Such a great such a great fun. I just want to If I could get everybody to take their seats so we can begin. >> I think they're ready. The meeting will come back to order. Uh
we'll start today's meeting with an update on the strategic plan from our chief financial officer Chad Marcherano, Provost Lynn Vidler, and assistant vice president of strategic initiative Angelique Foster. So I will turn it over to Chad.
>> Good morning. Thanks for another opportunity to uh talk to the board about where we are in development of strategic plan 2.0. know um Lynn Biddler and I are going to kind of walk through this deck with you and then Angelique, our partner in crime, is
around here kind of getting set up for the sequence of events relative to this this morning. Um just to set the stage, what we're planning to cover through this presentation is bring the board up to date in terms of what we've done with the working group and steering committee since we launched this over a year ago.
Um and then starting to talk about what are some of the tangible thoughts on what a future strategic plan at CU could look like. So we're going to talk about a framework uh both in terms of a timeline as well as some priority areas that we've identified. Um and so what I
would kind of ask you um is that just just to like level set you we totally want to hear what you think and engage with all your questions. I think the most effective way might be able to do that at the breakout groups, but if there's something that you feel like is for the good of the order, of course, ask it here, but might be more
appropriate in the breakout group. Um, so we're going to do this for about 20 to 30 minutes, break for the breakout groups, come back, do a report out from the breakout groups, and try to wrap up. So, that's kind of the plan here. Um just to just to cover what we've done um
you know over the last 12 to 18 months in this space uh we've we've had multiple meetings with our strategic plan working group. Um those meetings are are anywhere from a couple of hours to half a day and that's a lot of robust discussion about the different component
parts of what CU does and from every campus's perspective and different components of um is it student facing research facing um innovative innovative space like any anything you can think of that CU does. We've talked to the board a number of times in terms of where we are. That orange circle is where we are
today. Um, we've also worked with the steering committee and that's comprised of the chancellors and and President Solomon. We've engaged with shared governance. We also utilized our constituent engagement tool which we talked about at our February meeting. Um, and then myself and and Lynn and
Angelique meet pretty frequently. Um, so we're going to keep doing that in the months ahead. So I think we shared this with you in February, but something that we identified that are are metrics that we will continue to preserve. We will continue capturing all sorts of CU
metrics, but these ones we know we will continue to embed in the strategic plan. And those are those top three are kind of tied to student success, sponsored research, patients served, fundraising, gifts, sustainability. We're working on coming up with something for um employee
well-being which we'll get to in a little bit later in the discussion, but these are some metrics that we know that we're going to keep using. So, we talked a lot about the time frame associated with CU's strategic plan. We know that our mission is not going to
change. We're codified in the constitution. We have a statutory role and mission. We have all of these things that we know that are not changing as a result of strategic plan. They're just who we are. So the thinking in bringing that together with a rapidly changing world around us is that we would have kind of
like a bifurcated approach to this new strategic plan and we would have a multi-year longer term foundational approach that acknowledges that these are the things that we we have always done and will always continue to do. but trying to build in some capacity
underneath that where we can have more acute strategies for a shorter shorter term period with acute goals that we could maybe meet and then reassess is that something we still need to make progress on or do we need a shift. So we'll kind of marry those two concepts up and we'll we'll illustrate that in a
slide or two. Um the combination of those let us lets us deal with the rapidly changing world. Um rapidly changing environment, changing students, changing world. Um and it also acknowledges who we are as CU. Um so we're going to show these six
recommended priority areas in the next few slides and it's important to call out two things within those. Um, one is that included in all of those is this concept that we know at CU that we want to be in service to everyone in Colorado, every
Colorado community and beyond. That means individuals in every corner of the state and every everywhere in between. We also know that as technology is evolving rapidly, we need to engage with and utilize um AI or whatever successive
technologies are that can help advance our mission. And so those will be incorporated elements where appropriate in any of these priority areas. So this is just kind of a this is this is you're going to go through three sequences of slides here. So six six
priority areas over this 12-year time frame. Again, it's underllayed by the inservice to every Colorado, every Colorado community and beyond. And these are the six things that we've basically identified to date. So, this is what we believe we will have included
in our priority areas. We've also identified some of the metrics that I highlighted on a prior slide or two that are the quantitative metrics that we have from the current strategic plan that would fit within those. And so if this is this foundational long-term um snapshot of the different
areas, how can we think about setting goals or strategies within a more near-term time frame rather than something that's 12 years out? We're kind of suggesting this um strategic cycle overlay. So you would keep your six priority
areas and the university and the campuses would be able to identify what are their specific strategic goals for a near-term cycle. And we've we've illustrated this in a way that's about three-year cycles, which um we think we
think could work well relative to how um how we've observed in our current strategic plan that we've met goals earlier rather than sooner than we thought we would and how some circumstances have changed. So the the the measure the metric might not be relevant as as it was when it was first created. So we believe these strategic
cycles are kind of a way to marry those two concepts up. Um and we're going to put more meat on the bone on each one of these priority areas. And this is where I'm going to turn it over to Lynn. >> Thanks Chad. And good morning uh to
everyone. Thank you for hearing our update. Um, so the next few slides are going to articulate what we mean by the names of these priorities. So each one of these has a
little paragraph description of what we think we mean and then it will have um a space for quantitative and potential qualitative metrics. Right now, the only things that we've put on here are the
quantitative metrics that you already just saw, the ones that we're preserving from the current um gathering of metrics that we regularly do. And then perhaps an example of what a qualitative type
metric might be under this category. So, I'm going to go through these, but this is this is um one of the main things that we want your feedback on in the breakout groups is to kind of, you know, really sort of dig into these
descriptions and to uh hopefully give us some feedback on uh what you think is missing. Um maybe uh a different word suggestion, these kinds of things. um so that we can make sure that we are you know taking
all that feedback into consideration. So for education and student success and I you know I I don't know if I want to like read these out loud you know for uh every slide but essentially just really focusing on the excellence of our
teaching and learning throughout a focus on um workforce development and um you know economic mobility for our graduates. civic engagement
etc. Um and that our education is special and different because it is uh has an underlying foundation of our excellence in research and also ensuring that we are adapting to evolving
technological advances. Um and oh can I go back? Sorry. And then the, you know, the standard sort of student success metrics that we always collect anyway. Fouryear, six year graduation rates, freshman retention rates. Those are some standard qual
quantitative metrics that we would certainly apply for this particular um priority area. And a kind of qualitative type of metric might be are we developing additional partnerships with K through 12, for example. Um so we
would love your thoughts on metrics the description and then the the priority areas as well. So for the health care and clinical care priority area, this is where we're highlighting CU's excellence um in
healthcare and wellness initiatives, evolving technologies and therapeutic interventions. Uh we're also including you know overall wellness and mental health in in this particular priority area. Um, and also just make sure we're
highlighting the that we're not just doing the things, but we're developing new things uh to improve um healthcare outcomes. And then always focusing on the fact that we're not just doing this in a bubble or for our
students, but also in service to Colorado. So patient served is the current metric that we use for this particular uh priority area and any suggestions you might have on additional ones would be
helpful. Okay. So research, creativity and innovation. This again is one of these you know in addition to education, healthcare research. You can kind of see a theme. These are priority areas that we'll we will always be doing at CU. Um
so in this category we're talking about leading global discovery through research, scholarship, creative works um and fostering innovation. This is where we also get in innovation, entrepreneurship um and taking those kind of high-risk
high reward ideas um in for societal impact and in service to Colorado. So sponsored research awards and gifts is the current quantitative metric that we will keep for this priority area. Anything else you might think of would
be helpful or anything that's missing in our description? Regent Mandreel, thank you. I have a quick question. Is there a desire to have metrics that um solely apply to one of our focus areas or is there an interest in metrics that are
equally applicable to multiple? I think that, oh, I I'll give an answer and if Chad wants to hop in. Um, I think it's it's certainly possible to have a quantitative or a qualitative metric that fits in multiple priority areas, right? So, it's not just just because
it's in this one doesn't mean that it can't be in another, if that makes sense. Is that >> okay? Okay. Workplace of choice is another priority area. We want to make sure that
CU is a great place to work that, uh, employee satisfaction is, you know, excellent. Uh, and we do that through, you know, competitive compensation and total total benefits and all of that.
Excellent leadership, wellness, mental health for our employees. So we put that in two categories because if we only put it in workplace of choice then it doesn't cover students except for student employees. So that's one um area regional where we have a little bit of
overlap across a couple of priorities. Employee well-being and retention um could be some quantitative metrics that we use. These are ones that I guess are there's some the well the as Chad mentioned there's some well-being things
that we're still discussing exactly how to how to measure that. Um but uh that's the workplace of choice priority. So the next priority we call love Colorado. And for love Colorado uh we are
acknowledging that CU is enshrined in the state's constitution with statutory obligations that we are here in service to Colorado. And so how do we build stronger, deeper connections with uh the
across the state? Um, and how do we help solve Colorado's most difficult challenges? How do we partner um outside of the university within Colorado to maximize our impact, economic impact,
healthcare impacts and educational impacts uh across the state. So, CU favorability um is the current quantitative metric that we might use. And then a qualitative metric might be like how are we doing in our outreach
and engagement activities, stewardship, efficiency and resilience. >> Thank you, Mr. Chairman. Lyn, can you go back one slide to the love Colorado? >> Yep. So, it seems to me that what we're trying to
do here is is much bigger than CU favorability um and enga outreach and engagement activities. And you this is why we're having this conversation and building all of this out. Um, but if if part of
this is the University of Colorado through our four campuses, our system office, and all of our partners are working to tackle big issues for the state of Colorado, what is what's the process for
identifying what those big issues are, where the University of Colorado chooses to engage, and then how do we h how do we then decide whether we're being impactful? Yeah. Thank you, Regent McNalty. Well, first of all, I just want to um say for everyone that the metrics that we've put
up here are only the quantitative ones are only the ones that we are we're choosing to continue moving forward. >> Okay. >> Um and uh so we will be continuing to develop what metrics might be. Um that's part of the feedback that we'll be
asking you for. Um, and I think also the the particular methodology that you're talking about, like how do we decide, you know, how do we figure out like what are those problems like how we might solve them? I think those are going to be ones where
that go under these um three-year challenge areas, right? So there'll be some review uh and and and also we could you know add to this paragraph like if you think that it belongs in this paragraph as opposed to in like that
would be feedback that we would love to hear >> president. >> So good question u one of the things that >> starting off the morning rate. >> Well yes good good question Regent
McNoli. Thank you. Um, >> almost as good as Regent Van Drill's question. >> Oh man. >> Someday. >> Someday. >> So, uh, so a couple things on that one. Uh, we actually ask that, you know, what
what do you love about Colorado? And we do that through our marketing campaign with actual people at real places and and we listen to what they say. And then we we c we connect the things that we're doing to the things that people say they
love. And um it's not um you know it's not a scientific survey that but but we've t we've had a lot of conversations and that that's of use. So um so and that gives us a good feeling of the things
that people in Colorado are thinking about. We also of course pay attention to all of the so you all bring those things to us all the time and um and we also you know we pay attention to to research
that's being done around Colorado when people talk about the things they care about but it's not you know it's not the things that people care about are you you you could probably say it right now right the things that that people
talk about the most, you know, they talk they want they they want they want to have access to health care and be healthy and and they want access to great education regulation. Yes, I know all of these things that people
do. No, totally right. Um and they they and they and they want to make sure that government is big and providing all the services they can get. >> No, but anyway, >> so I no your point your point is well taken, Mr. President. I I then I think about what Chancellor Schwarz is doing in Boulder with his big idea challenge
and really just trying to aside from because Love Colorado, it it seems to me like it's serving Colorado, right? That's >> it is exactly >> that's that's what it is. Um, and if if we're going to talk about the University of Colorado being engaged in a more
substantive way than maybe we have been in the past and solving some of these big issues for the state, I think it's um a a great conversation to have. I just want to make sure that that that's what we're talking about here. >> It is and it's so that is it's identifying
the the identifying of the issues is probably the easy part. the the uh the the hard part is actually is doing the work and connecting with all the communities in Colorado to promote it. And that's what what we've been working
on. And we have good me and you'll see we have we have really great um metrics that help us measure whether or not we're we're getting we're we're succeeding and if we're making progress.
But this is definitely th this this is this is not a destination kind of thing. This is a journey and we'll be doing this forever and this this will change and we'll always need to be adjusting. But um but that's why you know your feedback feedback that would be really
helpful from you all is what for you all what are what are meaningful metrics that could be qualitative or quantitative that we can share with you so that you can to help inform you as and because I think if we inform you
we're informing the entire state as to whether or not we're we're making progress. >> Thank you. Thank you. Norbert, Mr. Chairman, thank you. Um, on just to piggyback on what Frank's
asking, I think is the practical application, at least that's for me, the practical application. Um, I think many times we're a little insular and we think, well gosh, we've done all this great research.
Here it is, world, right? Do something with it. But that's not how it works. you go down to the capital, there aren't uh professors testifying on bills. They're not listening to u groundbreaking research when they're
making decisions, right? They're listening to business community and and and others. Um so the the practical application I don't see that happening in the way that others may think that it happens.
um probably naively think that it happens. Uh local government, same thing. So um there's probably a missing part here >> from the the research and the collection and the data and the and the and the
application of that in solving actually solving the state's complex challenges. >> Thank you, Ken. >> Thank you. I was just gonna add I'm sorry. Did you want to respond to that? >> Yeah, but go ahead. I'll >> go ahead. I'll finish after. >> So, um, so I I I couldn't agree more,
right? It's where the rubber hits the road. How are how are we making it better, you know, and for Don, you know, when when folks walk in to to to talk to the doctors that we have at Cu Antudes, it's not about making health care
better. It's about curing my cancer. Right. >> Yeah. >> And um and it's not about making college cheaper. It's about it's about me paying less and me getting a job, right? And so so trying to make it very real for
actual people and and figuring out how we how we not only how do we deliver on that, but then how do we demonstrate it? So I totally agree with you. >> Yeah, I was just going to add that I think that um you know the result of achieving that is reputational, right?
This is if we can achieve this at a large degree, we can start hopefully changing the minds of a lot of people that don't believe a four-year education is valuable. And we're facing that in higher education on a daily basis. And it feels to me like if we can get to
that point where we're actually solving some of those problems and we're promoting that, marketing that in a way that people understand it like we started to do with the campaign that hopefully changes the trajectory on how people feel about higher education and
about the flagship institution for the state of Colorado because I think that's a huge goal that we have to consider as we do a lot of the strategic thinking. Wanda >> Oh, I'm sorry. So, I hear you and I don't disagree with that. I think that the bigger issue that
that we're dealing with, though, I'm sound like a broken record here for the next few years, but it's the cost of what a four-year education is now at. And it's hard to justify for a family, how do they pay for this amazing opportunity? Um, and especially if
you're getting out of college and perhaps the job isn't there or you're so limited in degrees that are actually going to be able to pay the kind of money that you're going to need to be able to pay back for a four-year education. I will never ever ever
disagree that a four-year education is the most important thing that a that a student and that a family can do. And I'm proof of that. You know, one person graduating in a family can change the entire um structure of how of where the
family goes. But my god, the amount of money that we are asking people to pay to be able to be students on any campus, um I think has now gotten to the point where it's
yeah, it'd be a nice thing to have, but is it worth it? And are there other ways of making money in your life? And I think that that's where people are starting to see this tradeoff of this amazing opportunity to be well-rounded and to meet amazing professors and learn about the things that are going to
change your life and maybe becoming a doctor or a scientist or a physicist when well if I'm a pipe fitter I can make $150,000 in the next three years right so how do we change what people
believe about the cost of this you know the cost has to meet what we're putting out. And right now it does not. And this is not a complaint about the University of Colorado. This is a complaint about education in general across the United
States. It is becoming something that only the uber wealthy can do. And then the rest of us are looking at it saying that even for the uber wealthy that's going there, it's just for their kids to take a four-year, you know, vacation to figure out what they want to do with their lives. So, I think that those are
the things that we're having a hard time balancing. The Love Colorado is great, great, great, great, great. What we do here at the University of Colorado is outstanding, outstanding. But at some point, as Americans, we're going to have to decide if the cost of
an education is in line with what anybody gets out of it, unless you have a family that can drop $200,000 without thinking twice about it. >> Yeah. Go ahead, Tom. Come back. >> So, one of the things when we're talking about metrics is to measure exactly what
Regent James is talking about there is is is it worth it? Um what what um what do you what your likely salary going to be when you graduate? Um
you know, what how much money do you have to borrow? What does that mean relative to the amount that you're going to make? And um and we have we have good data on that and we've been working Chad I've been working with Chad and Ryan for
for years to try to to try to um get that even more kind of more reliable and more accurate. And so we can definitely because I think that those are the those are exactly the questions people ask. Is it is it worth it? and um you know and
and we we can measure that and we can we can help people we can we can share the data but a narrative develops around it too that's harder is to is to figure out how to change people's
>> thinking on this even when the data doesn't support the opinions but um but those are things that we can we can definitely include that you know I I think we need to in terms of the the quantitative and qualitative metrics >> and not to keep belaboring this but then
the other idea too is even if the data says that it's worth it to go to college which it is and do not hear me not say that it's not. I'm a huge believer in higher ed. Um but even if the data says if you send your kid to college you'll make a million dollars more over your
lifetime. Okay, great. Me and your dad don't have a million or $200,000 or $50,000 or $100 to send you to college. So therefore, you're going to have to figure out something else to do. And I think that that is becoming a much larger of the American population than
what it used to be. And I think that's the issue that we are running into right now is that number of families and people that can afford this amazing opportunity is becoming out of reach for a majority of Americans
>> and that's the scary part about education right now. >> Okay. Can I say one last thing? >> Sure. >> Okay. And so that so the um so this so like like I I mentioned yesterday the the out-of- pocket cost of getting a a
four-year degree at CU in nearly every income group has has declined over the last several like six years relative to inflation. And so um we are actually you are actually doing things to to make
college more affordable. and we're and we're doing this concurrent enrollment stuff, all this stuff. Um, so, uh, I feel like maybe we need to do a better job of of sharing with you this the the real things that we're doing based upon
your direction to to bring college within reach to more Coloradoatans. It it will never be it'll probably never be good enough is my guess, but it will um but we're making but we're we're we're making progress and the state funding
thing is a big deal for us. But um but we we'll I'll try to think about and we'll we'll we'll work together on how we package that and how we turn it into more of a story and how we can integrate it into the strategic plan so that we can tell that story over time.
>> Yeah. >> Yeah. Thank you. I'm sorry. >> I was just thinking maybe we can provide some of that data at our retreat. >> Well, that's >> Yeah. And I, you know, because we've talked about that to some degree, Elliot, but I think it'd be great to get on the same page with what who we're actually succeeding with, right? And how
that's changed. Kelly, I was going to go to Mike as soon as we finish that. Mike. >> Yeah. We're just running. >> That is Mike Lightner in case you didn't know. It's not R2-D2. aren't I I'd like to go back to uh Regent
Chavez and Regent Noli's point and look at the the research scholarly work and so forth. There is a long frame that we have in that work. The tip of that to the public I like to think of is captured in our innovation.
>> Dr. closer to the mic and speak a little louder. >> Oh, with Yeah. This doesn't help, does it? Thank you. I'm not used to the uh DV loss of the mask. Um the long uh preparation that's
associated with research, scholarship, and so forth, hits the public, hits the world through our innovation and entrepreneurship effort. the benchside to bedside language that you've heard on the Antudes campus, the impact on the state
and the nation in the uh I can't remember what it is now, but certainly in the tens of billions of dollars of CU's innovation and entrepreneurship activities. So another thing that I think we can do more in terms of telling
the world about and celebrating and just partnering those two things where one seems abstract and to to both regent Chavez and Regent McNelte the other is right on the table now. So that pairing is important. I just wanted to mention
that. Thank you. >> Thanks Mike. All right, this is the last one and then we got to get get you to your breakout groups. Um, thank you, Regent James. And I think there's uh maybe a couple of places where we might think about, you know,
incorporating um more explicitly ideas of affordability. So, this last priority uh area is stewardship, efficiency, and resilience. So, this is really where we um recognize our commitment to
efficiently steward all of the resources that we have, whether that's from tuition or whether that's from donors or whether that's from the state, etc. um that we uh are committed to making sure that we are leveraging new
technologies to be more efficient to support all of the core missions and also reinvesting some of that into um the sustainability of our infrastructure etc. Um so we want financial resilience
in there um to make sure that we are appropriately stewarding things potentially to reduce um the cost of attendance. So gifts and fundraising, sustainability um are some of the
quantitative metrics that we will be retaining from the previous strategic plan. Um so any thoughts about potential metrics and you know you of course you know this you get what you measure, right? So, um, some of these concerns that you're talking about can really be,
uh, expressed through metrics that you'd like to see. And, um, so that is the the sixth priority area that we'll ask for feedback on. Um, okay. So, in the breakout groups, and we're just gonna >> I'm sorry. Can I hold you just I think
Regent Spiegel had >> I I just >> I I just you know I just wanted to say how much I appreciate the work you're doing. I as you were talking I I I wasn't texting or emailing. I was actually looking at the notes from the original conversations that we had when
you interviewed us. And um I and I don't know if other people feel this way, but I I just want to say I I see captured in this so much of the early conversations um and really appreciate that um in terms of um you know grounding it in the
mission um both making it long-term and shortterm um and um you know and and and I see a lot of that in there and I know there's been a lot of work because that was my big question. How is this going to be different than what was what was previously done? That was awesome. So I
see all that in there and then also you know you know clarifying question and thinking about the conversation both about the practical application and the affordability issue. Um is you know are some of the things and you might be answering this as you get into the the
breakout groups but are some of the things you're you're you're looking for as we get into these breakout groups as we're looking at these metrics is you know how how does this work improve um society every day, right? That's that
practical application thing. And and how can we measure that quantitatively and qualitatively because that's where the rubber meets the road from that research impact, right? How does it do? Right? You're you're you're curing people's cancer, but we're doing so much more than that. And and then I think and you
like I said, you might be answering this now. Um but in terms of you know the the the descriptors um you know are are can we look at things like time to degree based on income right as we've we've
looked at it and we've sliced it and diced it this way. I'm ass sure we or I don't I'm not sure. Is is that something we can look at timely um selection of major? Um I know we've had conversation over the years. We've done so much and you showed us yesterday, Chad, everything we're doing to invest in
financial aid, but I I know we've had conversations. What's the unmet need, right? We know that that's, you know, to to Regent James point. Are those the kinds of things you're looking at that we can measure to look at and how we're making progress or am I am I missing it?
>> No. Yes. And um I do want to say thank you to all of all of the people that we've talked to over the course of this um planning process. It has been extremely helpful. Uh and I you know we really appreciate the time that you've
taken to uh engage with the development of the plan. Um so what you're suggesting is essentially a particular metric or a series of metrics right that could be and remember that some of these metrics could be you know elevated to
the level of the priority and some of them might be a metric that we're going to use sort of specifically on a particular goal in one of the three-year cycles. Right? So um I think that's that's worth you know conversation and something that we'd love your feedback
on. Um so as you go into the breakout group discussions we would love feedback on the descriptions like what's missing better words smmithing I don't know uh what's um and then what are some other things that we should be considering as
far as metrics or and also just commentary on the timeline structure that the group is is recommending at this at this stage. Okay. So Chad's gonna tell you what to do next. >> Okay. So, we're going to break into three groups. Each group is going to be
assigned two of the priority areas. Um, and in terms of like um timing associated with this, we've got about a half an hour for the breakout groups. We're going to have uh group one meet right back here where kind of Angelique
is and the tables back there. Um, group two is going to meet in the conference room that is um, right behind this wall kind of on the other end there. And that's room 1700. Group two, 1700. Um,
and then group three is going to go out into this glass bubble room that's over here. And we got to tell somebody in there to that they need that room. Um, so we'll do that for about a half hour. um we'll come back and then what we'd
like to do at that point when we come back is a little report out by each group. So um there will be a flip chart somebody this is the fun thing where somebody has to either be volunttoled or volunteer to be the scribe. Um so we need some people to take notes in terms
of what the conversation is and then we want to report out to the full group and then based on all the conversation and the materials that we write down we'll take that back um and and discuss further with our working group in terms of um additional steps after today. Um
our next working group meeting is actually next Friday. Um and then there's a couple more through the month of May. We'll meet with the steering committee and then we're going to come back again to the board to to discuss this in June. Um, and with that, we'll we'll do the breakout groups. Let me go back to that slide so you can see where
you are. And um, ple please please get yourself situated. >> I'm a floater. >> You're a floater. >> And 30 minutes. Correct. >> Correct. >> Back in this room in 30 minutes. >> And Angelique is going to do an awesome job of keeping us on stage.
>> She always does. If everybody could grab a seat so we can get started again. >> Back to you, Chad. >> Okay. We'll uh appreciate everybody's engagement in the workout groups. What we want to try to do um
over the next 15- 20 minutes is just a report out from each group. And I'm going to go ahead and start with group one. Um and they had education and student success and research in as one one priority area. The second priority
was research, creativity, and innovation. And Kimberly Leaf is gonna We can do that for the note. >> Oh, okay. Do you want me to bring it up here? >> Either way, it's fine. >> Bring it up. Okay. >> So, I was the notetaker and apparently
now the pres presenter for group one. We did spend I'm multi-talented. Um, we spent the the majority of our time on the education piece, but there was a lot of crossover and um once the sl gets up here, but what we were talking about is
are we tracking the right metrics? Are we really asking the questions that are what we want to know the answers to of you know it's great that we can say how many noble laureates we have and I think we should tout that we all do but how does that help to recruit a student that
is scared if they can't afford tuition or how long is it going to take them or whatever so um as we have here we wanted we talked about tracking appropriate metrics online students versus um onampus students there's different types of metrics that need to be taken from there
um transfer students. So if someone starts at Denver and moves to Boulder, that excuse metrics and how are we able to to encompass those in our data um that non-traditional students as well like those people who are coming back for graduate degrees um those people who have discharged from the military and
are coming and using the GI bill um uh uh continuing engagement and making sure that people feel that they are engaged with CU both once they're at CU and once they leave CU and do they interact with CU as an alumni or did they come to work
for CU or that kind of thing. Um, also talking about concurrent enrollment that hopefully will happen in the near future for making a college more affordable and how do we how do we extrapolate the data from that and also in in conjunction with this scholarships and financial aid
because we do so much for our students but are we tracking it appropriately? Is it you know what percentage of students get full scholarships? what percent of students at each campus and then what percent get partial scholarships or whatever financial aid. So really saying
like hey we have all these really famous people I'm pointing to something that doesn't exist obviously um all this stuff here but look look at how affordable it is to come here because you could do x y and z when you get here. We also talk about verbiage and language. How is the community changing
with the work that we're doing and what graduates we're producing? So, how are they making an impact both in Colorado or wherever they came to work and how it factors in um focus research and goals
for education to targeted metrics the instead of the like maybe some big nebulous picture making it more user friendly because lots of data is really cool but if nobody understands it I I deal with data every day so um if nobody
understands it what's the point Um, we're but having program productivity and priority. Yes, some programs may not seem like they're the best fit right now because of trends or whatever, but do they feed into another program? Is it
something that maybe we can turn into a different focus? Instead of having it as a a major degree, could we turn it into a minor degree to we turn it into a certificate? Wherever that fits. um outreaches, outreach and finances like
what when we have people go to uh K well high schools uh to recruit students, what does it look like and can we tell people how much it will actually cost cost them especially with our new um agreements with the three uh local I
believe it's three local school districts for guaranteed enrollment. So that was the overview really for the education and success. However, and am I doing okay? Okay.
Dr. Diaz, why don't you use my backup just in case? So also for research, what we how are we doing and how what are we doing and how is it impacting the world? um what is our civic civic engagement with faculty and staff and what boards
they're on, what they participate in, how they engage in UCU um to better uh better missions and then also direct impact in in whatever domain it the research
is. Um so if it's medical research for CU an antutes or um something like astrophysics for Boulder or whatever I'm just kind of so things and then also how a little bit of how it moves into love Colorado love Colorado it's a little bit
interchangeable because if we focus on the five things it will make love Colorado kind of more self-flowing but we can love Colorado and then move it into some of these other pillars because oh hey I've heard about this maybe we can look at this Um, but a lot of it
comes down to improved communication. Are we getting the right message out for people to understand what we're trying to tell them? And we don't want to just have Coloradoadons love Colorado, which, you know, I'm a fifth generation Colorado, so I definitely love it. Um, but we want
everybody to love us. And we want people to be able to recruit to see you from around the world. So, I believe that is everything. >> Oh, definitely. Yeah, Kimberly did a great job of of capturing everything, but I just want to underscore uh one
important point that she brought up while we were there is also so the two criteria that we had really focused on students and then they focused on faculty and we don't want to forget the importance of staff and supporting and advancing all the work that we're doing too. So making sure that that gets through as a throughine but I think that the primary thing we talked about is we've got a lot of data and a lot of
good information on our campuses but it's how we're communicating that. So the benefit of what we're doing, the benefit of the faculty, not only the amount of research dollars coming in, but how that faculty research benefits everyday Coloradoans, I think is an important asp,
you know, students want to know how long is it going to take me to graduate, what's it going to cost me, and what kind of money, what kind of job can I get when I'm done. So being very concise about how we're communicating the impacts of what we do, I think was an underline, which is why working with the Love Colorado campaign can really help to hammer home the good work that's
already happening, but emphasize that. >> Kelly, I'm sorry. Thank Kelly. I read you send a question. >> Oh, that's all right. Um, yeah. No, I was going to say some of what Judy just said is that underlying all of this is that we have all of these data. We have
so much great data but communicating it to the right audiences I think we can do a better job of even us and I may I gave the example of we've talked a lot today about scholarships and tuition and cost but I personally can't tell you like what percentage of our students get
scholarships what's the average amount of money they get and I think those are really useful in the community so to be able to um share it better even within the system I think would be really helpful and then yes I was going compliment Kimberly on bringing up the
fact that staff doesn't really show in any of this and that goes to I mean a lot of things I could say but I think it's really important because I can tell you as a faculty member staff interface with our students more than faculty do and so that their importance I think
needs to show better in all of this so thanks thanks Kimberly >> thank you to group one for the report out uh moving on to group two uh that's healthcare clinical care and excellence in stewardship, efficiency and resilience. And Vice President Dineer is going to
walk us through that. Thank you. We're going to start with uh healthcare. We had a ringer in our group. We had Don and Don will tell you without even being asked that Andrew is special. So we spend more time on healthcare than we
did on the second one. I kind of got kind of mixed in the quantitative with the qualitative. We didn't really draw a big distinction between the two. Uh one of the ones up there was patient served. That's certainly a critical metric to consider. Other ones that we listed were funded research awards and grants, breadth of coverage, and by that we
meant serving the entire state, both rural and urban, and also serving the entire region. Also measuring new drugs, technologies, licensed, patents. Uh one item that Don had mentioned was very important was industry partnerships. critically important because we simply
can't do this alone. Uh getting back to an issue that the last speaker spoke about the messaging and the communication need a message that cuts through so people know what we do and what we're trying to do. For example, educate nurses and all healthcare professionals and really the same for
our innovations and breakthroughs. Uh the example of Ohio State, what a great job they do within their state of communicating everything they do. they're experts in every area that we need to do a better job of the tremendous work that's happening on our campuses and certainly at anes with regard to healthcare and we need qualitative measures for these these uh
the student member of our group talked about tracking uh healthcare alumni and where they work I'm going to turn to the stewardship efficiency and resilience listed on the metrics on the sheet were um gifts and fundraising and sustainability so the gifts and
fundraising this is a a key area and certainly has grown dramatically. I think with regard to sustaining that, there's some concerns certainly at the federal level. Uh maybe we're overly dependent on federal funding and the same can be said of state funding. The potential loss of state funding is a worry. So sustainability in these areas
is really critical. In terms of other metrics, we talked about one specific example, retrofitting buildings. What kind of cost does that provide? But also, it was kind of telling that not everybody in the room knew the uh the efficiency report that's produced out of the president's office
and Chad's team every year. It's a tremendous report talking about the savings on projects throughout the CU system. We need to do a better job of communicating what we are doing. And then uh VP Lightner made a really critical point. We need to acknowledge that not everything we do saves money or
is efficient, but they're important and often subsidized by other areas of the university, but they're still important to us because they reflect the values of the university. So that's our summary. Okay. Okay. Thank you. And finally on to group
three, which had Love Colorado and workplace of choice and senior vice president Ratavich Piper. Okay, thanks everybody. Good morning. Um, our group was great and we um, we
talked a lot. So, workplace of choice is where we started with. This is where we spoke about all of our employees frankly. Um so we uh someone mentioned talking about really making sure that our IRC faculty um and incorporating
their place in the workplace into all of this is very important. Um we also talked about CWC results and considering those in this area as we're talking about um measurements measuring are both
quantitative and qualitative. Um we talked a lot about retention um of employees compared to our peers. There's a real interest in understanding a little bit about what our peers are doing um and incorporating some of that into this or at least giving some
thought to that. Um there was some talk we didn't totally conclude in this area about campus level data particularly maybe certain colleges or schools maybe being a little too gran granular for this discussion. And so how do we you
know aggregate it in a larger sense across the university? Um and also how do we make this a workplace of choice ensuring that we're keeping you know our northstar retaining our students. So
there was some talk about that as well. We moved on to the love Colorado bucket. Um, there was a comment about how we should just we shouldn't break out urban, suburban, and rural communities, which we did in the description, and we just should talk
about it in terms of Colorado communities. Um there was some talk about uh measuring our academic research, measuring how much we do that's actually in Colorado and affecting Colorado and what what that
looks like visib what we do that affects you know the the the nation or the world which is more to that specific Colorado piece. Uh let's see explicitly lo using the state's workforce needs. So you know
the state lists what are workforce deficiencies where we have the most need using that um as a metric for us in this area. Uh be sure that we are a a forum for debate speech and ideas and then how
do we how do we you know measure that piece. Also, there was talk about the possibility of having a map, an interactive statewide map um that identifies where we are and our presence and talk a little bit about how AI might
be used to help generate such such a map. And then of course concurrent enrollment uh and how that might be a connection in this space. uh talking about whether or not can we measure graduates in the state who stay in the state which I think there is an
answer to that uh we also have student perspective can we get a sense from applicants uh why they're applying or why they chose us as opposed to you know going somewhere else and I'm happy for my other group members to add to that
summary. Thank you. >> Can I can I say something Chad? Um, you know, one of the things I'm sitting here thinking about is probably our largest opportunity of population and credibility is our student population, right? We've got over 60,000 students.
They're diverse. They represent almost every state in the country. When we get an excited student that has a great experience at the University of Colorado, they go back to their school, tell their friends, and I will almost guarantee that we'll see more kids come from that geographic area in the next
year's enrollment. So, what I'm thinking about is how do we energize, how do we educate, and how do we use them as a source of communication of how great the University of Colorado is? Because the credibility of one student to a potential student is far greater than
almost anything we can do and put in print. So, I'm just sitting here thinking, how do we make sure that those students understand, are energized, and go back and are able to communicate their experiences to other students? Because enrollment is where it's at, right? If we don't drive enrollment, we
don't have a a business case. And I'm just thinking those may that may be one of the best entre for new students going forward. So to totally agree with your comments, Mr. Chair. Um so all of this discussion is incredibly helpful for us. Um I think
that everybody's contributions today and um kind of refining where we where we will contribute to refining where we currently are. Um we have our next working group meeting uh on Friday the 24th. A couple of subsequent working group meetings in the month of May.
Steering committees will be in intermittent in that and we will be back before the board uh at our board meeting in June up in Gley to continue uh kind of a report out on our progress in this space. So thank you for your feedback. Uh board members, if you didn't get something that um something occurs to
you, please reach out to myself or or someone on our team so that we can make sure that we're getting your feedback as we continue to develop this. And thanks for your time this morning. >> Thank you, Chad. >> Yeah, great work. So, that concludes the
public session uh of our uh meeting today. I would ask that uh those that are attending the executive session reconvene at 10:20 since we're a little bit ahead of the curve and uh appreciate everybody's uh uh efforts in putting
this meeting together. Thank you.