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UWG Strategic Plan December, 2007
 

UWG Strategic Plan December, 2007

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    UWG Strategic Plan December, 2007 UWG Strategic Plan December, 2007 Presentation Transcript

    • 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 Center Vicky Hardin Lynn Gaskin Jon Anderson Jeff Reber Janet Gubbins Camilla Gant Will Lloyd Nova Davidson Myrna Gantner Lynn Gaskin Myranda Byrd (Student) – mbyrd1@my.westga.edu Jelan’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 Gantner Michael Aldrich Greg Fraser Student Life AAUP Blake Adams (ITS) Uriel Moorer (Student) – umoorer1@my.westga.edu
    • Four Subcommittees
      • Goal Three: Resource Management
      • Trey Scott (Assistant Director – Residence Life)
      • SEC
      • Scot Lingrell M. Crafton Jerry Mock Andy Leavitt Lisa Ledbetter Mike Renfrow Bobby Johnson Nova Davidson Cheryl rice Julie Bartley mark Reeves Kathy Kral Trish Causey Melanie Clay Student Activities (2 or three more faculty members)
      • Goal Four: External Relations
      • Lisa Ledbetter or Andy Leavitt? Daniel Jackson Frank Pritchet Naveen B Mike Renfrow Jon Anderson Jim 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.”
    • UWG: Future Identity
      • 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.
    • UWG: Future Identity
      • 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
    • View from very far up Overall Goal Student Programs Resources Academic Programs Campus Life Programs Internal External
    • 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.
    • Goal 3: Managing Resources for Efficiency, Functionality, Beauty Overall Goal Resources Internal External Enrollment Management Academic Support Efficiencies
    • 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.
    • Goal 3:Resource Management
          • 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.
    • Goal 3:Resource Management
          • 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.
    • Goal 3:Resource Management
          • 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 Student Programs Resources Academic Programs Campus Life Programs Internal External Faculty / Staff Culture Student Life
    • Goal 2: Campus Culture
        • 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.
    • Goal 2: Campus Culture
        • 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 Undergraduate Curriculum Undergraduate Co-Curriculum Graduate Programming Teacher Educations Programming
    • Goal 1: Academic Programs
      • 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
    • Goal 1: Academic Programs Overall Goal Student Programs Resources 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 21 st 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