UWG Strategic Plan December, 2007

UWG Strategic Plan

December, 2007

At a meeting room near you

Strategic Planning Committee

Membership and History of the Committee

Processes Current Status Next Steps Discussion of Draft of Plan

Membership

Frank Pritchett Greg Fraser Jan Ruskell Janet Gubbins Jeff Reber John Clower John Fuller Jon Anderson Jorge Gaytan Julia Chibbaro Kathy Kral Naveen Bopearatchy

Bobby Johnson Daniel Jackson Lisa Ledbetter Michael Aldrich Mike Renfrow Myrna Gantner Randy Hendricks Timothy Schroer Will Lloyd Micheal Crafton Josh Scruggs

History In March 2007, Acting President Tim

Hynes gave the ISP committee its charge. Julia Chibbaro and I agreed to co-chair the

committee for purposes of strategic planning.

We met almost once a week in March and April and again over the summer and into fall semester.

Processes

Review Old Goals Conduct SWOT Analysis Create an Inventory of Key Ideas Incorporate USG Strategic Plan Draft New Goals New Planning Document to Include

Implementation and Assessment Requirements

Process

Review of Current Plan

Input from Faculty and Staff on Strengths, Weaknesses, Opportunities and Threats

Incorporate USG Plan

Write a new strategic plan

Current Status

Completed Critique, SWOT, Inventory Analysis of USG, Complete First Draft of New Goals Conducted Campus-Wide Planning

Retreat (In June) Fall Presentations to Campus Documents to the Faculty Senate

(November & December)

Next Steps

Next, one more meeting of the committee on changes suggested by campus meetings.

Charge four subcommittees for the four goals

The subcommittees will detail implementation and assessment plans

The assessments must be ongoing and public for five years at least.

Four Subcommittees

Goal One: Academic and Integrative Programming

Excel CenterVicky HardinLynn GaskinJon AndersonJeff ReberJanet GubbinsCamilla GantWill LloydNova DavidsonMyrna GantnerLynn GaskinMyranda Byrd (Student) – [email protected]’i Dais (Coordinator for First Year and Academic Support Programs)

Goal Two: Campus Culture, Climate, Engagement, Health

Carolyn Lang (Residence Life)Denise Overfield (ADR Co-Chair)Diane Smith (ADR Co-Chair)Myrna GantnerMichael AldrichGreg FraserStudent LifeAAUPBlake Adams (ITS)Uriel Moorer (Student) – [email protected]

Four Subcommittees

Goal Three: Resource Management Trey Scott (Assistant Director –

Residence Life) SEC Scot Lingrell

M. CraftonJerry MockAndy LeavittLisa LedbetterMike RenfrowBobby JohnsonNova DavidsonCheryl rice Julie Bartleymark ReevesKathy KralTrish CauseyMelanie ClayStudent Activities(2 or three more faculty members)

Goal Four: External Relations Lisa Ledbetter or Andy Leavitt?

Daniel JacksonFrank PritchetNaveen BMike RenfrowJon AndersonJim Agan

Guiding Principles

Realistically Ambitious Grounded in history Clarify identity and project it forward Answer the questions:

Who are we? What have we been achieving?

Where do we see ourselves in five (or more years)? What is possible?

UWG: Identity

Who are we? We are a comprehensive state university with a historically dynamic career of professional preparation: education, nursing, business, and others.

Who are we? We are a traditionally liberal arts university that has been developing innovative uses of experiential learning, for example, undergraduate research.

UWG: Identity

Who are we? We are a dynamic graduate program with at times as many graduate students as upper-division undergraduate, and we are growing our ability to prepare doctorates.

UWG: Future Identity

What is possible? Georgia College has achieved a quite successful strategic plan of identifying themselves as “Georgia’s Public Liberal Arts University.”

Georgia Southern has gotten some traction with the identity of a “Carnegie Doctoral-Research University.”


What is possible? Triangulate – UWG: the doctoral-research university grounded in the liberal arts and focused on professional preparation.

West Georgia: A liberal arts-based doctoral university dedicated to every student’s professional success.


University of West Georgia Educational Excellence Personal Environment Professional Preparation

The Strategic Plan

Strategic Plan: Phase 1

Phase one included the major goals. It does not include a marketing

strategy. It does not include implementation

plans.

Summary Goal

Primary Strategic Mission: Over the next five years, UWG seeks to be recognized as a distinctive member of the top tier of comprehensive universities in the USG and a first-choice university for an increasing number of students. UWG will achieve these ambitions by meeting the goals set by the USG Strategic Plan and by achieving the following institutional goals.

The Four Goals

Promoting a distinctive set of quality academic programs ranging from bachelors to doctorates that blend the best of liberal education, experiential learning and professional preparation.

Creating Continuous Improvements in Campus Life and Culture

Managing Resources for Efficiency, Functionality, and Aesthetics

Enhancing Efforts of External Support and Services

Liberal Arts

Professional Preparation

Experiential Learning

Co-Curricular Programming

The West Georgia Promise: Turning up

the Flame in Academics and Campus Life

Co-Curricular Programming

Experiential Learning

Enhanced campus life

Increased study abroad

Revised Core Curriculum

Increased graduate activity

Profession -directed liberal arts undergrad

Destination University

Binary Logic of the Big Picture

Large Goal: Destination University, Top Quality, Distinctive Member of the Robust Tier (TQ DM RT)

Student Programs

Resources

Overall Goal

Student Programs Resources

Academic Programs Campus Life Programs Internal External

View from very far up

Reverse Presentation

Review the goals starting with the least controversial

Goal 4: Enhancing Efforts of External Support and Services

Overall Goal

Resources

Internal External

Fund Raising

Grants, Services

Goal 4: External Activities

Increased the amount of UWG connected grant dollars: To increase external funds procured through Sponsored Operations, the Office of Sponsored Operations will provide University-wide support and assistance to faculty and staff interested in securing external funds for qualified projects.

Fundraising and Alumni Development: The Office of Development and Alumni Relations will provide external funding through Annual Giving (A DAY for West Georgia and Phonathon), the Major Giving program (individuals, corporations, and foundations) and the Planned Giving program (deferred gifts, gift annuities, etc.)

Major Capital Campaign: The University will continue to assess and explore the feasibility of major capital campaigns.

Goal 4: External Activities

Government Relations: The Office of Government Relations (University Advancement) will establish and maintain relationships with governmental entities which directly and indirectly impact the University.

Communications and Marketing -- The Office of University Communications and Marketing will internally and externally promote the missions and goals of the strategic plan. This will be achieved by aligning the institutions integrated marketing plan (advertising, visual identity standards, web presence, media relations, etc.) with the strategic plan.

Renewed Effort of Creating Continuing Education Programs, especially those like ICAPP.

Increased efforts of community service programs.

Overall Goal

Resources

Internal External

Enrollment Management

Academic Support Efficiencies

Goal 3: Managing Resources for Efficiency, Functionality, Beauty

Goal 3:Resource Management

The enrollment shall be managed to balance the numbers and classifications of students with the goals and mission of the University as it attempts to perform its part in handling the increased student population of the area. The enrollment should match the profile of the goals set for the institution.


Off-Campus and Distance Education Develop, promote and support distance learning environments

that encourage a strong liberal education, increase efficiency in classroom management, respond to marketplace demand, and increase accessibility.

Significantly expand the percent of credit hours generated by distance education from the current 5% to 10% by 2012, including the expansion of online and blended degree programs that enable students to better compete in the workplace.

Explore, evaluate off-campus centers for meeting regional needs, including a business plan and an assessment of how well off-campus centers are consistent with the University mission.

Long-term Facilities Planning aligned with strategic plan, academic plan, enrollment predictions and campus architectural style.


Employing efficiencies in academic support areas to provide better service and perhaps to free up resources The University will accept the definition that “academic support” processes crosses over a wide spectrum on a university campus. It is more than just looking at the traditional back office systems typically employed in a business office. It could mean the admissions process, IT helpdesk, financial aid applications, how to sell tickets to a sporting event. Therefore, every effort must be made to examine and identify all possible back office functions and processes on campus.

Strategic Budgeting where possible to anticipate costs of library, ITS, and other typically year-end funded areas.


Organizational Assessment – Reorganization Efforts to increase functionality, eliminate redundancy and review the outcomes of the organization

Customer Service Improvements: The University of West Georgia has concentrated its focus over the past year in two areas of customer service – Student Retention and Communication. Both areas are monitored by the Division of Student Services, but where possible lessons learned and best practices will be applied to other areas of campus.

Goal 2: Campus Culture

Overall Goal


Academic ProgramsCampus Life

ProgramsInternal External

Faculty / Staff Culture

Student Life


Safe Environment – The University will strive to provide a safe environment that respects and nurtures the diversity of people and ideas, and promotes healthy bodies and minds of students, staff, and faculty.

Communication – Clear communication, honest dialogue, and open inquiry are the heart of academia and the foundation of a healthy workplace. West Georgia will constantly monitor and increase efforts to clarify communication.

Support Services – Create and increase the number of strong and responsive infrastructures as the basis of campus cultural improvement, such as a redesigned Center for Teaching Learning, reforms in the Office of Sponsored Operations, dedication to supporting staff and faculty development activities.


Reward Structures – Using positive reinforcement to promote high quality performance.

Competitive Compensation Packages – Recruitment and retention of high quality University community members.

Student Life – Increased evening, weekend, and daily activities that promote a University community culture, a culture that the entire campus it committed to supporting.

Goal 1: Academic Programs

Academic Programs

UndergraduateCurriculum

UndergraduateCo-Curriculum

Graduate Programming

TeacherEducations

Programming


Promoting a distinctive set of quality academic programs ranging from bachelors to doctorates that blend the best of liberal education, experiential learning and professional preparation.

Four Sub-Goals

Goal 1: Four Sub-goals

Undergraduate Academic Programs Undergraduate Co-Curricular

Programs Graduate Programs Teacher Preparation


Overall Goal


Academic Programs Campus Life Programs

Liberal Arts

Professional Studies

Goal 1: Undergraduate

All undergraduate academic programs will demonstrate a distinctive blending of liberal arts, experiential learning, and professional competencies preparing students to be ethically responsible and civically engaged professionals in the 21st century.

The Core Curriculum will be reformed to emphasize liberal arts and professional competency learning outcomes necessary for civic engagement and professions/careers in the 21st century.

Every student will complete at least one course rich in new media delivery.

Each college unit (Arts & Sciences, Business, Education) will offer curricula that fosters American and global cultural literacy.

Goal 1: Undergraduate

Each degree program will articulate professional competency learning outcomes.

Every degree program will offer a program of study that prepares students for careers in their relevant field.

Every student will participate in some form of experiential learning either directly in their major (e.g. undergraduate research or creative activity) or co-curricular activity (e.g. volunteer activities for the community).

Every program will provide an opportunity for a transformative experience, either from a study abroad, experiential learning, or innovative course delivery.

Increased participation in study abroad programs

Goal 1: Co-Curricular

Distinctively shaped undergraduate co-curricular programming focused on integration, an integration that connects students together as a class (e.g. first year) and that connects classroom learning with real-world contexts through academic and professional experiential activities.

A comprehensive advising program will promote and facilitate the integration of students’ coursework, career readiness opportunities, and extracurricular activities from freshman year to graduation.

Goal 1: Co-Curricular

Bridge programming that addresses societal and professional issues will link students by class level and by topic. So, for example, the first year might focus on civility, the second on civic engagement, the third on ethics, and the last year on professionalism as informed the previous three.

Students will participate in experiential learning opportunities related to their academic course of study. Opportunities include, but are not limited to practica, internships, co-ops, service-learning experiences, applied research projects, creative performances, and study abroad experiences.

Goal 1: Graduate

Increased enrollment in graduate programs, increased presence of graduate students, and an increased set of graduate programs that have as their mark practical professional purposes but that are also consistent with the blending of liberal education and professional preparation.

All graduate programs will blend liberal arts fundamentals, disciplinary theory, and practical application.

Every graduate program will maintain a professional advising or mentoring structure.

Where appropriate, graduate students should interact with undergraduates in one or more of the following ways: leading a seminar, workshop, or undergraduate research conference; serving as mentor for an internship, co-op position, or service-learning activity; or by serving as a lab or teaching assistant.

Goal 1: Teacher Preparation

Educator Preparation Programs that honor and build upon the history of West Georgia as a significant provider of teachers for the state and that are reformed to be in accord with the West Georgia philosophy of blending liberal education, experiential learning, and professional preparation.

Teacher preparation programs will develop and adopt relevant curricula that strengthen teacher quality and impact K-12 student learning outcomes.

Education leadership programs will strive to develop school leaders with performance-based skills to continuously improve K-12 schools.

The University will increase its connections to and support of local public and DTAE schools by appointing liaisons and joint commissions.

The University will provide leadership in Early College and Gateway to College initiatives.

The University will articulate with IB, AP, and other early college credit programs.

Planning Documents

http://www.westga.edu/~mcrafton/planning.html

http://www.westga.edu/~mcrafton/Planning_Retreat/Retreat_Files.htm

Potential Controversy

Liberal Arts and Professional Studies Marriage of Heaven and Hell? The Inevitable Evolution of Higher

Education in the 21st Century?

Artes Liberales: Foundational

Seven Liberal Arts Ancient Greece and Rome Founding of European Universities Preparation for Advanced Studies

University of Pennsylvania

Ben Franklin: From the “Proposals Relating to the

Education of Youth in Pensilvania” 1749

American Pragmatist

“As to their STUDIES, it would be well if they could be taught every Thing that is useful, and every Thing that is ornamental: But Art is long, and their Time is short. It is therefore propos'd that they learn those Things that are likely to be most useful and most ornamental. Regard being had to the several Professions for which they are intended.”

U Penn’s claim:

“Franklin outlined a progressive college: one that would offer practical as well as classical instruction in order to prepare youth for real-world pursuits.”

Education for a Flat World

Thomas Friedman The great guru of new globalized

economy Sage of Our Changing World

“Since one of the new middle jobs is great synthesizers, encouraging young people early to think horizontally and to connect disparate dots has to be a priority. Because this is where and how so much innovation happens. But first you need dots to connect. And to me that means a liberal arts education. Liberal arts is a very horizontal form of education (which is to say, a flat form of education). It is all about making connections among history, art, politics, and science” (p. 316, paperback).

Rural Roots to Global Reach

UWG Strategic Plan December, 2007

Education

Transcript of UWG Strategic Plan December, 2007