Academic Staff Award
The Academic Staff Award was established to annually recognize a member of the Academic Professional and Administrative (P&A) staff who has made distinguished contributions to the mission of the University of Minnesota, Morris.
Sponsored by the Office of the Chancellor
Selected nominee will be recognized at the annual Faculty and Staff Recognition Dinner and will be listed in the Dinner program. The recipient will receive:
- Award certificate
- $750 honorarium
- $750 provided to the recipient’s department to be used in support of professional development activities during the coming academic year
One recipient of the award annually.
University employees holding at least 75% time appointments, whose primary appointments to the University are in the following categories: Academic Administrative (93XX) or Academic Professional (97XX) are eligible for this award. Individuals holding one of the above appointments and also holding faculty title (94XX) are not eligible for this award.
- Nominees must have at least three years of P&A employment at the Morris campus at the time of nomination, not including the year nominated.
- Previous recipients of the All-University Academic Staff Award may not be nominated for the University of Minnesota Morris Academic Staff Award for at least four years after receiving the all-University Academic Staff Award.
- Previous recipients of the University of Minnesota Morris Academic Staff Award may not be renominated. Previous nominees who did not receive the award may be renominated.
Suggestions for nominees may come from:
- Academic professionals
- Academic administrators
- United Staff Association
- Student organizations
Self nominations are welcome. There should be a nominator who coordinates the compilation of a dossier. This person may enlist the aid of others, if desired.
The completed dossier, including the nomination form, must be submitted electronically in PDF form to the chair of the Selection Committee. Selection of the Academic Staff Award recipient will be based solely on the material included in this dossier.
Dossier Organization and Presentation
Each copy of the nominee’s dossier should include (and is limited to):
- A letter of no more than three pages presenting the full case of the nomination. This letter should have an executive summary that highlights the contributions and achievements of the nominee described in the letters of support and current vita. The letter should include a brief job description delineating official responsibilities and duties, and evidence of work above and beyond the nominee's stated job responsibilities and requirements. Please submit this information with the Dossier Cover Form.
- Previous nominees may be renominated by adding a one-page update to the previous year’s letter.
- No more than five letters of support from peers, colleagues, administrators and supervisors, students, alumni or other University community members who have first-hand knowledge of the nominee's performance as an academic professional and/or as an academic administrator. The letters should describe the specific contribution(s) that make the nominee deserving of this award. Please submit this information with the Support Letter Form.
- A current resume or curriculum vita.
Nominees will be evaluated on the basis of a dossier documenting their achievements and contributions in their role as an academic staff member. The dossier should provide specific evidence of excellence worthy of this recognition. Such evidence may include supporting letters from persons knowledgeable about the selection criteria, programming, service, curricular and/or scholarly contributions.
Achievements and contributions should include foremost evidence of doing one’s own job exceptionally well. In addition there should be evidence of making a contribution to the broader campus, off-campus community or professional organization.
Award recipients will be selected by a committee including an academic professional and administrative staff member, a faculty member, a student and a USA staff member. Traditionally, each year the chair of the selection committee is the recipient of the award the previous year.
- 2021: Matt Zaske
- 2020: Angela Vetsch
- 2019: Tim Grove
- 2018: Jim Bovre
- 2017: Kevin Flicker
- 2016: Judy Korn
- 2015: Troy Goodnough
- 2014: Jennifer Herrmann
- 2013: Argie Manolis
- 2012: Jayne Blodgett
- 2011: Peter Bremer
- 2010: Dave Aronson
- 2009: Henry Fulda
- 2008: LeAnn Dean
- 2007: Bryan Herrmann
- 2006: Roger Wareham
- 2005: Karla Klinger
- 2004: Ferolyn Angell
- 2003: Ardath M. Larson
- 2002: Gary L. Donovan
- 2001: Thomas W. Mahoney
Area of Concentration Procedures
Students wishing to identify an individual Area of Concentration may do so by means of the following procedure:
1. The student should first consult with his/her adviser about personal curriculum objectives.
2. In consultation with the adviser and perhaps other faculty, the student should develop a plan of courses that constitute an Area of Concentration.
3. The student should prepare a written summary of his/her proposed curriculum plan on the Area of Concentration form. Only the approved form, revised July 2007, will be accepted. The form is an MS Word Form and must be typed; download the form below. NOTE: use the tab key to move to the next field. This summary should include the following:
◊ A statement of rationale as per instructions on the form
◊ Title of the Area of Concentration (major)
◊ A list of courses and/or other experiences directly related to the Area of Concentration (major)
◊ Provide a copy of a comparable program (major) from another institution.
4. The student should submit this curriculum plan to the adviser and additional faculty member(s) as necessary for approval. The request for approval should then be forwarded to the appropriate Division Chair and to the Office of the Vice Chancellor for Academic Affairs and Dean. The Dean's Office will send a notification of approval of the student's Area of Concentration to the student, the adviser, other identified faculty, the Division Chair, and the Registrar.
5. Any changes in the curriculum program plan should be submitted in writing, signed by the adviser, and transmitted to the Office of the Vice Chancellor for Academic Affairs and Dean.
Area of Emphasis Procedures
Students wishing to identify an individual Area of Emphasis may do so by means of the following procedure:
- The student should first consult with his/her adviser about personal curriculum objectives.
- In consultation with the adviser and perhaps other faculty, the student should develop a plan of courses that constitute an Area of Emphasis.
- The student should prepare a written summary of his/her proposed curriculum plan on the Area of Emphasis form. Only the approved form, revised July 2007, will be accepted. The form is an MS Word Form and must be typed; download the form below. NOTE: use the tab key to move to the next field. . This summary should include the following:
- A statement of rationale as per instructions on the form.
- Title of the Area of Emphasis (minor)
- A list of courses and/or other experiences directly related to the Area of Emphasis (minor)
- Provide a copy of a comparable program (minor) from another institution.
- The student should submit this curriculum plan to the adviser and additional faculty member(s) as necessary for approval. The request for approval should then be forwarded to the appropriate Division Chair and to the Office of the Vice Chancellor for Academic Affairs and Dean. The Dean's Office will send a notification of approval of the student's Area of Emphasis to the student, the adviser, other identified faculty, the Division Chair, and the Registrar.
- Any changes in the curriculum program plan should be submitted in writing, signed by the adviser, and transmitted to the Office of the Vice Chancellor for Academic Affairs and Dean.
Curriculum Change Form and Instructions
Curriculum Change Forms (including ECAS forms)
Proposing a new course or revising an existing course:
Forms to use during catalog production years: (Note: 2016-17 is a "catalog year.")
- Form A - Discipline Summary of Catalog Changes
- Form A (2016 version) (Word doc)
- Form B - Discipline Objectives and Major/Minor Requirements Changes
- Form B (Word doc)
- Multiple Course Revisions Form (for showing changes for several courses on one form)
- Multiple Course Revisions Form (Word doc)
What is PCAS?
The Program and Curriculum Approval System (PCAS) is a University of Minnesota Web-based program used for creating and modifying majors and minors and other degree programs. This program went live in the spring of 2006. In most cases, disciplines proposing to change the major or minor requirements should use the Form B above to indicate the desired changes. Once the changes have been approved through the Curriculum Committee and Campus Assembly, the Division contact person will enter the approved changes into the PCAS system.
A University of Minnesota x.500 login is required to enter the PCAS system to view current approved programs and proposals awaiting approval. For additional information about PCAS, go to the PCAS Resources page.
- Form A - Discipline Summary of Catalog Changes
Curriculum Change Forms (including ECAS forms)
Proposing a new course or revising an existing course
- Course approval process
- ECAS Course Proposal Form (blank form in MS Word)
- View ECAS course proposals online
Forms to use during catalog production years
Note: 2022-23 is a "catalog year."
- Form A - Discipline Summary of Catalog Changes
- Form A (2022 Version - Word Doc)
- Form B - Discipline Objectives and Major/Minor Requirements Changes
- Form B (Word Doc)
- Multiple Course Revisions Form (for showing changes for several courses on one form)
- Multiple Course Revisions Form (Word doc)
What is PCAS?
The Program and Curriculum Approval System (PCAS) is a University of Minnesota web-based program used for creating and modifying majors and minors and other degree programs. In most cases, disciplines proposing to change the major or minor requirements should use the Form B to indicate the desired changes.
Please review the program approval process. Once the changes have been approved through the Curriculum Committee and Campus Assembly, the Division contact person will enter the approved changes into the PCAS system.
PCAS was designed to do three things:
- Be a comprehensive database of all the requirements needed to complete each undergraduate degree program offered on the four University of Minnesota campuses.
- Be a web-based approval system that automatically routes all new programs, and any changes to existing programs, to the correct approvers and approval levels throughout the University. It replaces the old paper-based program approval process that was used for creation of new majors or minors.
- Be a resource for the Graduation Planner, the University's program that supports students' timely progress toward graduation. It includes information about timing of course-taking (i.e., when students must/should take each course in order to graduate in four years). This information is used in Grad Planner to help students plan degree programs.
All University catalogs, both print and online, use data from PCAS. Degree requirements for University majors and minors are automatically generated from PCAS for display in the online catalog and this same information is downloaded as needed for print catalogs.
Login to PCAS System
A University of Minnesota Internet ID and password is required to enter the PCAS system to view current approved programs and proposals awaiting approval. Anyone with a UMM e-mail account can view PCAS programs. Only those with special authorization are allowed to create, edit, and/or approve programs.
PCAS Tips and UMN Morris Rules
- Do not include General Education Requirements in PCAS.
- Update courses in ECAS before working in PCAS.
- A course must exist in ECAS, but doesn't have to be approved, in order to be used in PCAS.
- Only one proposal is possible in a major at one time.
- Time-out in PCAS occurs every 30 minutes—save often.
- A program can have up to 4 levels of sub-groups.
- Each plan and sub-plan must have one sample plan in order to "submit."
- View the Executive Summary on the submit page to see proposed changes.
- Hitting the Submit button generates an e-mail to the approver.
- A "plan" can be a major or minor.
- A "subplan" is an option within a major or minor. There is a box that asks if the subplan is optional or required (example: an optional subplan is the Honors Program).
- The Honors Program subplan should be called "Honors."
- The Secondary Education licensure subplan should be called "Teaching Licensure."
- General Information
- Documentation/Narrative Material
- Admission Requirements
- Program Requirements
- Sub-plan/Concentration Requirements
- Sample Plan
- Checkpoint Chart
Rules Regarding Current / Future Program Requirements
- Information about the fields that are updatable within the current program requirements and those updatable for future programs
- Examples of PCAS course groupings (and/or relationships) and course lists (courses/credits in a list -- usually electives)
In addition to the scholastic honors, the University of Minnesota, Morris recognizes campuswide student leadership in the academic disciplines through the following awards:
Abbott Award in Physics
This award is presented to a graduating senior majoring in physics who has the greatest potential for achieving a professional career in physics or a physics-related field. The award was established by the late Robinson Abbott, professor of biology from 1961 to 1991, and his wife, Rose Marie, who taught biology courses at Morris, to recognize the importance Morris has played in their lives. All four Abbott children graduated from Morris, three with majors in physics.
Alumni Award for Outstanding English Major
This award is given to an English major in his or her last year at Morris whose performance in English classes has been consistently superior and who has made positive contributions to the discipline or major in and beyond the classroom.
Art History Book Award
This award is given to a graduating art history major in recognition of academic excellence and potential for further achievement in the arts.
Natalie Benoit Memorial Award
This award is presented to a junior or senior who has demonstrated ability and shows promise as a serious art student. Established in memory of Natalie Benoit by her parents, George and Joan Benoit, former Morris residents. Natalie was an art major studying at Penn State at the time of her death in an accident.
Chemistry Undergraduate Research Award
The Chemistry Undergraduate Research Fund (CURF) provides support for students who are majoring in chemistry/biochemistry and have an interest in carrying out research in chemistry/biochemistry or a closely related field. The awardee must have demonstrated outstanding aptitude for research in the chemistry discipline’s Introduction to Research course and the potential for continued success.
Chris Berg Memorial Award
This award is presented annually to an outstanding senior majoring in economics who has demonstrated academic excellence in that field by the economics/management faculty in memory of their late colleague.
Clemens “Johnny” Brauer Memorial Award
This award supports geology majors by providing financial assistance to cover field study expenses. Recipients must exhibit academic excellence and plan a professional or academic career in the geological sciences. The award honors the memory of Clemens Brauer, associate professor of geology from 1966 to 1981, who emphasized fieldwork as an important part of a geology major. His students and the campus knew him as “Doc Rock.” He passed away in May 2003.
Rodney A. Briggs Library Student Art Award
This award recognizes talented Morris students and creates a permanent, quality, library art collection. Morris art faculty identify up to 10 works from each of the two student art shows. A committee of two library staff, two library student assistants, and an Academic Services Support Committee member select one piece from each of the art shows.
Keith Carlson Memorial Jazz Award
This award is presented annually to the most outstanding jazz musician at Morris. This award was established in memory of Keith Carlson by Jack and Ethel Carlson.
Freshman Chemistry Award
This award honors a first-year student’s outstanding performance in a chemistry class. It is given by the Chemical Rubber Company.
spdf Chemistry Award
This award is presented annually to a senior chemistry major who has demonstrated outstanding scholarship, potential, and service in chemistry.
Brion Dalager Memorial Award
Established by the family and friends of the late Brion Dalager, Morris music student from 1969 to 1972, this award is given annually to students who have demonstrated outstanding ability on a band instrument.
Mimi Frenier Award in Gender, Women, and Sexuality Studies
This award is granted annually to a junior or senior gender, women, and sexuality studies major in recognition of high academic achievement and social, political, and civic activism. It was established by colleagues, students, alumni, friends, and the Morris Commission on Women in recognition of Professor of History Mariam Frenier’s dedication to Morris and in appreciation for her contributions to the development of the gender, women, and sexuality studies major. She served Morris from 1973 until her retirement in 2004.
Dimitra Giannuli Memorial Award
Based on the excellence of history coursework at Morris, this scholarship was established by colleagues, friends, family and alumni in memory of Dimitra Giannuli, associate professor of history. She served Morris from 1992 until her death in 2003.
Gieske Academic Award
Offered annually to outstanding political science majors in their senior year, recipients will have an exceptional record of accomplishment at Morris as well as strong prospects for success after graduation. The award is in memory of Millard R. Gieske, professor of political science from 1963 to 1991, a respected leader in many professional organizations and the author of many political works.
Gieske Internship Award
This award supports political science students who pursue legislative internships in Washington, D.C., or at the Minnesota State Capitol. It honors the memory of Millard Gieske, Morris professor of political science.
Lois P. Hodgell Printmaking Award
Presented annually to a student who demonstrates creative potential in the field as well as a technical understanding of a variety of print processes, this award honors the late Lois P. Hodgell, who was a professor of art at Morris from 1962 until her retirement in 1993. The award recipient must show outstanding achievement in printmaking.
The Horizon Award is awarded annually to an outstanding sophomore psychology major. Recipients who receive this award have exceptional records of accomplishments at Morris and strong ambitions for their academic careers.
Raymond J. Lammers Award in the Language Arts
Established in memory of Raymond J. Lammers, professor emeritus of theatre, this award is presented to seniors majoring in and demonstrating an outstanding undergraduate career in one of the following disciplines: theatre, English, foreign language, or communication, media, and rhetoric. Professor Lammers was one of the first Morris faculty members and figured prominently in the creation of the theatre major and theatre program.
Morris Management/Economics Alumni Award
This award is presented to a graduating discipline senior who has achieved academic excellence and has provided service to the discipline and the Morris campus. It is funded through collective alumni gifts to the management/economics discipline.
Dik Munson Art Award
This award is presented to outstanding first- and second-year students in studio art who demonstrate creative potential in future discipline coursework. This award is intended for purchase of materials and supplies for the recipient’s artwork and experimentation with new media.
Outstanding Graduate Award in Psychology
The Outstanding Graduate in Psychology Award is given annually to a senior graduating with a psychology major. Recipients who receive this award have excelled in the following areas: scholarship, research experience, and participation in the psychology discipline.
Pi Delta Phi
Pi Delta Phi is the National French Honor Society for undergraduate and graduate students at accredited public and private colleges and universities in the United States. The highest academic honor in the field of French and the oldest academic honor society for a modern foreign language in the United States, Pi Delta Phi was founded as a departmental honor society at the University of California at Berkeley in 1906. The Society was nationalized when the Beta Chapter was established at the University of Southern California in 1925. The Society was officially endorsed by the American Association of Teachers of French as the only collegiate national French honor society in 1949. The purpose of the Society is to recognize outstanding scholarship in the French language and Francophone literatures, to increase the knowledge and appreciation of Americans for the cultural contributions of the French-speaking world, and to stimulate and to encourage French and francophone cultural activities.
Pi Sigma Alpha Best Paper Award
The Pi Sigma Alpha Best Paper Award is awarded to political science students whose papers, submitted for courses during the previous calendar year, were judged the best based on degree of original research, level of critical thinking, and quality of writing. Pi Sigma Alpha is the national political science honor society for college students of political science and government.
Jay Y. Roshal Award
This award is presented to a senior majoring in biology who demonstrates the most promise and interest in a career in the biological sciences. The award is in honor of the late Jay Y. Roshal, professor of biology at Morris from 1960 to 1983, and the first chairperson of the Division of Science and Mathematics.
William R. Scarborough Memorial Award
This award is presented annually to a senior enrolled in either the elementary or secondary education program. This award recognizes a student’s demonstrated competence and potential for becoming an outstanding member of the teaching profession. William Scarborough joined the Morris faculty in 1966, made many contributions to public education in Minnesota, and served as chairperson of the Division of Education until his death in 1979.
Schneider National Award
Presented to an economics or management student who has demonstrated outstanding research abilities and maintained academic excellence. The award is funded by Schneider National, Incorporated.
Sociology/Anthropology Book Award
Awarded to an outstanding sociology and/or anthropology student, this honor recognizes academic excellence and active engagement in the fields of sociology and anthropology.
Ted and Judith Underwood Award in History
This award is presented to a graduating senior with a major or minor in history who has demonstrated distinguished academic performance in history. The award is named for Dr. Ted L. and Judith Underwood. Ted served the University of Minnesota Morris as an outstanding scholar, teacher, and administrator from 1967 until his retirement in 1999. Judith completed a degree in education at University of Minnesota Morris in 1971 and pursued a successful career in education in the Minneapolis area from 1973 to 1999.
The Wawokiya (Lakota for “one who helps”) Award is awarded annually to an outstanding senior psychology major. Recipients who receive this award have strong records of accomplishment at Morris and sincere interest in helping others.
For more information about these and other awards, contact the respective division chairperson.
Distinguished Visiting Professorship In The Liberal Arts
In April of 2001 the University of Minnesota Foundation and Elizabeth S. Blake announced the establishment of a University of Minnesota Morris Distinguished Visiting Professorship in the Liberal Arts, to be awarded for the first time when sufficient funds became available. The Visiting Professorship is made possible by combining a future legacy gift with a Foundation “match” and with designated endowment income and contributions.
Dr. Blake, professor emeritus of French, served as vice chancellor for academic affairs and dean at UMN Morris from 1979 until 1995. According to the establishing agreement, the Visiting Professorship was created “to celebrate and strengthen the success of the University of Minnesota Morris as an undergraduate liberal arts campus and to contribute to its continuing quest for high distinction in baccalaureate education.”
The purposes of the Visiting Professorship are
- To underscore the commitment of the Morris campus of the University of Minnesota to a program of undergraduate liberal arts
- To enhance the already rich intellectual life of the campus
- To increase the national and international visibility of the UMN Morris baccalaureate program.
The establishing agreement further specifies as follows:
The Distinguished Visiting Professorship in the Liberal Arts is to be held on a short-term basis by a faculty member from outside the University of Minnesota, preferably from beyond the State of Minnesota, who is a recognized authority in a liberal arts field within the arts, humanities, mathematical sciences, natural sciences, education or social sciences. The frequency of awarding the professorship, its duration, and its perquisites, shall be determined—according in part to the funds available, both from the endowment and from other sources—by the chief academic officer of the Morris campus in consultation with the Chancellor. The Visiting Professorship shall be awarded in rotation to each of UMN Morris’s four academic divisions:
- Science and Mathematics
- Social Sciences
or, if the divisional structure no longer exists, to the various disciplines in turn in a manner to be determined by the chief academic officer. An appropriate committee of faculty, staff, and students, named by the chief academic officer at least two years prior to the beginning date of the professorship, shall recommend candidates for the professorship to be invited by the chief academic officer or the Chancellor on behalf of the campus.
Faculty Distinguished Research Award
The Award, established in 2000, recognizes sustained research and/or artistic productivity of a UMN Morris faculty member over the course of a career.
The Faculty Distinguished Research Award consists of a single course replacement if feasible, or a cash award of $2,000 plus $500 to the discipline of the awardee, or an equivalent package to be negotiated with the Vice Chancellor for Academic Affairs and Dean. An individual may win this award only once.
- 2021-22 None awarded
- 2020-21 Nic McPhee, Computer Science
- 2019–20 Ray Schultz, Theatre Arts
- 2018-19 Keith Brugger, Geology
- 2017-18 Julie Eckerle, English
- 2016-17 Pieranna Garavaso, Philosophy
- 2015-16 Michael Lackey, English
- 2014-15 None awarded
- 2013-14 Stephen Burks, Economics and Management
- 2012-13 Jong-Min Kim, Statistics
- 2011-12 Ted Pappenfus, Chemistry
- 2010-11 Neil Leroux, Coommunication, Media, and Rhetoric
- 2009-10 None awarded
- 2008-09 None awarded
- 2007-08 None awarded
- 2006-07 David P. Roberts, Mathematics
- 2005-06 None awarded
- 2004-05 Seung-Ho Joo, Political Science
- 2003-04 Cyrus Bina, Management
- 2002-03 Vicente Cabrera, Spanish
- 2001-02 Ishtiyaque Haji, Philosophy
- 2000-01 Vasilikie Demos, Sociology
- 1999-00 Eric Klinger, Psychology
- Harold Hinds, History
- Dwight Purdy, English
- David Hoppe, Biology
- James Cotter, Geology
- James Carlson, Music
Faculty Research Enhancement Funds (FREF)
The UMN Morris Faculty Research Enhancement Funds (FREF), supported by the University of Minnesota Office of the Vice President for Research (OVPR), provides funding to help UMN Morris faculty members support their research-related activities. These funds are awarded in the following categories to full-time faculty:
- I) Large-Scale Research and Creative Projects
- II) Project-Based Faculty Research Support
- III) Travel Differential Support
- IIIi) International Travel Support
Faculty with less than full-time appointments (a 25-74% faculty appointment) may apply for funding in Category IIIA but are not eligible to apply for the remaining categories.
FREF funds can be used to support travel (including bringing collaborators to UMN Morris), materials, supplies, equipment specific to the project, and other justifiable research expenses.
The funds will not be used for salary, wages, or conference registrations.
A final report is required at the end of the funding period for categories I, II, and IIIi. Proposals are reviewed three times a year (September, January and April) unless otherwise noted.
Download one of the Application Forms: (Cat-I, Cat-II, Cat-III, Cat-IIIA, Cat-IIIi)
Download the Final Report Form.
Category I: Large-Scale Research and Creative Projects (Reviewed in April grant round)
Large-Scale Research and Creative Projects, previously only reviewed in the April round, will now be accepted in all three rounds. However, faculty may still only receive one FREF I award per academic year. This change will allow unsuccessful proposals to note reviewer comments and reapply without having to wait a full year.
Category I is designed to fund up to $5,000 for large-scale research and creative projects that will provide major contributions to the field of study. Category I grant proposals are currently reviewed in all three rounds. Successful applicants will have up to three years to spend these award funds.
Recipients will be required to present research findings or creative works to the campus community. Faculty members receiving funding in this category will not be eligible to apply for Category I funding for three years after receiving the award.
The FREF Review Committee recognizes that a large-scale project may be different depending upon the project and the discipline in which it takes place. Therefore, clarity and detail in the description of the project proposal are extremely important. Examples might include:
- Production, development, performance/presentation of artistic/creative works to larger audiences in the region or beyond
- Development of projects that can attract additional external funding
- New research for projects with likelihood of major publication
- Research that requires human subject payments
- Multi-phased projects with extensive data collection, resource and literature reviews, archival research and analysis.
The proposals will be reviewed according to: a) importance to the field, b) coherence and clarity of purpose, c) potential for success, d) degree of imagination and innovation in concept and approach, and e) need for funds to successfully complete the project.
Category II: Project-Based Faculty Research (Reviewed each grant round)
Category II is designed to fund up to $1,000 for small/medium-sized research and creative projects (an article, production, installation) or individual portions of a larger project (e.g. a chapter of a book). There is no limit to the number of times applicants may apply for Category II funds, but progress toward project outcomes will be a deciding factor for future requests. Support for ongoing projects must be for separate components not previously funded. Category II will also fund up to $1,500 for collaborative projects involving two or more UMN Morris faculty. These proposals must clearly identify an authentic collaboration between faculty involved in the project. Also, project activities must clearly contribute to the research and/or scholarly activities of all faculty involved in the project.
Special Instructions for FREF IIs for Publishing Subventions
- Provides up to $2,000 for the publication of scholarly books, peer-reviewed scholarly monographs or articles.
- Proposals will be reviewed each grant round.
- Subventions will be paid directly to the publisher through the faculty member’s division office.
- Recipients are limited to one subvention grant per academic year.
- The publisher will be required to provide written assurance that the funds will be returned to the University of Minnesota, Morris in the eventuality that the book is not published for any reason.
- The faculty member will be solely responsible for any and all taxes that may result from the payment of the publication subvention support to the publisher.
Regular FREF II grants will still be available to cover charges for images or indexing. The new category is reserved for subventions that go directly to publishers to offset the costs of publication. Contact John Hamerlinck at email@example.com with any questions.
1. Fill out the regular FREF II application. Be sure to add a description of the book, monograph, or article for which you are requesting funds.
2. Non-allowable expenses include: advertising and promotion, cover art, indexing, purchase of copies, cost of translating existing books into another language, or the republication of a previously published book.
3. You must provide a signed, current copy of the contract with the publisher. This contract should stipulate the subvention amount requested and details on how the funds will be used.
4. If support is currently available to you from any other internal or external source, explain why it may not be used for the costs of your publication’s production.
Category III: Travel Differential Support (Reviewed on an on-going basis)
Category III is designed to fund up to $400 to offset the cost of research and scholarly-related travel. The intent of Category III is to help cover the added travel costs associated with UMN Morris's geographic location. Faculty can receive Category III support up to three times in an academic year.
These funds are not intended to be used to replace UMN Morris Out of State Travel Funds given to tenure-track faculty members. Requests for travel funds should include itemized costs for mileage, per diem, and lodging. The research or creative activities supported by the travel funds should be clearly stated.
Part-time faculty with an appointment of 25-74% can apply for travel differential support with the approval of their division chair. Please use the Category IIIA application, which includes a signature space for division chairs.
Faculty are encouraged to submit Category III applications well in advance of their travel and no later than two weeks prior to the travel departure date listed in the application.
Temporary COVID-related policy change - In cases where a previously scheduled conference, workshop or other professional meeting has been moved totally online due to COVID restrictions, we will allow FREF III awards to be used to cover event registration. This non-travel exception is temporary, and will end when in-person events resume.
Category III and IIIA proposals are reviewed on an on-going basis with proposals submitted to Adele Lawler in the Dean’s Office (firstname.lastname@example.org; 320-589-6018).
Category IIIi: International Travel Support (Reviewed on an on-going basis)
Category IIIi will provide up to $1,200 to offset the cost of research/scholarly-related international travel. The intent is to help cover the added travel costs associated with international travel. This fund will support travel to research conferences as well as travel to
Faculty can receive Category III support three times in an academic year with the possibility of being awarded more than one Category III award in the same grant period. Category IIIi awards do count towards the limit of three Category III awards within the academic year. Requests for travel funds should include itemized costs for mileage, per diem, and lodging. The research or creative activities supported by the travel funds should be clearly stated.
Category IIIi proposals will be reviewed on an ongoing basis.
Faculty are encouraged to submit Category III applications well in advance of their travel and no later than two weeks prior to the travel departure date listed in the application.
Category IIIi was developed to address a reduction of faculty travel support available through the University’s Global Programs & Strategy (GPS), which now allows faculty members to apply for travel support every other year. Category IIIi funds are not intended to be used to replace UMN Morris Out of State Travel Funds given to tenure-track faculty or applications to the GPS Alliance. It is anticipated that faculty will apply for all available sources of funding to support international travel and evidence of such will be considered during the funding decision process.
Temporary COVID-related policy change - In cases where a previously scheduled conference, workshop or other professional meeting has been moved totally online due to COVID restrictions, we will allow FREF III awards to be used to cover event registration. This non-travel exception is temporary, and will end when in-person events resume.
UMM Faculty Research Enhancement Funds
To request funds, please complete the appropriate Faculty Research Enhancement Funds application forms (see list below) and submit to the Dean’s Office (Room 315 Behmler Hall). Proposals for Category III, IIIi, and IIIA, differential travel support, will be reviewed on an going basis. The application must be submitted no later than two weeks prior to the travel departure listed on the application.
Category II proposals for project-based research and creative activities will continue with grant rounds three times a year (September, January, and April). Category I proposals for large-scale research and creative projects will be reviewed during the April grant round.
Category II deadlines will be:
- September (for travel in October, November, December and January)
- January (for travel in February, March, April and May)
- May (for travel in June, July, August and September)
Email will be the primary method of notification when funding has been awarded. A brief report of project activity and results will be required to receive reimbursement for funded activities.
Frequently Asked Questions
Q: What are Faculty Research Enhancement Funds (FREF)?
The FREF program, supported by the University of Minnesota Office of the Vice President for Research (OVPR), provides funding to help UMN Morris faculty members support their research-related activities.
The funds are awarded in five categories:
- I – Large-Scale Research and Creative Projects
- II – Project-Based Faculty Research Support
- III – Travel Differential Support
- IIIA – Travel Support for Part-time Faculty
- IIIi – International Travel Support
Q: Who may apply for FREF funds?
- Tenured, tenure-track, and full-time faculty may apply for funding in Categories I, II, III, and IIIi.
- Faculty with less than full-time appointments (a 25-74% faculty appointment) may apply for funding in Category IIIA, but are not eligible to apply for the remaining categories.
- Members of the campus community with combination faculty and staff appointments may apply for funding based on the percentage of their appointment that is considered “faculty.” For example, someone with an appointment that is 75% faculty and 25% staff may apply for funding in Categories I, II, III, and IIIi. Someone with an appointment that is 75% staff and 25% faculty may apply for funding only in Category IIIA.
Q: How are FREF proposals reviewed?
FREF proposals are peer reviewed by a committee that includes the chairs of each division and at least one faculty member from each division; representatives from the Grants Development Office and Dean’s Office serve in an ex officio capacity. Category I proposals are reviewed each round. Category II proposals are reviewed in September, January, and April of each year. Category III, IIIA and IIIi proposals are reviewed on an ongoing basis. The review process is reviewed periodically and discussions take place each grant round regarding recommendations to proceed for subsequent grant rounds.
Q: How hard and fast are the deadlines listed?
All proposals submitted by the deadline date will be reviewed for that grant round (please see the next question for more detail). Proposals submitted after the deadline date will not be reviewed.
Q: Can I submit a request for a trip out of the deadline timeline listed (i.e. can I submit a request in January for a project beginning six or nine months later)?
You can submit an early request, but, depending on the amount of funding available and the number of requests, the proposal may be deferred until the appropriate grant round. A funding continuance can be granted from the Dean’s Office, but the funds are intended to be
spent in the round awarded. Funds cannot be awarded retroactively; all work must take place after the time of award.
Q: How many FREF awards can I receive in a year?
- Category I: A faculty member may receive one Category I award in a three-year funding period.
- Category II: There is no limit to the number of Category II awards a faculty member may receive in a year, but progress toward project outcomes will be a deciding factor for future requests. Support for on-going projects must be for separate components not previously funded.
- Category III: A faculty member can receive up to three Category III awards in one fiscal year.
Q: Since an applicant can receive up to three Category III awards each year, what is the funding cycle for them?
Only three Category III proposals will be approved in any given fiscal year (July 1 to June 30). If travel is approved in one fiscal year and takes place in another, it will count towards the limit of three for the fiscal year in which it is approved.
Q: For Category III proposals, how far in advance do I need to submit?
Category III, IIIi, and IIIA applications must be submitted two weeks prior to the travel departure date identified in the application.
Q: Can FREF funds be awarded retroactively?
Q: Are funds for student salary allowable?
No. As FREF awards were originally established, salary of any kind is not allowable. For primary support of student/faculty research, the FREF review group encourages faculty to look at external funding opportunities as well as programs such as Morris Academic Partners (MAP), Undergraduate Research Opportunity Program (UROP), Grant-in-Aid (GIA), and Imagine Fund Awards for projects in the arts, design and humanities.
Q. Can FREF funds help cover costs of editing, indexing, transcription services, image charges, lab fees and charges, etc.?
Yes. Funding for editing, indexing and similar expenses will be considered in Category II by the FREF committee. Justification is needed as to why these expenses are necessary for the project and why other alternatives and resources are not being used. These activities will only
be funded up to the Category II limit of $1,000.
Q. Can I purchase books using FREF funds?
Funding for book purchases will be considered in budgets in Categories I or II by the FREF committee. Justification is needed as to why these books need to be purchased and not borrowed. An itemized list of book purchases is requested; proposals without book lists will be considered less competitive.
Q. Can I submit two applications for Category II funding in the same grant round?
If each application is clear that they are for independent projects, more than one Category II proposal can be submitted.
Q. Can more than one Category II application be submitted for the same project in the same grant round?
Multiple applications for the same project are not permitted.
Q: Can I apply for more than one category in a round for one activity?
Yes, but the same activity can only be funded in one category (i.e., you cannot get funded in both categories I and II for the exact same activity). If you make more than one request in a grant round, you will be asked to include a priority rank for each proposal. You may submit
multiple applications in the same grant round for the same category if you provide a priority rank for each application.
Q: Can I apply for more than one project/activity in a round?
Yes, but the activities must be distinctly different.
Q: Do I need to use the forms?
Yes. Updated applications with information and budget requirements have been developed to make the process of applying as simple as possible. If you have questions about completing the applications, please contact the Grants Development Office.
Q: How and when will I be notified of the funding decision?
The goal is that all applicants will receive e-mail notification no later than 15 business days after the submission deadline. If you will not be accessible via email, please indicate that on your application, and an alternative form of notification can be arranged.
Q: If I am awarded funds, how do I receive them?
This will be handled similarly to the Out of State Travel fund. Submit your receipts with your final report to your division support staff.
Q. What happens if I cannot complete my project within 1 year?
Contact Adele Lawler, Dean’s Office, email@example.com to request a time extension on your project.
Q: If I have questions, comments, or concerns about this program, to whom do I send them?
As this program is still developing, feedback is encouraged and appreciated. At this point, please send comments to Adele Lawler, Dean's Office, firstname.lastname@example.org.
Q: What are some examples of what is funded by FREF funding?
Category I examples:
- Travel to discipline-specific research/scholarly venues (e.g., travel to an archive, laboratory, library, theater, art gallery, etc.) that will advance applicant’s individual or collaborative research project (if project is new)
- Funds to purchase supplies or to cover extraordinary expenses related to or supporting creative activity
- Funds for duplicating archival materials
Category II examples:
- Travel to meet with colleagues from the UMN System or other institutions (or to bring colleagues to the Morris campus) for the purposes of advancing a collaborative research agenda
- Travel to create or participate in a scholarly collaboration
- Funds for editing indexing, page charges, image charges, etc.
- Funds similar to those eligible in Category I
Q: How did UMN Morris receive these funds?
In the fall of 2005, during a visit to the Morris campus, former Vice President for Research Tim Mulcahy heard from a number of faculty members that Morris's rural location often served as an impediment to conducting research and collaborating with colleagues from other institutions. In response to this unique challenge, Vice President Mulcahy, in collaboration with the Office of the Vice Chancellor for Academic Affairs and Dean, the Grants Development Office, and with faculty input, created the Faculty Research Enhancement
Funds Program. Through the generous support of current Vice President for Research, the program continues to support faculty research activities.
Q: How has this program changed since conception?
The mission for FREF has not changed. The funding categories have evolved in response to faculty need and input. Category I, a Large-Scale Research and Creative Projects category is available to faculty to support research that will make a major contribution to the field; this category is often where “new research” is supported. Category II, the Project-Based Faculty Research Support category, provides funding for shorter-term research projects or lengthier projects (with various components or stages eligible for multiple awards in various grant rounds and for non-duplicative components) if project progress is demonstrated. This replaces the earlier FREF category for collaborative research or works, however, collaborative work can also be funded in this category. This category is reviewed three times a year (September, January and April). The last category, Category III, is Travel Differential Support. This category will help offset the cost of research and scholarly-related activity specifically for the cost of travel from our rural location. We have added a new component, Category IIIi, to this category to address the increasing costs of international travel. Category III also evolved to allow for an increase in the funding amount and to enable part-time faculty to apply. To better accommodate faculty travel cycles, this category is now reviewed on an ongoing basis.
Faculty Search Procedures
- Determine position availability. In consultation, the Division Chair, Dean and Chancellor agree that there is a position open, the nature of the position, the specific discipline and area, the rank and salary range, and any start-up funds that might be needed.
- The Division Chair appoints a Search Committee and Chair. The committee must include at least one person from outside of the discipline, one person representing a minority group on campus, and a student.
- The Division Chair, consulting with appropriate Division/discipline faculty, Search Committee, etc., composes a position description, selection criteria, and any advertisements.
- The Division Chair submits the online Requisition for approval by the Dean.
- The Search Committee has its first official meeting, which must include the Dean and the Affirmative Action Officer, to discuss the recruitment process. Division Chairs may wish to attend.
- Search Committee reads applications, selects top 3–10 for closer scrutiny. Normally, no search will proceed unless at least one candidate in this pool is from an underrepresented group.
- Search Committee submits the interview pool for approval. Submit the Pool Approval memo to the Human Resource Office for UMM campus approval, prior to doing any telephone or on-campus interviews.
- Once the Affirmative Action Officer and Dean have approved the interview pool, the full Search Committee narrows the list to 2–4 candidates for on-campus interviews, through further scrutiny of credentials and references or by conducting (optional) preliminary telephone interviews or interviews at conferences.
- The Committee submits the short list of candidates to the Division Chair and Dean for approval.
- Conduct interviews. Once approved by the Dean, the Search Committee schedules on-campus interviews for the candidates, after checking the schedule of the Chancellor, Dean, and other interviewers.
- Search Committee gathers reactions from participants in on-campus interviews and makes its formal written recommendation/report to the Division Chair, citing the strengths and weaknesses of the candidates interviewed.
- Approval to make offer. The Division Chair submits Pool Approval memo, page 2, to Human Resources for routing for approval to hire.
- Once approved, the Division Chair may inform the candidate of the status of the search and receive a verbal acceptance.
- Prepare Appointment Form and Letter of Offer. Upon receipt of approval to hire, an Appointment Form must be completed. (Attach candidate’s CV and official transcript.) Letters of offer for full-time positions will be prepared in the Chancellor’s Office for signature by the Dean. Part-time/rehire letters are prepared in the division/department with a copy to the Dean. Departments are responsible for communicating to applicants that the position has been filled.
Faculty Time Release Funds
For academic year 2023-2024
Time Release Funds are aimed at recognizing the quality research that is being done at UMN Morris and to provide support for tenure-line faculty to dedicate more time to research. Up to two awards will be made available to faculty through a competitive proposal process that will be overseen by the Dean and Division Chairs.
Funds for successful course release requests may be provided to the appropriate hiring unit to hire temporary staff to teach one four-credit course, labs, etc. Proposals require the applicant to work with their discipline colleagues and division chairs to devise and commit to a plan for accommodating the course release without significantly impacting course availability or colleagues’ workloads. Overload payments to existing full-time faculty members to cover courses are not allowed. Applications require the signature of the appropriate division chair.
Please complete the application form and submit the following information:
- Description of the research or creative project that will be undertaken (no more than one page)
- Description of how you will use this release to advance your research or creative project (workplan). (no more than one page)
- If applying for a course release, discuss how your discipline/division plans to cover the release without significantly impacting course availability or colleagues’ workloads.
- Specific plan for publication or other product of the project
- Abbreviated curriculum vita (maximum two pages)
Proposals are due on Friday, November 11, 2022 at 4 p.m. in the Dean’s Office. Course releases from this grant round can be taken Fall 2023 or Spring 2024 depending on scheduling and course release plan.
Criteria of this award include:
- The intellectual/creative significance of the proposed research to the field
- The effect on raising the profile of the department or University or directly engaging the public through the project
- The impact on applicant’s professional development.
Please print the application form and submit with your proposal to the Dean’s Office (email@example.com) no later than 4 p.m. on Friday, November 11, 2022. Electronic signatures will be accepted.
Frequently Asked Questions
- Can a faculty member receive a course release grant as well as another leave (single semester, sabbatical, Institute for Advanced Study Fellowship) in the same year?
While someone may apply for multiple programs, if awarded more than one, the faculty member would need to choose which leave/release to accept.
- Can I indicate a second choice on the application for which semester I would like my course release?
If the semester or course for which you would like to take the release time is flexible, you may indicate a first/second/third preference of semester on the application form. Please remember that in the application you must explain how your discipline will accommodate the course/semester for which you are applying for the course release.
- If I get a course release, who decides from which class I will be released? Who will teach my class?
As part of the proposal process, you will have worked with your discipline colleagues and your division chair to determine when a course release is logistically possible and which courses you teach might work for a release. The funds from this program may be used to hire a replacement instructor for your course; a colleague will not be able to receive overload payment for teaching your course. The instructor for your class will be determined by the Division Chair in coordination with the discipline.
- Is there a limit to the number of times I may receive Time Release Funds?
A faculty member will be able to receive this award once within a seven-year period in order to provide release opportunities to as many faculty as possible.
- Where may I find assistance with writing my Time Release Fund proposal and application? Will someone review my initial draft before submission?
With advanced notice, the Grants Development Office will be happy to discuss the application process and review proposal drafts. It is always a good idea to discuss proposals/ideas with colleagues as well.
- May I change the semester in which I was awarded the Time Release?
This would need to be determined on a case-by-case basis but it is envisioned that a change of semester could be accommodated with approval of your division chair and in consultation with your discipline.
- If I receive an award and I cannot use it, can I postpone it for a year?
This would need to be determined on a case-by-case basis, but typically awards must be used within the award period for which they were granted.
Intellectual Community (IC) Course
First-Year Experience Curricular Component
Approved by the Curriculum Committee on February 10, 2010, to be effective Fall 2010
Approved by Campus Assembly on March 3, 2010
The broad goal for an Intellectual Community (IC) seminar course aimed at first-year UMN Morris students is to produce a small class setting where students will become part of a liberal arts intellectual community. To accomplish this, these IC courses will introduce students to the skills necessary to engage in discussions with one another and encourage active involvement of students with the material, each other, and their faculty instructor.
The IC component is fashioned after the other general education components of the curriculum: it describes what the expectations are and it allows faculty to design and decide how these expectations will be best met.
Goal of the IC requirement
Foster development of an intellectual community among new college students at UMM
IC courses need to
- Introduce students to intellectual and practical skills that they will need to participate effectively in an intellectual community
- Be designed to promote active participation (written, oral, creative) by students
- Provide students with the opportunity to work with and to know others from their cohort well
- Provide students with the opportunity for close interaction with faculty
- IC courses could have discipline-based prefixes or could be IS courses, but all will be at the 1xxx level. IC courses could range from 2 to 4 credits, depending on the course content. Course
- enrollments for 2-credit courses would be expected not to exceed 18 students; enrollments in 3- or 4- credit courses would be expected not to exceed 25 students.
- All new college students will be expected to complete the IC requirement in their first semester of enrollment at UMN Morris. Transfer students who have completed 12 credit hours or more of courses as a degree-seeking student at a college or university would be exempt from this requirement. Students who fail their IC course will still be required to satisfactorily complete the IC requirement.
- Course proposals for the IC designation will be solicited from faculty on campus, using the proposal form below. A subcommittee of the Curriculum Committee will screen these proposals and work with faculty to ensure that the goals of the general education requirement are met by the course as described.
- Courses with the IC designator will be brought through disciplines and divisions, reviewed and approved by the full Curriculum Committee, and brought to Campus Assembly for approval. For the fall 2010 semester, it may be necessary to approve these courses provisionally, after review by the Curriculum Committee, to ensure that courses are available for new student registration, and then brought to Campus Assembly for information only.
- While this general education requirement meets the curricular aspects of the First-Year Experience for college students, we expect to work closely with campus committees and staff in ensuring that other aspects of the transition to college are addressed through appropriate campus programs and events.
IC Course Information
IC Course Proposal Form
Internships and Field Experiences
What are internships and field experiences?
An internship or field experience consists of a professionally supervised activity in a professional setting. The kind of activity that counts toward an internship must teach the student something academically valuable about their major or minor. Interns observe and assist with the professional activity that goes on around them, and they may themselves engage in professional activities under close supervision.
Each internship or field experience entails two supervisors:
- The UMN Morris faculty supervisor, who works out arrangements for the experience, instructs the student on specific requirements, and awards the grade.
- At least one field supervisor, a qualified professional in the field setting of the internship who supervisors the student's on site activities and, at the completion of the field activities, sends an evaluation of the student's performance to the faculty supervisor.
Purposes of Internships and Field Experiences
Internships and field experiences serve a number of purposes.
- To enrich students' learning. They do this by providing concrete experiences with applying knowledge outside an academic context. This enables the student to knit up their academic learning with quasiprofessional functioning. They can try out principles they learned in the classroom, laboratory, and readings while these are still fresh in their minds. The hope here is that students will make firm connections between their academic learning and their professional activity, that they will draw on what they learned academically to improve and think critically about their functioning as professionals, and that they draw on what they learned in the field setting to illustrate, dramatize, correct, and reorganize their academic learning.
- Give students a realistic day-to-day experience with life in a profession they are possibly thinking about entering. They will have a chance to try it out with minimal cost to their careers before committing themselves to a job in the field. If they decide they would rather do something else, they have lost much less than by quitting or, worse still, keeping a job they dislike.
- Introduce students into professional networks. They may find a future job in their internship agency or in some other agency they contacted in the course of their internship, or the contacts they developed may help them find a job somewhere else.
- Provide the basis of a competency evaluation. Interns and UMN Morris can see whether they have acquired the knowledge and skills they are expected to acquire.
How to Arrange an Internship or Field Experience
There are two general ways to go about arranging an internship or field experience:
- Locate a setting in which you wish to work, make your own inquiries about the possibilities there, and then enlist the help of a UMN Morris faculty member to finalize the arrangement with the field agency and to set up a suitable set of course requirements for the student.
- Use UMN Morris resources to locate a field setting and to work with faculty and staff to make the necessary arrangements. Career Services maintains information on internship possibilities.
Whichever path you take, be sure to allow plenty of time, generally about half a year, to make arrangements. This means, for instance, that if you wish to take your internship during the summer after your junior year, you should begin to make arrangements during the early part of the previous fall semester.
Registering for an internship in the IS 3996 series requires the following:
- An internship agreement form, signed by the student and faculty supervisor and approved by the Vice Chancellor for Academic Affairs
- An accompanying learning contract that spells out the proposed internship in detail, including the goals and objective, the types of activities to be undertaken during the field experience, the number of hours allocated to these activities, the total number of hours of learning activity in the internship, location of the internship and organization name, city and state
- The academic experience should included a daily journal of his/her activities and a final paper, which will be required based on the reading that he/she did and from knowledge of what was gained from the internship experience. This paper will meet all of the criteria of a regular research paper and will be turned in by the dated required by the faculty member. The student may also be required to read the equivalent number of scholarly books in the subject area and may be required to give an oral presentation of what was gained from the internship experience;
- Notification will be sent from the field supervisor to the faculty supervisor indicating that the field supervisor approves the student's internship plans and will take responsibility for the student's supervision and evaluation in the field setting. Arrangements should be made to have a letter of evaluation sent from the internship supervisor to the faculty advisor upon conclusion of the internship.
When to Take Your Internship
Since it is hard to take an internship and a full academic course load at the same time if the field setting is located away from Morris, most students take their internships during the summer following their junior year or the summer following their senior year. In the latter case, if the internship is the only requirement left between you and graduation, you can generally arrange to take part in the commencement exercises before completing the internship. The actual degree will be awarded upon completion of all work.
How to Calculate Number of Credits
The rule laid down by the University Senate states that each credit of course work should correspond to three hours of work per week of the semester, including exam week, or 48 total hours of effort per semester. In an average four-credit course, for example, an average student is expected to devote about 192 hours to classes, labs, readings, papers, tests, and any other work in that course. These are supposed to be hours of educational activity.
Calculating credits for internship and field experiences is more complicated than for on-campus courses, because some time spent in the field is likely to be non-educational—for instance, some routine admission procedures or clerical operations may cease to teach an intern anything new after the first few times they are performed. Other activities may never cease to be learning experiences, no matter how often repeated.
Therefore, to calculate the number of credits an internship deserves, it is necessary to estimate the number of hours of internship activity that will be educational. You then divide that number by 48 to arrive at the appropriate number of credits. Or, conversely, to make sure that your internship is worth four credits, it is necessary to structure the internship to provide the requisite amount of learning time: 192 hours. Your time estimates should include time spent on the required daily log, final paper and special readings described next.
What Will You Be Required to Do?
The specific requirements for your internship or field experience will depend on your faculty supervisor and on the kind of internship setting in which you will be working. However, most internships require the following:
- A specific plan for field supervision
- A daily log in which you record your main activities during that day and your thoughts about what you are doing
- A paper about your internship (see below for details)
- A satisfactory evaluation by your field supervisor
Note: you are not necessarily required to do new reading or to engage in research. If you have not already acquired the necessary background for your field setting, you may be required to read background material. You are always encouraged to read, but a schedule of reading is not a standard part of the internship experience. The point of an internship is to gain experience by doing, not by reading. Nevertheless, credit is awarded for the intellectual and academic benefits that accrue to the student. Consequently, intellectual reflection on the activity is a core value of the internship. The doing of the work carries its own rewards. The reflection on the activity demonstrates the academic impact.
You are also welcome to conduct research in your field setting, provided you have the consent of the authorities at your field setting.
Instructions for Writing the Paper
At the end of the internship, you will be required to hand in a paper. The paper should contain two parts.
- Part I: Describe the kinds of activities you engaged in during your internship and the approximate number of hours you spent on each kind of activity. This part of the paper may be quite short—one or two pages.
- Part II: Describe the connections you were able to make between your internship experiences and your academic learning: ways in which your academic learning was helpful or misleading to you as you worked, ways in which you were able to apply the principles of your academic discipline to particular tasks or challenges in the field setting, ways in which you found specific theories or evidence from your academic work to be consistent or inconsistent with particular internship experience, ways in which particular internship experiences illustrated or contradicted things you had learned in your courses, and so on.
One way to go about writing Part II is to review your notes and texts from your basic courses and match up topics with the various topics and activities that come up in your journal. Then think about their relationships and write down your thoughts. What is the point of making these connections? They are intended to deepen and elaborate your academic learning.
While there need not be a direct relationship between the quality and value of written work and the length of that work, in general projects of greater scope and complexity should require longer essays. Consequently the following is a rough guideline on the length of paper to be produced following the internship:
1-6 credits 15 pages
7-9 credits 20 pages
10-12 credits 25 pages
13 or more credits 30 pages
All internship and field experiences are graded on the S-N system only. To obtain a grade of S, all aspects of your work must be satisfactory—your daily log, your paper, and your field supervisor's evaluation of your work. Doing beautifully on one or more of these measures will not compensate for the failure of another.
Internship Application Procedures: Interdisciplinary Studies (IS) Internships
- Information about internships may be obtained either from a faculty member or from Career Services. Once an internship opportunity is secured, the field supervisor may wish to interview the intern so that all responsibilities are understood.
- The student must find a UMN Morris faculty member who is willing to serve as the faculty supervisor for the internship.
- The student completes an Internship Form with the faculty supervisor. Download an Internship Form (.doc)
- The Internship Form must be approved by the student and the faculty supervisor and brought to the Office of the Vice Chancellor for Academic Affairs and Dean (315 Behmler Hall) for approval by the Dean.
- The student must pick up the approved internship form from the Dean's Office and register with the Office of the Registrar.
- Students are responsible for distributing provided copies of the internship forms to their faculty supervisor and field supervisor.
- At the end of the internship, an evaluation should be completed by the student and submitted to the Office of the Vice Chancellor for Academic Affairs and Dean. A blank evaluation form is attached to the faculty supervisor's copy. Download an Internship Evaluation Survey (.doc)
The Field Supervisor's Role
Internships would be impossible without the conscientiousness and dedication of field supervisors, for whose efforts UMM is deeply grateful. The field supervisor is a professional employed at the site of the internship who provides day-to-day supervision of the intern's activities. Such supervision normally consists of frequent consultations between supervisor and intern. In some instances, the official field supervisor may delegate part of the most direct daily supervision to another appropriately qualified professional working under her or his direction and provide less frequent (for example, weekly) feedback to the intern. In those instances, the official field supervisor remains responsible for the educational quality of the internship experience for the intern. At the end of the internship, the field supervisor supplies a written evaluation of the intern's performance to the faculty supervisor.
Field supervisors must be qualified professionals in the area of the internship. "Qualified" here means having the academic credentials and experience that are generally recognized as necessary to qualify an individual to hold the supervisor's professional position. Generally, long, successful, supervised experience may substitute for academic credentials for purposes of undergraduate internships.
The field supervisor's final written evaluation of the intern's performance should address the basic question of how well the intern satisfied the supervisor's expectations, how well the intern performed her or his professional duties, compared to reasonable professional standards for individuals with the student's level of preparation. Field supervisors are encouraged but not required in this written evaluation to characterize the intern's performance as fully as possible, commenting on the intern's work style, including its particular strengths and weaknesses.
Mary Martell Award
The Mary Martelle award serves as a continuing tribute to those personal qualities and many and varied contributions made by Mary Martelle, a senior secretary in the Office of Student Activities from 1965 until her death in 1976.
Criteria: Student Honoree
The award is presented in recognition of a student's extracurricular activities through which he/she found a way to enrich the campus community. Qualities to consider are:
- Concern for others
The nominee should be sensitive and knowledgeable about campus needs and should add freshness and a new dimension to either her/his organization(s) or to the people with whom the nominee has been involved.
Only full-time students are eligible for the student award. Students are not eligible to receive the Mary Martelle Award more than once. (The student recipient will receive a certificate and a check for $300.)
Criteria: Staff Honoree
Nominees for this award should be members of the United Staff Association (USA) who have found a way to reach beyond their particular duties and responsibilities to make contributions to the campus community as a whole.
While it is important that they exemplify in their daily work a commitment to the University, the primary purpose of the Mary Martelle Award is to recognize contributions above and beyond assigned job duties.
Examples of this include, but are not limited to, University (UMN Morris and all-University) and USA committee work; supporting students and student organizations; actively pursuing personal growth and knowledge (via classes, workshops, lectures, etc.); or any other form of contribution that demonstrates a nominee's willingness to 'go the extra mile.'
All United Staff Association (civil service and bargaining unit) personnel are eligible for the staff award. USA staff are eligible to receive the award more than once, but preference will be given to someone who has not received it previously. (The staff recipient will receive a certificate and $500 via payroll.)
Students, faculty, bargaining units, non-bargaining units, and organizations may make nominations to the Functions and Awards Committee. To be considered, nominations must be accompanied by written substantiation.
Upon receipt of the nominations and their written substantiation, a subcommittee of the Functions and Awards Committee, consisting of 1 faculty/P&A, 1 student, and the USA member, will meet and review the nominations and determine the awardees. The subcommittee will be selected by the Functions and Awards Committee chair.
- 2019 Angie Senger
- 2018 Irene Maloney
- 2017 Lynn Johnson
- 2016 Stephanie Ferrian
- 2015 Sarah Ashkar
- 2014 Roger Boleman
- 2013 Karen Ellis
- 2012 Nancy Helsper
- 2011 Jane Harstad
- 2010 Laura Thielke
- 2009 Carol McCannon
- 2008 Liz Spohr
- 2007 Jane Kill
- 2006 Brenda Boever
- 2005 Margaret 'Maggie' Larson
- 2004 Jennifer Lund
- 2003 Terri Hawkinson
- 2002 Robert Thompson
- 2001 Judy Korn
- 2000 Dave Dylla
- 1999 Jeri Mullin
- 1998 Bonnie Gulbrandson
- 1997 Judy Riley
- 1996 Lynn Schulz
- 1995 Rosa Kill
- 1994 Bonnie Tipcke
- 1993 Art Durkee
- 1992 Brabara Eisinger
- 1991 Ron Kubik
- 1990 Pat Tanner
- 1989 Avis Brandt
- 1988 Marvin Schultz
- 1987 Pam Gades
- 1986 Ginny Hinmon
- 1985 Martha Williams
- 1984 Lois Hogander
- 1983 Sara Haugen
- 1982 Audre Ross
- 1981 May P. Jesseph
- 1980 Verne L. Chandler
- 1979 Lila Watson
- 1978 Pearl Johnson
- 1977 Joyce Cain
Morris Academic Partners (MAP)
The University of Minnesota Morris offers the Morris Academic Partnership (MAP) program, in which faculty select academically talented, qualified second-year and third-year students to assist them in scholarly and creative projects. Selected MAP students undertake assignments intended to enhance their intellectual competence and increase their interest in graduate or professional study.
We also offer MAPs that begin in the summer and continue through the academic year. The stipends offered for these MAPs are $2,000 for summer and $2,000 each of the following two semesters.
- The MAP program is available to academically talented sophomores and juniors (by credit status).
- Students are only eligible for one summer, one fall, and one spring MAP during their academic career at UMN Morris.
- A Morris Academic Partner is expected to have a cumulative GPA of at least 3.0 at the time of selection.
- A Morris Academic Partner is required to carry a minimum of 12 credits during the semester(s) in which the MAP is awarded.
- Stipends are paid out directly to the student’s financial aid account at the beginning of each term.
- Stipends are non-renewable.
- A MAP stipend takes the place of any other work-study assignment. No other on-campus work may be carried out for the duration of the partnership (e.g., student work study; CA, HR, or TA positions;or other stipends).
- A Morris Academic Partner is not on an hourly payroll. As a guideline, MAP projects should average 8–10 hours of student involvement per week.
- A MAP is not available for credit.
- A faculty member completes the MAP Application Form
- The Dean’s Office notifies the applicant and the student of the decision via campus email.
Final reports from both the student and the MAP supervisor are due in the Dean’s Office on May 1.
MAP Application Form
MAP Final Supervisor Evaluation Form
MAP Final Student Evaluation Form
Morris Student Administrative Fellows (MSAF)
The University of Minnesota Morris offers the Morris Student Administrative Fellows program, in which academic and administrative staff select students to serve as administrative fellows in offices and programs on campus. MSAF students undertake assignments that enhance their intellectual competence, enrich their academic program, or hone their technical skills.
- The MSAF is available to all students in good academic standing.
- An MSAF student must have a cumulative GPA of 2.25.
- An MSAF student must carry a minimum of 12 credits per semester.
- An MSAF student is not on an hourly payroll. Awards will depend on the approximate number of hours the unit expects the student to work each week, ranging from 2-3 hours a week ($550 per semester, $1,100 per academic year) to 4-6 hours per week ($1,100 per semester or $2,200 per academic year).
- Stipends are paid at the beginning of each semester, directly to a student's financial aid account.
- Projects that qualify should involve greater complexity than typical work-study assignments.
- MSAF students are to undertake assignments that enhance their intellectual competence, enrich their academic program, or hone their technical skills.
- Stipends will be available for proposals submitted from all units of the campus, with projects providing the greatest opportunity for student enrichment being given priority.
- Service as an MSAF student will not disqualify a student from having a MAP, but they may not be held concurrently.
- The MSAF fellowship is not available for academic credit.
- A faculty or staff member completes the MSAF Application Form.
- The Dean’s Office notifies the applicant and the student of the decision via campus email.
- Will the MSAF fellowship provide an assignment that enhances the student's intellectual competence, enrich their academic program, or hone their technical skills?
- Does the project involve greater complexity than typical work-study assignments?
- Applications from all units of the campus or from regional agencies, such as WCROC are allowed.
- Depending on funding constraints, projects with students named may be funded first.
- See the Call for Applications document for deadlines and instructions.
- A Program Evaluation from both the fellow and supervisor are due in the Dean's Office on May 1.
Outstanding Support Staff Award Recipients
- Renee Kloos - AFSCME
- Bradley Gibson - Civil Service
- Leo Berlinger - Teamster
- Laura Thielke - AFSCME
- Angela Berlinger - Civil Service
- Michael Kopel - Teamster
- Janel Mendoza - AFSCME
- Mary Zosel - Civil Service
- Vance Gullickson - Teamster
- Sandy Kopel - AFSCME
- Rita Bolluyt - Civil Service
- Phil Hengemuhle - Teamster
- Lacey Fahl - AFSCME
- Marie Hagen - Civil Service
- Delores Rathke - Teamster
- Melody Veenendaal - AFSCME
- Nancy Erdahl - Civil Service
- Gail Boe - Teamster
- Sandy Kill - AFSCME
- Lisa Harris - Civil Service
- Dale Michealson - Teamster
- Bobbi Charles - AFSCME
- Cathi Halbe - Civil Service
- Lynn Halbakken - Teamster
- Jenny Quam - AFSCME
- Mick Rose - Civil Service
- David Mayo - Teamster
- Pat Nelson - AFSCME
- Lou Logan - Civil Service
- Marge Kleinhans - Teamster
- Ginger Nohl - AFSCME
- Dorothy DeJager - Civil Service
- Jerome Danelke - Teamster
- Linda Pederson - AFSCME
- Carol McCannon - Civil Service
- Mark Staebler - Teamster
- Joyce Amborn - AFSCME
- Darla Peterson - Civil Service
- Dave Raths - Teamster
- Carol Backman - AFSCME
- James Anderson - Teamster
- Jacki Anderson - AFSCME
- Julie Hesse - Teamster
- Chuck Grussing - Civil Service
- Ann Kolden - AFSCME
- Bill Eiler- Teamster
- Rose Murphy - Civil Service
- Susan Schultz-AFSCME
- Helen Kolden-Teamster
- Marlys Buntje-Civil Service
- Irene Maloney - AFSCME
- Bruce Wakefield - Teamster
- Michael Cihak - Civil Service
- Ron Kubik - AFSCME
- Dan Payne - Teamster
- Mark Van Overbeke - Civil Service
- Bonnie Tipcke - AFSCME
- Lois Kunde - Teamster
- Judy Korn - Civil Service
- Jane Kill - AFSCME
- Rosa Kill - Teamster
- Karen Ellis - Civil Service
- Jeri Mullen - AFSCME
- Gordon Harstad - Teamster
- Pat Hein - AFSCME
- Clare Strand - Civil Service
- Art Kunde - Teamster
- Jayne Hacker - AFSCME
- Maurice Tipcke - Civil Service
- Ann Vangstad - Teamster
- Carol Ford - AFSCME
- Sharon VanEps - Civil Service
- Jane Harstad - Teamster
- Curt Gunvalson - Teamster
- Thelma Wilson - AFSCME
- Pam Gades - Civil Service
- Lois Koehntop - AFSCME
- Mike Vangstad - Civil Service
- Lyle Lundebrek - Teamster
- Cindy Poppe - AFSCME
- Charles Taffe - Teamsters
- Gary Strei - Civil Service
- Audre Ross - AFSCME
- Tom Swenson - Teamsters
- Jenny Walter - Civil Service
- Arlene Beseman
- JoAnne Hagstrom
- Sara Haugen
- Bea Nelson
- Shirley Swenson
- Julie Ulrich
- Doris Benson
- Jim Bovee
- Bonnie Gulbrandson
- Sally Scribner
- Robert Thompson
- Margaret Larson
- Roger Boleman
- Kathy Cooper
- Charlotte Eul
- Lois Flatstad-Kramer
- Lynn Schulz
- Pat Tanner
- Nancy Helsper
- Joyce Cain
- Pearl Johnson
- Sandra Olson-Loy
- Marvel Wagner
- Lila Watson
Policy on Sponsored Projects Reports
The following policy was approved by the Chancellor and Vice Chancellors on January 6, 2004:
All grant related reports that will be sent to the sponsor must be reviewed by the appropriate Division Chair, Dean/VC and/or the Chancellor before they leave campus.
For reports (and/or actual requests) that are required for receiving continuing funding, the principal investigator must work with the pre-award grants coordinator to prepare and route the work plan, budget and Proposal Routing Form for signatures as appropriate.
Reports containing financial information must also be reviewed by the Grants Office (and potentially Sponsored Projects Administration, Twin Cities) prior to the Dean/VC/Chancellor review.
It is the responsibility of the Project Director/Principal Investigator to make arrangements with the grants office and reviewer(s) at least one month prior to the agency report due date to assure adequate time will be available for the review. [The minimum internal due date will be one working week per reviewing office prior to the agency due date unless other arrangements are made.]
The PI/Project Director will immediately notify the Grants Office of any requests for information or requests for reports received from the sponsor.
The Grants Office will send out a reminder three weeks in advance of the internal due date to the PI/Project Director and copy the appropriate Vice Chancellor.
Project-Based Mentorship Program (PBM)
Mentoring pairs usually meet once every week or two. A schedule (the dates) of the meetings should be submitted as part of the end-of-year report (see below).
The mentoring pair should design an activities/discussion plan for the academic year. These activities should be related to the goals set forth in the application.
Both the mentor and mentee must submit an end-of-year report to Adele Lawler, Office of the Vice Chancellor for Academic Affairs and Dean, 315 Behmler Hall.
The Project-Based Mentoring Program fosters the professional development of faculty on the tenure-line and in multiple-year appointments by providing them with a senior mentor to assist them with advancement at UMN Morris and with becoming fully integrated into the campus mission. Each member of the mentoring pair will be reimbursed up to $500 to support professional development purposes. For example, the funds could be used for attendance at professional meetings or for the purchase of professional books, journals, software, teaching aids (note: items purchased with UMN funds belong to UMN, although they may reside with individual faculty for the duration of that faculty member’s appointment). Jointly attending a relevant training or relevant conference is strongly encouraged.
Travel or purchases must be made through the Dean’s Office. Reimbursement requests for all expenses must be submitted to Adele Lawler (firstname.lastname@example.org or 320-589-6018) in the Dean’s Office within 60 days of expenditure.
PBM Call for Applications
PBM Application Form
Student Academic Grievance Procedures
Students with complaints about an instructor or criticisms about course content, procedures, or grading should, in almost all instances, bring the matter directly to the instructor. Where this is clearly inappropriate or when such action does not bring about a mutually satisfactory solution, the student should take the problem to the chairperson of the division administratively responsible for the course. The chairperson will attempt to resolve the matter informally. Grievances involving an instructor's judgment in assigning a grade based on academic performance may be resolved only through this informal resolution procedure.
Student academic complaints regarding the University's provision of education and academic services affecting their role as students must be based on a claimed violation of a University rule, policy, or established practice and should first involve an attempt to resolve the matter informally. Decisions of the division chairperson can be appealed to the vice chancellor for academic affairs and dean. There will be no appeals beyond the vice chancellor for academic affairs.
Students may bring academic complaints regarding the University's provision of education and academic services affecting their role as students. Such complaints must be based on a claim that there has been a violation of a University rule, policy, or established practice. Morris campus procedures for handling student academic complaints are available through the Office of the Vice Chancellor for Academic Affairs and Dean. Resolution of complaints under this policy may include reinstatement or corrective action for the benefit of the student, including refunds, but may not award monetary damages or direct disciplinary action against any employee of the University.
Other issues, such as concerns related to University employment and University admissions decisions, do not fall under the student academic complaints policy. This policy does not limit the University's right to change rules, policies, or practices related to the provision of academic services and education.
Allen W. Edson Award
The Edson award is presented annually in recognition of a student's total contribution to campus life. The award was established in 1960 from funds donated in memory of Allen W. Edson, superintendent of the West Central School of Agriculture from 1948 until his death in 1958, for whom Edson Auditorium is named.
The award recognizes outstanding achievement, scholarship, leadership, and character. The participation of the student in campus activities, along with his/her executive service and nature of offices held, are two of the suggested indications of a student's potential to receive a nomination.
Edith R. Farrell Award
Established by the family, students and friends of Edith Rodgers Farrell, late professor of French and advocate of undergraduate student research, this award is granted annually to a graduating senior whose research is judged by a jury of faculty to be excellent. The Edith Rodgers Farrell Memorial Award for Undergraduate Research will include a certificate and $500.
1. The research project must be student-initiated
2. The results of the research project are to have been presented in a public forum such as:
- the publication of one's scholarly or original work or a performance/exhibit of one's interpretive/creative work in a recognized public forum beyond campus;
- a presentation at a local, regional, national or international conference devoted to undergraduate student research;
- a presentation on campus open to the public of the results of one's scholarship or of original or interpretive work in the creative and performing arts.
3. The recipient must be a graduating senior with a GPA of at least 3.0
4. Preference will be given to students who aspire to graduate or professional school
5. The award is independent of financial need
- UMN Morris faculty members are invited to nominate one or more students who fulfill the expectations of the award.
- A brief statement describing each nominee's qualifications and providing a basis for their selection shall be submitted.
The award will be given as part of the student honors ceremony.
Mimi Frenier Award in Women's Studies
Established in 2003, the Mimi Frenier Award in Women's Studies is a yearly award established to recognize gender, women, and sexuality studies majors who have achieved excellence both in academic performance and in civic activism or engagement. This award is given in recognition of Professor Frenier's outstanding contribution to the develoment of the gender, women, and sexuality studies program at the University of Minnesota at Morris.
About Mimi Frenier
Shortly after joining the faculty in 1978, Professor Mariam (Mimi) Frenier undertook vigorous efforts to elevate the visibility of women's issues and enhance the status of women in the entire campus community and beyond at a time when it was not popular to do so. Among the many equity issues that she took up were hiring, salaries, promotion, housing, support for non-traditional students, and participation in sports. In addition, she introduced courses in women's history and women's studies, and she was one of the leading forces for the establishment of the Women's Studies minor (1979) and major (2000).
Whether advocating for all women or counseling individual women, Professor Frenier has been exemplary in her tireless efforts on their behalf. With this award, we gratefully acknowledge her many contributions and achievements and her unwavering support of an improved status for women and we celebrate two areas in which Professor Frenier's contribution to the experiences of gender, women, and sexuality studies majors has been distinctive: her scholarship and her active commitment to her ideals.
Nomination and Selection Process
- Every year, during spring semester, a call for nominations is sent to all faculty teaching gender, women, and sexuality studies courses.
- The faculty completes the nominating form and sends it to the gender, women, and sexuality studies coordinator.
- The coordinator and the members of the gender, women, and sexuality studies advisory board review the nominations and choose the recipient for the award.
- The award is presented before the end of the Spring Semester.
Nominees must have junior or senior standing or have completed (or be in the process of completing during the semester in which they are nominated) 24 credits in gender, women, and sexuality studies. The nomination form must contain evidence of outstanding achievement in two areas:
- Academic superior achievement within gender, women, and sexuality studies. Preference will be given to students carrying a GPA of 3.5 or above within the gender, women, and sexuality studies major and who have completed projects, such as works of arts, paper, panel presentations, which have been accepted for a show or a conference, etc.
- Social, political, civic activism, e.g., organization of a public event with a social, political, or civic purpose, service project to benefit a community, etc.
Curtis H. Larson Award
Curtis Larson was UMN Morris's first class speaker in 1964. He entered the Peace Corps after graduation and died in an automobile accident in Ecuador. Candidates for this award should be actively involved in the campus community, have the ability to represent the views of the graduating class and of UMN Morris as a whole, and be a capable speaker.
Nomination and Selection Process
Nominations are sought electronically each spring, after which a ballot is prepared and distributed to faculty and graduating seniors.
The senior who receives the most votes is the recipient of the Curtis H. Larson Award and is thereby named the student speaker at Commencement.
Scholar of the College
The Scholar of the College awards are selective and are presented annually to students who have demonstrated distinguished contributions to scholarship (e.g. research, artistic endeavor, performance) in one or more of the academic disciplines. Students are nominated by faculty and endorsed by the Functions and Awards Committee.
A student must be nominated with substantiation by one or more faculty. The Functions and Awards Committee reviews nominations. Those nominations endorsed by the Committee are:
- Submitted to the Steering Committee for approval
- Circulated to faculty for perusal
- Submitted to the Campus Assembly for discussion and approval.
The award may be given to a student more than once.
Mary Martell Award: Student
Student Rating of Teaching Procedures
Near the end of each semester at UMN Morris, a student rating survey is undertaken as part of faculty evaluation and development.
Student ratings of teaching effectiveness are solicited for all regularly scheduled courses and the results become part of the documentation needed to arrive at recommendations for promotion, tenure, and salary adjustments and for faculty improvement of teaching. The following procedures will govern the administration of the survey.
- The student rating survey is normally conducted during the 13th to 15th week of regular classes each semester (or 6th to 7th week for half-semester courses).
- The standard Student Rating of Teaching Forms for each course will be sent to division offices. Faculty are welcome to create additional survey forms, but no questions on these forms may in any way endanger student anonymity. Faculty constructing additional forms need to give these to their division office in a timely fashion to provide adequate preparation time. Division secretaries will prepare an envelope for each course for the standard forms; faculty are responsible for preparation of an envelope for additional materials. Faculty who wish to have the completed surveys reviewed for inappropriate or irrelevant content discussed in #6 below (i.e., sexist, racist or harassing comments) will notify the division secretary at this time. The division secretary will mark the appropriate course envelopes.
- The name of the course, five digit course number and instructor along with the actual enrollment in the class at the time of the survey must be written on the course envelope(s). Double-listed courses are combined under one entry rather than having separate enrollments listed. For courses that are team taught, separate evaluations are conducted for each faculty member.
- The survey is to be conducted on a day chosen by the instructor during the time frame indicated in #1 above. The instructor cannot be present when the survey forms are being completed by the students. It is recommended that at least 15 minutes be allocated at the beginning or end of the class session. A student volunteer from the course will be asked to pick up the forms from the division offices on the day the survey is to be conducted. The student volunteer in each class should read aloud the following statement: Your responses to this questionnaire are important because they will be used in tenure, promotion, and salary decisions for your instructor. While you are not required to complete the evaluation, your thoughtful written comments are especially requested, and may help your instructor improve future course offerings. The first six questions on this questionnaire are uniform throughout the University of Minnesota System and mandated by the University Senate. The results of this evaluation (including the evaluation forms) will not be returned to the instructor until after the final grades are submitted for this course. If a student is concerned about his or her anonymity, that person should contact the faculty member's Division chair and communicate his or her evaluation anonymously. Remarks inappropriate to an evaluation form, such as harassing comments or comments on irrelevant factors, may cause the form to be discarded. The student volunteer will then distribute the forms to each student present, and return them to the Division Office after all the students have completed the survey.
- The division secretary will send the completed forms to the Vice Chancellor for Academic Affairs and Dean for tabulation preparation, with one exception. The course envelopes to be reviewed for inappropriate or irrelevant comments will be sent to the Faculty Consultative Committee. The Faculty Consultative Committee, or its designated representative(s), will review the forms it receives in a timely manner and discard forms containing student remarks about an instructor's personal appearance, racist or sexist comments, statements or drawings constituting sexual harassment, or other inappropriate or irrelevant factors. The Faculty Consultative Committee will mark the number of remaining forms on the course envelopes and send them to the Dean’s Office. After the forms have been processed, they will be returned to the division offices.
- The surveys are confidential, open only to the evaluated faculty member and to those University officers (faculty or staff) directly involved in his or her tenure, promotion, and salary review. Every effort is made to safeguard confidentiality, for students and faculty, throughout the evaluation process.
- Student Release Questions: These questions were selected by the Student Senate to provide future students with information about the course. Responses to these questions may not be used in any reappointment, promotion, salary or (for tenure-track) tenure decisions. Later in the semester, individual instructors will be asked for their consent to release this information to students.
Student Rating of Teaching Summary Norms
Note: The Office of Institutional Research at UMM compiles many data reports not listed here. Please contact OIR (email@example.com) if the data you need is not found on the OIR Web site.
New Student Characteristics(comparisons/trends for High School Rank, ACT scores, ethnic background):
Student Origin Report (enrollment trends by Minnesota counties, states, 7-county metro, surrounding counties, and age):
University of Minnesota Accountability Report: (annual report to the Board of Regents in September):
Student Headcount by Race/Ethnicity:
Student Ratings of Teaching (SRT), Fall 2008 to present, and
Student Opinions of Teaching (SOT),
Note: SRT Procedures
SRT Division Norms, Spring 2017
SRT Division Norms, Fall 2016
SRT Division Norms, Spring 2016
SRT Division Norms, Fall 2015
SRT Division Norms, Spring 2015
SRT Division Norms, Fall 2014
SRT Division Norms, Spring 2014
SRT Division Norms, Fall 2013
SRT Division Norms, Spring 2013
SRT Division Norms, Fall 2012
SRT Division Norms, Spring 2012
SRT Division Norms, Fall 2011
SRT Division Norms, Spring 2011
SRT Division Norms, Fall 2010
SRT Division Norms, Spring 2010
SRT Division Norms, Fall 2009
SRT Division Norms, Spring 2009
SRT Division Norms, Fall 2008
SOT Division Norms, Spring 2008
SOT Division Norms, Fall 2007
SOT Division Norms, Spring 2007
SOT Division Norms, Fall 2006
SOT Division Norms, Spring 2006
SOT Division Norms, Fall 2005
SOT Division Norms, Spring 2005
SOT Division Norms, Fall 2004
SOT Division Norms, Spring 2004
SOT Division Norms, Fall 2003
SOT Division Norms, Spring 2003
Transfer Credit for Current Students
Current students planning to transfer courses from another University of Minnesota college through the Multi-University registration program or at another college should submit their proposed courses for transfer approval in advance.
Use the Course Evaluation Form to obtain prior approval.
Credit for coursework taken at other institutions will be transferred subject to the following considerations:
- The instructional institution is regionally accredited, and the mission includes providing courses that are intended for transfer to baccalaureate programs.
- The transfer coursework compares in nature, content, and level to courses offered by the UMN Morris curriculum.
- The transfer coursework is appropriate and applicable to the degree at UMN Morris.
Regional accreditation usually serves as the primary criterion for determining the transferability of course work from another institution. Credits from Minnesota technical colleges may be considered for transfer when appropriate to a student’s degree program. Credit is not normally transferred from specialized or proprietary institutions, military schools, or industry-based education programs.
It is the responsibility of the transfer specialist at UMN Morris to identify those institutions from which credit can be transferred and to determine whether coursework is college level. If questions arise with regard to transfer of specific courses, the transfer specialist will confer with the appropriate discipline faculty.
UMN Morris accepts the validity of an accredited transfer institution’s decisions regarding credit value, grades, content as described, and level of instruction (introductory or advanced) of its courses and transfers those courses accordingly.
UMN Morris accepts transfer coursework from foreign institutions of higher education that is applicable to the student’s degree program. The transfer specialist has the responsibility of determining the level, credit value, and grading to be recorded on the Morris transcript from material provided by the foreign institution describing the coursework.
If there are questions about the transfer evaluation, students may contact the transfer specialist. If questions persist, the executive committee of the Scholastic Committee will review the transfer decisions. If necessary, a final appeal may be presented to the full Scholastic Committee.
Study Abroad Courses
UMN Morris students who plan to study abroad should work through the Academic Center for Enrichment(ACE) and the Study Abroad Office to choose from the many study abroad opportunities available. If you plan to use study abroad courses for general education requirements and/or major/minor requirements, contact the transfer evaluation coordinator to evaluate the courses prior to your study abroad experience.
Having a prior approval evaluation form completed and on file facilitates the transfer of credits to UMN Morris for approved courses when the transcript arrives from the study abroad institution. When the Morris campus receives your study abroad transcripts, the transfer evaluation coordinator will record courses based on the prior approval form.
Students may transfer approved online course credits to UMN Morris from other institutions. Please download the Transfer Evaluation form or pick one up at the Office of the Registrar. Having a prior approval form completed and on file facilitates the transfer of credits to UMN Morris for approved courses when the transcript arrives from the institution offering the online course.
UMN Morris students may attend another UMN campus during the summer and/or through a consortium agreement that exists among the five campuses. It is critical that students understand their association with each campus at which they enroll.
Morris is the “home campus,” and the other campus of your choice is the “visiting campus.” Learn more about these opportunities.
If you plan to use other UMN courses for general education requirements and/or major/minor requirements, contact the transfer evaluation coordinator to evaluate the courses prior to enrolling at another UMN campus.
Courses from Another College
UMN Morris students who plan to study at another college during the summer or as an online student should seek prior approval for the courses to ensure that the credits will transfer to UMN Morris. If you plan to use courses from another college for general education requirements and/or major/minor requirements, contact the transfer evaluation coordinator to evaluate the courses prior to your course at another college. Having a prior Transfer Evaluation form completed and on file facilitates the transfer of credits to UMN Morris for approved courses when the transcript arrives from the institution at which you studied.
Visit Transferology to see how your courses will transfer to UMN from another college or university. This web database provides transfer course equivalency information that can be reviewed before making decisions about summer or online courses.
Vita, Curriculum and WORKS
Curriculum Vita Template
Curriculum Vita for Promotion and Tenure