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Ctrb:
Ctrb: 2.7.13. Adopt a focus on preparation for success
Ctrb: 3.2.2.3.2. Learning Environment Committee will develop a learning space guide that provides broad guidance to the Facilities Planning on; both formal and informal learning space design, including general and special use classrooms; the library and areas where students may gather to study around campus
Ctrb: 3.2.7. Determine optimal mix of room sizes based on compatibility with pedagogically set course caps and submit recommendations to facilities.
Ctrb: 5.5.1. Implement differential tuition to fund high demand high cost programs
Ctrb: 5.6.1. Develop a model to determine enrollment growth needs that will offset projected cuts in state funding
Ctrb: 1.1.1. Assess the health of our existing programs and flag each for growth, maintenance, or elimination.
Ctrb: 1.1.10. Implement an economically viable program of organized group visits (focused on but not exclusive to international students) to major cities and cultural venues in State and surrounding states
Ctrb: 1.1.11. Examine the potential to deliver ESL services over the Internet so students can be admitted conditionally on improving their English language proficiency
Ctrb: 1.1.12. Promote a change in Board policy to allow and encourage regional comprehensive institutions to deliver professional doctoral degrees
Ctrb: 1.1.2. Create new academic for credit (certificate, Associates, Baccalaureate or Masters), non-credit, or workforce development programs (customized set of courses not leading to a credential).
Ctrb: 1.1.3. Increase the enrollment in and awarding of certificates
Ctrb: 1.1.4. Implement new accelerated programs (3-year baccalaureate, 4+1, 3+2) at the University
Ctrb: 1.1.5. Across the University establish on-site delivery of baccalaureate programs at community colleges in which there are large numbers of students enrolled in the associates degree.
Ctrb: 1.1.6. Keep the curriculum current and engaging while optimizing section enrollments.
Ctrb: 1.1.7. Examine the need for new academic departments or program coordinators to support growth of new programs. Possibilities might include:
Ctrb: 1.1.8. Design, implement by AY 2018, and thereafter maintain an effective and contemporary liberal education program (See Liberal Education Plan)
Ctrb: 1.1.9. By 2020 Academic Affairs, in partnership with Student Affairs, will define extracurricular learning outcomes that complement the curriculum
Ctrb: 1.2.1. Use value add as a key performance indicator within the institution
Ctrb: 1.2.2. Implement the Pass to Pay Initiative
Ctrb: 1.2.3. Use advisory boards to support curriculum evaluation and student success post-graduation
Ctrb: 1.2.3.1. Establish advisory boards for all departments
Ctrb: 1.2.3.2. Develop a faculty endorsed rubric to assess and score the quality and appropriateness of program learning outcomes
Ctrb: 1.2.3.3. Use program advisory councils to assess the quality of program learning outcomes (including minimum achievement standards for graduates) and provide feedback.
Ctrb: 1.2.4. Improve alumni ratings of the influence their education had on their lives.
Ctrb: 1.2.5. Where not required by external agencies such as accrediting bodies, set the maximum credit hours required for graduation in a baccalaureate degree to 120, and in an associate's degree to 60.
Ctrb: 1.2.6. Feature on the Institution web site the low cost of attendance, high quality physical facilities, proportion of courses taught by FuT faculty and small class sizes
Ctrb: 1.2.7. Ask students to assess the effective use of class time/activities in the TEVAL process
Ctrb: 1.3.1. Increase the overall University achievement rates by graduates of program minimum achievement standards
Ctrb: 1.3.1.1.2. Define department faculty endorsed program goals, outcomes (core and elective if applicable), and minimum competency levels for awarding each credential.
Ctrb: 1.3.2. Create and implement an Educational Assessment Plan for the University
Ctrb: 1.3.3. All active online courses will meet minimum design certification standards based on the Quality Matters rubric.
Ctrb: 1.3.3.1.1. Provide all OLCs with training to become a QM certified reviewer
Ctrb: 1.3.3.1.2. Form an internal review team from QM certified reviewers
Ctrb: 1.3.3.1.3. See 2.8.3
Ctrb: 1.3.4. Face to face (F2F) courses will be reviewed against a Institution faculty developed or adopted design rubric and provided with constructive feedback
Ctrb: 1.3.5. Advocate for increased funding to hire additional instructional designers and faculty for new online course development
Ctrb: 1.3.6. Implement the learning incomes design approach in appropriate programs
Ctrb: 1.3.7. The Graduate School, through the Graduate Council, will improve the quality of all programs through rigorous review of new courses, curricula, and graduate faculty
Ctrb: 1.3.7.1. Establish and require minimum standards for new graduate and cross-listed course and program student learning outcomes.
Ctrb: 1.3.7.2. Systematically collect and review syllabi from all current graduate and cross-listed courses in all graduate programs according to an established rubric.
Ctrb: 1.4.1. Achieve a Carnegie Class mean score or better in the Pride dimension of the Great Colleges to Work For survey
Ctrb: 1.4.11. Increase media exposure of Institution faculty achievements and expertise in teaching, scholarship, and service
Ctrb: 1.4.12. Increase the percent of students and faculty/staff who have been inducted into national honors societies
Ctrb: 1.4.13. Increase the number of faculty who volunteer as an officer of a regional or national professional organization, or serve on accreditation teams
Ctrb: 1.4.14. Participate in nationally prominent projects that improve student success such at the AASCU's Redefining the First Year
Ctrb: 1.4.15. Increase the number of applications for, and the success rate of external grants
Ctrb: 1.4.15.1. Hire an Assistant Director in the Office of Sponsored Programs to assist faculty with finding and applying for grants
Ctrb: 1.4.16. Ensure academic rigor in partnership programs
Ctrb: 1.4.16.1. Compare and contrast the achievement rates of student learning outcomes between Town and partnership sites delivering the same programs
Ctrb: 1.4.16.2. Examine and more rigorously track the achievement of pre-requisite expectations for all academic programs.
Ctrb: 1.4.17. Increase faculty time for scholarship and service by moving toward a minimum number of student credit hours generated model of productivity rather than the number of credit hours taught (increased workload credit for larger classes)
Ctrb: 1.4.18. As long as it does not reduce enrollment, improve the quality of admitted graduate students by incrementally increasing university minimum admission criteria for all graduate programs
Ctrb: 1.4.2. By 2019, the percent of on-campus undergraduates studying at Institution who earned an ACT score of 28 or higher will be at least 3%
Ctrb: 1.4.3. Increase the annual number of students applying for national academic awards
Ctrb: 1.4.4. Increase the correlation between program learning outcome achievement rates and average GPA of graduates in the majors to ensure our GPAs reflect the degree of learning attained
Ctrb: 1.4.5. By 2020, improve scores on the NSSE Enriching Education dimension from X to Y, and in the NSSE Level of Academic Challenge dimension from X to Y
Ctrb: 1.4.6. Increase the acceptance rate of our students to post grad education by XPercent annually
Ctrb: 1.4.6.3. Measure and track scores of our grads in GRE, LSAT, PCAT, MCAT etc.
Ctrb: 1.4.6.4. For above three objectives see strategies in 1.2.5.2, and 2.7,4.1.
Ctrb: 1.4.7. Within appropriate programs, increase percent of students achieving licensure/ professional certification etc. through state or national boards
Ctrb: 1.4.8. By 2020, achieve program specific accreditation, or equivalent membership in national professional organizations, for all programs offered by the University for which this is beneficial to our graduates and our University
Ctrb: 1.4.9. Earn at least 92.5 percent of online degree programs for which Institution ranks higher in USNWR as compared to Board peers. (Board goal)
Ctrb: 1.4.9. Improve the quality of academic programs
Ctrb: 1.4.9.1. Achieve institutional listing status in the USNWR regional rankings.
Ctrb: 2.1.1. Establish an Office of Prior Learning Assessment (PLA) under the AP for Academic Programs & Student Success that is at minimum financially self-supporting and ideally generates net revenue
Ctrb: 2.1.3.1. Implement an e-portfolio system for students to gather evidence of prior learning and from which faculty can assess the evidence
Ctrb: 2.1.3.2. Develop a workflow mechanism for submission and review of petitions, and to communicate credit awards to the Registrars office and petitioner
Ctrb: 2.1.4. By end of AY17 implement appropriate instruction and resources to support the portfolio review process
Ctrb: 2.1.4.1. Implement a for credit, online Life Achievement Portfolio course to teach students how to gather and present evidence of prior learning, and to navigate the submission process
Ctrb: 2.1.4.2. Develop and implement required online training in portfolio assessment for faculty wishing to receive payment for portfolio assessment.
Ctrb: 2.1.7. Monitor PLA operational progress and submit annual data to the Office of Institutional Effectiveness & Quality Improvement
Ctrb: 2.1.8. Promote degree completion programs that take advantage of the flexibility of the BGS, AGS, MPS and MLS programs
Ctrb: 2.1.9. Create a post-traditional student (adult learner) web site under current and future students to aggregate information for this student population
Ctrb: 2.10.1. Institution will Increase the percent of first year students who return for their second year annually; and boost the number of students who graduate within six years
Ctrb: 2.10.1.7. Improve student financial counseling programming
Ctrb: 2.10.1.8. Consider systemic economic interventions (e.g. more student employment opportunities, fundraising for scholarship programs for special populations, tuition discounting, etc.).
Ctrb: 2.10.2. Include transfer student completion rates and students who transfer out to another institution in our success rate measurements. Publicize this data.
Ctrb: 2.10.3. Increase completion rates after 150 percent program duration for all students (graduation or transfer out)
Ctrb: 2.10.4. Improve attractiveness of Institution to international students
Ctrb: 2.10.4.1. Improve support services for on-campus international students
Ctrb: 2.10.4.1.1. Improve integration into (and stickiness of) the campus community for international students
Ctrb: 2.10.4.1.1.1. Hire a Director of Intercultural Integration
Ctrb: 2.10.4.1.1.2. Place students with Host families in Townand surrounding communities
Ctrb: 2.10.4.1.2. Advocate for improved career support services - particularly help with OPT
Ctrb: 2.10.4.2. Provide an array of culturally enriching trips each semester for international students (See 1.1.10)
Ctrb: 2.10.5. Investigate, and implement where appropriate, pre-college assistive programs (e.g., NSF Scholarship Program, TRIO programs including Upward Bound, M3C Young Scholars, Step up to STEM, Ready for Research Bootcamp, etc.)
Ctrb: 2.10.6. Increase number of students participating in student learning communities
Ctrb: 2.10.7. Advocate implementing multi-semester course scheduling and registration
Ctrb: 2.10.9. Implement formal advising services provided by our faculty at our partner campuses
Ctrb: 2.11.1. Increase the percent of graduating students who have created a showcase ePortfolio
Ctrb: 2.11.2. Increase the number of faculty or authorized staff who have issued a digital badge to a student as part of a course or related to an extracurricular learning outcome
Ctrb: 2.11.3. Help students understand that their career search begins in their first year
Ctrb: 2.11.4. Increase the number of internships available to students
Ctrb: 2.11.5. Improve attendance by students at career fairs
Ctrb: 2.12.1. Enrich the commencement event and make it more meaningful for our graduates while keeping the cost for the students to a reasonable amount
Ctrb: 2.12.1.3. Increase the number of students and family members who participate
Ctrb: 2.12.2. Increase opportunities for students to showcase their work to external groups such as research publications, shows of creative works, research poster days etc.
Ctrb: 2.12.2.2. Make thesis and other scholarly graduate work available through the Institution Scholars Repository (FSR)
Ctrb: 2.12.3. Make better use of social media, campus media, and media outlets to highlight student success both internally and externally
Ctrb: 2.2.1. Provide post-secondary institutions with which Institution has articulation agreements with annual feedback on their transfer students' performance in our courses
Ctrb: 2.2.2. Identify freshman students by source high school and annually provide the top 10 sending institutions with feedback on their students' performance in our courses
Ctrb: 2.2.3. Teach our incoming students to be better students and about the Higher Ed system
Ctrb: 2.2.4. Put better mechanisms in place to address the needs of students needing developmental education
Ctrb: 2.2.4.1. Reduce the false negatives and positives of developmental support services by using better placement process
Ctrb: 2.2.4.3. Provide adaptive software that enables student to self-address prior learning deficiencies
Ctrb: 2.2.5. Improve average English language proficiency level at time of first for credit course enrollment of international students studying at institutions locations within the US and at our partner institutions abroad
Ctrb: 2.2.5.4. Equip English language learners (International students) with necessary cultural knowledge and awareness to successfully transition into and understand the American education culture.
Ctrb: 2.2.5.5. Provide English language learner with student support and administrative services by means of Student Services and Cultural Integration offices.
Ctrb: 2.2.5.8. Enrich Institution, Hays, and neighboring rural communities in Northwest State by fostering cross-cultural communication, strategic collaboration, and educational engagement opportunities.
Ctrb: 2.3.1. Increase Number of courses (not necessarily unique) defined as mapping to Institution courses in articulation agreements
Ctrb: 2.3.2. Increase the Percent of courses submitted by transfer students that actually apply to their Institution program
Ctrb: 2.3.3. Implement a program wherein students dual enroll at both the feeder institution and at Institution and qualify for services from both
Ctrb: 2.3.4. Increase the number of credits transferred in from concurrent (HS) enrollments
Ctrb: 2.3.5. Increase the number of upward facing (3+2, Bachelors to graduate, masters to doctoral) articulation agreements e.g. Lamar, KU Law school, Medical school, Creighton's online School of Pharmacy)
Ctrb: 2.4.1. Reduce or eliminate the time needed for a student to attend the Institution campus to complete a B.S. degree by creating agreements for local upper level course delivery by Institution faculty, at community or technical colleges.
Ctrb: 2.4.2. Increase the number of blended and online degree credentials
Ctrb: 2.4.3. Reduce drop rate of online courses
Ctrb: 2.4.4. Increase the number of online courses delivered in four/five/eight week terms
Ctrb: 2.4.5. Work with Learning Technologies to offer a standardized but comprehensive set of online learning tools
Ctrb: 2.4.5.1. Limit the number of learning management tool interfaces the student must know
Ctrb: 2.4.5.2. Provide flexibility by providing bolt-on functionality to Blackboard
Ctrb: 2.4.6. Develop clear intellectual property rights policy for ownership of course content, syllabi etc.
Ctrb: 2.4.7. Launch a pilot competency-based / self-paced online program
Ctrb: 2.4.8. Increase online international student enrollments
Ctrb: 2.5.1. Reduce the percent of undecided major students and the number of students who, between completion of the Gen Ed program (or X credits in a major) and graduation have changed majors at least once
Ctrb: 2.5.1.1.1. Potentially require students complete 2-3 of these courses as part of Gen Ed program to broaden their perspectives and increase chances they are in the right discipline. These could be held during a 2-week pre-term orientation camp in the summer
Ctrb: 2.5.1.2.1. Create an online form and workflow that would enable students to ask permission and receive information back from the instructors on visit dates and times etc.
Ctrb: 2.5.2. Increase Percent of undecided students enrolled in a mega-majors
Ctrb: 2.5.3. Provide academic maps for all credentials and a pathway of courses needed to achieve any credential on time, including the identification of critical courses which must be taken in sequence or in particular terms to stay on track
Ctrb: 2.5.4. Increase efficiency of selection of major and course completion
Ctrb: 2.5.4.1. Reduce the average number of credits earned at Institution that do not apply to a student's degree(s) at time of graduation
Ctrb: 2.5.5. Implement a predictive analytics system
Ctrb: 2.5.6. Increase student satisfaction ratings with advising
Ctrb: 2.5.6.4. Establish workload equivalency between teaching and advising, and allocate workload based on individual faculty strengths
Ctrb: 2.5.6.4.1. Create policy that enables faculty to exchange advising load for teaching load
Ctrb: 2.5.6.5. Enable program specific advisors and decrease the number of UG advisees per FuT faculty member from X to Y, and the number of graduate advisees from X to Y by 2022
Ctrb: 2.5.6.6. Add faculty residences (House master/mistress model) to all student residence halls by 2025
Ctrb: 2.5.7. Increase the overall NSSE score on Experiences with faculty
Ctrb: 2.5.8. Keep students progressing toward timely graduation by increasing the percent of students who completed at least 30 credits in the previous academic year
Ctrb: 2.5.9. Supplement online instructor services with the use of SEAC advisors
Ctrb: 2.5.9.1. Expand the SEAC role to graduate programs
Ctrb: 2.5.9.2. Examine optimal advisee assignments
Ctrb: 2.5.9.3. Change SEAC reporting structure to the colleges
Ctrb: 2.6.1 Develop a descriptive rubric for courses that categorizes each course section on a number of critical student relevant dimensions that would help in appropriate course selection
Ctrb: 2.6.2. Implement an online catalog and syllabus management system
Ctrb: 2.6.3. Standardize programs of study for all master's degrees so degree audits are simplified
Ctrb: 2.6.4. Make all course evaluation results accessible to enrolled students
Ctrb: 2.6.5. As they are developed publish program learning outcomes and their assessment results on program information web pages
Ctrb: 2.6.6. Improve the recruitment process through more effective information sharing
Ctrb: 2.6.6.1. Measure, track and publish the average size of our classrooms and benchmark against other regional competitors
Ctrb: 2.6.6.2. Include in each departments program information the percent of on-campus courses taught by full time faculty and the average class size for courses in the major and compare this to our Board sister institutions
Ctrb: 2.6.7. Review the criteria for appointment of graduate faculty and develop training protocols to support graduate advising skill development
Ctrb: 2.6.7.1. implement a system of graduate faculty advisor training sessions
Ctrb: 2.6.8. Re-examine the course numbering system and the use of shared courses between undergraduate and graduate programs to ensure that robust additional graduate learning expectations exist
Ctrb: 2.7.1. Achieve a Carnegie Class mean score or better in the Teaching Environment dimension of the Great Colleges to Work for survey
Ctrb: 2.7.10. All courses with more than five sections being offered in a term will have a course team leader assigned
Ctrb: 2.7.11. Improve average instructional delivery scores in assessed online courses
Ctrb: 2.7.12. Implement a policy to preferentially assign online courses to instructors who have successfully completed a course in online teaching
Ctrb: 2.7.14. Increase the number of GTAs provided to the colleges and academic support units
Ctrb: 2.7.14.2. Implement non-thesis options in selected master's programs e.g. biology
Ctrb: 2.7.15. Implement a graduate teaching assistant training and orientation program
Ctrb: 2.7.16. Increase the percent of instructors using in-class formative assessment of student learning (muddiest point etc.)
Ctrb: 2.7.17. Institution will be the leading university in the nation in achieving student success through an educational paradigm that focuses on learning preparation
Ctrb: 2.7.18. Ensure equitable grading across courses and programs
Ctrb: 2.7.19. Create an on-campus testing center where students could take secure computer based tests.
Ctrb: 2.7.19.1. Promote more frequent testing, both high and low stakes, as a mechanism to support long-term learning
Ctrb: 2.7.2. Increase the annual University-wide average scores of overall instructional quality assessed by a rubric applied to faculty EPortfolios during annual meetings with the chair
Ctrb: 2.7.20. Increase the percent of faculty using rubrics to score assignments within courses
Ctrb: 2.7.21. Improve the quality of tests and exams
Ctrb: 2.7.21.1. Improve faculty satisfaction with test scanning operation.
Ctrb: 2.7.21.2. Conduct workshops on developing more discerning and reliable test questions.
Ctrb: 2.7.21.3. Increase the use of short answer and essay questions in exams
Ctrb: 2.7.22. Increase the percent of courses adopting the Outcomes to Grades approach
Ctrb: 2.7.23. Create policy to enable students to take up to X credits in the liberal education program as pass/fail (will not contribute to GPA so they can try some risky courses without fear of low grades)
Ctrb: 2.7.24. Increase the NSSE scores on the "Experiences with Faculty" dimension
Ctrb: 2.7.25. Increase student satisfaction in TEVALS of their sense that faculty create a classroom environment conducive to intellectual growth by setting the tone for civility, tolerance, inclusivity and mutual respect where students are encouraged and safe in expressing diverse views
Ctrb: 2.7.25.1. Implement measures of classroom environment such as CLES (classroom learning environment survey)
Ctrb: 2.7.26. Reduce the incidence of disrespectful and disruptive behavior of students within learning environments
Ctrb: 2.7.27. Make the work of great teachers more prominent and propagate it across the University
Ctrb: 2.7.3. Increase average scores on chair's rubric for annual evaluation of teaching quality
Ctrb: 2.7.4. Increase average aggregate scores on student course evaluation questions pertaining to instructional quality
Ctrb: 2.7.5. Provide re-assigned time to some faculty who are excellent at instruction so they can provide peer mentoring
Ctrb: 2.7.6. Establish a leadership position in the Office of the Provost with responsibility for faculty development
Ctrb: 2.7.7. Coordinate faculty development across the University including with Learning Technologies
Ctrb: 2.7.8. Increase the proportion of lower division courses taught by tenured faculty
Ctrb: 2.7.9. Increase NSSE active and collaborative learning score
Ctrb: 2.7.9.2. Increase by 10 percent biannually the proportion of sections incorporating high impact teaching practices
Ctrb: 2.7.9.2.1. Increase the proportion of faculty incorporating high impact teaching practices into their teaching.
Ctrb: 2.7.9.2.2. Develop and deliver faculty workshops on implementing the high impact instructional strategies listed above
Ctrb: 2.7.9.3. Increase the percent of courses that have the experiential education designation in the catalog
Ctrb: 2.7.9.3.2. Regularly offer a service learning faculty learning community
Ctrb: 2.7.9.3.3. Track the number of internships in which our students participate annually.
Ctrb: 2.7.9.4. Increase the number of programs requiring some form of capstone project
Ctrb: 2.7.9.6. Explore incorporating the Model UN program into the PoliSci curriculum
Ctrb: 2.8.1. Increase the usefulness of end of course surveys such that they provide rich actionable feedback to faculty and students
Ctrb: 2.8.2. Increase the number of course focus groups conducted
Ctrb: 2.8.3. Have the college Online Learning Coordinators (OLCs) conduct peer reviews of active online courses and provide feedback to the instructor and department curriculum committee
Ctrb: 2.8.4. Implement University wide early course assessment
Ctrb: 2.8.5. Implement a student online early warning, dynamic suggestion submission, and kudo system for all courses
Ctrb: 2.9.1. Increase the NSSE score on the "supportive campus environment"
Ctrb: 2.9.2. Reduce the average student cost per course for course materials including textbooks, and increase timely access to course support materials
Ctrb: 2.9.2.2. Increase the percent of courses incorporating at least one open educational resource (OER)
Ctrb: 2.9.3. Reduce DFWUI grades in courses, particularly in first-year gateway courses, from X to Y by 2020
Ctrb: 2.9.3.1. Reduce the number of gateway courses - those with high DFUWI rates that tend to lead to student dropouts in the first year or two.
Ctrb: 2.9.3.2. Implement Supplemental Instructional (SI) or Structured Learning Support (SLA) in gateway courses
Ctrb: 2.9.3.3. Implement a "Step-up" initiative offering students the opportunity to pass critical "gateway" courses they had failed though participation in intensive post-term 2 week mini-courses provided or supervised by faculty and Student Learning Support staff.
Ctrb: 2.9.3.4. Implement the Virginia Tech "Math Emporium" model for instructing College math
Ctrb: 2.9.4. Implement a tutoring referral system for faculty to issue recommendations to struggling students and the Student Learning Support
Ctrb: 2.9.5. Use learning incomes course prep test results to provide targeted tutoring services during intersessions in support of prep-test retakes (see 2.7.17.1 for details)
Ctrb: 2.9.6. Implement adaptive learning software through Student Learning Support to enable student to self-diagnose and remediate learning gaps
Ctrb: 2.9.6.1. Investigate, and implement as appropriate, adaptive systems such as Knewton.
Ctrb: 2.9.7. Require formalized visits by Gen Ed Foundations (FYS) students to Student Learning Support
Ctrb: 2.9.8. Ensure all academic departments list the tutoring they provide on their web sites and create a centralized tutoring web site containing comprehensive information about the services all departments provide
Ctrb: 3.1.1. Ahieve a Carnegie Class mean score or better in the Facilities dimension of the Great Colleges to Work For survey
Ctrb: 3.1.1.1. Implement International Student Service Centers at Hays, Sias and SNU
Ctrb: 3.1.2. Review and prioritize office spaces for administrators, faculty, and staff
Ctrb: 3.2.2. Increase faculty and student satisfaction with learning spaces as measured in a bi-annual survey
Ctrb: 3.2.2.1. Gather feedback and suggestions on classrooms, Learning Management systems, and Informal study spaces
Ctrb: 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.)
Ctrb: 3.2.2.2.2. Analyze projected need for video conferencing rooms to support delivery of courses between Institution and partner institutions and submit recommendations to facilities.
Ctrb: 3.2.2.2.3. Based on faculty needs report to facilities the need for laptop enabled classrooms (network and power to every seat).
Ctrb: 3.2.2.2.4. Enable ad-hoc scheduling of unique facilities so they can be shared by as many faculty and students as possible
Ctrb: 3.2.2.3. Improve coordination of routine classroom services and new learning space planning.
Ctrb: 3.2.2.5.3. Add white boards and markers/erasers to hallways outside classrooms so faculty can use them to continue discussions with students after class.
Ctrb: 3.2.2.6. Enhance online learning tools by expanding the variety of tools available
Ctrb: 3.2.3. Make the University Farm a state showcase for modern farming and farming instruction
Ctrb: 3.2.4. Secure funding and build a new Library and Academic Commons facility (extension to current library), creating a technology enhanced learning environment and service center for students (see Library plan)
Ctrb: 3.2.5. Advocate for the development of student space in Malloy Hall
Ctrb: 3.2.6. Determine facilities needs and scheduling optimization and submit recommendations to facilities.
Ctrb: 3.3.1. Advocate for construction of an Honors and an International Student Residence on campus
Ctrb: 3.3.2. Build community, reduce costs, ease the transition to Hays, and enhance our ability to recruit and retain faculty of excellence
Ctrb: 3.4.3. Where possible reduce the administrative burden on chairs and deans
Ctrb: 3.4.3. Where possible reduce the administrative burden on faculty
Ctrb: 4.1.1. Improve the average overall scores on the faculty hiring rubric
Ctrb: 4.1.1.1. Improve the applicant pool so we have the option to hire candidates with the above characteristics
Ctrb: 4.1.1.2. Improve the search and appointment process
Ctrb: 4.1.1.2.1. Use the Faculty characteristics of excellence set to develop a hiring rubric to be used by search committees to assess candidates. (See 4.2.2)
Ctrb: 4.1.1.2.2. Reduced average duration between authorizing a position and having a signed contract.
Ctrb: 4.1.10. Achieve a Carnegie Class mean score or better, in the Job Satisfaction/Support dimension of the Great Colleges to Work For survey
Ctrb: 4.1.10.1. Achieve a Carnegie Class mean score or better, in the Fairness dimension of the Great Colleges to Work For survey.
Ctrb: 4.1.10.2. Achieve a Carnegie Class mean score or better in the Faculty, Administration & Staff Relations dimension of the Great Colleges to Work For survey
Ctrb: 4.1.10.4. Improve the overall confidence of the faculty, staff, and students in the University senior leadership
Ctrb: 4.1.10.4.1. Achieve a Carnegie Class mean score or better in the Senior Leadership dimension of the Great Colleges to Work For survey.
Ctrb: 4.1.10.4.2. Achieve a Carnegie Class mean score or better in the Collaboration dimension of the Great Colleges to Work For survey.
Ctrb: 4.1.10.4.3. Achieve a Carnegie Class mean score or better in the Shared Governance dimension of the Great Colleges to Work For survey.
Ctrb: 4.1.11. Achieve a Carnegie Class mean score or better in the Communication dimension of the Great Colleges to Work For survey
Ctrb: 4.1.11.2.5.1. Web site structure, content and access management system
Ctrb: 4.1.2. Increase the proportion of female and minority faculty
Ctrb: 4.1.3. Increase proportion of faculty with terminal degrees
Ctrb: 4.1.4. Achieve a Carnegie Class mean score or better in the Compensation, Benefits & Work/Life Balance dimension of the Great Colleges to Work For survey
Ctrb: 4.1.6. Faculty will, by HLC standards, be academically qualified (18 grad credits in discipline) to teach their all assigned courses
Ctrb: 4.1.7. Improve the quality of administrative faculty appointees & director (or higher) staff hires
Ctrb: 4.1.8. Improve the onboarding process
Ctrb: 4.1.9. Be a Great College to Work For
Ctrb: 4.2.1. Develop clearer job descriptions for all academic leadership positions
Ctrb: 4.2.2. Develop a clearer set of performance guidelines for faculty
Ctrb: 4.2.2.1. Build consensus among the faculty on productive contributions to the Academy
Ctrb: 4.2.2.1.1. Mediate a set of faculty round table discussions to develop Institution Faculty characteristics of excellence and associated behaviors
Ctrb: 4.2.2.1.6. Provide faculty development opportunities on building self-reflective ePortfolios about their activities.
Ctrb: 4.2.2.2. Improve the clarity and equity of faculty workload
Ctrb: 4.2.3. Provide new faculty with the information and basic resources they need to be effective in their jobs as quickly as possible
Ctrb: 4.2.4. Improve average scores by chairs on rubric for faculty annual evaluations
Ctrb: 4.2.6. Improve the promotion and tenure review process
Ctrb: 4.2.7. Reward excellence - raise the salaries of productive members of Academic Affairs, and replace chronic poor performers
Ctrb: 4.2.7.1. Achieve a Carnegie Class mean score or better in the Respect & Appreciation dimension of the Great Colleges to Work For survey.
Ctrb: 4.2.7.3. Across the institution and ideally within each department achieve a distribution of 3:2:1 for Full : Associate : Assistant professors and 6:1 for Professors : Lecturers
Ctrb: 4.2.8. Develop tracks for faculty and professional staff that cater to the variety of strengths needed by the University
Ctrb: 4.2.8.1. Implement a clinical faculty track
Ctrb: 4.2.8.2. Implement a librarian track
Ctrb: 4.2.8.4. Define advising workload across the University and enable some flexibility in its exchange for teaching load
Ctrb: 4.2.9. Hire an ombudsperson to confidentially mediate issues and concerns of the faculty and staff
Ctrb: 4.3.2. Increase the number of annual nominations for faculty teaching awards
Ctrb: 4.3.3. Increase the percent of faculty who have completed the University Teaching Certificate
Ctrb: 4.3.4. Increase the percent of faculty who have completed online teacher training
Ctrb: 4.3.4.1. Create and implement policy requiring all online instructors to be certified
Ctrb: 4.3.5. Increase the number of faculty/staff development badges awarded OR Increase number of PDPs awarded to faculty/staff
Ctrb: 4.3.5.11. Improve the average faculty rating, in the biannual survey, of the faculty mentoring program from X to Y bi-annually.
Ctrb: 4.3.5.12. Review the tuition discount program to determine its impact on faculty development opportunities and hiring
Ctrb: 4.3.6. Achieve a Carnegie Class mean score or better in the Supervisors/Department Chairs dimension of the Great Colleges to Work For survey
Ctrb: 4.3.7. Implement a management & leadership development program
Ctrb: 4.3.7.1. Implement a mentoring program which uses the 360 feedback to develop a customized mentor supervised development program for each supervisor
Ctrb: 4.3.7.2. In cooperation with organizations like the Management Development Center, deliver a management development program to supervisors in Academic Affairs
Ctrb: 4.3.7.4. Implement an internship in the Provost's office for a rising faculty leader
Ctrb: 4.3.7.5. Implement a succession planning program
Ctrb: 4.3.8. Increase the effectiveness of all leadership and management position support staff
Ctrb: 4.3.8.1. Hold a monthly lunch (ideally provided but brown bag if necessary) meeting to include all chair's, dean's and provost's office staff assistants to share information, policy and procedure updates, and develop skills
Ctrb: 4.4.1. Increase Percent of faculty who are moderately or highly research active
Ctrb: 4.4.10. Increase Number of unique visiting scholars who have come to Institution from international partners
Ctrb: 4.4.11. Increase the FuT faculty who have participated in an exchange program with a foreign institution
Ctrb: 4.4.2. Increase percent of faculty who have published a peer-reviewed article within the last three years.
Ctrb: 4.4.2.3. Increase the number of papers published on the Scholarship of Teaching and Learning (SOTL) by Institution faculty and number of presentations by Institution faculty at conferences on assessment and SOTL related topics.
Ctrb: 4.4.3. Increase the number and quality of grant applications submitted to support faculty research (see 5.7.3)
Ctrb: 4.4.4. Increase Percent of faculty presenting a paper or poster at a peer reviewed conference
Ctrb: 4.4.9. Increase undergraduate research
Ctrb: 4.5.1. Increase NSSE score on Discussions with Diverse Others
Ctrb: 4.5.1.3. Increase the number of courses with international components
Ctrb: 4.5.2. Increase the percent of on-campus undergraduate students who have engaged in at least one of the following - Faculty led short term study abroad and study at home, Semester abroad, International internship, Trips to culturally diverse national locations
Ctrb: 4.5.3. Increase the number of courses with a "Globally or interculturally rich" designation in the University catalog
Ctrb: 4.5.4. Increase the number of faculty and students who have participated in the Fulbright program - inbound and outbound
Ctrb: 4.5.5. Increase the percent of Our Town based faculty who have taught for a semester at one of our partner institutions
Ctrb: 5.1.1. Create and staff an Office of Institutional Effectiveness and Quality Improvement (OIEQI) responsible for gathering, digesting and publishing critical information about the University
Ctrb: 5.1.2. Conduct reviews of strategic plan active goal achievement in all academic and operational areas
Ctrb: 5.1.3.3. Implement a rubric based department self-assessment process
Ctrb: 5.1.4. Review college and operational area self-studies to determine resource allocations
Ctrb: 5.1.6. Switch accreditation model in HLC to AQIP process
Ctrb: 5.2.1. Establish an ongoing and adaptive strategic planning process
Ctrb: 5.2.1.2. Have academic departments and colleges develop strategic plans that link to and support the Academic Affairs plan
Ctrb: 5.2.2. Increase employee participation in effecting strategic plans
Ctrb: 5.2.3. Tie resource allocation to performance measures
Ctrb: 5.3.1. Empower organizations at the institution to be fiscally responsible and reward new revenue generation by implementing a responsibility centered budgeting management process
Ctrb: 5.3.2. Distribute portions of grant overhead to colleges and department to incentivize grant seeking
Ctrb: 5.3.4. Improve the funding and staff support model for Institution Online
Ctrb: 5.3.4.1. Establish a policy and hire instructional designers for Institution Online in proportion to the number of courses and programs they support.
Ctrb: 5.3.4.2. Establish ongoing funding for Institution Online that is based on the revenue generated from online courses.
Ctrb: 5.3.4.3. Increase investment in online library instructional resources to match increased costs associated with online enrollment growth.
Ctrb: 5.3.5.1. Plan the transition process in marketing materials etc.
Ctrb: 5.4.1. Achieve a Carnegie Class mean score or better in the Policies, Resources & Efficiency dimension of the Great Colleges to Work For survey
Ctrb: 5.4.10. Optimize Number of faculty at the institution.
Ctrb: 5.4.2. Centralize management of all university-wide academic programs under the Assistant Provost for Academic Programs & Student Success
Ctrb: 5.4.3. Improve the average university-wide fill rate for courses
Ctrb: 5.4.4. Track faculty teaching load reached to ensure equity and help determine resource needs
Ctrb: 5.4.6. Improve the efficiency of graduate school and international student application process and decrease turn-around time for admission decisions
Ctrb: 5.4.7. Review the cafeteria menu with regard to international student needs and preferences
Ctrb: 5.4.8. Reduce bureaucracy for expense approvals
Ctrb: 5.4.9. Improve management of institutional data collection, storage, analysis, access, and reporting
Ctrb: 5.4.9.1. Produce an annual plan for data collection so that the collection process is non-redundant, scheduled appropriately, and balances data needs against participant time and effort
Ctrb: 5.4.9.2. Work with IT to implement and manage a comprehensive data storage system spanning both cloud-based and internal systems such that relational queries and reports can be generated across the systems as follows:
Ctrb: 5.4.9.2.1. Put in place an Enterprise Relational Database that compliments ERP storage capabilities
Ctrb: 5.4.9.2.2. An Accountability Management System
Ctrb: 5.4.9.2.3. Dashboards
Ctrb: 5.4.9.2.4. A system to store Workday ERP snapshots and conduct analysis against the set (BI and enterprise reporting tool such as Cognos)
Ctrb: 5.5.2. Establish a list of approved course fees for all programs that need them and publish them on the web site as part of program costs
Ctrb: 5.5.2.1. Establish a library and technology fee to help offset some of the costs of growth and to add new services for students. (see Library plan)
Ctrb: 5.6.11. The Graduate School will improve its constituent service responsiveness and accuracy
Ctrb: 5.6.11.1. Reduce domestic complete application time to admission from 2 weeks to 72 hours in all programs.
Ctrb: 5.6.11.2. Reduce program of study and candidacy approval processing time from 2 months to 10 days.
Ctrb: 5.6.11.3. Implement a CRM system to track inquiries and improve the application yield of inquiries by 5 percent per year
Ctrb: 5.6.2. Grow on-campus undergrad enrollment
Ctrb: 5.6.3. Grow online enrollments
Ctrb: 5.6.4. Grow online international enrollments
Ctrb: 5.6.5. Grow international student enrollment
Ctrb: 5.6.5.1. Inbound
Ctrb: 5.6.5.2. Partnerships
Ctrb: 5.6.8. Increase total on-campus graduate student enrollments
Ctrb: 5.6.8.1. Increase traditionally under-represented Graduate School diversity demographics (males, Hispanic, and African American students) to achieve a desired diversity profile index (TBD) by 2025.
Ctrb: 5.6.8.2. Improve the turnaround time for graduate school applications and degree audits from X to Y by 2020
Ctrb: 5.6.8.2.1. Implement an ERP based online application process by 2018
Ctrb: 5.6.8.2.2. Implement a Workday compatible document scanning system to store and transmit transcripts and correspondence for applicants
Ctrb: 5.6.8.2.3. Implement a workflow based decision sheet for application processing
Ctrb: 5.6.8.2.3.1. In LN until ERP in place
Ctrb: 5.6.8.2.4. Use shared folders to transmit application materials between the Graduate School and the departments
Ctrb: 5.6.8.2.5. Provide training to faculty for the new application process
Ctrb: 5.6.8.3. Increase graduate student enrollment in doctoral
Ctrb: 5.6.8.4. Increase master's degree enrollment
Ctrb: 5.6.8.5. Increase the diversity of graduate students
Ctrb: 5.6.8.5.1. Implement a scholarship targeting students of color
Ctrb: 5.6.8.5.2. Implement a McNair program
Ctrb: 5.7.1. Increase income from out of state students and cross border programs
Ctrb: 5.7.2. Increase the relative ratio of supplemental income to state support
Ctrb: 5.7.3. Increase overhead generation from sponsored research funding or program support
Ctrb: 5.7.4. Increase giving to Academic Affairs
Ctrb: Eliminate all remedial courses from the curriculum, replacing them with SI and SLA.
Ctrb: Increase enrollment in post-baccalaureat certificates
Objective’s target metric level of change and achievement date
PM: 1.1.1. Create an institutional strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.1. Create a Division A strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.1.1. Create a College A strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.1.1.1. Create a Department A strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.1.1.2. Create a Department B strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.1.2. Create a College B strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.2. Create a Division B strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.2.1. Create a Subdivision A strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.2.1.1. Create an Office A strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.2.1.2. Create an Office B strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.2.2. Create a Subdivision B strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.1.1.3. Create a Division C strategic plan steering/assessment committee made up of members of subservient committees and other experts as needed.
PM: 1.2.1. Develop an approved set of goals for the strategic planning process
PM: 1.2.2. Develop a post development strategic plan survey to assess the success of the process.
PM: 1.3.1. Identify areas of potential major (disruptive) change that may meet resistance among stakeholders and mitigate these effects.
PM: 1.3.2. Implement an educational campaign to inform and reduce resistance to changes within stakeholder groups.
PM: 1.3.3. Establish a Strategic Plan Execution and Monitoring Model
PM: 1.4.1. Develop a Request For Proposals (RFP) for stakeholders wishing to include initiatives in the strategic plan.
PM: 1.4.1.1. Develop a rubric to prioritize strategic proposals from stakeholder groups based on potential impact against resource/effort investment. Get the rubric approved by the President.
PM: 1.4.2. Implement crowdsourcing and upvoting systems.
PM: 1.4.3. Develop a stakeholder survey to gather information about what to change/fix, what to preserve, and expectations for the future.
PM: 1.4.4. Develop guidelines for conducting forums to gather stakeholder input
PM: 1.5.1. Develop a rubric to assess the quality of a strategic plan.
PM: 1.5.2. Develop a strategic plan writing model hierarchy and process (E.g., see model mission/vision statement and connected thoughts)
PM: 1.5.3. Assign primary responsibility for authoring the plan to an individual or team.
PM: 1.5.4. Determine who will have access to what parts and levels of detail of the plan.
PM: 1.5.5. Identify which groups will need to approve and or endorse the plan and in what order this will need to occur.
PM: 1.6.1. Decide on time-frame for silent preparatory, input gathering and authoring, and execution phases.
PM: 1.6.2. Establish preparatory and plan development time frames for hierarchical/subservient plans.
PM: 2.1.1. Review and if necessary modify mission statement to ensure if encompasses current service priorities and expectations.
PM: 2.1.2. Gather and document all of the most recent improvement recommendations made by accrediting bodies .
PM: 2.1.3. Analyze current status of objective achievements in the most recent institutional and unit strategic plans. Determine recommended level of inclusion of each (discontinue, continue as is, grow, etc.) in the new plan.
PM: 2.1.4. Conduct a comparative analysis of peer and aspirant institutions
PM: 2.1.5. Gather stakeholder input and suggestions
PM: 2.1.5.1. Mine the most recent institutional and discipline specific accreditation self-studies for relevant stakeholder input
PM: 2.1.5.2. Conduct multiple forums to gather stakeholder input and explain the plan development process
PM: 2.1.5.3. Share the goals for the plan development process with stakeholder groups
PM: 2.1.5.4. Publish proposed goals/objective in the suggestion gathering / upvoting system and analyze input
PM: 2.1.5.5. Execute the stakeholder survey
PM: 2.1.5.6. Issue the stakeholder RFP along with its assessment rubric.
PM: 2.3.1. Assign budgetary and personnel resources to strategic plan objectives and spread their start times across the plan implementation time frame to level demand and manage dependencies.
PM: 3.1. Generate an annual progress report on plan achievements, failures, and modifications.
PM: Objective 1.1.1. title / description
PM: Objective 1.1.2. title / description
Tactic to achieve objective
Tactical objective #1
Jumps
Type: Objective title / description