Charles Nies, Chancellor, University of Minnesota Duluth

In an interview with Invest:, Charles Nies, chancellor of the University of Minnesota Duluth, discussed key developments at the university over the past year, including its focus on research and workforce development. “This new recognition as a research university was a big shift, allowing us to highlight the discovery and inquiry our faculty are conducting, which has had an impact in our region, state and beyond,” Nies said.

What have been the key highlights and milestones for the University of Minnesota, Duluth over the past year? 

One of the highlights is that we were recently recognized as a research university by Carnegie, which shifted our classification as an institution. Before, we were viewed as more of a regional comprehensive university. This new recognition was a big shift, allowing us to highlight the discovery and inquiry our faculty are conducting, which has an impact in our region, state and beyond.

We are also a community-engaged scholarship institution, meaning much of our research directly applies to the region and state, with a community focus. This regional research university environment is a key part of our identity.

Additionally, we recently launched an agreement with other higher education institutions in the region, including K-12, to focus on educational pathways, attainment, and workforce development. This partnership supports the workforce needs of the region through an integrated approach, linking degree attainment to workforce development.

We also host part of the University of Minnesota Medical School on our Duluth campus. Over the summer, they achieved accreditation to conduct all four years of medical education in Duluth, whereas previously, students spent two years in Duluth and two in the Twin Cities. This expansion of healthcare and medical education strengthens our role in addressing workforce needs.

How is the university adapting its curriculum to keep pace with the evolving labor and economic landscape?

We’re constantly evaluating our academic programs and how they prepare the workforce for shifting labor needs. Our faculty have been actively working in artificial intelligence, recognizing its role in transforming teaching, learning, and the workforce. We’re developing a curriculum around AI to support students interested in this area. 

We’re also exploring the intersection of computer science, robotics, and healthcare, considering the development of a new degree program integrating technology, healthcare, and neuroscience. Additionally, due to our location, we’re exploring the possibility of launching a marine engineering program, focusing on freshwater monitoring and marine engineering to prevent incidents like tanker accidents.  

We recently integrated our graphic design program in fine arts with our marketing program in business, combining design, marketing, and social media to reflect current industry trends. This integration ensures our programs remain relevant as new technologies emerge.

What is the value of higher education?

The million-dollar question every institution is asking is how to articulate the value of a college degree. We recognize, as industry indicates, that the world of work is shifting rapidly, with many future careers for our students not yet existing. To address this, we’re creating an applied learning environment where students gain hands-on knowledge, engage in discovery, and participate in things like internships and other high impact practices. These experiences prepare them with adaptive skill sets to navigate an ever-changing workforce, especially as new technologies emerge.

Our goal is to prepare students not just for their first job, but for a lifetime of careers, some of which may not yet exist. This is achieved through experiential learning at our institution.

What should universities focus on to ensure their value proposition remains relevant and aligned with today’s educational and economic landscape?

A big part of it is affordability and access to that educational experience. We often talk about the total cost of attendance but don’t highlight the financial aid that makes the opportunity affordable.

For example, at the University of Minnesota, while many may perceive the cost of attending a university as out of reach, we also provide more financial aid than many other public institutions in the state. This makes it more affordable for many individuals to attend due to the financial aid packages we offer. A key focus should be better communicating this story to help people understand the options available to make education affordable.

Another area to strengthen is communication around pathways involving two-year institutions and community college partnerships. Many students in Minnesota can attend community colleges tuition-free, which can serve as a pathway to a four-year degree and support career goals. We need to better articulate how these pathways enhance affordability and allow for self-discovery.

Starting at a community college helps students explore their interests and passions, which can then transition into a four-year institution for a bachelor’s degree or further education like a master’s or Ph.D. Additionally, while there are entry-level workforce opportunities, advancing in a career often requires a degree. People might focus on the short term, thinking a degree isn’t necessary for entering the workforce, but it’s often essential for career progression. A degree opens up more opportunities for advancement.

Higher education needs to emphasize that it’s not just about the first job but about providing a lifetime of career opportunities and pathways for growth.

Is there a focus on changing or adapting programs to provide up-to-date offerings for students?

We’re constantly evaluating new academic programs and considering how to bring different disciplines together. Interdisciplinary learning is crucial for preparing students for the future. For example, addressing global poverty requires more than just an economics, political science, sociology, or cultural lens, it demands integrating all these perspectives.

This interdisciplinary approach, or at least learning to collaborate across different fields, is essential for tackling complex societal challenges. We’re always exploring how to combine fields of study, potentially creating new majors.

For instance, we’re examining the intersection of robotics, technology, and healthcare. One faculty member is researching the use of robots in Alzheimer’s treatment, exploring how robotics and technology intersect with neuroscience to improve healthcare.

This ongoing review of our academic offerings leads us to ask how we can integrate disciplines in innovative ways. We’re focusing on themes or topics that can serve as centers of study, ensuring our academic programs and research opportunities align with these interdisciplinary efforts.

In the next few years, what new accomplishments, developments, or updates would you hope to share about the campus?

I’m excited about the efforts to bring faculty together for thoughtful conversations on the overlap in their work. For example, we have a geology faculty member who specializes in GIS mapping and is using this expertise to map deer and wolf migrations in the area. At the same time, a political science faculty member, who focuses on public policy analysis, is collaborating with him to explore how data on deer and wolf habitats and interactions can inform state policy.

This collaboration between a geologist and a political scientist might seem unexpected, but it’s exactly the kind of interdisciplinary work we’re encouraging. My hope is that in three to five years, we’ll have even more interdisciplinary collaborations focused on these kinds of ideas, allowing us to think creatively about traditional academic disciplines. This approach will better prepare our students to navigate the complexities of the modern workforce and contribute to solving the challenges our world faces.