many UIC students, at all levels, have received recognition of their
intellectual accomplishments through prestigious awards. Students in programs that require
certification or licensing examinations continue to achieve scores above state and natio

The campus is currently involved in a review of all administrative functions and support
programs to find ways of economizing their operations and reducing expenditures. The
Provost’s office has reorganized its structure and functions to impro
ve operations, and now is in
the final stage of refinement. In light of budgetary constraints, colleges and other campus units
have been directed to reduce their operating budgets

for FY 2003.

University of Illinois at

Report of Institutional Performance

On Goals 1
6 of
The Illinois Commitment

Illinois Commitment Goal One: Economic Growth

Higher education will help Illinois business and industry

sustain strong economic growth.

UIC graduates entering the workf
A strong economic center must have a strong education
system to prepare the workforce. A fundamental goal of the University of Illinois at Chicago is
to prepare graduates at all levels to contribute to the economic growth and strength of Illinois.

UIC graduates tend to remain in the local workforce and contribute to the local and state

Research outcomes impact our economy and quality of life through advances in technology and
healthcare. Outreach and public service activities support the

social service infrastructure.

In FY 2002, UIC awarded 5,568 degrees (comparable figures for FY 2003 are not yet available),
an increase of 6% over the last five years (1998
2002). Of the total number awarded, 3,182 were
bachelor’s degrees, 1,688 master
’s, 177 doctorates, and 521 professional. The health professions
programs accounted for 23% of degrees awarded at all levels in FY 2002.

Significant increases in degrees awarded during
past five years occurred in the College of
Business Administratio
n where bachelor’s degrees were up by 48% and master’s by 59%.
Similarly, master’s degree production rose by 53% in the College of Architecture and the Arts
and by 33% in the College of Engineering.

A survey of graduates of the Class

2000 (conducted

in 2001) indicates that nearly 92% were
employed full

or part
time, and 83% were pursuing or had completed an additional degree.
Nearly 96% of UIC undergraduate students reside in Illinois.

Development of degree programs to support economic growth
ring the past year, new
degree programs that support economic growth of Illinois have been approved by the University
or the Illinois Board of Higher Education. The M.S. and Ph.D. in Bioinformatics received IBHE

approval as did the Ph.D. in Educational Ps
ychology. The program in Bioinformatics will train
students to work in the emerging fields of genomics and bioinformatics to collect, analyze, and
interpret the huge amount of data and information being produced in the post
genomics era. The
Ph.D. in Ed
ucational Psychology prepares graduates for positions in
educational settings in
research and development of educational tests and the uses of technology, as well as in the
business arena in psychometrics, test construction and computer
based instructional

M.A. in Real Estate, approved by the University of Illinois Board of Trustees and submitted to
the IBHE, is aimed at preparing graduates to enter a wide range of occupations in the field of real
estate, including real estate management, devel
opment, financing and marketing, to name a few.
The proposed Ph.D. in Earth and Environmental Sciences provides graduates with training in the
traditional disciplines of earth science and a special emphasis in environmental sciences on the
effects of the
interaction between humans and the environment. The B.S. in Entrepreneurship,
also currently before the IBHE, will provide the necessary training for graduates to start up new
businesses, to work in small businesses or

to work

in family
owned businesses.

Finally, the
proposed Ed.D. in Urban Educational Leadership is designed to train new and current
educational leaders (principals, superintendents, teacher leaders) to improve conditions in low
performing schools in the Chicago metropolitan area.

Other e
ducational initiatives for FY 2003 to help strengthen economic growth
The College of
Architecture and the Arts continues to develop an architecture and technology center that will
partner with Illinois businesses to provide educational and professional t
raining for the next
generation of professionals, educators, and practitioners in architecture and the design

The health of the citizens of Illinois, therefore economic productivity, is being jeopardized by a
serious and growing shortage o
f health care professionals, particularly nursing. The College of
Nursing is partnering with health systems to provide degree and continuing professional
education to nurses as a strategy for retaining and strengthening the nursing workforce.

The Jane
Addams College of Social Work provided training and continuing education programs
for employees of the State of Illinois’ Department of Human Services and the Department of
Children and Family Services.

The campus continued its successful cooperative work
study program with architectural and
business firms and civic and community organizations. Student interns are contributing to the
Illinois economy while gaining professional credit under intern


The Great Cities Institute currently offers
online certificate programs and the Urban Developers
Program for working professionals seeking to advance their skills:

Online Certificate in Nonprofit Management

Planning Commission Online (for municipal planning commissioners to sharpen their
skills an
d maximize their impact on their communities)

Public Housing Online Certificate Program (for public housing agency staff who want to
improve their professional skills)

The new Science Learning Center in the College of Liberal Arts and Sciences (LAS) will

art teaching in the sciences and will better prepare LAS students for careers in
science and industry. This center will support undergraduate students taking courses in biology,
chemistry, physics, and earth and environmental sciences

with a set of formal and informal
learning environments and a program of Peer
Led Study Groups.

The College of Education engaged the Chicago Public Schools in system
wide initiatives to
improve K
12 administrator and teacher preparation, in part by contr
ibuting leadership for key
CPS positions.

A joint seminar, with Engineering and Industrial Design, was offered in New Product
Development, with funding from the Whirlpool Corporation.

In response to the needs of industry and at the request of the College

of Pharmacy’s National
Advisory Board, the College created the joint PharmD/MBA program which is scheduled to
begin in Fall 2003.

The Center for Human Resource Management held the largest event in its history, a two
conference on Global Human Resourc
e Management, with 27 speakers and 112 attendees from
major corporations and universities around the world.

Research productivity
Universities contribute to economic growth and strength of state and
national economies through research and development.

UIC has continued its strong record with
regard to grant and research expenditures. In FY 2002, total grant and contract research
expenditures grew by 13% to $182.7 million and federal expenditures increased by 15.7% to
$145.2 million. UIC had 28 facult
y members with expenditures exceeding $1 million each. The
National Science Foundation figures showed for FY 2001 (released in 2003) that UIC ranked in
the top fifty research universities in both research and development (R&D) expenditures (#46, up
from 4
9 among 601 universities) and federal R&D expenditures (#48). This growth has
continued into FY 2003 with total expenditures up 13.3% and federal dollars up 16.7% in the
first six months of the fiscal year.

One example of the strides made in research pro
ductivity is that of the College of Pharmacy:

Research awards in the College are now over $14.3 million per year. Between 1998 and
2002, the College increased research revenues an average of 11.6% per year.

The College of Pharmacy ranks among the top fi
ve colleges of pharmacy in the nation
for total NIH funding.

Entrepreneurial activity revenues accounted for over $2 million in income for the
College during FY 2003.

Technology transfer
UIC continues to increase its level of support for technology
mercialization. Total invention disclosures in calendar year 2002 increased from 76 in FY
2001 to 109 in FY 2002. The number of patents filed jumped significantly, from 31 to 74,
between FY 2001 and FY 2002, while patents issued saw a modest increase fro
m 10 to 19 during
the same period. Royalty income for FY 2002 amounted to $2.42 million, up 20.4% from the
previous year.

nine start
up companies were initiated with option/license agreements based upon
technology from the Colleges of Medicine, Ph
armacy, Engineering and Liberal Arts and

Research highlight

for FY 2003

UIC was one of seven institutions nationally to submit an application for a
National Biocontainment Laboratory (NBL) with Biosafety Level 4 capability. T
he NIH, which
will fund 75% of the $200 million cost, is expected to decide by September 2003 on one or two
sites for the NBLs.

A team of researchers led by a UIC assistant professor of earth and environmental sciences found
microbes packed in an ice
d, briny lake in Antarctica. The discovery may help advance
techniques to search for signs of life locked in the subterranean ice on Mars, and provide a model
for what lakes on Earth may have looked like during severe glacial periods.

UIC researchers dis
covered how the body’s first line of defense against dangerous microbes
inadvertently helps HIV rapidly infect the human immune system. UIC microbiologists
documented how HIV enters human T cells, where it multiplies with abandon and eventually
subverts t
he entire immune system, causing AIDS.

A study of the common wild mouse by two UIC biologists found evidence of dramatic
evolutionary change in a span of just 150 years, suggesting genetic evolution can occur a lost
faster than many had thought possible

A UIC researcher in pharmacology and colleagues reported in an article in the journal

incidents of heart attack and stroke in a small number of men taking the drug Viagra could be
due to the drug’s elevating levels of a compound in cells tha
t encourages platelets to aggregate.
Platelet aggregation can lead to clotting that blocks a blood vessel

a life
threatening condition
called thrombosis that can cause heart attack and stroke.

Advances in computing

UIC was one of six educational institu
tions selected to develop and build a high
computer that will use geographically distributed computational resources linked by a
new generation network of ultra
speed optical fiber. This advanced research tool
will be a “virtual” computer with
power to help researchers understand complex science
as never before.

A test conducted by a UIC computer scientist and a colleague at Northwestern University
to push trans
Atlantic high
speed data transmission resulted in a new top speed of 2.8
gigabits (
billion bits) per second. The two computer scientist

set the speed mark
September 24 during a presentation in Amsterdam.

Continuing and expanded research initiatives
Construction on the College of Medicine
Research Facility has made significant progr
ess toward completion. Final completion is
anticipated in 2005. This facility will be a focal point for state
art medical research.

Construction on the Magnetic Resonance Imaging (MRI) addition to the Outpatient Care Center
has been completed.

The facility will house 9.4 Tesla imaging equipment (the world’s first MRI
at this power level) that will provide unprecedented capability for molecular and atomic level
biological research.

Economic development initiatives
UIC has partnered with pri
vate developers and community
organizations to foster economic development of neighboring communities by promoting
contracting and employment opportunities for local, minority and women owned businesses and
residents on its South Campus Development Project
. Thus far in the Projects’ history, over $101
million, or 47% of the total contract dollars expended on housing and retail development, have
been awarded to local, women or minority contractors.

Graduate students from the College of Urban Planning and P
ublic Affairs joined the Village of
Oak Park to explore redevelopment options for two of the Village’s most important business

Under the direction of the Great Cities Institute (College of Urban Planning and Public Affairs),
the Workforce Devel
opment Program has established partnerships with diverse local and
national organizations. Through these partnerships and its research, the Program seeks to inform
policies that help meet the workforce needs of urban communities around the region and the

Other highlights from FY 2003

The Institute for Entrepreneurial Studies in the College of Business Administration was
awarded funding to host one of the six new state
funded Entrepreneurship Centers.

The College of Engineering Energy Resource C
enter has been named the U.S.
Department of Energy (DOE) Midwest Center for Combined Heating and Power (CHP).
The Center provides educational outreach support and technical assistance in CHP with
eight midwest states. The Center is also a designated U.S.

DOE Office of Industrial
Energy Technologies’ Industrial Assessment Center for assessments of energy
conservation and waste minimization.

The College of Medicine sites in Peoria and Rockford are active and significant
components of the local business com
munity. Not only do the sites provide local jobs,

they strengthen the entire health care and biological research industries in those

Goals for FY 2004

The UIC campus must anticipate and respond to the needs of employers and students. In or
der to
meet those demands, UIC must strengthen its academic base to prepare students for the
workforce. In FY 2004, campus units will seek new state funding and internally reallocate
existing resources to accomplish the following:

Extend access to courses

for students in the College of Business Administration to
address occupational demands in Management Information Systems, Information and
Decision Sciences, and Finance. New program and campus funds have been allocated
towards building faculty ranks in t
he college.

Continued employer demand for technically proficient personnel and rapidly increasing
student demand for courses in computer science and electrical engineering continue to
outpace internal financial ability to supplement the number of faculty
in the College of
Engineering. The college hopes to supplement internal reallocation efforts and campus
funds with additional new program funds to address these needs.

Programs offered by the College of Architecture and the Arts must remain at the cutting

edge of technology. Experimentation with new media happens first in the arts. Further,
the architecture and arts professions and industries are leading the way in the reliance
upon specialized visual and audio digital tools across the full array of disc
iplines. Digital
tools now being developed will quickly become mainstream. UIC must offer students
access to these technologies.

University educated nurses holding a BSN and nurse leaders with MSN degrees are in
great demand. UIC’s College of Nursing h
as already begun to address shortages of
nursing personnel with innovative recruitment and educational plans. A program of
study that enables RNs to complete a baccalaureate degree with options to advance to a
master’s degree is in place. Partnerships wi
th the highest ranking community colleges to
target their best graduates for entry into the RN
BSN completion program are an
important component. Additional faculty members are required to fulfill these plans.

UIC is positioned to perform important resea
rch in the areas of environmental
epidemiology and health management. Collaboration between the UIC School of Public
Health and the College of Business Administration will lead to efficiencies in the
management and administration of important societal hea
lth care issues and to the
education and training of new health care economists and administrators. The current
economic situation highlights the need for more efficient and reliable financial and
disease management methods in health care.

A proposed new

Language Learning Center (College of Liberal Arts and Sciences) will
provide crucial international perspectives for the state’s future leaders. This will enhance
course offerings such as German for Business and Spanish for Business and Law.

The Health P
olicy and Administration (HPA) Division of the School of Public Health is
developing a new Master of Health Administration program, in conjunction with the
College of Business Administration, that will prepare tomorrow’s health care managers
and leaders.

The College of Nursing will continue to negotiate cohort programs in partnership with
health systems.

FY 2004 for the Center for Urban Economic Development include:

Illinois Workforce Advantage: place
based community economic development in fiv
economically distressed communities in the Chicago metropolitan area.

Illinois minimum wage: applied policy research to determine the impacts of the
proposed legislation.

Access to higher education by undocumented immigrants residing in Illinois.

ent of Commerce and Economic Opportunity five
year regional strategic

Chicago Department of Planning and Development cost
benefit evaluation model, a
tool for evaluating the costs and benefits of the City’s economic development

Research on
competitive conditions faced by manufacturing firms in Chicago
industrial corridors for the Department of Planning and Development,
Commonwealth Edison, and World Business Chicago.

Research in support of


Stepping Up Program, a training initiative of th
Corporation for Supportive Housing and Wright College to identify career paths for
disadvantaged, entry
level workers.

s Commitment Goal Two: Teaching and Learning

Higher education will join elementary and secondary education

to improve teaching
and learning at all levels

As the leading supplier of teachers for Chicago schools, UIC addresses a critical shortage of
qualified teachers for underserved urban public schools.

Attention to “P
16” issues has never been more intense in the State of Ill
inois. Illinois has a
growing shortage of qualified teachers, especially in the fields of special, bilingual, mathematics,
and science education in selected schools and districts throughout the state. Beyond this
shortage, higher education faces the chal
lenge of meeting new expectations and higher standards
for student performance. While more is expected of students, more is also expected of schools,
teachers, and higher education institutions that prepare teachers.

Under the leadership of the Univers
ity President, President Emeritus, and the deans of education
at the three campuses, the University of Illinois has developed P
16 initiatives concentrating on
strengthening teacher preparation, teacher persistence and retention, professional development,
greater collaboration with community colleges in teacher recruitment, preparation and support,

as well as improved data systems to support policy initiatives that will make a difference. The
University is also focused on opportunities to apply technology
more creatively to support
teachers and schools.

The Colleges of Education, Liberal Arts and Sciences, and Architecture and the Arts prepare
graduates for positions as teachers in elementary and secondary schools. In AY 2002
03 there

in teacher preparation programs in elementary, secondary, and special
populations programs. Three hundred one (301) completed teacher preparation programs in
2002 and received certification. Pass rates on the Basic Skills Test, Academic Content Areas,
d Teaching Special Populations for both 2001 and 2002 are available in Section II

of this
: Performance Indicators.

During this past academic year, the Colleges of Education, Liberal Arts and Sciences, and
Architecture and the Arts revised their ele
mentary and secondary teacher education programs to
align with new Illinois state teacher preparation certification standards and requirements.

The LAS Department of Spanish, French, Italian and Portuguese initiated the
Heritage Language
Teacher Corps


Chicago Public School teachers. Funded by the U.S. Department of
Education, Office of Bilingual and Minority Language Affairs, the
Heritage Language Teacher

is one of only two such programs in the country aimed at preparing heritage Spanish
g students to teach the language in secondary schools.

The Office of Mathematics and Computer Education (College of Liberal Arts and Sciences,
Department of Mathematics, Statistics, and Computer Science) has greatly increased enrollment
in programs for pr
eparation and the continuing professional education of teachers of mathematics
at all levels. For example, the number of teachers scheduled for Supervised Teaching (high
school) has tripled from approximately

per year prior to 2002 to 28 for 2003

Alternative teacher certification programs
Through alternative certification programs, the
College of Education continues to prepare elementary education, mathematics, science, bilingual
and special education teachers for serious teacher shortage areas

Middle Grade Mathematics
Middle Grade Sciences Projects

provide routes to
alternative certification for highly qualified professionals wishing to change careers. Graduates
are qualified to teach mathematics or science at the middle grade level.

The College of Education continues to participate in a joint IBHE, ICCB, and ISBE initiative to
develop an Associate of Arts in Teaching program.

Contributing to professional development of in
service teachers
The College of Education and
other units
involved in the professional development of elementary and secondary school
teachers continued to provide opportunities, through various programs, to enhance the skills and
knowledge of the teaching workforce. Activities covered a wide range of teaching i
including subject content, technology, recruitment, retention, and mentoring.

In addition to its mission of producing new teachers for Illinois’ school systems, the College of
Education is involved in several initiatives related to improving the
teaching environment. The

dean of the College continues to advance the recommendations of the University of Illinois P
Task Force and
Steering Committee

The College of Education received $1.2 million in grants from the Chicago Community Trust to
prove the preparation, development and retention of teachers from west side neighborhood
schools. Along similar lines, the College is a partner with Chicago west side communities on
mentoring and induction initiatives addressing teacher recruitment and re
tention in low
predominantly African American schools.

UIC’s Small Schools Workshop and the Chicago Public Schools designed a new initiative to
help improve teaching and academic performance at Bowen High School. Bowen is one of
several large hig
h schools to be subdivided into smaller, autonomous schools of not more than
400 students.

Significant federal grant funding is supporting the system
wide support of pre
service and in
service teachers in technology and bilingual education.

The Joyce F
oundation recently awarded a planning grant to the College of Architecture and Arts’
Jane Addams Hull House to expand public access programming which will include partnerships
and curriculum development with CPS students and teachers.

The Department of Di
sability and Human Development (College of Applied Health Sciences)
operates a

funded summer institute, “Integrating Disability Studies into Secondary
Education Curricula.” The institute introduces teachers in secondary education to humanities
disability studies. Activities are aimed at informing secondary teachers about disability
studies as a growing area of scholarship and developing accessible, grade
appropriate curriculum
lesson plans.

The College of Business Administration’s Center for E
conomic Education (CEE) participated in
over 100 events in Chicago in the past year, providing training to over 200 K
12 teachers,
students, and parents. The Center concentrates on promoting high
quality teaching of economics
and consumer economics in K

The College of Liberal Arts and Sciences’ Center for the Study of Learning, Instruction and
Teacher Development supports multi
disciplinary research on learning and teaching, as well as
the development and evaluation of learning environments and educat
ional practices appropriate
for 21

century schools. The Center’s “K
12 Learning Consortium” project is developing a
system called AIM (Adaptable Instructional Materials) that provides a database of customizable
instructional resources for learning envir
onments and assessment systems. The Center also
supports a project on “Teaching Teachers to Use Technology: What Works and Why?”

The Institute for Math and Science Education (College of Liberal Arts and Sciences) and other
UIC units are partnering with t
he Chicago Public Schools on an ambitious program to improve
the quality of mathematics and science teaching. Under the Chicago Mathematics and Science
Initiative (CMSI), UIC experts in teacher professional development, curriculum development,
research, a
nd evaluation will be involved in implementing this program.

Algebra Initiative

(IMSE) is a collaboration between the Chicago Public Schools and
mathematics faculty at UIC, DePaul, and the University of Chicago. AI is providing critical
advice to the

CPS leadership and has developed a new course sequence for middle school
teachers to provide them with the background they need to teach algebra in the 8


Teaching Integrated Mathematics and Sciences (TIMS) Project

and the
All Learn
cs (ALM) Project
support teacher professional development through workshops and
school support for innovative mathematics curricula.

UIC researchers were awarded a four
year $2 million grant from Atlantic Philanthropies to
discover how best to teach pr
ospective teachers to use technology, assess the impact on student
learning, and answer questions of what works, for whom, and why.

In conjunction with faculty from the College of Education, the Counseling Center’s Office of
Testing Service has been admin
istering placement tests in mathematics and English to teachers
from selected local high schools to make them aware of the content of UIC courses. The
expectation of the project is that the teachers will be better able to prepare their students to
n in college
level courses.

Contributing to elementary and secondary student learning
As part of its mission to improve
learning at all levels, UIC colleges and departments support a wide variety of initiatives for the
improvement of student learning in

both the elementary and secondary schools.

UIC is one of four Chicago universities to receive a $1 million Chicago Community Trust grant
to boost reading in 37 Chicago public schools whose students do not read at the highest levels

The College of Archit
ecture and the Arts began a high school/community college partnership
with four high schools and Malcolm X College. The “Arts Reach Partnership Project for Access
to Higher Education” is funded through the Higher Education Cooperation Act for access and
iversity. The project provides over 250 high school students with skills that promote entrance
to higher education and arts education opportunities. (Also responds to Goal Four.)

The College of Architecture and the Arts continues to serve as the educat
ional evaluator for the
Chicago Public Schools/Gallery 37 Advanced Arts Education Program. This program serves
200 CPS high school students in advanced art education and training. The college provides
teaching faculty as well as a year end evaluation of
the program to the Chicago Public Schools.

The College of Engineering continues activities to bring technological innovations to the primary
and secondary teaching environments to improve instruction and learning. Most of the activities
are focused on el
evating and improving science and mathematics education. The college is
extending its web
based educational capabilities that are now focused on providing physics and
technical education topics that can be made available to high schools in the city and th
the state.

The Upward Bound Regional Math/Science Center (Office of the Vice Chancellor for Student
Affairs) is designed to enhance elementary and secondary students’ skills and abilities in the

areas of mathematics, science, and technology, and
prepare them as viable candidates for post
secondary education.

The Educational Talent Search Program (Office of the Vice Chancellor for Student Affairs)
provides academic instruction to elementary students that supplements teaching in the public

This supplemental instruction increases the in
class time of students and improves their
academic skills levels.

The Regional Math/Science Center has developed several initiatives that bring together UIC
researchers and professionals with the program’s
high school sophomores and juniors to
introduce students to research study and methodology at the post
secondary level.

Other initiatives to improve elementary and secondary education
The College of Education
was responsible for operating the Chicago Pr
incipals Assessment Center, which serve the
Chicago Public Schools system.

The School of Public Health, in partnership with 20 elementary and high schools and with funds
from the Robert Woods Johnson Foundation and the federal government, has established
Chicago Health Professions Partnership Initiative. The partnership promotes pipelines to health
professions from kindergarten to terminal degrees in public health sciences.

five Jane Addams College of Social Work students completed the College
’s post
master’s certificate program for school social workers.

A faculty team from the Jane Addams College of Social Work implemented Peace Power, a
youth violence prevention program, to several Chicago schools.

The Disability Specialist in the Office o
f Disability Services has consulted with students with
disabilities, parents, and special education teachers at the secondary level about transition from
secondary to post
secondary education.

Illinois Commitment Goal Three: Affordability

No Illinois citi
zen will be denied an opportunity for a college education

because of financial need

Ensure sufficient financial support to students to meet educational expenses
The budget
problems faced by the state of Illinois have affected the financial assistance pr
ograms of the
Illinois Student Assistance Commission. The Monetary Award Program, although supplemented
marginally by the state in recent budget cycles, has not kept pace with tuition and fee increases at
public and private colleges and universities in Il
linois. The elimination of the fifth year of
financial aid was particularly troubling for students who, more often than not, remain in school
beyond four years to complete their undergraduate education.

In an effort to minimize the impact of tuition and
fees for its students and to supplement aid from
ISAC, UIC contributed $8.5 in FY 2003

to fund the difference between the maximum ISAC
MAP award and the UIC tuition and fees expenses. In addition, UIC provided over $900
thousand in FY 2002 to students who

required support for a fifth year of education.

In FY 2002, the UIC Office of Student Financial Aid distributed $75.2 million in aid to students
in the form of federal/state/private/campus scholarships and grants, as well as student loans and
earnings fr
om on
campus student employment. All of these sources of aid reduce the annual net
cost of education to a small fraction of family income. Low
income students pay no tuition and

Net cost of education
One measure to determine the impact of educat
ional expenses on family
resources is to calculate the net cost to the aid recipient and his/her family after deducting state,
federal and private grants and loans. The following table illustrates the impact of financial aid
on the net cost versus family
income (in quintiles, with Quintile 1 showing the lowest mean
family annual income of $14,499 and Quintile 5 as the highest mean annual income of

Impact of Financial Aid on Net Cost Versus Family Income



Number of

ition and

Room &

Federal and
State Gift Aid

Institutional &
Private Gift


Quintile 1








Quintile 2








Quintile 3








Quintile 4








Quintile 5








Another way to look at the net cost to students is to see what students paid toward their
educational ex
penses (tuition and fees) over the last three years (2000, 2001, and 2002).

Financial Aid “Who Pays”

Total Undergraduate Student Assistance

Fall 2002

Students who pay


% of Total

Cumulative %

$ 0




$ 1

$ 499




$ 500

$ 999




$ 1,000





$ 1,500





$ 2,000

less than full





Parent Income: Census Bur


Federal and State Gift Aid: Includes all Federal and State grants, scholarships, and waivers, including PELL and


Institutional and Private Gift Aid: Includes all institutional and private grants, scholarships, waivers, and
fellowships, includi
ng SEAL and UIC Tuition Grants.

l Tuition & Fees




This table shows that 29% of UIC undergraduates paid no tuition and fees, while 50% paid
anywhere from $1 up to just under full tuition and fees. Nearly 37% paid $1,000 or less of their
tuition and fees in Fall 2002.

the analyses above show, a UIC education is affordable even for students from low and
moderate income families because of generous federal, state, and University financial aid
support. All three campuses of the University are committed to certain principl
es for financial

A qualified student will not be barred from attending the University because the student
cannot afford the price of tuition and fees as determined by federal financial need.

Students who can afford to pay the full price of tuition an
d fees are expected to do so.

Students who cannot afford to pay the full price will be offered a combination of grants
and loans from various sources appropriate to their financial circumstances.

The University will control its costs through control of t
he length of study for which it
will support students from institutional funds and of the proportion of loans to grants
made from institutional funds.

The average debt upon graduation for UIC undergraduates who have student loans is $16,250.
This is a sma
ll amount given the fact that the total lifetime return for the holder of a BA/BS
degree is nearly $1.1 million.

Individual colleges have increased their efforts to raise funds from private sources to provide
financial assistance to their students, especi
ally at the graduate level where little gift aid is
available and students must depend on loans from government sources which have to be repaid.

Funding for scholarships in the College of Business Administration increased to


The College of
Pharmacy provides approximately $125

in scholarships each year to
its professional and graduate students.

The School of Public Health (SPH) offers stipends and training through the Health
Careers Opportunity Program (HCOP) to minority public health st
udents in the summer
prior to their matriculation into the Master of Public Health program. Once matriculated,
almost every SPH student with financial need is able to obtain support primarily through
teaching and research assistantships

The College of U
rban Planning and Public Affairs initiated its new Distinguished
Graduate Scholar Award this past year. Intended to attract the very best doctoral
students, the program provides a guarantee of up to four years of tuition
free education
and salaries of up
to $15,000 per year

The campus will increase the minimum graduate assistantship stipend for a 9
50% appointment by another $500 for FY 2004, making the new minimum assistantship

In Fall 2002, the College of Urban Planning and Public Affa
irs supported 129 graduate
students through research assistantships within its two academic programs and seven
research centers and institutes.

Illinois Commitment Goal Four: Access and Diversity

Illinois will increase the number and diversity of citize

completing training and education programs.

Maintain enrollment at levels permitted by adequate educational resources.

As a state
institution, the University of Illinois at Chicago recognizes its obligation to provide access to
qualified high school,
transfer, graduate and professional students who will profit from UIC’s
intellectually challenging programs. Enrollment capacity, however, is determined by both
programmatic and physical plant limitations in accommodating the student body. UIC had a
rd enrollment in Fall 2002

a 4.1% increase in undergraduate enrollment over Fall 2001,
and a 7.4% increase in graduate enrollment for the same period

and the campus experienced
difficulties in providing sufficient courses and sections to serve the needs of

students. This
situation was exacerbated by the FY 2003 budget rescission and projected budget reductions for
FY 2004. However, in order to accommodate students last year and for the coming year, UIC
increased class size, consolidated course sections, a
nd cancelled low
enrolled courses, thereby
achieving efficiencies of operation.

For the f
year period of 1998 to 2002, total enrollment grew by 4.2%, from 24,652 to 25,690
(excluding residents). Enrollment in graduate programs was even greater at 13
.8% in the same
period. Notable enrollment increases between Fall 2001 and Fall 2002 were experienced by the
College of Medicine (+5.2%), the College of Liberal Arts and Sciences (+8.9%), and the Jane
Addams College of Social Work (+42%). Enrollment pres
sure continues for Fall 2003 as the
number of applications from beginning freshmen is up by 8% over Fall 2002 and graduate
applications increased by 16%.

Diversity of the student body.

UIC takes special account and advantage of the extraordinary
ethnic a
nd cultural diversity of the Chicago metropolitan area, which encompasses two
thirds of
the population of Illinois and from which it presently draws most of its undergraduate students.

Currently, Native Americans constitute .l2% (60 students) of the stude
nt body, while the African

American student population stands at 9% (2,310), Hispanic at 12.9% (3,307), Asian

at 20.5% (5,257), and Caucasians at 45.7% (11, 735). The remainder of the student body (3,021)
is categorized as “Foreign” or “Unknown.”

Over the last three years, 2000
02, enrollment increases have occurred for African

undergraduates (1.7%), African

American graduate students (8.7%), Hispanic graduate students
(11.2%), Asian

American graduate students (7.3%), and Native


graduate students

(16.6%). Slight declines during the same period occurred for Hispanic undergraduates (
and Native

American undergraduate


Increase in degree awards among minority groups.

Total degrees awarded (undergraduate,

and professional) to African

American students increased from 413 in 2000 to 432
(4.6%) in 2002, with increases in each of the three years at the master’s, doctoral, and
professional levels.

The number of degrees awarded at all levels to Hispanic student
s increased from 569 in 2000 to
645 in 2002 (13.3%), with annual increases at the baccalaureate, master’s and doctoral levels.

Students with disabilities earned a three
year total (2000
02) of 132 degrees

89 bachelor’s, 37
master’s, 2 doctoral and 4 profe

Through UIC’s minority support programs, Office of Disability Services, the Urban Health
Program and initiatives by individual colleges and other campus offices, UIC endeavors to
provide access and support to students who seek to complete educati
on programs. Described
below are some of the efforts and accomplishments of these units.

The School of Biomedical and Health Information Sciences established an online
Specialist in Blood Bank Technology Certificate Program that allows students to
plete the certificate through internet technology and provid

them with professional
advancement not previously available to them.

The Department of Human Nutrition was awarded the
Diversity Achievement Award

the American Dietetic Association for its
efforts to recruit and retain minority students.

During the past year, the College of Applied Health Sciences (AHS) has increased its
recruitment efforts at Illinois community colleges and high schools with high percentages
of minority students.


graduation rate for AHS undergraduates entering as freshmen increased from
55.3% to 63.6%.

Undergraduate enrollment in the College of Business Administration increased by 10%
and MBA enrollment increased by 14% between FY 2001 and FY 2002.

The College o
f Education is seeking funding for a “grow your own” teacher preparation
program for education support personnel in Chicago’s North Lawndale community.

Underrepresented groups make up 21% of the College of Engineering’s undergraduate
student body. The co
llege is working at increasing the percentage of women in
engineering through outreach programs. Currently, 26% of the undergraduates in the
college are women, which is above the national average of 19% for other engineering

In response to the i
ncreasingly international make
up of the College of Liberal Arts and
Sciences (LAS) student body and the diversity of countries of origin, LAS continues to
offer lesser
taught languages, including Chinese, Japanese, Modern Hebrew, Arabic,
Urdu, as we
ll as Russian, Polish, Ukrainian, Lithuanian, and Serbian.

The College of Medicine continues to be a leader among medical schools in the United
States in the admission, retention and graduation of underrepresented minorities and
economically disadvantaged

students. In addition, through its Rural Medical Education
Program at Rockford, the college provides an opportunity for students from underserved
rural areas of the state to become physicians and return to those communities to provide
health care service

Students in the College of Pharmacy represent significant diversity: fifty
seven percent
are non
Caucasian and 68% are female.

The School of Public Health, in collaboration with the City Colleges of Chicago (CCC)
and with funding from the National Ins
titutes of Health, helped establish the Center for
Science Success (CSS) at Harold Washington, Truman, and Olive
Harvey Colleges.
Activities of the CSS will help increase the diversity of citizens completing training and
education at the baccalaureate and

baccalaureate levels. Specific activities include
linking CCC faculty with UIC faculty for mentoring, identifying students majoring in
biomedical sciences and linking them to

UIC for baccalaureate and post
education in biomedical scien
ces and public health and counseling.

The School of Public Health has established public health satellite centers in all City
Colleges in order to increase the diversity of students that apply, are admitted, and
receive training in public health.

As part

of its K
12 pipeline recruitment strategy, the School of Public Health has
established the following programs:

week Saturday College for elementary and high school students and a six
week Elementary School Summer Science Institute at Chicago State Uni
for students from the Health Professions Shortage Areas of the south side of

week Saturday College for elementary and high school students, a six
Elementary Summer Science Institute, and a six
week High School Summer
Public Health
Institute (HSSPHI) at the UIC campus for students from the Health
Professions Shortage Areas of Chicago and the suburbs. Students in the HSSPHI
receive stipends and are assigned to graduate student mentors.

Student enrollment in each of the Jane Addams C
ollege of Social Work three degree

BSW, MSW and PhD

was over one
third African American and Hispanic.

In the Fall 2002, 35 (38%) of the 92 students enrolled in the College of Urban Planning
and Public Affairs’ public administration graduate progr
am and 56 (30.8%) of the

students in the Master of Urban Planning and Policy (MUPP) were members of
recognized minority groups.

The demographics of UIC student athletes indicate that 21.3% are from underrepresented
minority populations. In an effort to e
ncourage degree completion among athletes, UIC
Athletics offers a fifth year financial aid program. This program provides financial
support to scholarship athletes for one additional year of study after they have exhausted
their athletic eligibility.

inois Commitment Goal Five: High Expectations and Quality

Illinois colleges and universities will hold students to even higher expectations for

learning and will be accountable for the quality of academic programs and the

assessment of learning

Quality ac
ademic programs.

The quality of academic programs is measured in different ways
and by different venues, including accreditation by national professional accrediting boards and
by peer review. These reviews and rankings by external groups attest to the q
uality of UIC

Over the last two years the following UIC programs achieved re
accreditation by their respective
accrediting bodies, evidence of continued attainment of the quality standards of their professions.


Visualization (M.S.)

Computer Science

Dentistry (D.D.S. and Advanced Certificate programs)

Engineering (Baccalaureate programs)

Human Nutrition


Medicine (M.D.)

Pharmacy (PharmD)

Public Health (MPH, DrPH)

National rankings are another measure of p
rogrammatic quality, and UIC has several that have
been recognized for their excellence:

The undergraduate business program ranked 62

in the nation according to
U.S. News &
World Report

rankings, making it the second top
ranked undergraduate business sc
in Illinois after UIUC.

The Department of Accounting was ranked 30

in the nation in the
U.S. News & World

The Department of Information and Decision Sciences (College of Business
Administration) ranked 11

in the nation by
Operations Rese
arch Management Science


The College of Business Administration’s entrepreneurship program placed among the
nation’s best in a survey by the inaugural issue of
Entrepreneur Magazine

The UIC College of Nursing and most of its master’s prog
rams are ranked in the top 10
schools in the nation according to the
U.S. News & World Report, 2003
. For example,
the Certified Nurse Midwifery program is ranked 3
, while the Advanced Community
Health Nursing program is ranked 5
. Moreover, the Colleg
e of Nursing is 3

nursing programs in funding by the National Institutes of Health (2001 and 2002).

New programs.
Mentioned above under Goal #1, UIC has developed new academic programs of
distinction that will serve the needs of qualified student
s, including the establishment of the
Ph.D. in Educational Psychology, the Ph.D. in Germanic Studies, the M.S. and Ph.D. in
Bioinformatics, the M.S. and Ph.D. in Biopharmaceutical Sciences, and the Bachelor of Fine
Arts in Performance. The Ph.D. in Earth
and Environmental Sciences, the M.A. in Real Estate,
the Ed.D. in Urban Education Leadership, and the B.S. in Entrepreneurship will be submitted in
the very near future to the Illinois Board of Higher Education.

Continuing quality enhancement.

During FY
2003 the UIC Faculty Senate reviewed and
approved 43 proposals to revise and improve undergraduate and graduate degree programs.
Included among these revisions were proposals to revise elementary and secondary teacher
preparation programs to align with ne
w state standards and certification requirements.

The College of Liberal Arts and Sciences Educational Policy Committee initiated a review
during the past year of the structure and content of the general education requirements. The
Committee and LAS as
sociate deans are working with a committee established by the Provost to
evaluate general education and develop a system to evaluate the student learning objectives of
general education

Other examples of program quality enhancement include the following:

During this past year, the School of Kinesiology completed a revision of its
undergraduate curriculum, resulting in increased academic rigor and including an option
for qualified students to write a senior thesis.

Following a review by the Department o
f Physical Therapy of a
year experience with
performance of physical therapy professional students, grade profiles predicting a high
failure rate on the national licensure examination following graduation were identified.
As a result, a minimum grade
point average will be instituted for students in the Doctor
of Physical Therapy program. New methods of assessment have also been implemented,
including portfolio submissions and a comprehensive examination that must be passed
prior to entry into the clin
ical education internships.

Programs in architecture, graphic design, art education, and theatre (College of
Architecture and the Arts) are being revised to meet the rigors of professional standards,
as well as preparing students for the design, visual ar
ts, art education, and performance

market place. These standards include both portfolio and audition review requirements to
insure the quality of professional education

The College of Business Administration is considering methods for holding students t
higher learning outcomes, including the possibility of administering an overall
achievement examination as a requirement for graduation

All teacher and administrator programs in the College of Education now require the
assessment of student academic an
d professional skills at various stages of the academic
career and early professional experience

College of Engineering faculty promotes enhancing the basic quality engineering
programs with independent undergraduate research. Approximately 20% of the s
choose to conduct research projects. In addition, inter
university competition projects
provide additional quality enhancements to undergraduate engineering programs

The School of Public Health is making extensive revisions to the Doctor of Publ
ic Health
program in order to strengthen its focus on preparing public health leaders. The revised
program is expected to be a model for the 31 other schools of public health in the nation

The Jane Addams College of Social Work conducted a five
year rev
iew of student course
evaluations and used the results to inform curriculum renewal and development

Over 90% of Bachelor of Social Work (BSW) and Master of Social Work (MSW)
students completed their studies and graduated according to the time sequence an
curriculum structure of the full
time or part
time programs in which they were enrolled

Academic preparation and achievement of students as measures of quality and higher
standards and expectations.

UIC is attracting new students with higher qualifica
tions, both
in terms of national examination scores and high school ranks. The mean ACT score for the
Fall 2002 new freshman class was 22.9, well above both the national mean of 20.8 and the
Illinois mean of 20.1.

UIC continues to attract students with h
igh ACT scores. One
fourth of the Fall 2002 new
freshman class had ACT scores above 25 and 5% had ACT scores of 30 or higher. The
Guaranteed Professional Program Admissions attracted 90 new freshmen with a mean ACT
of 31.4. In addition, there were 191 n
ew freshmen in the Honors College with a mean ACT
of 29.4, and 231 in the President’s Award Program with a mean ACT of 23.7.

The mean high school percentage rank for the Fall 2002 cohort was 75.2. Nearly 60% of the
new freshman class ranked in the top qu
arter of their high school class and 24% ranked in the
top ten percent.

Retention and graduation rates have shown considerable improvement. The one
retention rate for Fall 2001 new freshmen was 78.3%, up from 77.9% for the previous year’s
class. Th
e one
year retention rate has steadily increased for the last three cohorts. The six

year graduation rate for the Fall 1996 new freshman cohort was 4
% with 4.8% still
enrolled. This is a significant improvement over the graduation rate for the Fall 19
91 cohort
of 30.5% with 6% still enrolled.

The College of Medicine continues to see a significant increase in the academic performance
of the students who apply for admission. This has occurred in the face of a national
reduction in the number of medical

school applicants. Further, the graduation rates remain at
an all
time high.

Performance by students on state and national certification/licensure examinations.

Evidence that UIC is producing quality graduates may be found in the success they have
rienced in passing state and national certification/licensing examinations.

The Illinois State Board of Education instituted its
Illinois Certification Testing System
01. Students enrolled in teacher preparation programs are required to take the
Skills Test, tests in Academic Content Areas, and for Teaching Special Populations. Test
results are available for two years, 2000
01 and 2001
02. UIC students had a 100% pass rate
for the Basic Skills Test and Teaching Special Populations and a 98
% pass rate for Academic
Content Areas for 2000
01. The pass rates for 2001
02 were 99% for the Basic Skills Test
and the Academic Content Areas and 97% for Teaching Special Populations. The UIC pass
rates equaled or exceeded the statewide pass rates.

ther pass rates include:

The 2002 pass rates for nursing students on the NCLEX test was 88%.

Dentistry students have exceeded the pass rates for the National Dental Boards Part I
and Part II for the last three calendars years, 2000

Student achievemen
ts as a measure of quality and higher expectations.

In recent years, there
has been a dramatic increase in the number of students receiving recognition (fellowship,
scholarships) for their academic achievements. Many have won prestigious awards that will

them to advance their education and research. A few examples of their outstanding
accomplishments are:

College of Architecture and Arts students have won national awards such as the
Skidmore Owings and Merrill Foundation Scholarships, AIA Award, Sc
hiff Foundation
Scholarship Award, Art Institute of Chicago and the American Collegiate Schools of
Architecture Awards.

Two senior UIC students were named to
USA Today
’s 2003 All
USA College Academic
First Team for their academic accomplishments and their

leadership on and off campus.
A third student was named to the Third Team. Only UIC and Yale University had more
than one students named to the First Team, and UIC was the only Illinois university with
a student on the First Team. The same two students

on the First Team also received the
coveted Gates Cambridge Scholarship, allowing them to study at the University of
Cambridge in England next year

Four UIC students won Fulbright grants to conduct one year of fully
funded research

Two UIC stu
dents received Goldwater Scholarships, given to college students who intend
to pursue research careers in mathematics, science, and engineering.

A mechanical engineering doctoral student received a National Science Foundation
Graduate Fellowship, one of j
ust 280 engineering students in the country to win the

A doctor of pharmacy student was named a recipient of the Paul and Daisy Soros
Fellowship, one of 30 Soros Fellowships to be awarded in 2002.

A 2002 graduate of the College of Architecture and

the Arts received the $10,000 Master
of Architecture Second Professional Degree Traveling Fellowship from the Skidmore,


Merrill Foundation.

A Ph.D. candidate in public policy analysis received a George Krambles Transportation
Scholarship Award f
or 2002, just one of six recipients to win the highly regarded award.

A recent graduate of the College of Architecture and the Arts was awarded second prize
in an international student design competition sponsored by the Association of Collegiate
of Architecture.

Three undergraduate and one doctoral student received National Security Education
Program Fellowships for study abroad in non
speaking countries outside of
Western Europe.

A second
year medical student at the College of Medicine
at Rockford took first place in
the National Medical Student Biomedical Research Forum for her research poster,
“Discovery of a Novel Histamine Releasing Receptor and its Clinical Correlation to
Allergy and Asthma in the Human.”

A graduate student in the
College of Urban Planning and Public Affairs won the Urban
Land Institute’s 54

Annual Trkla Scholarship Award.

Two MBA students won “Golden Phone” awards in the Venture Challenge Competition.
In competition with students from 20 top MBA schools, the tw
o won top honors for
developing the best business plan.

Illinois Commitment Goal Six: Productivity, Cost
Effectiveness and Accountability

Illinois colleges and universities will continually improve productivity,

effectiveness, and accountability.

e condition of the Illinois economy and a state budget in deficit has affected support for
public higher education. Budget rescissions and reductions are unpleasant realities for
Illinois’ public universities. Over the last three years, UIC has experienc
ed declines in the
base portion of its budget, from 38.8% in FY 2001 to 33.8% in FY 2003. In addition,
UIC returned funds to the state under two budget rescissions, $14.5 million in FY 2002 and
$6.3 million in FY 2003. To meet these cuts, UIC took
action to reduce expenditures.
Reduction in the workforce occurred at all levels by eliminating open positions, including
adjunct faculty, academic professionals, graduate assistants, and support staff. Although
layoffs could not be avoided, other staff
reductions were achieved through attrition
(retirements and resignations) and not filling vacant positions.

For FY 2004, UIC colleges and other units have been directed to reduce their operating
budgets by 11.13% of the state base. The units are now in t
he process of identifying ways of
accomplishing the reductions.

As mentioned earlier in this report, academic units have had to increase class size,
consolidate course sections, and cancel low
enrolled classes in order to achieve economies of

Measures have been taken by campus units to increase efficiency, increase income or reduce
expenditures in the following ways:

Enrollments increased in the College of Business Administration in spite of a 10%
budget reduction.

year graduation rat
es for the College of Business Administration have increased
from 56% for the cohort entering 1994 to 64% for the cohort entering in 1996.

The development of alternative teacher certification programs, and other endorsement
programs (as complements to tra
ditional preparation programs) provides an effective
and efficient teacher preparation mechanism that is of mutual benefit to the student,
the Chicago Public Schools, and the UIC College of Education.

During the past year, the College of Medicine improved

the efficiency and
productivity of its clinical education programs and clinical services programs in the
face of significant reductions in state general fund resources.

Academic professional and civil service positions in the College of Pharmacy have
n reduced in response to budget shifts.

Program, capital, maintenance and other costs have been cut, deferred or reduced by
the College of Pharmacy in response to budget pressures.

Work on the Deferred Maintenance building audit was completed. A multi
remediation plan has been developed in consultation with University Administration.

The Office of the Vice Chancellor for Student Affairs continues to seek ways to
improve productivity and ensure accountability. Cost containment measures have
d the consolidation of administrative support for student operations, e.g.,
sharing support staff.

The medical center received a
CIO Magazine

Enterprise Value Award (EVA). Now
in its 11

year, EVA is the Baldridge award for information technology (IT),
representing the highest level of excellence in the strategic use of information
technology (implementation of the electronic patient medical record).

The vacancy rate for Registered Nurses has been maintained at between 2% and 3%
for the entire fiscal yea
r, which is dramatically lower than the Chicago metropolitan
average of 10% to 12%. This has allowed the medical center to continue to operate
productively as well as handle record patient volumes in both inpatient and outpatient

The medical ce
nter designed and implemented an Automated Call Distribution
system serving 108 thousand patients annually to improve telephone access.

Inpatient days and outpatient visits increased by over 39% from the previous year.

As a result of responsible position

management practices and oversight, staffing
levels per adjusted occupied bed remain at the benchmark level of the top 30% of
University Hospital Consortium academic health centers.

In terms of cost effectiveness, the medical center achieved the followin
g during

FY 2003:

Increased net revenue in outpatient care by 7% compared to FY 2002.

Improved profitability of ambulatory care centers by $2.6 million compared to
FY 2002 and by $500 thousand compared to budget.

Increased net revenue in inpatient care b
y over 9.5% compared to FY 2002.

Cash collections increased by $40 million in FY 2003, an increase of

$20 million over the previous record
setting year.

Reduced agency nurse cost by an additional $1.5 million compared to

FY 2002.

Decreased nursing salary

and overtime costs by $300 thousand in critical care

Implemented a new contract management system that has identified over

$3 million in underpayments; collection actions have been taken.

New contract management system has been utilized to review
IDPA payments
and an additional $2 million in underpayments have been collected.

Best Practice (Academic) Illinois Commitment Goal Two:

ducation will
lementary and

eaching and
earning at all

hip READ

Partnership READ is a standards
based change process to improve children’s reading and
writing skills through collaborations with staff and administrators at ten Chicago Public Schools.
The goal is to improve the quality of reading and writing c
urricula, instruction, and assessment
practices. Through Partnership READ, the College of Education is helping these schools build
capacity to achieve long
lasting, positive change in students’ reading and writing competencies.
The focus is on profession
al development for administrators, reading specialists, and classroom
teachers that last beyond this two
year project to support ongoing reform efforts throughout the

Using a combination of within
school and across
school activities, participant
s work through
four phases of the standards
based change process: 1) developing their school literacy vision; 2)
targeting standards to support achieving the vision; 3) closely analyzing the schools’ and
children’s progress toward the vision; and 4) determ
ining instructional interventions to meet
targeted goals.

One school’s vision of the excellent graduating readers is those “who apply knowledge gained
from reading to their personal life and to their community in a positive and effective manner.”

While s
chools’ visions vary in specific detail, all focus on developing lifelong skills and

Drawing on state and district standards and benchmarks, teachers at each grade level identify
ways they can contribute to the development of the excellent rea
der, focusing on teaching
students such skills as “using a variety of strategies to enhance comprehension through
connection to prior knowledge” or “responding to literature in analytical ways using a variety of
reader responses” or “recognizing sounds for

each letter.”

Close analyses of schools’ and students’ current strengths and areas of need provide the basis for
making decisions about specific literary curricula and practices to implement by the end of the
first year of the project, and to use in a fu
scale manner during year two. “Gallery Walks” at
the cross
site sessions will provide opportunities for schools to share what they have done as
well as gather new ideas from other Partnership READ schools. And a special course designed
for the Lead Li
teracy Teachers provides a forum for learning about current theory and practice in
both literacy and professional development, and for learning from each others’ experiences in the
based change process.

Best Practice (Administrative) Illinois C
ommitment Goal Six:

Illinois colleges and universities will continually improve

productivity, cost
effectiveness and accountability

University of Illinois Medical Center at Chicago

Contract Management System

The University of Illinois Medical Center at

Chicago (UIMCC) recently installed a new contract
management system (PCON). Developed by an outside vendor, PCON is a software package
that enables the Medical Center to set up contract profiles in the current billing system of
approximately 150 managed
care organizations. All billing and receivables involving the
managed care companies are reviewed and processed through the PCON system to ensure that
appropriate payment is received from these third
party payers according to contract provisions.
The new

PCON system enhances an older system that was not capable of discerning nuances in

At the time of implementation in March 2003, the UIMCC anticipated receiving significant
reimbursements. The new contract system has already helped staff to
identify over $3 million in
underpayments and collection actions have been taken. In addition, PCON has been utilized to
review Illinois Department of Public Aid payments and an additional $2 million in
underpayments have been collected. Other contractor
s, such as Medicare, will be added as the
system matures.

Once all contracts are in place, underpayments will be detected immediately resulting in
improved cash flow. PCON will also improve the information available for contracting and

Performance Indicators

Institutional Context

The University of Illinois Chicago (UIC) is a comprehensive public university located in the
heart of one of the nation’s largest metropolitan areas. It is one of three campuses of the state o
Illinois’ land
grant university, the University of Illinois. Its mission comprises three traditional

teaching, research, and pubic service, each shaped by and relevant to its metropolitan
setting as well as the University of Illinois’ tradition
al pursuit of excellence. UIC serves not only
the citizens of the state of Illinois but also students from throughout the nation and the world
who are attracted by both the University’s programs and the metropolitan setting on which it
draws and to which
it contributes.

The University of Illinois at Chicago was formed by the consolidation, in the fall of 1982, of the
two Chicago campuses (formerly known as the University of Illinois at the Medical Center and
the University of Illinois at Chicago Circle) i
nto a single institution of higher learning. Today
the University of Illinois at Chicago has a total enrollment of over 25,000 students, including
over 9,000 graduate and professional students.

UIC strives to be a first
rank public, urban research univer
sity. It is the largest institution of
higher education in the Chicago area, one of the top 100 research universities in the United
States, and dedicated to the land
grant university tradition of research, teaching, and public
service. Through its 13 col
leges and professional schools, UIC offers undergraduate, graduate
and professional programs in architecture, art, applied health sciences, business administration,
dentistry, education, engineering, humanities, life and physical sciences, movement science
mathematics, medicine, nursing, performing arts, pharmacy, public administration, public health,
social sciences, social work, and urban planning.

Admission to UIC is selective at the undergraduate level. The ACT mean score for the new
freshman clas
s of Fall 2002 was 22.9, above the state of Illinois average of 21.6. Enrollment for
Fall 2002 reached a record of 25,690 (excluding residents), of which 16,543 were undergraduates
and 9,147 were graduate and professional students. Nearly 96% of the unde
rgraduates reside in
Illinois, while nearly 63% of graduate and 84% of professional students are Illinoisans

representing 84 of the 102 counties in the state.

UIC boasts a diverse student body with minority enrollment at 42.6%. In Fall 2002, African
icans constituted 9% of the student body, while Hispanics made up nearly 13% and Asian
Americans accounted for 20.5% of the students. Through its minority support programs and
aggressive recruitment activities, UIC strives to recruit and retain qualified
minority students.
As evidence of this commitment, the
Hispanic Outlook in Higher Education Magazine

UIC 35

among 100 institutions awarding the most bachelor’s degrees to Hispanics in 2000