Frequently Asked Questions
Frequently Asked Questions (FAQ)
These questions have been listed based on the feedback we've received from the survey and the form. We will continue to add to it and ensure it reflects the most up-to-date information.
What is the Healthy Campus Initiative?
The Healthy Campus Initiative is UCCS’s multi‑year effort to stabilize our financial foundation, address the structural budget deficit, and position the university for long‑term sustainability, growth, and investment in our people, mission, and academic excellence.
Why is UCCS taking this action now?
Higher education has experienced lasting financial shifts, and UCCS has relied on one‑time funds and reserves for many years to bridge budget gaps. Expenses have outpaced revenue growth, creating an unsustainable path. To build a stable and healthy future, we must address this structural deficit now rather than rely on short‑term fixes.
What does this mean for the future of UCCS?
This initiative is about creating a stronger, more resilient university, one that can invest in students, faculty, staff, and the campus environment. The work is challenging, but it is designed to ensure UCCS remains a stable, thriving academic community for future generations of students.
What role does Culture of Care have in the Healthy Campus Initiative?
The Healthy Campus Initiative provides the strategic and financial framework for long-term sustainability. UCCS’s Culture of Care provides the foundational values and behaviors that guide how that work is carried out. Together, they ensure that UCCS moves forward in a way that is strategic, responsible, and deeply centered on people and mission.
Campus wide, what is the breakdown of the different groups faculty-tenured and non-tenured; non tenure track faculty (instructors) and adjunct lecturers, classified staff, and university staff by year that can be compared to enrollments?
UCCS reports official employee data through IPEDS, which is the most reliable and standardized source for looking at faculty and staff trends over time—including tenured/tenure-track faculty, instructors, lecturers, classified staff, and university staff. These reports are available at the Institutional Data website under the IPEDS section, where you can access the past five years of submissions, feedback reports, and direct links to IPEDS for deeper exploration.
A few key things to know:
IPEDS uses a fixed census date of November 1, so data reflect employees active on that date.
Employee classifications follow federal Standard Occupational Classification guidelines, which means roles are categorized by their primary function (e.g., deans are reported as management, not faculty).
A classification update in 2018 combined with campus reporting inconsistencies led to several years of misclassified positions. These issues were corrected for one year, but earlier years cannot be retroactively changed. IDEA also completed a comparison in Spring 2024 to clarify what Fall 2023 should have looked like relative to 2021–2022.
Overall employee totals did not change, but some positions shifted between administrative and staff categories.
For additional context and comparison to enrollment, UCCS offers an IPEDS Benchmarking Dashboard, which includes the student‑faculty ratio and other metrics using full‑time‑equivalent calculations. Updates to this dashboard are underway and expected in the coming months. The CU System also provides related reporting through its Faculty & Staff dashboards on the CU Data site.
Why does UCCS have a budget gap?
Like many universities, UCCS has been affected by national changes in enrollment, rising costs, and limits on state funding. For several years, the campus used reserves and one-time funds to cover shortfalls, but that approach is no longer sustainable. The Healthy Campus Initiative is a long‑term plan to fix that.
How large is the current budget gap?
At this time, campus is facing a $27.7 million gap that we will address over a five‑year period. However, this figure reflects current projections and will be refined as enrollment, revenue strategies, and expense reductions evolve.
What is the difference between general funds and auxiliary funds?
General Funds are the primary, unrestricted operating budget supported by state appropriations, tuition, and educational fees. The deficits being considered in the Healthy Campus Initiative are in the general fund only.
Auxiliary Funds are self-generated through the sale of goods and services or generated through student fees. These funds are legally restricted to the operations that generate them and generally cannot be redirected to cover general fund deficits.By the same token, general fund sources are not intended to cover deficits in auxiliaries.
What does “structural budget deficit” mean?
Structural deficits in universities occur when what is considered "ongoing revenue" is less than what is considered ongoing operational expenses. Permanent revenue in public universities has traditionally been considered to be tuition revenue and state appropriations. For example, using one-time reserves to pay ongoing salaries creates a structural imbalance.
Can you provide a breakdown of those employees across college and divisions (VC) over the past 5 years? Both numbers of people and percentage of overall UCCS employees would be helpful.
Academic programs, administrative units, and funding sources have shifted frequently over the past several years—such as offices moving between vice chancellor areas, academic departments changing colleges, and positions transitioning between Auxiliary and General Fund support. These organizational changes, along with periodic reclassification of positions, mean that year‑to‑year comparisons at the college or division level would appear inconsistent or misleading. What we can provide is a single‑year snapshot: after each IPEDS cycle is completed, the Provost and Deans receive an annual summary of faculty and staff for their respective units. The IDEA office will share the IPEDS summary data in late Spring and can be found on the Institutional Data, Effectiveness, and Analytics webpage.
What is the difference between shared services and outsourcing?
Shared services and outsourcing are distinct approaches to delivering campus or system‑level support.
Shared Services refer to internal cost‑sharing arrangements—primarily within auxiliary units—to support campuswide functions such as facilities maintenance, IT services, and other operational needs. These services remain within the university but are funded collaboratively by the units that use them.
Outsourcing involves contracting with an external provider to perform services that are currently delivered by the university. This may be considered when external providers can deliver the service more efficiently, with better quality, or at lower cost.
How will quality, cost, and campus culture be considered before any outsourcing decisions are made?
For Dining and Hospitality Services, the RFP process explicitly evaluates vendors on quality of service, cost and financial sustainability, and alignment with campus culture and expectations. These factors will be central to any final decision. More broadly, EMSA is reviewing its operations with the goal of achieving cost efficiencies that do not diminish student‑facing support. Any outsourcing proposal would undergo careful evaluation to ensure it meets community expectations and maintains the character of the student experience at UCCS.
Why isn’t TABOR repeal part of the university’s budget strategy?
TABOR is a state constitutional framework that the university cannot change independently. Our financial planning must be grounded in current law and known funding rather than potential policy shifts. While broader advocacy may occur at the system or state level, institutional budgets must be based on reliable revenues we can count on within the budget cycle.
What we can do is:
Plan using conservative state‑funding scenarios that reflect current statute.
Diversify revenues (enrollment, partnerships, philanthropy, auxiliaries) to reduce exposure to any single source.
Engage through appropriate channels (e.g., system‑level government relations) while maintaining campus budgets that are viable without assuming changes to TABOR or other statewide policies.
We will participate in discussions where appropriate, but our structural budget cannot rely on uncertain legislative or statewide ballot outcomes.
When will we see the framework for how decisions will be made?
Given campus feedback through our December survey, we heard that the campus does not want us to assign across-the-board expense reduction targets, nor does the campus want specific dollar or percentage targets given to the divisions and colleges given the non-strategic nature of these methods. Therefore, in the January 29th UBAC retreat and January 30th UBAC meeting, we were evaluating the use of a rubric to assist us in an allocation of expense reductions. Based on extensive feedback, we learned from the campus community that it’s too complicated for a rubric to capture the nuances of all aspects of the university. Therefore, after thoughtful consideration, the Senior Leadership Team is engaging in a collaborative, iterative, multi‑step process to evaluate all aspects of each division and college’s expenses. The Senior Leadership Team (SLT) is currently reviewing unallocated base budgets, vacancies, and operational budgets together. We are seeking duplications, areas we can consolidate, areas that we need to stop efforts and challenging one another to make the best decisions for our campus. We will also have to consider filled positions which includes positions in academic programs. Decisions will evolve dynamically as the SLT moves through this process, while also adhering to the shared governance practices of the colleges. No specific numbers or percentages will be assigned to units instead this iterative process will allow for strategic decisions to be made.
When will we see the framework for how decisions will be made?
Decision‑making is occurring through a collaborative, iterative, multi‑step process. As Chancellor Sobanet outlined at the Town Hall on March 9, the process starts with a review of areas for expense reduction with the least impact on people as possible. Once those steps are exhausted, areas with greater impact on people will be reviewed; these include both filled positions and academic and non-academic programs.
The Senior Leadership Team (SLT) began this process in February by reviewing un-allocated base, then position vacancies, and then operational budgets. Only after reviewing these areas has the SLT begun to review filled at-will positions. It is the SLT’s hope that through these processes, we will be able to meet the $11.7 million needed for the FY 2027 budget. Vice Chancellors and Deans are working with their divisions and colleges to collect and review data that are informing decisions. Decisions are evolving as the SLT completes their reviews.
Will every year include budget cuts?
The goal is to stop the cycle of annual expense reductions. While FY27 includes significant reductions, future years' budget reductions will depend on our success in increasing revenue and following financial guideposts. Strategic investments are part of this process.
What will happen in the first year?
In FY27, UCCS will begin a budget reset that requires $11.7 million in spending reductions while also keeping a sharp focus on increasing revenue. These reductions will likely affect personnel and programs.
What are the university’s revenue‑raising strategies?
UCCS is working to strengthen its financial foundation by increasing enrollment, expanding online and graduate programs, growing philanthropic and grant support, building community and industry partnerships, and using campus resources more strategically to diversify revenue. More details will be shared as these strategies continue to develop.
Which services are being considered for consolidation across the CU System?
UCCS is not currently reviewing a range of services to determine whether they could be delivered more efficiently or effectively through consolidation or alternative service models. The goal of exploring any future consolidation efforts is to support long‑term financial sustainability while maintaining, or improving, service quality for campuses. Any proposed changes will involve consultation with affected units and clear communication before implementation.
Can UCCS rely more heavily on CU System administrative services—for example, for HR?
The university may explore opportunities to leverage CU System and sister campus resources where we could increase efficiency, reduce duplication, or improve service delivery. Any move toward greater reliance on system‑level services would involve assessing capacity, cost, service quality, and the potential impact on campus operations. Decisions of this nature would be made thoughtfully, involve consultation with affected units and communicated clearly to campus.
Will campus spaces—such as residence halls, the Ent Center, or the Rec Center—be used more frequently for external rentals or community events?
Yes, campus facilities can be, and in some cases already are, used for external rentals and community events. These rentals provide important revenue that supports campus operations. However, any expanded use of student‑fee‑supported spaces (such as residence halls, the Rec Center, or the Ent Center) must be balanced carefully to ensure that rentals do not with unduly impact student access or the student experience. Rental use will continue to be evaluated on a case‑by‑case basis to ensure alignment with campus priorities, operational capacity, and student needs.
Will dining options reopen or expand (e.g., Roaring Fork, cafés, national brands)?
If Dining and Hospitality Services (DHS) remains a self‑operated unit, reopening additional venues will be extremely difficult without creating a significant deficit. Rising costs—such as labor, food, shared services, equipment maintenance, and compliance—make additional locations financially challenging under the current model. DHS is currently undergoing a formal RFP process to evaluate bids from potential external dining contractors. Contract providers may propose expanded venue options, reopen Roaring Fork, and offer national brands. A committee with broad campus representation is reviewing these proposals. Updates will be shared with campus in March once the review process concludes.
What is the plan for Roaring Fork? Could it be turned into classroom space?
Several proposals submitted through the dining RFP include reopening Roaring Fork as a residential dining facility. Because a strong dining program is essential to supporting students living in residence halls, reopening Roaring Fork aligns with student expectations and residential‑life needs. Given the number of contractor proposals recommending its return as a dining facility, it is unlikely that Roaring Fork will be repurposed as classroom space or used for another function at this time.
Why don’t we outsource dining?
The campus is actively exploring this possibility. Dining and Hospitality Services is currently in a formal RFP (Request for Proposals) process, and outsourcing is one of the options being reviewed. Decisions about outsourcing will be informed by:
cost service quality
campus cultural expectations
ability to operate without deficits
feedback from the cross‑campus review committee
More information will be available when the RFP evaluation is complete.
Can Roaring Fork be converted into a low‑cost operation, such as a coffee shop?
Contract providers participating in the RFP process have submitted proposals outlining how they believe the space can be used in ways that are financially viable and aligned with student needs. Some bids include varied concepts for the space, but most emphasize using Roaring Fork to support residential dining in alignment with campus priorities.
Additional details will be shared after the proposal review process concludes in the coming weeks.
What new revenue opportunities are being pursued by UCCS (events, camps, partnerships, naming rights)?
UCCS continues to explore a wide range of revenue‑generating opportunities, including events, camps, external rentals, partnerships, and naming rights. Limited staffing does constrain how quickly these areas can expand; however, as revenue grows, the university will be able to reinvest in additional staff capacity to support and scale these activities. Naming opportunities are also being actively pursued. For example, Athletics recently secured a major naming partnership that will fund student‑athlete scholarships for years to come. Similar opportunities are being evaluated across campus.
How are meaningful, funded partnerships formed? We are skeptical that P3s, CCIP, or other partnership models bring in the dollars needed to support their work. What metrics define success?
Partnerships at UCCS, whether through Public‑Private Partnerships (P3), Community Campus Partnerships (CCP), or Campus Community Innovation Partnerships (CCIP), are designed to create long‑term financial resilience, expand academic opportunity, and diversify revenue streams. UCCS’s P3 activity already aligns with national higher‑education success models in which universities leverage ground leases, innovation districts, auxiliary collaborations, and shared capital projects to:
preserve debt capacity,
accelerate capital construction or renovation,
reduce campus financial risk, and
generate recurring revenue (e.g., tuition, lease revenue, indirect cost, auxiliary income).
Metrics commonly used to evaluate partnership success include:
Capital leverage: dollars of private or partner investment relative to university investment.
Balance‑sheet impact: preservation of debt capacity and reduced campus financial risk.
Recurring revenue: tuition generation, lease income, cost savings, auxiliary revenue, or indirect cost recovery.
Student and academic impact: improved experiential learning, internships, workforce pathways, or research opportunities.
Community and economic impact: partnerships that strengthen regional workforce pipelines and innovation activity.
Viewed across these measures, UCCS’s P3 portfolio reflects a proven and sustainable strategic model. These partnerships should be understood not as isolated projects but as a deliberate institutional strategy supporting long‑term financial strength for students, faculty, and the campus.
How will UCCS strengthen industry and employer partnerships?
Strengthening external partnerships is a central goal of the Success 2030 Strategic Plan, the Strategic Plan Action Initiatives, and the UCCS Differentiator Initiative. UCCS is advancing a three‑tiered approach that builds toward deeper, more sustainable, and mutually beneficial relationships:
Community Campus Partnerships (CCP)- Supports broad community engagement, service, and collaborative programming.
Campus Community Innovation Partnerships (CCIP)- Creates opportunities for applied research, innovation, and experiential learning aligned with employer needs.
Public‑Private Partnerships (P3)- Facilitates long‑term collaborations involving shared investment, capital development, revenue diversification, or co‑located academic/industry spaces.
Together, these tiers create a continuum of partnership engagement—from simple connections to highly structured collaborations, that advance academic excellence, student success, research impact, and financial sustainability.
How will the university ensure that investments in the City of Colorado Springs yield meaningful and reciprocal financial benefit to UCCS?
Community and regional investments are evaluated based on measurable institutional outcomes, such as:
enrollment growth,
workforce and employer partnerships,
research collaborations and funding, and
diversified revenue opportunities.
Partnerships must demonstrate clear institutional value and are pursued only when they strengthen both UCCS and the broader region in ways that support student success, academic excellence, and long‑term sustainability.
What financial data will be shared with the campus community?
UCCS will continue to share key financial information with the campus community through established governance and reporting channels.
This includes:
Five‑year revenue and expense projections
Annual structural deficit amounts
Mandatory cost drivers
Reserve balances
This information will be updated as part of the Financially Healthy Campus process and shared through the Healthy Campus website, UBAC, ULT, town halls, and other campus forums.
If colleges generally operate with surpluses while some administrative divisions run deficits, how are budget reductions prioritized in those deficit‑generating areas? How will the campus gain a clearer understanding of these decisions?
While our colleges do generate tuition revenue, the university also relies on a wide range of essential support services that keep the campus functioning. These include facilities, IT, enrollment management (recruitment and admissions), financial aid, advising, student affairs, public safety, custodial services and facility structural and mechanical maintenance, human resources, research administration, regulatory compliance, institutional research, and data analytics to name a few.
Most administrative units do not generate revenue directly, but their contributions are essential. These areas are not the source of the deficit; they provide infrastructure that allows faculty, staff, and students to succeed.
Many of these units have also experienced significant increases in workload. Regulatory requirements have expanded in areas such as public safety, student conduct, wellness, and faculty affairs. At the same time, growing student needs have increased demand for services such as financial aid support, advising, and career counseling. Additional positions have also been created to meet new federal and state requirements, including Title IX compliance, financial aid regulations, and cybersecurity.
Because these services are essential, and often mandated, the campus chose, and in some cases was required, to fund these positions. However, instead of creating permanent budget capacity through expense reductions at the time of hiring, many of these ongoing costs were initially supported with one-time funding sources such as reserves and system funds. The expectation was that these costs would eventually transition to the base budget.
At the same time, the university experienced enrollment declines and volatility in state funding. Over the past two years, the Senior Leadership Team has absorbed or eliminated more than $10 million in activities that were previously funded with one-time dollars. As part of the Healthy Campus Initiative, the SLT is now reviewing all remaining one-time funded activities and determining whether they should be integrated into the ongoing budget or discontinued. This work is part of the collaborative, iterative planning process currently underway.
Can we reduce the size of our campus police force or transition to more of a security‑team model like those used on hospital campuses?
We continue to examine professional standards around our public safety operations. We are using national benchmarks to guide our staffing levels and structure. Based on national data for public four-year institutions, as well as recommendations made through the Look Back Report following the tragedy in February, 2024, an R2 university with approximately 11,000 students would generally employ between 20–30 sworn officers. Data from the Bureau of Justice Statistics indicates that campus law enforcement agencies serving public institutions employ an average of 2.1 sworn officers per 1,000 students. In addition to sworn officers, many campus agencies employ civilian personnel to support dispatch, safety escorts, mandatory state and federal compliance, and building access. We currently have 17 sworn officers with recruitment plans underway to fill 4 vacant positions, bringing the total to 21. In spring of 2024, UCCS had 15 sworn officers. Based upon national data and the report reflecting the campus needs after a significant event, reducing capacity of officers would not meet national standards and could adversely affect the campus community’s sense of safety.
How are decisions being made?
UCCS is using a multi‑year, data‑informed process guided by mission alignment, student demand, financial sustainability, and operational efficiency. ULT will share summary criteria and timelines as they are finalized.
The process includes:
Data-informed analysis at unit and campus levels
Feedback from UBAC and ULT
Collaborative planning within colleges, divisions, and departments
Regular communication and opportunities for campus feedback
Multi‑year financial modeling
Attention to mission alignment, student needs, and academic excellence
How will program decisions be made?
These decisions will be made with the colleges in coordination with the provost and senior leadership team. Faculty governance bodies will be engaged consistent with policy and shared governance practices. Decisions to end academic programs will follow the “Program Discontinuance Policy 200-014” and all applicable CU System and Regent policies and law. Non-academic program decisions will be made through careful review of impact and operation within the division and college and in coordination with the senior leadership team.
How will UCCS balance investments in emerging areas (e.g., cybersecurity) while sustaining core academic units like LAS? Can LAS be assured it will not face further cuts if enrollment fluctuates?
Investments in emerging areas are evaluated for strategic alignment, workforce relevance, and financial sustainability. These efforts are designed to strengthen the university as a whole. Core academic units like LAS remain central to UCCS’s mission. No area is completely insulated from enrollment volatility. The broader objective of the Financially Healthy Campus plan is to stabilize the institution so future fluctuations are less disruptive and decisions can be made more strategically.
Why is UCCS investing in AI tools like ChatGPT during a budget crisis, and how does this support core priorities?
This investment was made at the system level to ensure all campuses have equal access to Open AI and to ensure a secure, closed environment, reducing risk of data leakage or misuse, something that could not be guaranteed if campuses or units adopted tools independently. Additionally, AI is a tool that can be used to streamline efficiency, provide innovative technology to students, and new opportunities to explore the relationship between higher education and this evolving technology.
How will we ensure it is equitable across divisions?
For this process, equitable does not mean equal or proportional. Expense reductions will not be across the board nor proportional to the size of the unit. Instead, the Senior Leadership Team (SLT) will be examining duplications, efficiencies, structural needs, and impacts across units. SLT will always center on the impact the budget decisions will make on our students, our mission, our university, and opportunity for future growth.
Will UCCS publish unit‑ or program‑level cost and revenue information?
UCCS will continue to share meaningful financial information through existing governance structures. Currently, there is no formal plan to publish detailed program‑level financial data with the campus community. Program‑ and unit‑level budgets often include personnel costs, shared expenditures, and contextual factors that require careful interpretation. As such, these budgets are managed within colleges and divisions and reviewed through internal processes rather than broad public release.
How will leadership avoid across‑the‑board cuts that disproportionately affect high‑performing or high‑growth programs?
The Senior Leadership Team understands the risks associated with uniform reductions and is committed to a strategic, not across‑the‑board, approach. Decisions will be guided by:
alignment with institutional priorities and the university’s strategic direction,
Program performance
University and Regent policies governing program review,
student demand,
Workforce needs,
Cost relative to impact and long-term sustainability,
academic mission and accreditation considerations, and
Input through shared governance processes.
The intent is to minimize unintended impacts on strong or growing programs by ensuring reductions are guided by evidence and institutional priorities rather than applied uniformly across all programs.
How are we encouraging transparency and meaningful shared governance throughout this process?
As part of the Healthy Campus Initiative, the UBAC members defined transparency as: communicating openly about our priorities, constraints, and the reasoning behind decisions. It does not guarantee that everyone will receive the answer they prefer or immediate access to all information. Instead, transparency is achieved through a clear and consistent process; explaining the “why” behind decisions in a timely and respectful manner; building trust; and ensuring people know when, how, and where they can offer input.
Practices that support transparency include:
Sharing decision timelines, criteria, and responsibilities as early as possible.
Providing concise summaries of key decisions and the rationale behind them.
Offering clear and meaningful opportunities for input at campus-wide levels as well as college/division levels during the process.
Closing the loop by communicating how feedback informed the outcome and implemented when applicable.
Shared governance is an important part of the Healthy Campus Initiative. The University Leadership Team is comprised of the executive leadership team, the deans and five shared governance leaders: the SGA president, the Staff Council president, the Faculty Assembly chair, the Faculty Assembly budget advisory committee chair and the UBAC chair. Since May 2024, the ULT has been working together in retreats and meetings to understand our financial data, discuss the need to Close the Gap between revenue and expenses, and develop the processes to do so. The UBAC has been meeting on a regular basis with UBAC representatives engaged in understanding the various aspects of our Healthy Campus Initiative. The group reviewed survey results, financial data, provided feedback, and Question and Answer sessions. Members of the Executive Leadership Team meet with Shared Governance leaders on a monthly basis and attend SGA, Staff Council and Faculty Assembly meetings to provide information and receive feedback. This feedback is incorporated into the decisions about this project. Each college uses their own shared governance processes for financial decision making. In addition to these communication channels, we maintain a Healthy Campus Initiative webpage with FAQs updated weekly.
If faculty positions or programs are reduced, how will the university ensure these decisions do not create a net financial loss (e.g., SCH revenue vs. salary cost)?
The university recognizes the importance of ensuring that any reduction in faculty positions or academic programs does not unintentionally create a net financial loss. As part of the evaluation process, multiple factors will be reviewed including student credit hour production, enrollment trends, tuition revenue contribution, instructional costs, and the ability for remaining programs to absorb teaching demand. This analysis helps ensure that decisions improve the university’s long-term financial sustainability rather than reducing revenue capacity.
What consultation occurred before the AI decision and how will future technology decisions be communicated?
CU believes that educational equity requires all members of the CU community to have access to the tool. The AI Working Group, which included area experts from each campus and the system office, recommended the partnership with OpenAI following a review process. Outside some clinical and research settings, OpenAI’s ChatGPT is already the most widely individually adopted AI tool across the CU system.
The systemwide working group including two UCCS representatives, one from the College of LAS and one from the College of Business, evaluated options months before recommending a vendor that was proposed to CU system President and Chancellors. The Chancellor provided updated and gained feedback from the Senior Leadership Team throughout the process. The decision made by CU leadership was intentional, deliberative, and focused on campus equity, security, and cost. A full campuswide review of technology contracts is underway, led by the Office of Information Technology, any future recommendations and decision on technology contracts will be brought to the Senior Leadership Team. As decisions are made, they will be communicated to the areas influenced or impacted by any technology changes along with campus communications, as needed. Learn more about the CU OpenAI initiative.
Will there be job impacts?
Yes, there will likely be impacts upon currently filled positions. Specific decisions on personnel will be made within units, guided by mission alignment, operational needs, long‑term sustainability, and conducted with utmost care.
Will there be advance notice around position impacts?
Yes. When position changes are necessary, we will provide as much advance notice as possible and connect impacted employees with HR support and resources. Our goal is to communicate clearly and compassionately.
Will my major or classes be affected?
Most students will not see immediate changes to their major or required classes. Student degree progress remains a top priority.
If a program does change in the future, UCCS is committed to honoring all teach-out, accreditation, and student-protection requirements:
Helping current students complete their degree on time
Providing clear pathways and advising support
Communicating changes early and transparently
Will tuition go up because of this?
Tuition decisions are made separately through the CU System and state processes. The Healthy Campus Initiative is focused on reducing the existing budget gap and stabilizing finances, not increasing the financial burden on students. If any tuition changes occur in the future, they will follow the normal approval process and will be communicated widely.
Will student services be reduced?
The goal is to protect essential student services — including advising, wellness, tutoring, financial aid, and campus support offices. Some services may be reorganized to improve efficiency, but the intention is to maintain or strengthen the support students rely on.
Will campus jobs for students be impacted?
Some departments may make adjustments, but student employment remains a priority because it supports financial stability, career readiness, and belonging. If any changes occur, students will receive clear communication and guidance about alternative opportunities.
Will this affect student organizations or events?
Student life remains a major priority. While individual departments may adjust budgets, UCCS is committed to maintaining a vibrant campus with activities, organizations, and a strong sense of community. The Student Government Association is committed to advocating for student organizations and ensuring that student voices are represented as budget conversations continue. SGA leadership is actively monitoring potential impacts to the student experience and reviewing internal funding structure to ensure that student life and clubs remain supported.
How will this protect academic quality?
The initiative is built to protect and provide long-term stability to teaching, research, creative work, and student support by creating a financially stable environment where students can thrive.
Will custodial, dining, or other student‑facing jobs be outsourced?
Dining and Hospitality Services is currently undergoing a formal RFP process through the Procurement Service Center (PSC) to evaluate proposals from external providers. A diverse committee of campus stakeholders is reviewing these proposals to assess alignment with campus needs, service quality, cost, and operational feasibility. UCCS has closely monitored dining self‑operations this year to minimize potential deficits and evaluate the unit’s capacity to remain self‑operated. Updates on the RFP review will be shared with campus in March. At this time, there are no conversations underway about outsourcing other student‑facing positions. However, the EMSA division is evaluating all programs and services to determine how to prioritize work and identify potential cost savings without reducing student support.
Will the budget plan increase financial burdens on students, such as higher fees or tuition?
The primary focus of the Financially Healthy Campus effort is structural expense realignment, not shifting costs to students. Tuition and fee decisions follow system policies and require Board of Regents approval. The goal is to stabilize the institution while avoiding increased financial burdens on students.
Are cuts to student-facing services (food, safety, advising, career support) being considered?
Every aspect of UCCS is being evaluated as part of this process, which includes student-facing services.
What changes are being made to improve campus vibrancy and daily student life?
Student engagement and campus vibrancy have increased significantly over the past year, driven by coordinated efforts across campus.
Some examples include:
More student events and club participation, with significant increases in overall engagement.
Plans to enhance student social spaces, based on feedback from multiple student focus groups that identified social spaces as a top motivator for staying on campus and building a sense of belonging.
Ongoing assessment of student interests to guide future programming
Strategic housing placements, ensuring students live in communities where they have the greatest opportunity to connect with peers and feel supported.
SGA efforts to increase student club and event funding and a coordinated effort to partner with Athletics for student engagement opportunities.
Increased participation in service learning days.
Experiential learning experiences between academics and the farm.
Student engagement leaders attending events with incoming students.
These efforts are continuing as teams assess student interests and expand opportunities for connection and belonging.
How is the university evaluating the effectiveness of current safety strategies, and what evidence informs decisions about the appropriate mix of police presence, prevention efforts, and non‑policing safety resources?
Campus safety is evaluated through a combination of quantitative and qualitative data, professional expertise, and community feedback. Public Safety monitor calls for service, incident patterns, and response times to understand what concerns are emerging and how effectively we are addressing them. We also look at training outcomes for police officers and dispatch staff to make sure our teams are equipped with the skills needed for prevention, de-escalation, and emergency response.
Formal reporting, such as required campus crime statistics, provides one picture of safety, but we also recognize the importance of understanding how people feel on campus. Campus climate surveys and workplace/student surveys offer insight into perceptions of safety and help us identify whether there are disconnects between lived experiences and recorded data. When anonymous reporting tools mirror what we see in our formal reporting channels, it gives us confidence that concerns are being captured consistently. We also consider student behavior trends, including recidivism rates within the student conduct process, which remain low and suggest that intervention and education are having a positive impact. In addition, we benchmark our practices with peer institutions across Colorado and the nation, so we can learn from broader trends and emerging best practices.
Our decision about the appropriate blend of police presence, prevention efforts, and non-policing safety resources draws on all this information. We use coordinated planning processes for campus events and emerging situations, incorporating risk assessment, cross-departmental input, and national guidance. While we don’t publicly share every operational detail of our decision-making tools, since doing so could compromise safety, we do emphasize transparency where possible and welcome community feedback. This feedback often shapes how we balance visibility, support, and prevention efforts across campus. Ultimately, our safety approach at UCCS is layered and comprehensive. Law enforcement, behavioral intervention, mental health support, and prevention education all work together, because no single strategy is sufficient on its own.
Has UCCS analyzed whether campus safety concerns have affected student recruitment, enrollment, or yield—particularly in relation to parental perceptions?
UCCS understands that campus safety is an important factor for prospective students and their families. We regularly look at admissions and enrollment trends to understand whether safety concerns or perceptions may be influencing decisions about recruitment, yield, or a student’s choice to attend.
It is difficult to know which students choose not to apply based on safety concerns, but given our increase in applications to matriculation in Fall ’24 and ’25, we are not seeing this as a contributing factor in decision making. We also pay close attention to the themes we hear during campus visits, orientation, and family outreach. Parents often ask thoughtful questions about safety practices, communication processes, and available support, which helps us identify where families need more information or reassurance. These conversations, paired with survey data and direct feedback, help us understand the concerns that matter most. Even when enrollment patterns are shaped by many factors, safety remains a significant lens through which families view campus life. Because of this, we are intentional about providing clear, practical, and timely information so that students and families feel informed and connected as they make decisions.
What actions is UCCS taking to strengthen campus safety in ways that support a thriving, welcoming, and inclusive community for students, faculty, and staff?
UCCS believes that safety and belonging are inseparable. A campus cannot be truly safe if people do not feel included, supported, or connected. A strong sense of community helps prevent many issues long before they escalate into safety concerns.
To foster this environment, we are investing in a broad, integrated safety strategy that brings together law enforcement, behavioral intervention, mental health support, and prevention education. This ensures that we are addressing both the immediate needs of emergency response and the upstream, root-cause work that strengthens community well-being. Education and awareness remain core priorities. We are expanding opportunities for students, faculty, and staff to learn about prevention, reporting options, emergency preparedness, and strategies for recognizing and responding to concerning behavior. Internally, our police officers and dispatch staff participate in ongoing training that emphasizes preparedness, de-escalation, and national best practices.
Our hiring practices also reflect our commitment to community-centered safety. We seek individuals across both officer and dispatch roles who value collaboration, service, and relationship-building. After every major incident, we conduct structured debriefings to reflect on what went well, where we can improve, and how to strengthen our coordinated response across campus partners. Physical safety improvements continue as well, including enhancements to access control and other security tools in areas such as residence halls. These efforts will expand as funding becomes available and campus needs evolve.
We approach all this work with humility and realism. While we know we cannot prevent every harm, we also know that by staying informed, prepared, and focused on prevention, we place our campus in the strongest possible position.
How is UCCS responding to student and parent concerns about campus safety, and what communication efforts are helping build trust and confidence in campus safety measures?
Responding to concerns with care, clarity, and timeliness is at the heart of how UCCS communicates about safety. We understand that when incidents occur, on our campus or elsewhere, students, families, and employees are looking not only for information but for reassurance and guidance. Our communication efforts aim to meet those needs more meaningfully than a standard resource list. We tailor content to each audience and include practical steps they can take, suggestions for conversations and check-ins, and clear routes to support. We also make ourselves available for one-on-one conversations when individuals or families want to connect directly. These conversations are often valuable opportunities to answer questions, clarify processes, and offer guidance tailored to a person’s unique concerns. By being responsive, transparent about what we can share, and clear about where to go for help, we work to build trust over time. Trust grows through consistency, and by ensuring that communication is both informative and compassionate, we strive to strengthen confidence in the safety measures and support systems that protect our campus.
What specific improvements or initiatives are underway or planned to enhance campus safety across all areas of the university?
UCCS is committed to continuous improvement in all areas of campus safety. We regularly review our strategies, incorporate lessons learned, and update our practices based on national trends, campus needs, and community feedback. Several efforts are currently underway or in development. We are expanding safety education and prevention initiatives across campus, in partnership with Emergency Management and other departments. We continue to enhance training for police officers and dispatch staff, focusing on preparedness, crisis response, and evolving national guidance on campus violence prevention. Strengthening recruitment and hiring remains a priority, ensuring that the individuals who serve our campus value collaboration, inclusivity, and community engagement. After each incident, we conduct reviews that help us refine response processes and improve coordination.
Physical security improvements, such as expanded access control and updated safety infrastructure, are already in place in some areas and continue to be evaluated as funding and needs evolve. Through all this work, we acknowledge a key truth: while no campus can prevent every harm, a strong focus on prevention, readiness, and shared responsibility makes us safer together. Our goal is to invest in the people, systems, and support that help the entire UCCS community thrive.
What guidance will the university provide to help faculty and staff communicate with students and support retention during this period of budget crisis?
The university will continue to prioritize clear, transparent communication with students and provide guidance to faculty and staff on how to support student success during this period. Faculty and staff play a critical role in helping students stay focused on their academic goals, and we encourage consistent messaging that emphasizes the continued availability of student support services, and the university’s commitment to student success.
In the coming weeks, the university will share communication guidance, talking points, and updates that faculty and staff can use when speaking with students. These materials will help ensure that information shared across campus is accurate, consistent, and supportive.
Who is answering the FAQs? Are they being answered using AI?
The healthy campus project team receives all questions submitted through the online inquiry form. The team collects, reviews and then groups similar questions into one question or theme. This is done to eliminate duplicative questions. AI tools are utilized to support the organization and theme identification of the submitted questions. Once the themes/questions are organized, the Senior Leadership Team (SLT) collaboratively develops the answers. AI tools are not used to generate the answers.
How can I provide input or ask questions?
The Healthy Campus Initiative website includes a question submission form. Questions will help guide additional communications, FAQs, listening sessions, and future updates. You can also provide questions to your UBAC representative, supervisor, dean, and vice chancellor.
How will the campus be updated?
The ULT is committed to clear, consistent, and compassionate communication throughout the process. Information circulating through informal channels such as news and social media may be incomplete, inaccurate, or sensationalized information. Always check the Healthy Campus Initiative website for the most up to date, accurate information.
Regular updates will occur through:
The Healthy Campus Initiative website
Weekly UCCS News updates
UBAC meetings and summaries
What ideas are being considered / not being considered?
Everything is on the table. Lots of creative and good ideas are already pouring in through the healthy feedback form and the survey that closed on February 3, 2026. These ideas are evaluated based on student impact, financial sustainability, feasibility, and alignment with our mission. If you have additional ideas or were unable to complete the survey, please fill out the Healthy Feedback form. Your feedback matters.
How is student feedback being collected for the Healthy Campus and budget processes?
Student feedback is being incorporated through multiple channels:
Two SGA representatives serve in shared governance roles and have been highly involved in the Financially Healthy Campus process.
The IVCEMSA and SGA president provided updates and Q&A at the recent SGA meeting.
Students received the online survey and were encouraged by SGA to participate.
Additional drop‑in listening sessions with the IVCEMSA and SGA leadership are being planned to give more students the opportunity to ask questions and share concerns
Can we lower the cost of on‑campus housing or offer more scholarships?
Housing costs cannot be reduced due to the debt service obligations associated with the university’s housing bonds. Given this, UCCS has provided additional housing‑related financial aid this year for students who met specific merit and financial criteria and expressed a desire to live on campus. Of the 52 students who received additional aid for housing in Fall ‘25, 50 returned for Spring ‘26. This targeted aid cohort demonstrated a 9% higher Fall to Spring persistence rate than the overall first-year cohort.
Why are we focusing so heavily on enrollment when campus growth has natural limits? Why not invest more energy in building a meaningful endowment?
Enrollment (recruitment and retention of current students) remains the primary and most immediate revenue source for UCCS. Even with realistic limits on total student capacity, stabilizing and strengthening enrollment is essential to addressing the structural deficit and is our mission. Enrollment growth supports tuition, fees, auxiliary revenue, and state funding metrics, all of which must be part of a balanced strategy.
Endowment growth is also important. Endowments have been, and continue to be part of our long-range strategy.
Endowed funds allow the university to utilize the proceeds of the invested principal balance. Due to the invested nature of these funds, the distribution (interest earnings) from endowments reach a more stable source of funding after many years of investment.
Are often restricted for specific purposes instead of general campus use, and
Cannot replace the recurring operating revenue needed to support day‑to‑day functions.
For context, a $1 million endowment generally generates approximately $40,000 annually in spendable revenue under standard payout models, which is insufficient to fund large operational expenses such as faculty lines or major academic programs. For this reason, structural expense alignment and enrollment stabilization must move forward in parallel, while longer‑term strategies like endowment growth build over time.
Can we eliminate athletics to save money?
Athletics provides both academic, social connection, student development, and financial value to the institution:
Student‑athletes have a 14% higher academic success rate than the general student population.
The department has maintained a cumulative GPA above 3.2 for more than 40 semesters.
Half of UCCS student‑athletes are from out of state, generating additional tuition revenue.
SGA consistently identifies athletics as a meaningful contributor to school spirit, engagement, and sense of belonging.
Athletics is conducting an operational review for efficiencies, consistent with reviews occurring across all campus units.
“One way to do the budget cuts would be to cut what they did originally with temporary money…” Why can’t temporary (one‑time) funds continue supporting ongoing operations?
Ongoing activities that have been supported with one‑time dollars are being reviewed as part of the budget process. One‑time funding is appropriate for:
pilot programs,
start‑up costs, or
temporary needs.
However, one‑time funds cannot support recurring expenses indefinitely, because they do not replenish. Correcting mismatches between temporary funding and permanent activities is a critical step in resolving the structural deficit and achieving long‑term financial stability.
Are there current plans for how we will proactively handle public relations and potentially negative coverage in the press as cuts are rolled out?
The university is taking a proactive and coordinated approach to communications as budget decisions move forward. Our focus will be on clear, transparent messaging that explains the context for these decisions, the principles guiding them, and how they align with the long-term health of the institution.
UCCS’s communications team, has been working to coordinate university communications throughout this process. This includes proactive outreach to news and media outlets before information is released, as well as responding quickly and consistently to media inquiries.
Communications and Marketing, in coordination with university leadership, will also provide timely updates, key messages, and media guidance to help ensure that information shared with the campus community and external audiences is accurate and consistent. When questions arise from the press, the university will respond by emphasizing our commitment to responsible stewardship, student success, and the long-term sustainability of UCCS.
We will also work to ensure that our communications reflect the broader vision for the university, including the Healthy Campus Initiative and the work underway to align resources with our strategic priorities. While budget adjustments are difficult, our goal is to communicate clearly about why these decisions.
Where is the data from faculty/staff experience survey and are they being used during these next financial processes? (Asked in Online form)
The Staff Qualification Data and the Faculty Experience Data Projects are strategic initiatives designed to systematically collect and integrate comprehensive experience and qualification information for all faculty and staff into the Human Capital Management (HCM) system. Centralizing this data strengthens our HR analytics, supports strategic compensation planning, and enhances our ability to identify and address disparities over time. This work aligns with our commitment to a more transparent, equitable, and consistent employee experience. HR is in the final stages of uploading faculty experience data and continues to audit and update these records to ensure accuracy throughout an employee’s time at UCCS.
Importantly, the data collected through this project is already informing the university’s Compensation Strategy, which is included as a key line item in the Healthy Campus Initiatives. This project is not about eliminating positions—quite the opposite. The goal is to better understand how we can improve compensation for faculty and staff over time. Because elevating salaries requires ongoing investment, this analysis helps us determine how we can responsibly fund this work through strategic growth, revenue generation, or expense reductions. These insights guide long‑term financial planning to ensure we can invest in our people in a sustainable and equitable way.
Can UCCS consider alternative work modalities such as 9‑month staff appointments or four‑day workweeks?
Alternative work arrangements can be considered when they are operationally feasible, aligned with university policy, and compatible with staffing and service requirements. Any proposed changes would need to:
Maintain required service levels
Ensure continuous support for students and campus operations, and be evaluated for financial and operational impacts
These options may be explored where appropriate, but no decisions have been made.
Can more staff work remotely to free up space on campus?
Remote or hybrid work arrangements are assessed based on operational needs, service expectations, team effectiveness, and the nature of each position. While space utilization is part of ongoing efficiency discussions, decisions about remote work must also ensure:
Productivity is maintained,
Student‑facing services remain accessible, and
Units can function cohesively.
Remote work may help with space management in certain situations, but it is not the primary driver of these decisions.
Do high vacation balances affect the university’s budget?
No. Vacation balances represent a financial liability, but they are not a driver of the current structural budget deficit. While managing leave balances responsibly is good practice, it does not play a significant role in addressing the budget gap.
Will UCCS offer another retirement incentive or “retirement push”?
There are no plans to explore or implement another retirement incentive program at this time.
How does removing base‑salary increases from the budget scenario align with a ‘culture of care’, especially when raises were included in earlier drafts?
Compensation remains a priority; however, recurring salary increases require recurring revenue. Addressing the structural budget deficit first ensures that future compensation commitments are sustainable. Non‑base‑building adjustments are included early in the plan, with base‑building increases phased in contingent upon achieving defined revenue thresholds.
What will merit look like over the next two fiscal years, and will there be a total salary‑increase freeze?
The current budget scenario includes non‑base‑building monetary pay adjustments for FY27 and FY28. These are one-time payments and do not permanently increase salary base and will be connected to revenue growth goals. Base‑building merit increases are included in later years of the plan. However, as budget planning continues, these decisions remain subject to change based on updated financial conditions including revenue growth that covers these costs. We recognize the importance of competitive compensation for both morale and retention, and these considerations remain part of ongoing discussions.
The timing of notification of job loss should be sooner than April. Why can’t notifications be made earlier?
We recognize that uncertainty is difficult and that employees need as much notice as possible. At the same time, notification of position eliminations cannot occur until the required review, budget analysis, and shared governance processes are completed. Once these steps are completed, the position eliminations will also be reviewed by HR and Legal. These steps ensure that decisions are thoroughly evaluated, consistent, and aligned with university policies and personnel guidelines. We will provide notice as soon as decisions are finalized. While we understand the desire for earlier timelines, moving forward before these processes are complete could result in incomplete or changing information. We are committed to moving through this work as thoughtfully and efficiently as possible, with fairness, transparency, and a culture care for our employees at the center.
What is UCCS doing to improve enrollment and retention?
Formal implementation of the Strategic Enrollment Plan (SEP) is underway through eight active task forces, and many initiatives are occurring in individual units. Additional initiatives are planned for future years, Spring 2026 SEP‑aligned work includes:
Formation of Advising Transformation / Enrollment Center services.
Operationalization and scale of the Concurrent Enrollment initiative.
Planning and development led by the Continuous Improvement & Assessment team.
Ongoing work across Course Scheduling, Financial Wellness, Integrated Communications and the New Student Experience Taskforces.
This includes timely review and acceptance of prior learning credits and transfer credits to help with recruitment of transfer students, graduate, and working professionals in a timely manner with lower costs.
Redesigning recruitment to meet students where they are (traditional students, working professionals, rural learners, community college students) so UCCS remains competitive and accessible for Colorado’s evolving population.
Increasing outreach to adult learners via flexible program options and clearer on‑ramps back into higher education.
Strengthen communication with prospective and continuing students to clearly define and reinforce the campus services component of our student value promise.
Slate CRM: Ongoing enhancement to strengthen coordinated recruitment, enrollment, and retention strategies.
Learn more: https://strategy.uccs.edu/sep
How is the university addressing concerns about recruitment pipelines (PPSC, local districts, adult learners)?
The SEP includes targeted strategies to strengthen and diversify recruitment pipelines, including:
Deepening partnerships with local institutions, including Pikes Peak State College, Pueblo Community College, and Arapahoe Community College.
Deepening partnerships and cultivating new relationships with local school districts.
Expanding transfer‑friendly pathways.
Expanding and emphasizing assured admission pathways.
Intentional cultivation of a sustained partnership with Peak Education.
How much money is UCCS spending on marketing and recruiting students, and how does this compare to peer institutions?
UCCS currently spends under $2 million annually on marketing, branding, and its contract with EAB. The EAB portion funds direct, targeted outreach to prospective students who meet admissions criteria and live in geographic areas with strong enrollment potential. These markets are evaluated regularly, and UCCS adjusts targeting as new opportunities emerge, or previous markets produce diminishing returns.
By comparison, institutions of similar size typically spend between $5.5 million and $7.5 million per year on marketing, branding, and recruitment efforts. This means UCCS invests significantly less in these areas than many peer campuses, even as enrollment competition intensifies across the region and nationally.
How will enrollment strategy be communicated going forward?
Enrollment strategy updates and expanded initiatives will be shared as the SEP implementation progresses, including progress, data, and key initiatives via:
Emails and UCCS News highlights
Leadership updates and EMSA town halls
College/division meetings and campus events
The goal is clear, transparent communication so the campus understands roles in enrollment growth, student success, and long‑term sustainability.
What accountability measures, performance incentives, or consequences are in place for Enrollment Management staff and contractors, given the centrality of enrollment growth to the university’s financial recovery?
All Enrollment Management and Student Affairs (EMSA) staff participate in annual performance evaluations tied to the outcomes and responsibilities defined in their roles. These evaluations include metrics related to recruitment, retention, student service, and operational effectiveness. At present, there are no additional financial incentives tied directly to enrollment performance beyond campuswide merit increases when available. If a staff member is not meeting the expectations outlined in their job description, the university follows standard HR procedures for performance management.
What does cybersecurity enrollment look like?
The total headcount for cybersecurity pathways is over 700. From AY2020 to AY2025, overall UCCS enrollment decreased almost 10% while Cybersecurity enrollment increased more than 44%. Since last year (AY2024 to AY2025), cybersecurity enrollment increased 3.8%.
Are there opportunities to strengthen our partnership with Pikes Peak State College to reduce competition and better support student pathways between our institutions?
We are collaborating closely with PPSC to strengthen and expand pathways for both undergraduate and graduate students. Together, we are preparing to launch a streamlined direct‑admissions process between our campuses. As part of this effort, PPSC has agreed to waive transcript fees, and UCCS will waive application fees to help remove financial barriers for students.
PPSC will also begin promoting UCCS to their students from the moment they enroll, helping us build a clearer pipeline for learners who may not have previously considered completing their degree at UCCS. To further support these students, we have developed dedicated housing options designed specifically for adult learners—providing an environment that aligns with their needs and offers a distinctly different experience from traditional first‑year housing.
How is UCCS helping students feel more connected to campus and university administration?
Campus leaders are committed to students feeling connected to campus through some of the following examples. Host monthly meetings with SGA leadership to hear student concerns and share updates
Regularly attend student events to maintain direct connection with the student community
Campus invested in a new platform, Nearpeer to help students engage with their peers immediately after applying to UCCS.
Engagement leaders were created last fall to help connect students from their arrival on campus with events, clubs, programs, and resources.
New CRM platform allows for personalized communication to prospective and current students, as well as their families.
Partnership between Wellness Promotion and faculty to embed mindfulness, positivity, and resilience skills and activities into course content.
Partnership between colleges and Career Center for career readiness skills and internship opportunities
Interim Vice Chancellor for Enrollment Management and Student Affairs conducted multiple student focus groups representing UCCS demographics to understand:
why students choose UCCS,
what keeps them here, and
why some students leave
Strengthening student belonging by providing the Nearpeer “belonging before arriving” platform.
Findings from these sessions were shared with campus and college leadership to guide retention-focused improvements. Other college and university-level administrators also provide opportunities for dialogue and welcome student input.
What improvements are being made to student‑facing services such as advising, tech support, and career services?
UCCS is actively strengthening student‑facing services across advising, technology support, and career readiness to improve the student experience and increase retention and persistence.
Advising
Degree Audit Redesign:
Advising is updating the degree audit to make each student’s academic pathway clearer, easier to follow, and more aligned with timely degree completion.
These improvements also encourage students to take 30 credits per year, helping minimize additional tuition and fees that accrue when degree completion extends beyond four years.
Creation of a Student Enrollment Center:
Multiple advising‑related offices have been relocated within Main Hall to create a more student‑focused environment.
Advising will convert part of its space into a student enrollment center designed to support:
concurrent enrollment students
current UCCS students
prospective transfer and first‑year students
This central hub will streamline access to advising and academic support.
Career Services
The Career Center continues to expand offerings that help prepare students for internships and employment, including:
free workshops on résumé writing, interview skills, and job readiness
ongoing development of new internship opportunities
access to donated professional attire so students have appropriate clothing for interviews
individualized guidance on career pathways
Career Center staff are strengthening community partnerships, helping students apply their classroom skills in real‑world environments and increasing access to experiential learning.
Technology & General Student Support
While this specific question focuses on advising and career services, improvements across technology support—such as expanded student‑facing communication through Slate, improved onboarding tools, and enhanced access to support services—are also part of the broader SEP implementation and modernization efforts.
Can we bring back academic advisors for incoming freshmen?
Incoming first‑year students already have full access to academic advising and are required to meet with their advisors during their first semester. Advising availability is expanding to support prospective transfer and incoming first‑year students, and new advising spaces in Main Hall are designed to offer a more student‑centered experience.
What actions are being taken to improve the first‑year and continuing student experience?
The SEP prioritizes a seamless, supportive student journey, including:
Strengthened first‑year programming and new student experience.
Improved advising, academic planning, and proactive student support services.
Increased belonging and well‑being initiatives.
Enhanced campus communications and removal of operational barriers that impact persistence.
See task force sections below for specific actions and current updates.
SEP Task Force Portfolio & Updates
Advising Transformation / Enrollment Center
Focus: Improve navigation of enrollment, onboarding, advising, and re‑enrollment by reducing complexity and strengthening coordination across student services.
Update:
Designing an Enrollment Center concept as a centralized, student‑centered hub (in‑person + virtual) for undergraduate, graduate, and online learners.
Leveraging Slate and Canvas to reduce administrative barriers, enable proactive outreach, and strengthen recruitment and retention at key transition points.
Concurrent Enrollment
Focus: Strengthen pathways for high school students by improving coordination, access, and scalability of concurrent and dual enrollment.
Update:
Fall 2025: Centralized Extended Studies Academic Outreach & High School Programs as the single point of contact for districts and students—streamlining processes and reducing barriers
Spring 2026: Advancing MOUs and deepening district partnerships to support sustained growth
Impact & Scale:
28 active MOUs in place statewide; outreach continues weekly.
+85.14% headcount growth (+63 students) in concurrent enrollment from AY 2024–2025 to AY 2025–2026.
Growth of +133 students over two academic years, starting from 4 students in AY 2023–2024.
Now 10.4% of Spring 2026 non‑degree enrollment.
Policy context: Colorado HB 26‑1078 would expand qualified off‑campus courses for concurrent enrollment, reducing barriers like transportation, bell schedules, and geographic constraints, and supporting equitable, scalable growth.
Continuous Improvement & Assessment
Focus: Advance evidence‑based decision‑making by aligning metrics, monitoring progress, and evaluating SEP outcomes.
Update:
Compiling baseline data aligned to SEP metrics and assessing progress on prior SEP initiatives.
This year’s Annual Report will establish baselines (see SEP page 48) and assess enrollment, retention, and student experience metrics.
Launching a formal SEP outcomes assessment, with results shared each July for the next four years—reinforcing transparency, accountability, and continuous improvement.
Link to the SEP PDF:
https://strategy.uccs.edu/sites/default/files/2025-10/251023_UCCS%20SEP%20Enrollment%20Plan_Revised.pdf
Course Scheduling
Focus: Improve scheduling effectiveness, transparency, and predictability to support student progression and enrollment stability.
Update:
Ad Astra implementation begins Spring 2026; full functionality by Fall 2027
Scheduling Oversight Committee reconvened to improve communications (course cancellations, waitlists, key processes).
Academic Affairs, EMSA, and Administration & Finance are collaborating with colleges to translate manual, student‑facing processes into streamlined, scalable solutions that enhance course availability, reduce conflicts, and clarify academic pathways.
Financial Wellness
Focus: Support access, affordability, and persistence by improving cost transparency and predictability for students and families.
Update:
November 2025: CU Board of Regents approved the UCCS undergraduate tuition plan (anticipated start Fall 2026); final JBC approval expected this semester.
Establishing a predictable tuition framework mitigates price sensitivity, improves cost transparency, and enables effective financial planning—supporting recruitment, reducing cost‑related stop‑out, and improving retention.
New Student Experience (First‑Year)
Focus: Review the new student journey (orientation → first year) to identify opportunities to improve engagement, persistence, and institutional affinity.
Update:
Conducting structured interviews with SMEs (informed by NISS and prior retention work) to understand:
what students experience at each stage,
where they struggle at key transitions,
what decisions influence persistence, and
where friction or unmet needs occur
Timeline: Phase 1 (discovery) to be completed by year‑end; Phase 2 (implementation) will prioritize interventions, align responsibilities, improve processes/policies, and identify targeted investments.
Integrated Communications (Student Messaging)
Focus: Strengthen the clarity, timing, and coordination of student communications across recruitment, enrollment, and persistence.
Update:
Centralizing UG/GR communications within Slate, embedding milestone‑based journeys, and expanding faculty/advisor visibility into student data and early alerts.
Since July 2025, more than 250 personalized campaigns have launched for prospects, parents, and current students.
January 2026: 285,189 messages delivered with a 60% unique open rate—validating the effectiveness of coordinated, data‑informed journeys.
Outcomes: reduced duplication, improved timing/relevance, and earlier targeted interventions at critical points.
Slate CRM (Platform Enablement)
Focus: Provide the foundational CRM infrastructure to support coordinated recruitment, enrollment, and student success communications.
Update:
Phase 2 of 3 phases complete: full deployment of Admissions and Student Success functionality—Slate is now the central CRM for the full enrollment lifecycle
Processing gains: Nearly 50% of completed undergraduate applications now reviewed/processed within 24 hours
Operational impact: Reduced manual effort and duplication; improved visibility and coordination across recruitment, admissions, advising, and success teams, freeing staff for high‑impact student‑facing work
Student experience: Real‑time visibility into application/admission status, enrollment checklists, and key contacts, clarifying next steps and smoothing the transition from prospect to enrolled student
What’s ahead in Spring 2026:
Expand/refine communications for yield and early persistence
Integrate UIS online CRM functionality and data into Slate for an end‑to‑end experience
Enhance faculty engagement with early alerts and student progress indicators
Deepen integration of coursework, enrollment, and engagement data to enable proactive outreach and timely intervention as part of a comprehensive continuum of student care
Recruitment, Yield & Retention Impact:
With Admissions and Student Success fully implemented, Slate enables coordinated, milestone‑driven, and personalized engagement that:
reduces friction during recruitment and enrollment,
strengthens yield at key decision points,
clarifies pathways to enrollment, and
(with upcoming integrations) improves retention via earlier insights into engagement and academic progress.
Communications, Metrics & Reporting
Ongoing communications: Leadership updates, emails, UCCS News, town halls, college/division meetings
Annual SEP Outcomes Assessment: Published each July for the next four years, establishing baselines and tracking progress on enrollment, retention, and student experience metrics (per SEP p. 48)
Transparency & accountability: Task force updates will continue to tie actions → outcomes, enabling continuous improvement.
How will low‑enrollment courses or departments be evaluated?
College deans work with their respective faculty/staff to establish enrollment minimums for courses within their colleges and for reviewing any exceptions to those policies. Course enrollment patterns are evaluated alongside factors such as program requirements, accreditation needs, progression to degree, and strategic priorities. Typically, enrollment data is reviewed over multiple terms rather than a single semester to understand patterns. Low‑enrollment courses are not evaluated on enrollment alone; decisions are made based on the academic mission, student and workforce needs, and the overall program structure. Department evaluations should be conducted by the dean within the shared governance processes of their respective college.
Will UCCS expand short‑term certificates, micro‑credentials, or professional programs?
Yes, these options remain available and highly encouraged. Faculty are welcome to propose new certificates, micro‑credentials, or professional programs through existing curriculum approval processes. These offerings can help attract new learners, support workforce needs, and generate additional revenue while expanding educational pathways for students.
How does the development of new programs intersect with the process of program discontinuance? Are these processes considered together?
While new program development and program discontinuance are separate processes with different requirements and governance steps, they may occur concurrently at the institutional and college level. As the colleges and university evaluate the academic portfolio, we may discontinue programs that no longer align with demand or strategic priorities while simultaneously developing new programs that support long‑term sustainability and student needs. Although these processes are not formally linked, they are part of the broader work of ensuring a balanced, forward‑looking academic portfolio.
Can we launch more dual degrees?
Yes. Colleges may propose new dual‑degree programs through the standard curriculum approval process. Dual degrees can be an effective way to attract new students, create interdisciplinary pathways, and strengthen enrollment. Per CU System policy and campus guidelines, any proposal should demonstrate areas such as clear student demand, alignment with workforce needs, and financial sustainability, and must follow campus and system curriculum review procedures.
Are there protections for IRC faculty and will multi‑year contracts (MYCs) be honored through completion?
Yes, there are several. Under APS 1015, IRC faculty who have worked at least seven consecutive years at .5 FTE or higher receive protections in the event of program discontinuance, including a one‑year terminal contract. Additionally, IRC faculty with multi‑year contracts are not at‑will employees, and the university will fully honor the terms of those contracts, unless cause exists under the terms of the agreement. Multi‑year contracts are legally binding agreements and will be honored through their stated terms. Positions covered by MYCs are not at‑will, and the contracts allow cancellation only under very limited circumstances, such as for‑cause. Renewals of MYCs are determined at the college level and are at the discretion of the dean.
How will we staff our courses with potentially higher minimum caps and/or with fewer faculty?
Colleges and programs are using a number of strategies to align teaching capacity with student demand while maintaining program quality. Increasing course caps is one option, but it is not the only one. The implementation of the Ad Astra predictive scheduling tool will assist colleges to schedule courses more efficiently based on historical demand and degree‑progress needs.
In alignment with our culture of care, will faculty associated with academic Minors receive the same protections and considerations as those associated with Majors under APS 1015 and the UCCS Program Discontinuance Policy? Will Minors receive formal teach‑out processes?
Under current policy, academic Minors, tracks, certificates, and micro‑credentials are not covered by APS 1015 or the UCCS Program Discontinuance Policy. These policies apply specifically to degree‑granting majors and outline distinct protections and considerations for tenured and tenure‑track faculty, as well as some IRC faculty. If a dean chooses to close a Minor, track, or certificate, they may still elect to offer some of the associated courses if there is continued student demand, but this is an administrative decision rather than a formal policy requirement. While formal teach‑out processes are not mandated for Minors, academic units may choose to provide structured support to ensure students can complete their chosen pathway where feasible.
Should funding for the new Faculty Affairs Office be delayed until the university is in a stronger financial position?
The Faculty Affairs Office is being launched using funds provided by the CU System Office that are restricted for this specific purpose to address crucial needs and to align with the other CU System campuses. These dollars cannot be redirected to other campus needs, including offsetting cuts. In addition, the campus portion of funding currently designated for this office consists of one‑time funds, not ongoing base dollars. As the Provost has stated, no decision has been made about whether to base‑fund this office in future years. Once the one‑time resources are fully utilized, the Provost will evaluate the office’s impact, effectiveness, and alignment with campus priorities before making any recommendation about ongoing funding. For this reason, the multi‑year budget plan does not include base funding for the office until FY30, ensuring that the cam
Will faculty workloads, teaching expectations, or course scheduling change?
Faculty workloads, teaching expectations, and course scheduling are determined at the college and department levels in accordance with their respective policies and shared governance processes. As colleges and departments evaluate options to reduce expenses while protecting academic quality and student pathways, some adjustments to teaching assignments, course scheduling, or workload distribution may be considered. Any changes would be developed through established shared governance structures within the colleges.
“I heard reference to pro formas as a means of resolving our deficit issue, but weren’t pro formas a big part of how we got here?”
Pro formas did not create the structural deficit; however, enrollment volatility made some growth assumptions more difficult to realize on the originally projected timeline. On our campus, approved pro formas have typically been treated as committed investments to launch or scale programs we believe advance student demand and strategic priorities. Because we value academic innovation, funding new initiatives often requires reallocating existing resources to support them (e.g., start‑up costs, marketing, staffing, equipment). Pro formas are funded based on actual enrollment in a new program, not on projected enrollment, and funding is adjusted accordingly if enrollments are lower than projected.