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Planning
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Mission / Vision statement
Initiative (Goal set)
Goal (Objective set)
Objective title / description

Tactic to achieve objective

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Objective title / description

Children

1.1.1.1. Plan and implement a teach out program for programs to be eliminated and identify resources that can be shifted from declining to growing programs
1.1.1.2. Identify and if possible secure funding for new resources, especially faculty lines, needed for net new program growth
1.1.2.1. Each college will annually propose at least one potential new program
1.1.2.1.1. Conduct market analysis, enrollment projections, and projected revenue
1.1.2.1.2. Dean will present to Academic Council for prioritization
1.1.2.1.3. Submit curriculum through program approval process and develop multiyear implementation plan, including faculty and facility requirements, for top priority program(s)
1.1.2.2. Identify and connect with potential corporate partners to assess workforce development needs.
1.1.3.1. Change policy on transcript reporting of certificates by 2017
1.1.3.2. Define basic requirements for official pre and post baccalaureate certificates by 2017
1.1.3.3. Identify/design, and promote at least one new degree ladder program annually (certificate to associates to baccalaureate)
1.1.3.3.1. Award each of the credentials in the ladder as they are earned even if the student is remaining for the next step in the ladder
1.1.7.1. A separate Department of Special Education, within the College of Education and Technology
1.1.7.2. Geography Department in social sciences or add as a program to History Dept.
1.1.7.3. Entrepreneurship program coordinator to oversee the curriculum and other entrepreneurship initiatives.
1.1.7.4. Grad program coordinators
1.1.9.1. Create and implement learning activities associated with each outcome
1.1.9.2. In conjunction with the Learning Assessment and Program Review Committee, develop and effect a learning outcomes assessment plan for the extracurricular learning outcomes. (See University Learning Assessment Plan)
1.2.2.1. Reduce the number of qualifying (student must have made a good faith effort to pass the course e.g. attended 80+ percent of classes, submitted all homework and assignments etc.) course failures to 2 percent through initiatives such as Prepare to Succeed, enhanced learning support, improving instruction, and by more clearly defining and communicating learning expectations
1.2.2.2. Once qualifying failure rate is below 2 percent create and activate a policy whereby students receive a credit refund for the tuition (defined as instruction related expenses only) portion of any course they fail.
1.2.2.3. Promote this policy to attract net new enrollments which will offset the tuition lost from refunds.
1.2.4.1. Design appropriate questions and incorporate into the alumni survey managed by Alumni Affairs
1.2.4.1.1. their preparation for the workforce/further study in areas related to their major
1.2.4.1.2. their preparation for the workforce/further study in areas not directly related to content knowledge of the major (Gen Ed)
1.2.4.1.3. the quality of their lives
1.2.4.2. Use the data to improve the Liberal Education and discipline specific programs.
1.2.5.1. If necessary re-set the number of credits in the Gen Ed program to support this policy.
1.2.5.2. Redesign the course requirements in all programs exceeding these standards.
1.2.5.3. Require that exceptions be justified to, and approved by the Academic Affairs Committee or Graduate Council
1.3.1.1. Clearly define student learning expectations for all credentials offered by the University, including concentrations, by the end of AY17
1.3.1.1.1. Deliver faculty development workshops on outcomes based curriculum design
1.3.1.2. For programs that do not have nationally derived outcome sets, provide training in the "Decoding the Disciplines" approach to make explicit disciplinary ways of thinking and discipline specific skill sets, to help develop the outcomes.
1.3.1.3. Establish advisory councils for all major programs by end of AY 17
1.3.1.4. Publish in the University Catalog and web site the approved program and course learning outcomes
1.3.3.1. Establish faculty Online Learning Coordinators (OLC) within each college who are charged with improving online course quality.
1.3.3.2. Plan schedule for review of all existing courses and award certification to courses that qualify.
1.3.3.3. Establish policy that requires that all new courses meet the QM standards to be approved for online delivery.
1.3.3.4. Submit key courses for formal QM certification
1.3.4.1. Create or adopt a faculty endorsed rubric for F2F course design which encompasses the following characteristics: Alignment of course outcomes with programs it serves; Alignment of evaluations with course outcomes; Alignment of learning activities with evaluations
1.3.4.2. Curriculum Committees will review all new course applications as they are received and all existing courses by 2025.
1.3.6.1. Define learning incomes for all courses
1.3.6.2. Map incomes to prior course outcomes to ensure adequate preparation is built into each program's curriculum
1.3.6.3. Pilot new testing approach in select programs
1.3.6.4. Roll out to all appropriate programs
1.4.1.1. Improve visibility of scholarship and creativity through the use of an open access institutional repository (Library).
1.4.1.2. Improve visibility of faculty and their expertise through better web site profiles
1.4.1.3. Award honorary doctorates to prominent individuals and promote on web site and through the press
1.4.1.4. Highlight academic achievements in internal speeches such as commencement, at external events such as Board meetings, and publish on our web site and in recruitment materials
1.4.1.4.1. pass rates on certification and board exams
1.4.1.4.2. employment rates for our graduates
1.4.1.4.3. acceptance rates to professional post graduate programs such as medical schools
1.4.1.4.4. rankings in national and international publications
1.4.10. Hold at least one regional or state wide conference on campus annually, in the disciplines or related to educational quality or student services/success
1.4.11.1. Establish an expert's database so the media can consult our faculty for information on current topics
1.4.11.2. Provide media training for faculty (UR)
1.4.11.3. Create an Innovations in Education Internet talk show or TED Talk series to highlight teachers of excellence within our community.
1.4.13.1. Provide enhanced travel support for these endeavors
1.4.13.2. Encourage a higher valuation in department standards for promotion and tenure for these activities
1.4.2.1. Develop and implement a plan to grow the Honors College (See Honors College plan)
1.4.2.2. Increase the size and number of scholarships available through each of the colleges
1.4.3.1. Honors College Director will identify viable candidates, encourage and support their applications.
1.4.4.1. See Outcomes to Grades initiative in 2.7.22
1.4.4.2. Reduce grade inflation: see comprehensive faculty evaluation process (4.2.4.2) and grade analysis initiative (2.7.17).
1.4.6.1. Conduct a retrospective analysis and peer comparison
1.4.6.2. Gather data from advisors on students applying for post grad programs and whether they were successful or not.
1.4.6.5. Apply for Federal McNair Trio grants
1.4.7.1. Implement board preparation courses for all licensure programs with less than optimal pass rates
1.4.8.1. Assess feasibility and potential ROI for each accreditation eligible program.
1.4.8.2. Identify all programs to which this applies and put in place a timeline for achievement of each
1.4.8.2.1. In 2016 Institution will meet the prevailing standards to submit its candidacy application to AACSB.
1.4.8.2.2. Submit the KSDE/CAEP accreditation by June 2016
1.4.9.1.1. Examine criteria, self-assess, and implement strategies to increase scores.
2. Conduct brainstorming sessions with stakeholder groups, including senior management teams such as the President's Cabinet, to gather preliminary ideas
2.1.1.1. Hire a Coordinator (initially part time) to manage and promote the PLA operation
2.1.1.2. Develop, with faculty input, policies and procedures for the assessment of portfolios and compensation for faculty
2.1.1.3. Review Dept. of Ed financial aid guidelines for PLA to ensure compliance
2.1.1.4. Implement random second reviews in 5 percent of applications annually to ensure rigorous standards are being met.
2.1.2. By end of AY17 begin processes for assessment, collection of fees, and making payments to faculty for assessing PLA portfolios
2.1.2.1. Set appropriate and competitive per-credit hour student fees and implement a process for collection of; the assessment of student petitions for PLA based academic credit; CLEP examinations (include overhead cost)
2.1.2.2. Establish an appropriate payment rate for faculty content experts to assess portfolio submissions and determine if credit is warranted
2.1.2.3. Implement a process for awarding credit for departmentally approved external credentials, including AP and CLEP exams, military credit, professional certifications etc., which would transfer to Institution for specific course credit.
2.1.2.3.1. Create a database of these connections and publish Board comparative criteria on the PLA web site
2.1.2.3.2. Assess and assign course credit from petitions through this mechanism.
2.1.3. By end of AY17 implement systems to support the prior learning assessment (PLA) program
2.1.4.1.1. Recruit and train instructor(s) to teach the course
2.1.4.2.1. Develop rubrics to assess prior learning via ePortfolios and reviewed professional learning
2.1.4.2.2. Track faculty completion of this training to determine who is eligible to review petitions in each subject area.
2.1.5. By end of AY17 establish and publicize clear policies around prior learning assessment (PLA)
2.1.5.1. Expand the charge of the Experiential Learning Committee to cover PLA. Have the committee review existing and recommend new policies to cover, Credit by Examination, Portfolio Assessment, Reviewed Professional Learning
2.1.5.2. Academic Council will review draft policies and Provost will submit to Institutional Senior Management (ISM) committee for approval.
2.1.6. Promote the availability of the PLA option on our web site (including front page banners), in University Publications such as the Catalog, and in correspondence with potential adult learners, to attract and inform the post-traditional market
2.1.6.1. Publish approved PLA policies in the undergraduate and graduate academic catalogs and where appropriate on the PLA web site.
2.10.1.1. Track retention rates of all first-year students by demographics and other defined characteristics
2.10.1.2. Participate in the AASCU "Rethinking the First Year" initiative to learn best practices from peer institutions
2.10.1.3. The Student Success and Engagement Committee will consider cost-effective interventions in the three broad areas why students are not retained: academics, economic, and social/personal and make recommendations as appropriate to the Provost or VP for Student Affairs.
2.10.1.4. Improve data collection from the UNIV 101 University Foundations course
2.10.1.5. Improve usage and response services of the Starfish system
2.10.1.5.1. Educate faculty about using this system
2.10.1.5.2. Track and increase the percent of dropouts who were referred to Student Affairs through the Starfish system
2.10.1.6. Improve the Access to Success program
2.10.3.1. Require part time and transfer students to declare an expected annual credit hour completion rate when they first enroll. Use this number to determine expected duration of study and measure success at 150 percent of this.
2.10.3.2. Track achievement rates for all credential types offered (certs, associate etc.)
2.10.6.1. Create student learning communities within the Liberal Education Curriculum (See Liberal Ed plan)
2.10.8. Have each faculty member adopt two new strategies annually from the article "63 Steps Faculty Can Take to Improve Student Retention"
2.10.8.1. Report which activities were adopted as part of annual review with department chair
2.11.1.1. Provided all students with a basic cloud based ePortfolio site in which to document and reflect on their learning.
2.11.1.2. Provide students with training on developing these sites (See Liberal Ed Plan)
2.11.2.1. Charge the Student Success and Engagement committee with managing the badge creation and approval process.
2.11.2.2. Provide a set of authenticated graphics representing achievements that the students could embed in their ePortfolios.
2.11.4.1. Create more internships on campus in areas like graphic design, marketing, public history, etc.
2.11.4.2. Centralize a registry of internships across disciplines with efforts to discover new internships perhaps previously unknown to our faculty and students.
2.11.4.2.1. Charge all departments with developing internship opportunities for their students
2.12.1.1. Develop mechanism to display student information web page on large screen as graduate walks across the stage.
2.12.1.2. Integrate keynote speaker reducing the length of the President's speech.
2.12.1.3.1. Facilitate the number of attendees within our infrastructure? E.g. split the ceremony into two events.
2.12.1.3.2. Use graduation as a beacon of attainment for our more junior students and a mechanism to encourage them to maintain the course
2.12.1.3.3. Engage virtual students in the event
2.12.2.1. Develop an undergraduate research showcase within Institution Scholars Repository for making undergraduate research visible and persistent.
2.12.2.2.1. Migrate existing digital theses and dissertations from ContentDM to FSR.
2.12.2.2.2. Accept new digital theses into FSR beginning in spring 2016.
2.12.3.1. Post pictures of student award events.
2.12.3.2. Funded program on TigerMediaNet could be used to highlight student achievement.
2.12.3.3. Expand digital signage to highlight and spotlight student achievements on campus.
2.12.4. Integrate more college awards ceremonies programs into graduation events
2.13.1. Appoint an assistant provost with responsibilities for student success
2.13.2. Appoint a separate Dean of the Graduate School to enable the Assistant Provost to focus on student success
2.2.1.1. Identify transfer students by source institution and courses taken
2.2.1.2. For courses in which there are three or more enrollments per course annually: Provide reports to that institution on their performance on learning outcomes for their initial set of courses for which they completed pre-reqs at the sending institution; Once learning incomes assessments are implemented for these courses provide both the incomes and scores on prep tests
2.2.2.1. For courses in which there are three or more enrollments per course annually: Provide reports to that institution on their performance on learning outcomes for the courses.; Once learning incomes assessments are implemented for these courses provide both the incomes and scores on prep tests
2.2.2.2. Where appropriate use this data to predict course placement for students by sending institution
2.2.3.1. Hold (in conjunction with other Board institutions) an annual First Generation Student Conference
2.2.3.2. Hold an annual Hispanic Institute
2.2.3.3. Redesign UNIV101 to provide these skills
2.2.4.1.1. Explore placement exams such as Compass, Maplesoft and Acuplacer as potential individual data sources on tutoring needs and developmental course placement for freshmen.
2.2.4.1.2. Over the longer term replace external exams with placement tests based on the learning incomes defined for each course.
2.2.4.2. Replace all remedial courses with Supplemental Learning Assistance courses
2.2.4.2.1. Replace remedial English and Math courses with SLA programs by 2020
2.2.5.2. Enhance English language competency by developing curriculum that is based on specific purposes.
2.2.5.3. Improve English language learner's academic English language fluency and build study skills before students advance into their academic programs at Institution.
2.2.5.4. Develop a conversational English assessment rubric and implement face-to-face (live or video conferencing) testing of all international student applicants.
2.2.5.6. Adhere to the highest standards of English language instruction by attracting and developing talented and experienced faculty.
2.2.5.7. Establish and maintain an environment in which professional development is supported, valued, and utilized by all ESL faculty.
2.3.1.1. Increase the number of course transferring across Board institutions by adding courses to the list generated by the Transfer Articulation Task Force
2.3.2.1. Once learning incomes are implemented, use them to clarify feeder institution learning expectations in articulation agreements
2.3.3.1. Tightly negotiate course equivalencies
2.3.3.2. If student maintains an appropriate GPA, specified by program, at the feeder institution, then the student is automatically admitted to the degree program at Institution
2.3.3.3. Issue Institution student identity cards to these students and include them in appropriate communications
2.3.3.4. Assign Institution professional advisors to prepare them with appropriate course selection to ensure transfer success
2.3.4.1. Enroll X additional high schools annually
2.3.4.1.1. Promote the program at regional High Schools
2.3.4.2. Identify faculty (18 appropriate graduate credits) and courses that would qualify at participant schools
2.3.4.3. Require concurrent faculty to participate in departmental assessment of course learning outcomes
2.4.1.1. Define the programs and courses most likely to attract students at each remote campus
2.4.1.2. Define revenue sharing in the agreement and student recruiting responsibilities of remote campus
2.4.1.3. For low enrollment programs deliver courses via video-conferencing
2.4.1.3.1. Remote campus and Institution must provide video-conferencing capable facilities
2.4.1.3.2. Train faculty in effectively using video conferencing to teach classes between campuses
2.4.1.4. For high enrollment programs Institution will hire faculty to teach at the remote campus
2.4.1.4.1. Remote campus will provide classroom and office facilities as appropriate
2.4.2.1. Identify programs that would serve community and technical college faculty needing to meet the new HLC 18 graduate credit requirement.
2.4.2.2. Identify and prioritize potential new online programs based on current and projected demand for graduates within the state and nationally; salaries; and our capacity to deliver the courses
2.4.2.3. Increase our lineup of online courses and programs
2.4.2.3.1. Work with Learning Technologies to increase support for faculty course developers
2.4.2.3.1.1. Increase the number of instructional designers available to help with online course development
2.4.2.3.1.2. Outsource the course development process
2.4.2.3.2. Purchase out-of-the-box courses where available
2.4.2.4. By 2017, develop a course materials intellectual property policy to encourage the flipped classroom approach and online publication of course content
2.4.2.5. Develop a promotional campaign for online programs.
2.4.2.6. Implement intensive short duration campus based labs that are required as part of online programs that will be delivered in the inter-sessions
2.4.3.1. Implement a survey to help prospective students self-assess aptitude for online learning
2.4.3.2. Implement an online required first time student orientation within the Learning Management System
2.4.3.3. Provide resources to help student improve their online learning skills.
2.4.4.1. Identify appropriate programs and design the course sequences
2.4.4.2. Work with the Registrar to add shorter terms to our calendars and offerings
2.4.4.3. Modify AAUP MOA to enable 4, 5 and 8 week terms in workload definitions
2.4.7.1. Identify an appropriate program
2.4.7.2. If necessary, apply for exemption from the contact hour based rules for student aid
2.4.8.1. Use our international partners as a recruiting base for international online students
2.4.8.2. Employ more agents for online international enrollments
2.4.8.3. Develop a web page which lists the services we can provide to online partners including online program delivery & development, program expansion through cross border (international and Hays), pathways to graduate programs etc.
2.5.1.1. Implement 1-2 credit introductory courses for all majors (broad survey of the major including in-depth review of curriculum and why the LOs are relevant, career opportunities, job prospects and impact of degree level, earning power, ROI, field trips to organizations that hire grads, video-conference discussions with practitioners etc.).
2.5.1.2. Implement a system that would encourage students to sit in on courses in which they are considering enrolling in the next term
2.5.1.3. Provide opportunities for lower level students to interact with upper-level students from majors in which they are interested
2.5.4.1.1. Train advisors and students to conduct what-if scenarios around changes to majors etc.
2.5.4.1.2. Train faculty on the use of predictive analytics data to guide students' choice of major and courses
2.5.4.2. Implement DegreeWorks or similar program enrollment analytical system, ideally as part of, or an add-on to, WorkDay
2.5.4.2.1. Encode program requirement, pre-requisites, co-requisites etc.
2.5.4.2.2. Use the system to analyze predictive demand for courses and schedule appropriately
2.5.5.1. Train advisors to proactively identify students who are at-risk academically, psychosocially, financially, etc. and provide intrusive proactive advising and counseling.
2.5.5.2. Identify performance levels in key courses that predict success in majors, and use the data to steer students toward disciplines that match their strengths and abilities.
2.5.5.3. Develop a standardized set of factors and flags
2.5.6.1. Include appropriate questions in advising surveys to gauge advising effectiveness
2.5.6.2. Provide training to faculty on effective advising and recommend attendance for lowest performing faculty.
2.5.6.3. Standardize pre-professional advising across departments or assign each profession to a single department or to faculty who specialize in each profession (e.g. Vet to Ag, Med to Biology, Pharmacy to Chem, PT to HHP)
2.5.6.5.1. Implement professional advisors for the Gen Ed and undeclared or mega-major (a combination of similar majors with common pre-requisites) students
2.5.6.5.2. Locate professional advisors in each College so they have some knowledge of the majors available
2.5.6.5.3. Expand number of professional advisors to relieve faculty of advising load so they can concentrate on instruction and scholarship
2.5.8.1. Implement a 15 to Finish promotional program
2.5.8.2. Implement a tuition lock program for students who continuously complete at least 30 credits per year
2.5.8.3. Encourage students to use online courses to increase schedule flexibility and achieve the 30 credits per semester
2.6.1.1. Add flag codes to courses in the SIS so students can sort by characteristics when searching for courses to take.
2.6.2.1. Connect catalog course descriptions to course syllabi and the course survey system results.
2.6.2.2. Create institutional policy that designates the online system as the official exclusive version of the syllabus that is in essence the contract between the student and the instructor about what will be taught and tested in the course.
2.6.2.3. Create faculty endorsed and accreditation compatible policy about what standard information should be contained in all course syllabi
2.6.4.1. Enable faculty to preview comments and petition department chair to remove inappropriate comments prior to publication.
2.6.4.2. Consider moving the responsibility and management of course evaluations to the office of Institutional Effectiveness and Quality Improvement
2.6.6.3. Review all departmental promotional materials and develop a list of best practices. Provide funding to improve materials and displays.
2.6.6.4. Standardize the use of branding on promotional materials
2.6.6.5. Review the site structure of the academic section of our web site and ensure we are promoting our achievements and quality effectively.
2.7.10.1. Develop a list of responsibilities which will include leading a faculty learning community, and ensuring consistency in addressing the course learning outcomes
2.7.10.2. Determine how this responsibility should fit in the workload model
2.7.11.1. Develop/adopt and get a rubric for review of online course delivery approved by the senate.
2.7.11.2. Hold workshops to train evaluators in the use of the rubric.
2.7.11.3. Support and encourage Chair/OLL participation in periodic review of all online courses to increase quality and retention.
2.7.12.1. Consider additional compensation for adjuncts who have completed the training
2.7.13.1. Replace final exams with learning incomes prep-tests
2.7.13.2. Reward students for their level of preparation for courses by assigning a significant portion of course grades based on performance in prep-tests
2.7.14.1. Set the funding for GTAs so it is based on a percent of the undergraduate enrollment at Townand online
2.7.16.1. Conduct workshops on this approach
2.7.17.1. Insert details of Prepare to Succeed program
2.7.18.1. Generate an annual report on grade distribution broken down by University, college, department and program which is shared with the Academic Council, deans and chairs.
2.7.18.2. Deans and chairs will examine correlation with learning outcomes achievements in areas of potential concern to ensure equitable grading standards across programs and sections
2.7.2.1. See 4.2.6.2
2.7.2.2. Chairs will report aggregate departmental scores for the rubrics teaching dimension for the set of candidates reviewed each year
2.7.20.1. Survey faculty to establish baseline
2.7.20.2. Provide faculty development opportunities on the use of rubrics
2.7.20.3. Create a shared repository of rubrics
2.7.21.1.1. Incorporate questions in biannual faculty survey
2.7.21.1.2. Hold a faculty focus group to determine how system is meeting their needs.
2.7.21.1.3. Centralize test scanning.
2.7.21.1.4. Examine newer software and systems, integration with Bb etc.
2.7.21.1.5. Offer a broader variety of forms.
2.7.22.1. Generate grades and progress reports based on assessment of learning outcome achievement
2.7.22.2. Implement a pilot / research study with faculty in multiple disciplines in which students receive progress reports during the course on achievement of the learning outcomes.
2.7.22.2.1. Recruit faculty participants and prepare courses.
2.7.22.2.2. Conduct pre-treatment data collection
2.7.22.2.3. Conduct post treatment data collection
2.7.22.2.4. Write and submit paper
2.7.22.2.5. Eliminate grading within courses and replace with reporting of learning outcome achievement
2.7.24.1. Report the scores to each dean and department chair.
2.7.26.1. Use bi-annual faculty survey to determine incidence level
2.7.26.2. Develop or purchase role-playing videos or demonstrations of classroom etiquette for new faculty orientation.
2.7.26.3. Provide faculty, especially junior faculty, with training on classroom behavioral management techniques.
2.7.27.1. Increase the number of faculty presenters and teaching tracks at events such as the Fall Faculty/Staff development day by identifying faculty who are performing at high levels and inviting them to present
2.7.27.2. Increase the attendance at faculty awards ceremony through better promotion and timing of the events
2.7.27.3. Increase the variety of faculty teaching awards such as; Most creative digital badge award; Excellence in experiential education award; Best online course design; Best SOTL project; Alumni teaching award or biggest impact on my life award
2.7.3.1. Chairs will report aggregate scores for the rubrics teaching dimension for all department members each year
2.7.9.1. Add the following question to the TEVALS survey - Did your instructor use active learning approaches (e.g.) in a significant proportion of your class meetings?
2.7.9.3.1. Charge the Experiential Education Committee to develop standards for the course designation
2.7.9.3.4. Implement a self-service web site for organizations to register internship and service learning opportunities
2.7.9.3.5. Designate experiential learning intensive courses on the transcript
2.7.9.4.1. Work with chairs to report and implement this requirement.
2.7.9.4.2. Examine the possibility that all capstone classes should include some form of interview prep for that specific field, salary negotiation, getting hired and starting a new job, etc.
2.7.9.5. Redesign math instruction so students learn by doing rather than watching - consider implementing the Math Emporium model
2.7.9.7. Explore the use of collaborative and communications tools to improve interactivity e.g. voicethread.
2.8.1.1. Implement a computerized system for collection and distribution of survey data that enables benchmarking including faculty comparisons across peer groups, within departments and across the entire University.
2.8.1.2. Redesign the core and optional question set.
2.8.1.3. Review and revise as necessary, policy to support the system e.g. require surveys in all courses over a minimum size.
2.8.1.4. Provide links from scores in each section of the survey report to information on the Faculty Development web site about strategies to improve those scores.
2.8.1.5. Increase student response rates to end of semester course surveys to at least 50 percent by 2019.
2.8.1.5.1. Adopt a more flexible survey system that broadens the mechanisms by which students can respond, Personal computer/tablet, Class visits to computer lab, Smart phone, Paper based in class
2.8.1.5.2. Determine what the effective incentives to increase response rates among students are and implement the best.
2.8.1.5.2.1. Consider early access to grades
2.8.1.5.2.2. Bonus points to all students in the class for exceeding threshold class response rates
2.8.1.5.2.3. Provide faculty with information on legitimate ways to increase student response rates in their courses.
2.8.1.5.3. Enable students to see results but faculty to have inappropriate text responses removed.
2.8.1.6. Add a question set that enables student peer to peer sharing of strategies for success in the course
2.8.1.7. Enable departments and individual section instructors to add a limited number of customized questions during each survey
2.8.1.8. Randomize delivery of 2 to 3 question sets to students within a course or across courses to enable a broad set of questions without causing survey fatigue
2.8.2.1. Implement training for faculty on conducting peer focus groups and writing the report
2.8.2.2. Hold a faculty panel discussion by those who have conducted or use a focus group on their course
2.8.4.1. Implement course assessments for all courses at or before a third of the way into each term using the same system that is used for end of course surveys
2.8.4.2. Define a small number of general feedback questions for the early course assessment process and allow individual instructors to add a limited number of customized questions for their own use.
2.8.5.1. Incorporate forms in which students can send kudos to instructors for a job well done.
2.8.5.2. Incorporate forms in which students can report major problems with the quality and mechanics of a course at any time during its term of delivery. Deliver this feedback to both the instructor and his/her chair.
2.9.2.2.1. Adopt MyOpenMath Lab or similar for all math courses by 2020
2.9.2.3. Implement low-cost alternative learning solutions (example, Leanne, $40 resource online).
2.9.2.4. offer high-quality commercially-licensed resources comparable to other universities: ArtSTOR, AccessMedicine, Pscyhotherapy.net
2.9.3.2.2. Provide training for faculty, and staff in Student Learning Support on the SI/SLA approach.
2.9.3.2.3. Conduct a pilot study in 1-2 courses.
2.9.3.2.4. If the pilot is successful develop a plan and secure funding for a broader roll-out
2.9.3.2.5. Hire a SI Supervisor to oversee and train all SI leaders deployed in the university.
2.9.3.3.1. Pilot the program in courses based on highest DFWI rates.
2.9.3.3.7. Secure funding for intersession instructors.
2.9.3.4.1. Acquire the curriculum and software needed
2.9.3.4.2. Identify appropriate space for instruction to occur
2.9.3.4.3. Create a pilot program
2.9.3.4.4. Analyze data and evaluate for broader roll-out
2.9.4.1. Enable the tutoring referral system to automatically list all course learning outcomes so that the relevant ones can be checked by the faculty for the attention of the tutors
2.9.4.2. When students are referred for tutoring have Student Learning Support provide feedback on attendance and outcomes to referring faculty
2.9.9. Conduct a needs assessment on tutoring (add to biannual student survey)
3. Identify higher education (and potentially healthcare) institutions that have successfully navigated a potential change and send fact-finding teams there to study their process and gather their stakeholder input (on video if possible).
3.1.1.1.1. Combine OISS, ESL, Study Abroad and OII in one space in the library at Hays
3.1.1.1.2. Provide meditation/prayer facility at Hays
3.1.1.1.3. Create a campus home for international students at Hays
3.1.1.1.4. Hold a formal opening of International Student Services at Hays
3.1.1.1.5. Implement service centers at Sias and SNU
3.1.2.1. Develop an administrative suite for the STeM Dean
3.1.2.2. Develop (or codify?) standards for office spaces and bring non-standard spaces into alignment.
3.1.3. Work with facilities to conduct a space survey and projection of needs based on growth
3.1.3.1. Include planning for swing space
3.1.3.2. Include an assessment of building signage
3.2.1. Executive Leadership Team (ELT) will annually review the Facilities Master Plan and modify based on programmatic needs and enrollments
3.2.1.1. Analyze current learning spaces and future needs.
3.2.2.2. Expand the variety of classrooms on campus to support an assortment of teaching needs (Group based, Movie Theater, flexible layout etc.)
3.2.2.2.1. Advocate for space and funding, and develop a 30 seat small group multimedia intensive classroom.
3.2.2.3.1. Learning Environment Committee will receive regular reports on facility status and plans for change, and survey faculty satisfaction with facilities
3.2.2.4. Work with the Registrar's office to: Improve coordination of faculty needs with classroom equipment availability; Enable faculty to submit their top choices in classroom facilities to the Registrar and have the scheduling system take these choices into account when assigning rooms to courses; Create and maintain a classroom database and online access to it.
3.2.2.5. Improve basic functionality of the classrooms.
3.2.2.5.1. Install large storage containers for chalk and dry erase supplies in classrooms.
3.2.2.5.2. Install signage with contact numbers for AV services and Access Management both inside and outside of each room.
3.2.2.6.1. Increase student access to online learning platform by implementing Bb Mobile by 2020
3.2.2.6.2. Assess needs and provide appropriate faculty development opportunities
3.2.3.1. Improve operations and operations management
3.2.3.1.1. Create an advisory board for operations
3.2.3.1.2. Hire an operations manager who reports to the Dean of STeM.
3.2.3.1.3. Focus farm operations on a combination of student experiences, research opportunities, and income generation.
3.2.3.2. Invest in the facilities and infrastructure
3.2.3.2.1. Build a farm store to sell output to the public and to support a complete farm to table learning opportunity for our students. Use as an internship opportunity for agribusiness students.
3.2.3.2.2. Build a livestock classroom
3.2.4.1. Facility should house Library services and collections, information literacy lab/lclassroom, individual and group study spaces, meeting rooms, Tutoring Center, writing center, student IT support and open computers, multimedia development lab, proctoring services, and office space for professional and support staff.
3.3.2.1. Construct a faculty village on campus
3.3.2.1.1. Limit residency duration to 6 yrs.
3.3.2.2. Establish an Employee Welfare & Workplace Environment Committee to study and address these issues
3.4.1. Simplify and automate grade submissions
3.4.1.1. Automate final course grade integration between the Blackboard gradebook/Google and WorkDay,
3.4.1.2. Automate delivery of test scanning scores to the Blackboard gradebook.
3.4.2. Advocate for creation of a centralized document management system
3.4.3.1. Assess the reports expected of chairs/deans annually and determine what information is needed and used
3.4.3.2. Evaluate forms used by each department
3.4.4. Assess and simplify hiring and expense approval workflows
4. For changes that may be novel to higher education analyze potential impact and develop educational materials.
4.1.1.1.1. Each department will develop a Dean reviewed marketing plan for hiring new faculty which includes professional organizations with job boards, listserves, targeted graduate programs at other institutions etc.
4.1.1.1.2. Improve the quality of and standardize college, University and community descriptions in job postings
4.1.1.1.3. Identify graduate programs from which we would like to recruit faculty and create a pipeline. Call their department chairs to inform them of job openings and follow up with flyers.
4.1.1.1.4. Promote our facilities, community and quality of life through our web site, advertisements, and publications
4.1.1.2.3. Track timing on each step using the workflow approval process
4.1.1.2.4. Ensure there are backups to approve each step in the workflow process in case of illness or vacation
4.1.1.2.5. Set level of approval and interviews required to correspond to permanency of the position
4.1.1.2.6. Improve the search committee training process
4.1.10.1.1. Implement a "one faculty globally dispersed" philosophy so that faculty at every site feel equally important.
4.1.10.1.2. To the degree possible distribute workload equitably and based on individual faculty strengths
4.1.10.1.2.1. Workload task force to recommend strategies
4.1.10.1.2.2. Reduce variance of lower and upper level SCH across assistant, associate and full professors
4.1.10.1.2.3. Monitor faculty productivity in teaching assignments to determine capacity
4.1.10.1.2.4. Reduce the level of variance on service points earned across the University
4.1.10.1.2.5. Establish equitable workload for faculty advising
4.1.10.1.2.6. Enable faculty to interchange advising for teaching up to a certain limit
4.1.10.2.1. Ensure our faculty and staff are an integral part of the decision making process
4.1.10.2.1.1. Nurture positive relationships between administration, senates, bargaining unit and unions
4.1.10.3. Provide support for and actively engage part time/adjunct teaching faculty.
4.1.10.3.1. Draft and administer management policies and practices for best practices in adjunct engagement.
4.1.10.3.2. Create a manual for adjunct faculty
4.1.10.3.3. Establish an adjunct faculty advisory board.
4.1.10.3.4. Create and maintain adjunct faculty mailing lists by school in Office 365
4.1.10.3.5. Get a handle on who are adjuncts are and how we can engage them more effectively
4.1.10.3.6. Highlight relevant areas of minutes from faculty meetings and share with adjuncts
4.1.10.4.2.1. Ensure that student perspectives are included in our decision making processes.
4.1.10.4.2.1.1. One student body globally dispersed - Add student representatives to the Student Government Association for Virtual College and cross-border programs.
4.1.10.4.2.1.2. Add student representatives to all bylaws of all Provost's Standing and all Academic Affairs search committees
4.1.10.4.2.2. Implement a transparent, information rich, data-based culture of decision making
4.1.10.4.2.2.1. By Aug. 2016, develop and publish a set of Key Performance Indicators for each operational area and annually thereafter publish the data on each.
4.1.10.4.2.2.1.1. Implement a dashboard system to track and publish assessment activities and key performance indicators for all programs and services
4.1.10.4.3.1. Implement a Shared Governance Committee composed of the University Executive Leadership Team (ELT) and the Executive Committee of the Faculty Senate
4.1.10.4.3.2. Add unclassified professional staff not having representation to either the Faculty or Staff Senate membership.
4.1.10.4.4. Improve accessibility and communication with senior leadership
4.1.10.4.4.1. Provost will create monthly video updates for the campus community
4.1.10.4.4.2. Provost will meet every other month with Chairs Council
4.1.10.4.4.3. Provost and President will encourage the Faculty Senate to meet twice each month, once as a business meeting and once as an open discussion forum with the President and Provost
4.1.10.4.4.4. Continue monthly coffee with the Provost open meetings with faculty
4.1.10.4.4.5. Provost will meet with each academic department at least once a year
4.1.10.4.4.6. Monthly informal lunch with the Provost
4.1.10.4.4.7. Create a Facebook site for the Office of the Provost
4.1.10.4.4.8. Create and maintain distribution lists for all major faculty groups including Senate and its committees, Provostial committees, adjuncts etc.
4.1.10.4.4.9. Deliver an annual budget report to the community including a summary of faculty, staff and administrative hires
4.1.10.5. Broaden the types of faculty appointments available to our faculty to enable faculty to work toward their strengths and to address the variety of needs of our academic departments
4.1.10.5.1. Create a clinical faculty set of lines (instructor, assistant, associate and full clinical professor)
4.1.10.5.2. Create a library faculty promotional line (librarian I, II and III)
4.1.10.5.3. Create promotional tracks for instructors and lecturers
4.1.10.6. Increase retention of faculty and provide greater job stability by offering multiple year contracts or early re-appointment to most non-tenure track lines
4.1.11.1. Implement stronger internal communication systems, processes and strategies
4.1.11.1.1. Tools; Listservs; Blogs; Social media
4.1.11.1.2. Conduct a communications survey - Faculty/staff and student surveys and presentation of results and strategies for improvements
4.1.11.2. Improve the faculty and staff rating of the corporate communication culture from X to Y in the faculty biannual survey by 2020
4.1.11.2.1. Encourage Faculty Senate to hold meeting twice monthly and use the second meeting as an open forum for the President and Provost
4.1.11.2.2. Provide monthly video updates to the community
4.1.11.2.3. Implement a campus digital signage system
4.1.11.2.4. Identify and implement an appropriate web content management system for the University.
4.1.11.2.5. Implement SharePoint team sites to support committee work
4.1.11.2.5.2. Integrated intra and Internet site
4.1.11.2.5.3. Create an easier to use and richer web site for Academic Affairs
4.1.11.3. Advocate that IT develop a brochure for faculty on the services IT provides
4.1.11.4. Advocate that SA develop a brochure on student services that faculty need to know about.
4.1.12. Improve sense of regional connectivity for new hires
4.1.12.1. Organize group excursions for faculty and staff to nearby metropolitan areas for culture, shopping, entertainment and socializing, led by an administrative team member
4.1.2.2. Advertise openings in minority publications
4.1.2.3. Develop relationships with department that graduate a high proportion of minority and female graduates
4.1.4.1. Budget all new or replacement positions at 90 percent of CUPA averages for the position
4.1.4.2. Over X years address salary compression for all existing employees
4.1.4.3. Increase compensation base for adjunct faculty
4.1.4.4. Increase GTA compensation.
4.1.5. For faculty pursuing terminal degrees
4.1.5.1. Improve mentoring of instructors hired with an expectation of attaining a terminal degree within a specified timeframe.
4.1.5.2. Set scholarship expectation based on terminal degree requirements
4.1.5.3. Develop partnerships with doctoral degree institutions in disciplinary areas of need to benefit our employees' success.
4.1.6.1. Analyze existing faculty credentials and add CIP codes for all subject areas for which they are qualified to teach AllLines faculty spreadsheet
4.1.6.2. During search process have finalists identify the 18 credit hours or other qualifying experience that would qualify them to teach within each CIP code subject area and add to AllLines faculty spreadsheet
4.1.6.3. Assign CIP code(s) to all courses
4.1.6.4. Conduct a correlation analysis annually between assigned course and faculty qualified CIP codes.
4.1.7.1. Implement a skill based job interview approach for administrators
4.1.7.1.1. Bring all candidates to campus on same day and have them work in teams and simulated committees, observing their performance.
4.1.7.1.2. Schedule the on-campus interview day at search initiation and inform all candidates of the date as they apply.
4.1.8.1. Implement a workflow that is triggered for all new hires generating user accounts and appropriate system accesses, mail, business cards, office space, computer and printer equipment, office and cell phone etc.
4.1.9.1. Conduct the survey bi-annually
4.1.9.2. Follow up with focus groups targeting the 5 lowest performing categories to determine and address the root cause of any issues
4.2.1.1. Publish an internally accessible complete organizational chart for Academic Affairs with links to job description for all personnel listed.
4.2.1.2. Clarify the relative roles of deans and chairs
4.2.2.1.2. Mediate a second round of faculty round table discussions to develop metrics and rewards for the behaviors developed in first round.
4.2.2.1.3. Distribute the Institution Faculty characteristics of excellence as part of contract letters to all faculty and publish on the Academic Affairs web site.
4.2.2.1.4. Provide guidelines and examples of what work faculty should be engaged in to achieve promotion and tenure
4.2.2.1.5. Provide guidance to faculty considering a position at Institution on the institutional culture and expectations to ensure the best match possible.
4.2.2.2.1. Define appropriate course caps by course category
4.2.2.2.2. Define appropriate advising loads for undergraduate and graduate students
4.2.2.2.3. Define minimal office hour expectations
4.2.2.3. Improve the clarity and equity of standards for tenure, promotion, post-tenure review and chronic low performance
4.2.2.3.1. Establish a peer review process to review and recommend approval of departmental standards to the Provost
4.2.2.3.2. Share approved standards for all departments on the Provost's web site
4.2.2.3.3. Require inclusion of all applicable annual statement or responsibility (ASR) reviews in each applicant's portfolio
4.2.2.4. Improve the clarity and equity of the merit/evaluation review process
4.2.2.4.1. Implement the use of a rating scale which provides absolute feedback to each faculty member and distributes merit raises across the University rather than within departments
4.2.2.4.2. Generate a composite evaluation score based on workload distribution for teaching, research/clinical activity, service and re-assigned time
4.2.2.4.3. Reduce the reliance on student ratings of teaching effectiveness by broadening the process to include self-reflection, peer and chair reviews.
4.2.2.4.4. Create a mechanism for rating the achievement of strategic objectives by the Provost and deans at both the college and departmental levels. This should impact the overall merit money available to the department.
4.2.2.4.5. Retain a portion of the merit pool for the dean and the provost to reward contributions by faculty at the college and University levels respectively.
4.2.2.4.6. Provide development opportunities to chairs on setting ASRs and conducting annual merit reviews
4.2.2.4.7. Average evaluation scores across years in which no merit money is available to create a more equitable approach.
4.2.3.1. Plan and run the annual new faculty orientation program
4.2.3.1.1. Plan and deliver an adjunct faculty orientation process that overlaps with the FuT process
4.2.3.2. Create a new faculty web site
4.2.3.3. Incorporate new part-time and full-time faculty into the life of the university with a year-long learning community with mentoring.
4.2.4.1. Develop an assessment rubric, based on the Faculty characteristics of excellence, to be used by chairs during each faculty member's annual review.
4.2.4.2. Develop and annually deliver chairs' workshop on conducting effective annual faculty reviews
4.2.4.3. Review service and development points earned and expectations for following year.
4.2.5. Implement a multi-faceted faculty evaluation / feedback process
4.2.5.1. Implement an online faculty ePortfolio system so faculty can gather evidence on teaching improvement efforts and reflect on their efforts.
4.2.5.2. Implement a new policy requiring chairs to observe and report on each faculty member's teaching.
4.2.5.2.1. Conduct teaching observations of all tenured faculty every third year, non-tenured faculty at least yearly and of new appointees in their first term.
4.2.5.2.2. Improve the peer observation form for F2F and online and provide guidelines on conducting an effective observation and providing constructive feedback.
4.2.5.2.3. Provide faculty development opportunities on conducting classroom and online peer observations.
4.2.5.3. Improve the end of term student surveys
4.2.5.3.1. In addition to questions in the course surveys about overall experience in a course add questions that focus on factors that are important from the student perspective and would help students succeed.
4.2.6.1. Create a new policy to require all submissions occur via campus system for electronic portfolios (ePortfolios).
4.2.6.2. Develop a rubric to assist faculty with evaluation of portfolios submitted for promotion and tenure awards
4.2.6.3. Conduct a norming process at the first annual session of each committee.
4.2.6.4. Increase the efficiency and thereby reduce the faculty workload involved in the promotion and tenure review processes
4.2.6.4.1. Combine the promotion and tenure committees at both the departmental and college levels
4.2.6.4.2. Reduce the frequency of reviews and the level of progression of the review (department, college, University, Provost, President) for early cycles
4.2.6.4.3. Eliminate the role of candidate review from the University committee.
4.2.6.4.4. Eliminate the President from the review and appeal processes.
4.2.6.4.5. Implement a fast-track tenure process for job candidates who have credentials worthy of appointment with tenure at the time of hire.
4.2.6.5. Establish clearer and more equitable departmental promotion and tenure standards across the University
4.2.6.5.1. Have the University Merit, Promotion and Tenure committee review and provide feedback to departments on their standards.
4.2.7.2. Get as many TT faculty tenured as possible
4.2.7.2.1. Should TT faculty be restricted from overloads or course re-assignments due to impact on scholarship.
4.2.7.2.2. Gather and analyze institutional data on success rates and reasons for failure
4.2.7.2.3. Implement a required mentoring program for all TT faculty
4.2.7.3.1. Clearly define qualifications needed for all faculty appointment levels
4.2.7.3.2. Create promotional pathways for all faculty ranks
4.2.7.3.3. Strengthen role of Lecturers and give them more job stability (longer contracts)
4.2.7.4. Develop a promotional path for adjuncts with advancement tied to achievement
4.2.7.4.1. Define promotional levels and expectations
4.2.7.4.1.1. Longevity based benefits for adjuncts
4.2.7.4.1.2. Additional funding for dev etc.
4.2.7.4.2. Develop budget and seek funding to support new levels
4.2.7.4.3. Communicate new program to adjuncts and implement system
4.2.7.5. Increase the Percent of FuT faculty meeting requirements for graduate faculty status to X by 2020
4.2.7.6. Increase the Percent of FuT faculty meeting requirements for honors faculty status to X by 2019 (see Honors Plan)
4.2.7.7. Merit process
4.2.7.7.1. Score based on chair's rubric evaluation for faculty
4.2.7.7.2. Encourage and reward innovation and risk taking
4.2.7.7.3. Reduce inflation of the annual review process and make it more consistent with employee achievements
4.2.8.3. Clearly define workload and teaching load expectations for all faculty and administrative tracks
4.2.8.5. Determine advising workload not met by adjuncts and hire professional staff advisors to cover the load
4.3.1. In partnership with Learning Technologies, implement a comprehensive faculty and academic administrator development program
4.3.2.1. Publicize events and recipients more effectively
4.3.2.1.1. Profile on University web site
4.3.2.2. Find sponsors for each award and increase monetary benefit either directly or through development funds.
4.3.3.1. Plan a comprehensive faculty develop program which would allow faculty to accumulate credentials toward the certificate over time.
4.3.3.2. Use the Guiding Principles for Good Teaching as a foundation for a competency set that will undergird the teaching certificate.
4.3.3.3. Develop and analyze a needs assessment survey (part of the faculty bi-annual survey) and develop a plan, including resource needs, to address the highest priority items.
4.3.3.4. Begin offering the teaching certificate to faculty
4.3.4.2. Pay adjunct instructors a larger stipend if they online certified.
4.3.4.3. Plan allocation of funding to increase expertise across all departments
4.3.5.1. Develop and implement a professional development points (PDP) or digital badge system
4.3.5.1.1. Award points for sharing knowledge as well as participation in events and activities.
4.3.5.1.2. Assign point values to all activities and events
4.3.5.1.3. Track and provide reports to all faculty members on points achieved yearly
4.3.5.1.4. Spotlight high performers by assigning badges, recognizing at award events, and spotlighting on web site
4.3.5.10. Provide development opportunities on: successfully completing the tenure or promotion processes; using ePortfolios and similar tools; how to be an effective committee chair
4.3.5.11.1. Faculty development committee and senate to propose and monitor mechanism.
4.3.5.2. Implement a professional development management system that enables faculty and staff to assign themselves or be assigned learning objectives and courses.
4.3.5.2.1. Use for certification of required training such as sexual harassment prevention etc.
4.3.5.3. Plan and publish a faculty development calendar for each semester prior to its beginning and publicize it on the University Calendar, through Outlook invites and email to all faculty
4.3.5.4. Increase and more equitably distribute funds for travel to conferences and workshops to keep faculty informed of national and international trends in their disciplines and in teaching and learning
4.3.5.4.1. Centralize funding for development support and ensure base amount is available to all FuT and prorated amount to PT faculty
4.3.5.4.2. Require sharing of knowledge, upon return to campus, with peers within the department or across the University (depends on specificity) for all funded travel.
4.3.5.5. Encourage and support the interchange of ideas, recognized effective teaching practices and resources among faculty.
4.3.5.5.1. Develop a set of literature backed and faculty endorsed Guiding Principles for Good Teaching to define skills and knowledge necessary for good teaching.
4.3.5.5.2. Use this document as a guide for developing questions for Chair, peer, and early course assessments, and the end of semester student survey.
4.3.5.5.3. Promote this skill set to our faculty by: Including in hiring packets for all new faculty and in contract renewals; Featuring prominently on the University web site; Featuring during major faculty development events such as seminar days.
4.3.5.6. Develop a self-service web site to gather information from faculty on their teaching and research interests and strengths.
4.3.5.6.1. Build the following information in the database: Experience in teaching, assessment and the scholarship of teaching and learning; Areas of pedagogical or research strength in which they are willing to advise and help others; Teaching approaches that they are interested in learning more about; An explicit statement of their willingness to have peers observe their teaching activities and the conditions for doing so; A statement of teaching philosophy and experience; Contact information.
4.3.5.6.2. Conduct faculty interviews to assist with populating this database.
4.3.5.6.3. Have new faculty complete the profile during orientation
4.3.5.7. Data mine the faculty profile database to find experts to lead workshops etc. and promote events to faculty with declared interests.
4.3.5.8. Develop short (10-15 min) online self-paced workshops on recognized effective practices in teaching and learning, high-impact teaching and learning strategies, classroom management, and innovative uses of technology to support teaching and learning that faculty can view at convenient times from anywhere.
4.3.5.9. Invite at least two prominent external speakers to campus annually on either assessment or pedagogy.
4.3.6.1. Conduct periodic 360 Degree Evaluations for managers, alternating yearly between chairs, deans, and then the Executive Leadership
4.3.7.2.1. Deliver a series of laddered certificates for different management and leadership levels
4.3.7.3. Identify a mentor outside mentee's reporting structure for each individual
4.3.7.5.1. Identify internal candidates as potential successors for all management and leadership positions
4.3.8.2. Identify individual strengths and have them lead sessions
4.4.1.1. Add criteria to the chair's annual faculty assessment rubric to define slightly, moderately and highly research active faculty.
4.4.1.2. Gather this data through the annual review process
4.4.1.3. Implement a Research Academy. University experts present cases studies, lunch and learn sessions, tips, etc. for new and aspiring investigators. Provide training on networking, leveraging resources, time management, fiscal oversight and reporting. Provide a network of support to young /aspiring investigators.
4.4.10.1. Visitors from China - process needs to be managed better
4.4.10.2. Develop a plan to provide housing for visiting faculty.
4.4.10.3. Policy on visiting faculty and students - define optimal windows, housing resources etc.
4.4.10.4. Provide better advance notice of international visitors
4.4.11.1. Increase the number of institutions with which Institution has memoranda of agreement to support these exchanges
4.4.11.2. Provide funding to support international faculty exchange
4.4.11.3. Develop a rotation process to ensure as many of our faculty get an opportunity to visit our partners as possible.
4.4.11.4. Charge the Scholarship Environment Committee to examine ways in which we can more effectively leverage faculty exchange and research collaboration with our international partners.
4.4.2.1. How can we most effectively showcase and promote the scholarly activities of our faculty and students?
4.4.2.2. How might we support and encourage faculty interactions across colleges and departments to foster inter-disciplinary research?
4.4.2.3.1. Initiate University wide research projects in SOTL and recruit faculty participants.
4.4.2.3.2. Identify and maintain, through faculty solicitation and other means, a list of pedagogical scholarly journals appropriate for each division on the Faculty Development Committee web site.
4.4.3.1. Develop "in house" reviewer pool of faculty to conduct peer reviews of grant applications.
4.4.3.2. Implement a Faculty Grant Fellows program with clear expectations for participants.
4.4.3.3. Provide start up support for research projects that require multiple disciplines, with the potential to scale up to larger projects. Support could be reassigned time or summer salary.
4.4.3.4. Provide additional staff support for grant writing and management
4.4.6. Implement the Institution Scholar's Repository SelectedWorks profiles to make faculty research and research interests more visible to internal and external scholars, fostering potential research collaborations and use of faculty work. (see Library Plan)
4.4.7. Establish a fund to pay article processing fees for publication in high-quality peer-reviewed open access journals
4.4.7.1. Secure funding
4.4.7.2. Establish criteria for awarding funds
4.4.8. Implement a program similar to the George Mason Students as Scholars Initiative. Provide support for developing courses that foster student scholarship/faculty mentors
4.4.9.1. Eliminate tuition for undergraduate research credits to encourage this high impact teaching practice and increase support of faculty scholarship
4.4.9.2. Identify programs in which URE credits should be required and make them a part of the program requirements. Identify these clearly in the Catalog.
4.4.9.3. Provide funding to support undergraduate student travel to conferences to present research and to network. Provide modest supply/travel grants to students for their research/scholarly/creative activities.
4.4.9.4. Develop and test effective methods for undergraduate research within the virtual environment
4.5.1.1. Develop and require all faculty, staff and students to take X number of professional development courses on cultural competence and sensitivity to develop greater inclusiveness.
4.5.1.2. Implement Collaborative Online International Learning (COIL) within our courses
4.5.1.4. Create a "Friends Among Nations" student organization at the University to promote intercultural and international dialog
4.5.2.1. Develop and execute an annual marketing plan to promote study-abroad to faculty and students
4.5.2.2. Establish an application and review process for study/education abroad to ensure that faculty and students are adequately prepared for the experience
4.5.2.2.1. Develop forms, waivers and contracts that protect the University and its students from liability and risk when studying abroad.
4.5.2.2.2. Simplify the study abroad process by implementing a management system such as Terra Dotta.
4.5.2.3. Leveraged our partnerships with sister states and cities to develop new X study abroad opportunities annually
4.5.2.4. Develop and promote a database of study abroad opportunities that are managed by other institutions and allow our students to participate.
4.5.2.5. Increase the funding available to faculty and students to engage in study abroad.
4.5.2.5.1. Include scholarship information such as Mortimer-Levitt.
4.5.2.5.2. Foundation funding
4.5.3.1. Define the characteristics that such courses would have to meet including short term study abroad.
4.5.3.2. Implement a requirement within the Liberal Education curriculum for students to complete a minimum number of these course to graduate. (see Liberal Education Plan)
4.5.3.3. Define and promote a set of faculty skills and behaviors that would characterize a faculty member prepared to help students excel in a multicultural globalized World. Provide faculty development opportunities on these skills.
4.5.3.4. Develop and deliver annually an award for the most globally engaged faculty member
4.5.3.5. Hold an annual faculty learning community centered on global engagement and multicultural sensitivity.
4.5.3.6. Add Global Engagement as a section of the faculty credential management system and assist faculty with strategies to populate this section.
4.5.3.7. Encourage faculty to participate in briefing events sponsored by UN Department of Public Information-Non-Governmental Organizations (DPINGO).
4.5.4.1. Make faculty aware of the Fulbright application process and deadlines.
4.5.4.2. Have Institution faculty and students who have successfully completed a program mentor new applicants
4.5.4.3. Bring Fulbright faculty and students resident at other US institutions to campus to deliver guest lectures etc.
5.1.1.1. Hire an AVP and Director of Educational Assessment
5.1.1.2. By end of AY17 implement an appropriate faculty committee structure for the leadership and management of educational assessment
5.1.1.3. Hire a Data Analyst
5.1.2.1. Each department will conduct a self-study and submit its report every four years to the Dean's Advisory (chairs) Councils for rubric scoring, critique and approval. Scores will be submitted to Institutional Effectiveness & Quality Improvement.
5.1.2.2. Academic Council will annually review Dean's Advisory (chairs) Council approved departmental self-studies to determine resource allocations to departments through the year end funding process
5.1.2.3. Create a shared repository of these self-studies so departments can learn from each other and so the reports can be used in institutional self-studies and accreditations.
5.1.3.1. Develop a rubric to act as a set of guidelines for departmental self-study and a to assess how well it has been conducted
5.1.3.2. Develop a standard data set upon which these studies are based and publish the data within dashboards created by Institutional Assessment and Quality Improvement
5.1.3.4. Develop a 4 year cyclical plan for all academic departments and offices at the University to conduce self-studies that address: Organizational structure; Operational processes; Human resources; Appropriateness of and need for new facilities; Budget
5.1.3.4.1. Submit the report to Institutional Effectiveness and Quality Improvement where a repository will be maintained to support
5.1.3.4.2. Create a shared repository of these self-studies so organizations can learn from each other and so the reports can be used in institutional self-studies and accreditations.
5.1.5. Make resource allocations based on strategic priorities and rigorous assessment of current investments
5.1.5.1. Identify at least one major current initiative in each operational area. Gather and analyze data to determine if it is having the desired effects on outcomes and make a recommendation to the VP on whether the initiative should be degraded, maintained or enhanced.
5.2.1.1. This plan will contain budgets, human resources needs, short term small scale facilities needs needed to support execution of the tactics
5.2.4. Implement a centralized multiyear project management process to coordinate strategic planning implementation
5.2.5. Use the faculty development process to provide support for the change management process
5.2.5.1. Develop programs that provide support for major strategic initiatives.
5.2.5.2. Create a Center for Comprehensive Faculty Development (Teaching pedagogy, Assessment, Research, and Service)
5.3.1.1. Initiate the process with a zero-based budget analysis and allocation for 2018
5.3.2.1. Define appropriate cuts for the Provost's Office, Dean's Office and the Departments
5.3.3. Incentivize enrollment growth for department chairs by factoring number of faculty supervised into the formula for chair stipends and for departmental OOE allocations
5.3.3.1. Examine all department OOE budgets and standardize the base allocation across the University
5.3.7. More closely tie rewards to achievement of institutional goals and objectives
5.3.7.1. Modify the annual merit award process to include achievement of strategic goals as a factor
5.3.7.2. Assess achievement of strategic goals and objectives at the college and department level and factor this into individual faculty and staff scores
5.3.8. Create policies that will encourage and reward chairs for the growth of their respective departments
5.3.8.1. Monitor these measures and adjust reward mechanisms appropriately
5.3.8.2. Re-examine the current $1 per SCH return to departments and colleges
5.4.1.1. Conduct an annual ROI analysis for all academic programs and revenue generating operations
5.4.1.1.1. E.g. Is Tiger Tots a service that is worth the management effort and space?
5.4.10. Manage Board compliance reporting
5.4.10.1. Develop and implement an annual plan which addresses all state and federal data collection and reporting, ensuring that data providers are given adequate notice about reporting needs.
5.4.10.2. Address ad-hoc reports as needed
5.4.2.1. Move management and advising responsibilities for the BGS and AGS out of AHSS to this office
5.4.3.1. Establish appropriate caps for all course types, set all course caps based on the recommendations of the Workload Task force. Require Dean permission for any deviations from these caps.
5.4.3.3. Improve scheduling and course management process to realize efficiencies
5.4.3.3.1. Determine the ideal delivery schedule for each course (semester, yearly, biannually etc.)
5.4.3.3.2. Implement two-year course planning cycles for all academic programs
5.4.3.3.3. Use DegreeWorks or similar system to predict course needs and schedule accordingly.
5.4.5. Track department growth rates and other key data used to assign faculty resources
5.4.6.1. Participate in the Common Application process
5.4.6.2. Move graduate application process to digital document management
5.4.6.3. Move graduate admissions to ERP and redesign process to fit the system.
5.4.6.4. Conduct a process analysis and optimization on international student recruitment, admissions and campus integration.
5.4.8.1. Set expense approval limits based on managerial level e.g. chairs can approve up to $500, Deans up to $2000 and Provost anything larger.
5.4.9.3. Develop and implement policies and processes to manage access to reports and data stores in conjunction with system implementation dates.
5.5.1.1. DNP, Online Accounting, student teaching etc.
5.5.2.1.1. Establish a student advisory board to help assess and prioritize student needs.
5.6.10. Develop a set of intensive short duration on-campus skills courses (labs, clinical etc.) that students can complete to meet online program requirements and market these to students in our and in competitor programs
5.6.2.1. Become a Hispanic Serving Institution by 2020 - Grow Hispanic population from 6 percent to 25%
5.6.2.2. Aggressively promote concurrent enrollments at High Schools
5.6.3.1. Develop an agreement with the Organization of American States to promote Virtual College programs through the OAS "portal of the Americas."
5.6.3.2. VC membership in the Worldwide Universities Network
5.6.3.3. Implement a rational multi-year planning process for developing online programs
5.6.3.4. Lead and perhaps host Board online program portal
5.6.3.5. Determine if we should join the Great plains interactive distance ed alliance
5.6.3.6. Strengthen the "Finish Line" recruitment initiative
5.6.3.7. Explore partnership with KAN-ED
5.6.3.8. Increase our state authorizations through participation in SARA and by direct agreements with non-SARA states.
5.6.4.1. Assign enrollment management responsibilities for international online students to Internationalization and Global Partnerships
5.6.4.2. Develop and implement a marketing and recruitment plan for online international students
5.6.4.2.1. Use a portion of the VC advertising budget to target this market
5.6.4.2.10. Implement a headcount multiplier policy toward maximum enrollment cap of 1.25 for ESL students in online courses
5.6.4.2.11. Create faculty development opportunities for faculty teaching ESL students both online and F2F
5.6.4.2.12. Examine tuition rates for international online programs
5.6.4.2.2. Pay for lists from TOEFL, Barrons etc.
5.6.4.2.3. Improve web site (create dedicated page), social media, Wechat etc. information on online programs for this student segment. Consider web site mirroring abroad to improve access and speed. Generate initial marketing pages in multiple target languages (Mandarin, Spanish etc.)
5.6.4.2.4. Increase the use of agents for online recruiting
5.6.4.2.5. Work with international partners to increase their online offerings through Institution
5.6.4.2.6. Implement an application process, including identity verification, and appropriate deadline for admissions (8 weeks prior to course start)
5.6.4.2.7. Set up infrastructure for ordering and delivering textbooks
5.6.4.2.8. Develop an online orientation for international online students
5.6.4.2.9. Implement appropriate payment methods
5.6.4.3. Attend NAFSA and TESOL conferences to make connections etc.
5.6.4.4. Create a financial incentive for partner institutions to enroll students in our online programs
5.6.5.1.1. Create English Language Institutes in foreign countries as a revenue generating and student recruiting operation
5.6.5.3. Provide international training for staff working with international students
5.6.6. Create 3 new international "cross-border" sites and programs in unique countries by 2020
5.6.6.1. Joint degrees (2+2CB or 1+1CB)
5.6.6.2. Expand operations and partnerships into additional countries.
5.6.6.2.1. Develop a database of, and ask our full time and adjunct faculty with international connections, for assistance with creating agreements institutions in countries with which they have a relationship.
5.6.6.3. Rank potential international partners based on institutional reputation, income level of population, safety and other factors to ensure we are improving our national reputation through our partnerships.
5.6.7. Grow enrollments at existing cross-border partners by implementing new academic programs and participating in recruitment activities
5.6.8.3.1. Use market data to identify and develop new markets for graduate student recruitment
5.7.2.1. Participate in Title III programs such as HEOP and SSSP
5.7.2.2. Increase farm revenue; Crop and livestock sales; Build a farm store
5.7.2.3. Increase Sternberg Museum revenue from memberships and entrance fees, gift-shop sales
5.7.2.4. Increase non-credit revenue; Translation and interpretation service charges through the World Language Institute; Continuing education tuition
5.7.3.1. Examine the administrative support provided to the granting process and recommend any changes needed.
5.7.3.2. Expand federal and state grants applications for program development and funded research
5.7.4.1. Establish fund raising goals for Academic Affairs, each college and Forsyth Library
5.7.4.1.1. Provide the foundation with a list of fundable projects for each area
5.7.4.1.2. Add target fundraising to annual expectations
5.7.4.1.3. Provide training for deans (Spin Training from KSBDC for Deans and Dept Chair, CASE training workshop)
A tactic
Annually request publication information from all faculty.
Apply to organizations like Feed America for support
Appoint a faculty coordinator for translation and interpretation services
Appoint a faculty director for each learning community
Appoint a Fulbright Program Adviser (FPA) to recruit and assist students in the application process for the Fulbright U.S. Student Program
Arrange for prep classes for standardized entry tests to be delivered on-campus
As new programs are implemented emphasize more temporary instructors until enrollment stabilizes. As programs are phased out shift from left toward right.
As percent of credit hours taught by adjuncts approaches threshold hire additional full time faculty.
Assess juniors/seniors using tools like CLA or Gen Ed capstone projects
Assign space for soup kitchen /food bank
Attain minority serving status to become qualified for minority specific federal grants such as Title V.
Balance adjunct teaching assignments to ensure full-time faculty are meeting instructional expectations
Balance course delivery frequency so as to maximize section enrollments as close to cap as possible taking into account student need for the course for timely progression.
Benchmark this against peer institutions and try to keep at a constant by closing low demand programs as new ones are evolve.
By 2020 have in place a transparent, negotiated budget model based on proportional distribution of fixed revenues from the President's office, through divisions, down to individual departments.
Charge the Director of General Education with designing, staffing, training faculty instructors, and scheduling the Gen Ed specific courses.
Charge the director of liberal/general education to actively solicit faculty for new or redesigned courses.
Charge the liberal education committee to establish a continuously evolving liberal and general education program
Constitute a task force to determine which revenue sources are included (tuition, state support, scholarship funds, etc.) and which expenditures fall within each of these categories
Contact COIL Global Partner institutions to find faculty to collaborate with.
Create a "This could be you" promotional video about commencement from each ceremony and distribute to all current students
Create a policy on allowable levels of reassignment, approval process, cost of buyouts, etc.
Create a policy to guide the succession planning program.
Create a revenue sharing policy to encourage departments and faculty to develop and deliver not-for-credit programs and courses
Create a revenue sharing policy with the department and faculty to encourage the provision of translation and interpretation services
Create a spreadsheet or implement a system that enables students to create a multiyear, term by term plan of their course enrollments thru graduation. Include a section on minor planning.
Create a task force (mainly of dept. chairs) to create recommendations on appropriate course caps for categories of courses (labs, writing intensive, lecture, music instruction, etc.). Implement the policy and require special permission for courses to change their caps from those set.
Create and distribute a checklist of discussion points for advisors to have with their advisees annually. See note for details.
Create effectiveness and continuous quality improvement committees within each division to support ongoing self-study and monitor strategic plans
Create learning communities around mega-majors for freshmen and sophomores
Ctrb: 2.12.4.1. Increase the number and value of student scholarships
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Develop a policy on interchangeability of teaching and advising loads and workload equivalency between teaching and advising (undergrad and grad)
Develop a post hire survey
Develop a rubric for reviewing and scoring program quality and viability
Develop a rubric to assess the quality of a program's learning outcomes and apply to all programs
Develop a rubric to assess the quality of the set of learning outcomes in a course
Develop an annual award for the best new course
Develop an online rubric bank where faculty can share rubrics and rubric templates used in assessing learning outcomes
Develop and implement an algorithm that predicts first term GPA based on characteristics of incoming students for each credential type. Modify the parameters to improve correlation and use the parameter set to prioritize candidate admission selection.
Develop partnerships and exchange programs with international institutions
Develop rubrics for leadership and management skills
Develop specifications for the role
Develop specifications for the role in partnership with the faculty senate.
Discuss findings of comparative peer analysis with stakeholder groups.
Distribute merit pool money based on relative scores on chairs rubric
Distribute the proposal assessment rubric with the call and have each proposer complete a self-assessment.
During internal department/program review process have chair do a feasibility analysis of their unaccredited programs
Each division expecting an allocation must submit an updated budget request at least six months in advance of the fiscal year.
Enable students to request a focus group anonymously through Faculty Development and promote the availability of this utility to the student body
Encourage and support as many faculty and leadership/management personnel to serve on site visit teams for regional accreditors.
Encourage faculty to encourage students to attend our career fairs
Enter the strategic plan into the project manager as task with time lines, assigning personnel and funds to each.
Establish a connection with a nearby Fulbright liason to help promote the program
Establish a program advisory board at least partially composed of representatives of the major employers of a program's graduates
Establish a revenue sharing agreement with the College of Business and faculty to encourage provision of this service.
Establish an Academic Affairs Standing Strategic Planning Committee to monitor, report on, and develop tactical plans
Establish the position of Director of Liberal Education
Establish/designate gen ed capstone courses with assessable capstone projects
Established a fixed budget to support liberal and general education course development
Evaluate grit score of all incoming freshmen and target the lowest XPercent for proactive supportive advising/counseling
Extend payment deadline for students awaiting financial aid delivery
For each academic department base this on a negotiated proportion of tuition generated
Fund X new course developments annually within existing programs to ensure that they are staying current
Gather information about transfer expectations when a student enrolls.
Give an annual presentation including past faculty participants, on the merits of the program.
Give significant weight to study abroad activities in faculty annual reviews
Have international newspapers delivered to International Students reception area.
Have staff Online Learning become trained as QM course reviewers
Have Student Career and Employer Relations work with undeclared major students to analyze their interests and provide information on potential careers
Have task force develop a rubric to assess annually.
Have the International Center main number and email address act as an emergency contact for the students.
Have the Provost's staff assistant chair the meetings.
Hire or have a staff member certified in project management
Hire or have a staff member trained in process flow analysis and software
Hold a special event each semester to honor students who make the honor roll
Hold an annual study abroad information fair
Hold an international student orientation program at the beginning of each term
Hold information sessions to encourage students to apply to the program
Identify new temporary and long term positions
Implement a 360 degree steering committee to select survey questions and manage mentor assignments.
Implement a 40 day or similar program of events to keep students engaged on campus
Implement a farm to table store (meat, dairy, produce, etc.
Implement a fixed tuition policy (no increases) for students who satisfy the 15 to finish criteria in all terms.
Implement a mastery based assessment approach in programs
Implement a new course call for proposals process
Implement a post term short intensive tutor supported retake of gateway courses. See note for details.
Implement a supplemental tuition policy for students who need SI/SLA support to cover the expenses of the program. If possible eliminate all remedial courses.
Implement a system that enables students to import their class schedule into their personal calendaring software (Google, Outlook, etc.)
Implement a system that tracks and requires undergraduate students' review their course plan every term.
Implement a textbook fee or incorporate into tuition for all programs so that the cost is eligible for financial aid and all students receive textbook at beginning of a course.
Implement either a Supplemental Instruction or Supplemental Learning Assistant program in foundation courses in which students might traditionally have been required to take a remedial course.
Implement Google Translate or other system to automatically translate
Implement guidelines for periodicity of single section courses
Implement mega-majors and assign all undeclared undergraduates to them
Implement mega-majors to reduce credits that do not apply to the students final major choice
Implement short terms to attract adult and online learners
Implement trimesters to enable year round attendance and accelerated completion
Improve faculty learning evaluation skills
Improve faculty teaching skills
Improve program and course design
Include information on international driving licenses, US driving licenses and rules on the International Office web site and in new student orientation.
Include personal financial management as part of the orientation process for new students.
Include succession planning candidates in management development workshops, 360 degree assessments, and assign them a mentor.
Incorporate into biannual staff survey
Incorporate questions in annual student survey
Increase admission evaluation score of candidates who have chosen a major before enrolling.
Increase attractiveness of institution to post-traditional students by promoting credits for prior learning
Increase by targeted (based on source numbers) internal recruiting and education campaign (Get students in the appropriate major as early as possible)
Information about this utility should be included in all course syllabi
Issue temporary emergency loans to students
Lower resident hall rates for the summer to encourage enrollment.
Make the syllabus management system the default link from the course catalog and the only official location for syllabi
Map program learning outocmes to course outcomes and use rubrics to determing level of achievement
Match classroom seating capacities with distribution of course cap sizes
Monitor credit hours remaining to achieve degree as a percent of 150 percent hrs, flag student as critical if it exceeds 95 percent of this number and institute intrusive advising.
Monitor students use of effective learning strategies by incorporating a section on it in the end of course survey.
Negotiate policy with Faculty Senate
Offer faculty free housing in lieu of student mentoring and advising
Offer orientation tours of Academic Testing to departments.
Plan a set of assignments/projects and associated scoring rubrics to assess student achievement of gen ed outcomes in specific courses
Plan course scheduling to balance enrollment numbers with availability for students
PM: As draft tactics are developed ensure they are discussed by supervisors with the responsible person, that feedback is provided on practicality and feasibility, and that appropriate adjustments are made.
PM: Tactic 1
PM: Tactic 2
PM: Tactic 3
Promote the availability of process flow analysis consulting to the campus community
Promote the availability of project management consulting to the campus community
Provide funding to offset student travel expenses
Provide funds to supplement or cover faculty expenses leading short term study abroad trips
Provide logistical and safety processes and procedures support to faculty leading study abroad activities
Provide specialized advising to students who have not declared a major
Provide students who intend to transfer with special advising services that assist with course and program articulation, etc. Publicize these services to attract more potential intending transferees.
Provide students with a financial management class aimed at keeping loans to a minimum, the importance of repaying loans on time, and other financial advice.
Publish (with student release) Dean's Honor Roll recipients on a web site or widely distributed publication.
Publish and promote translation and interpretation services on the web site
Push information in SIS to students and advisors about credits that could apply to a minor
Push information to advisors about students who are close to the thresholds and use proactive advising to keep students above it.
Raise funds by naming colleges/schools
Recruit more heavily from secondary schools that have a higher average score on learning income measures
Redistribute load as necessary to prevent excessive overloads
Require all faculty release time be authorized by the Dean each term. Require information on buyout funding source and a short description of purpose and justification.
Require multi year budgets for each including start-up and ongoing funding for the duration of the plan.
Require students to take at least one course outside their major discipline that incorporates the study of a process
Retroactively award each credential in the degree ladder to students who dropped out before the ladder was created.
Run regular campus food drives
Schedule student activities (talks, visits to interesting sites, etc.) related to their mega-major throughout the academic year
Send communications to all undergraduate students on all of the minors that are available to them.
Send instructors to a COIL conference or Academy
Set a target percent of students in each laude category and keep advisors informed on progress toward the target
Set an annual target percent of liberal / general education courses that are replaced or significantly redesigned/updated each year
Set operational course cap limits at (100+x)Percent to reduce instructional costs
Shift the ratios toward the left to increase quality and shift toward the right to reduce costs and employment committments
Staff in International and Multicultural Education should attend partnership fairs and visit foreign institutions.
Standardize textbooks across all sections of courses and negotiate with suppliers for best price.
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Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic or task used to achieve objectives / performance expectations
Tactic placeholder
Tactic Placeholder
Tactic placeholder
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Tactic Placeholder
Tactic to achieve objective/performance expectations
Tactic’s / Task’s effect on objective (Impact analysis)
Tactics and tasks assigned to employee
Tactics and tasks used to complete performance plan
Tactics to achieve objective/performance expectations
Take a team of key personnel to each annual accreditor's conference.
Task
Teach students effective learning strategies either within a required gen ed or orientation course.
Train personnel in basic use of the project management system, especially as a method to review and update progress on tasks.
Use a rubric based assessment of capstone project(s) to determine program outcome achievement rates.
Use CIP codes and delivery site draw area to determine what programs are under-served in each location
Use the above data to focus recruiting on the secondary and tertiary institutions producing the highest performing students and to modify articulation agreements with other third level institutions
When reviewing unaccredited programs have the Program Review Committee use the accreditation standards for its review.
Work with Career Services to provide information on and aid in placement of international students in optional practical training

Jumps

Type: Tactic to achieve objective

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