Presented by Carlos E. Santiago, Commissioner, Massachusetts Department of Higher Education, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
Presented to the Board of Higher Education and Board of Elementary and Secondary Education at the joint meeting on January 26, 2016 at Roxbury Community College.
Presented to the Board of Higher Education by Susan Lane, Senior Advisor to the Commissioner for P16 Access & Alignment Policy, and Jeff Wulfson, Deputy Commissioner of the Department of Elementary and Secondary Education
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
Presented to the Board of Higher Education and Board of Elementary and Secondary Education at the joint meeting on January 26, 2016 at Roxbury Community College.
Presented to the Board of Higher Education by Susan Lane, Senior Advisor to the Commissioner for P16 Access & Alignment Policy, and Jeff Wulfson, Deputy Commissioner of the Department of Elementary and Secondary Education
Carlos Santiago, Senior Deputy Commissioner for Academic Affairs, presented the first half of this presentation on Academic Transfer pathways.
Dale Allen, Vice President for Community Engagement at Quinsigamond Community College and Phil Sisson, Provost/Vice President of Academic & Student Affairs at Middlesex Community College presented the second half of this presentation on Guided Pathways to Success.
This was presented at the March 10, 2015 Board of Higher Education meeting.
For more information, please visit www.mass.edu.
Year in review of the Department of Higher Education's work, presented by Commissioner Richard Freeland at the June 16, 2015 Board of Higher Education meeting.
An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
A presentation to the Board of Higher Education at their meeting on April 28, 2015 by:
- Dr. Carlos Santiago, Senior Deputy Commissioner for Academic Affairs at the Department of Higher Education
- Dr. Leslie Bolinger Horton, Dean of School of Math & Science at Quinsigamond Community College
- Dr. Maura Mast, Associate Vice Provost of Undergraduate Studies at UMass Boston
- Dr. Karin Vorwerk, Professor and Chair of the Department of Mathematics at Westfield State University
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
I chaired a strategic visioning process as a member of the Learn@UW Executive Committee for UW System in 2013-2014. See https://www.wisconsin.edu/systemwide-it/projects/academic-roadmap/ for more information.
Carlos Santiago, Senior Deputy Commissioner for Academic Affairs, presented the first half of this presentation on Academic Transfer pathways.
Dale Allen, Vice President for Community Engagement at Quinsigamond Community College and Phil Sisson, Provost/Vice President of Academic & Student Affairs at Middlesex Community College presented the second half of this presentation on Guided Pathways to Success.
This was presented at the March 10, 2015 Board of Higher Education meeting.
For more information, please visit www.mass.edu.
Year in review of the Department of Higher Education's work, presented by Commissioner Richard Freeland at the June 16, 2015 Board of Higher Education meeting.
An update on the work being done to develop a state university funding formula, presented by Deputy Commissioner Sean Nelson at the June 16, 2015 Board of Higher Education Meeting
A presentation to the Board of Higher Education at their meeting on April 28, 2015 by:
- Dr. Carlos Santiago, Senior Deputy Commissioner for Academic Affairs at the Department of Higher Education
- Dr. Leslie Bolinger Horton, Dean of School of Math & Science at Quinsigamond Community College
- Dr. Maura Mast, Associate Vice Provost of Undergraduate Studies at UMass Boston
- Dr. Karin Vorwerk, Professor and Chair of the Department of Mathematics at Westfield State University
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
I chaired a strategic visioning process as a member of the Learn@UW Executive Committee for UW System in 2013-2014. See https://www.wisconsin.edu/systemwide-it/projects/academic-roadmap/ for more information.
1 OHIO DOMINICAN UNIVERSITY Strategic Plan 2012-2.docxhoney725342
1
OHIO DOMINICAN UNIVERSITY
Strategic Plan 2012-2017
ROADMAP TO THE FUTURE
August 30, 2012
MISSION OF OHIO DOMINICAN UNIVERSITY:
As a Catholic liberal arts university in the Dominican tradition, Ohio Dominican University is guided in its
educational mission by the Dominican motto: to contemplate truth and to share with others the fruits of this
contemplation. Ohio Dominican educates all individuals committed to intellectual, spiritual and professional growth to
become lifelong learners committed to serving others in a global society, as ethical and effective leaders grounded in the
pursuit of truth, justice and peace.
VISION FOR OHIO DOMINICAN UNIVERSITY:
Ohio Dominican University has a strong regional reputation as a ‘first choice” institution. We are known for the high
quality of our faculty, staff and students. We embrace our Catholic and Dominican identity as well as our teaching
and learning excellence.
Our academic profile has greatly improved, and we are deeply committed to academic quality. Our curriculum is
robust, academically challenging, relevant and responsive to the changing and complex world we live in.
Our students are engaged and empowered. They graduate with a clear moral compass and a desire to contribute
meaningfully to society. They are well prepared for their chosen professions and motivated to make a significant
difference in their lives and others.
Our campus is beautiful and vibrant. Visitors are impressed by the sense of school spirit and a welcoming attitude.
Students participate in a robust variety of academic, artistic and athletic events displaying a distinctive ODU spirit.
We have achieved sustainable financial health, enabling us to reinvest our resources toward our most important
priorities. We have made the tough decisions necessary to diversify our funding streams, grow our endowment, and
achieve sustainable enrollment growth.
Technology is appropriately and sensibly infused throughout our campus, in our classes and operations. It enhances
teaching, learning and research.
2
ODU is strong academically and financially with the clear prospect for an ever brighter future within our grasp.
THE PLANNING PROCESS:
The Roadmap to the Future results from efforts of a 35-member task force comprised of
administrators, faculty and staff from across the University. Between September 2011 and April
2012, the task force met as a whole for six full days and spent many more hours gathering data and
working in smaller groups. Over 1,000 key stakeholders (alumni, faculty, staff, students, trustees,
Congregational members and community leaders) provided input about the challenges and
opportunities facing the University. Over the winter, members of the Planning Task Force worked
in committees to prepare a set of concept papers that contextualized the themes, explored the
challenges facing the University, and suggested ...
HCC will be a leader in providing high quality, innovative education leading to student success and completion of workforce and academic programs. We will be responsive to community needs and drive economic development in the communities we serve.
Teacher Quality Is Defined By Reforms Fostered In Teacher Licensure And Certi...noblex1
There is a growing consensus among many states that standards for accreditation of teacher preparation programs, initial licensing for teachers, and advanced certification for veteran teachers should be aligned. Rules and tests that govern teacher certification have little to do with true classroom performance. Rather than tighten regulations, states are urged to simplify entry and hiring into the profession and allow the market to guide both teacher quality and quantity. There also is a continuing focus on the assignment of state representatives needed to facilitate the assessments, as well as a systemwide strategy to develop and encourage teacher self-assessment as an approach to professional development.
All institutions are required to meet teacher preparation standards. These new standards provide mentors to help ensure that beginning teachers have ongoing accurate feedback about their progress and that teachers use assessments and requirements for continuous professional development throughout their career. Teachers now are required to earn a master's degree or complete hours of graduate credit in classroom teaching and/or in an area of licensure.
Companion elements to the teacher reform agenda are organized to help ensure high quality sources of professional development for all educators and school support personnel and achieve their mission by disseminating exemplary educational practices, facilitating individual and organizational development, encouraging self-reflection and life-long learning, valuing local and regional needs, providing a flexible regional delivery system that is comprehensive and equitable, promoting collaborative leadership, communicating actively with service providers and advocating the use of technology.
Through new initiatives, there also have been organizational adjustments that have signaled an increased emphasis on school-higher educational partnerships to improve teaching and learning. Teacher recruitment has focused particularly on the teaching force becoming more diverse in its promotion of school improvement. One significant strategy for meeting these expectations is the creation of new model projects funded to serve as promising initiatives to draw unrepresentative individuals in the teaching field.
A significant proportion of the funds are directed toward partnerships to work on tasks that would yield a solid set of alternatives for professional development. A partnership assistance and coordination plan for school-higher education partnerships is developed, the goal of which is to establish linkages between the funded school-higher education partnership projects.
The new goals are:
1. To communicate college level expectations through faculty from K-12 and higher education communities collaborating on the definition of freshman admission standards and common placement guidelines.
Source: https://ebookschoice.com/teacher-quality-is-defined-by-reforms-fostered-in-teacher-licensure-and-certification/
Excellent Teachers For High-performance Schoolsnoblex1
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
Analysis of estimated undergraduate enrollment in Massachusetts public colleges and universities, comparing the early estimates of fall 2016 enrollment with historic data. Presented to the Massachusetts Board of Higher Education on October 11, 2016.
Includes:
- Role of MA Department of Higher Education in workforce development presented by David Cedrone, Associate Commissioner for Economic and Workforce Development
- Update on Workforce Innovation and Opportunity Act (WIOA) state plan by Jennifer James, Director of Massachusetts Workforce Skills Cabinet
- Campus execution of Nursing Workforce Plan presented by Cloria Harris Cater, Associate Professor at Simmons College School of Nursing, Linda McKay, Professor and Chairperson of Department of Nursing at Fitchburg State University, and Ellen Santos, Director of Practical Nursing at Assabet Valley Regional Technical School
Presented at the joint meeting of the Boards of Higher Education and Elementary and Secondary Education on January 26, 2016 at Roxbury Community College.
Analysis of estimated undergraduate enrollment in Massachusetts public colleges and universities, comparing the early estimates of fall 2015 enrollment with historic data. Presented to the Massachusetts Board of Higher Education on October 27, 2015.
This report to the legislature explains the initiatives underway across the 29 public colleges and universities in Massachusetts, focused on the "Big Three" plan to produce more college graduates.
For more information, visit www.mass.edu/visionproject
Memo to Massachusetts is the cover story in our latest Vision Project Report, "Degrees of Urgency: Why Massachusetts Needs More College Graduates Now." It describes the current climate of Massachusetts public higher education, and the perfect storm of factors facing the state-- our economy's need for more college graduates, projected declines in the number of high school graduates, and the cumulative impact of historic underfunding of public higher education.
Learn more at www.mass.edu/visionproject
Two hundred and fifty campus delegates met on February 27, 2015 to advance the "Big Three" college completion goals outlined in the 2014 Vision Project report, Degrees of Urgency: Why Massachusetts Needs More College Graduates Now. The conference marked the first time chief academic officers from every public campus in the Commonwealth met to develop a shared approach to the college completion agenda, and was keynote speaker Jim Peyser's first major higher education convening since being appointed Secretary of Education.
For more information, visit www.mass.edu/visionproject
More from Massachusetts Department of Higher Education (13)
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2. 2
Commissioner’s Year-End Report
BHE Goals for 2016–17
1. Fostering a more integrated system of
public higher education capable of responding
to local & statewide needs
2. Elevating performance of public higher education
3. Developing better integration with P–12 &
workforce sectors
4. Enhancing appreciation of higher education as a
central asset & competitive advantage for state
5. Incubating innovation to ensure higher quality,
better access, more affordability & alignment to
needs of learners throughout life
3. 3
Early College Design
Remediation Reduction
Program Approval & Strategic Planning
College Affordability
Campus Safety & Violence Prevention
Accountability & Performance-Based Funding
Online Learning
Commissioner’s Year-End Report
Major Initiatives Supporting BHE Goals
4. 4
Vision Project Big Three
College Participation
College Participation
(Workforce Alignment embedded)
College Completion
College Completion
(Workforce Alignment embedded)
Closing Achievement Gaps Closing Achievement Gaps
Workforce Alignment
Student Learning
Civic Learning
Research
Commissioner’s Year-End Report
From the Vision Project to the Big Three
5. 5
Providing underserved high school students with a
college experience
Alignment with: Fostering a more integrated system, developing
better P-12 & workforce integration, incubating innovation
Application process for Early College High Schools
near completion
Promotes dual enrollment
Aligns with STEM Starter Academies
Early college/dual enrollment also woven into 100 Males
to College, which expanded this year from Springfield &
Framingham to include Worcester & Brockton
Commissioner’s Year-End Report
Early College Design
6. 6
Ensuring that students are college ready by revising
placement standards and curricula
Alignment with: Fostering a more integrated system, elevating
performance, developing better P-12 & workforce integration,
incubating innovation
Entering the second year of refined pilot programs
Quantitative and qualitative evaluation process
now underway
Co-requisite model for English and math increasingly
adopted in alignment with Complete College America
Focus on the creation of multiple math pathways
Commissioner’s Year-End Report
Remediation Reduction
7. 7
Using our strategic planning authority to promote
college and university excellence
Alignment with: Fostering a more integrated system,
elevating performance, incubating innovation
Change in BHE policy under review
Robust strategic planning processes underway under new
guidelines
5 Community Colleges: Bristol, Middlesex, North Shore,
Northern Essex, Roxbury
4 State Universities: Bridgewater, Framingham, MCLA, Salem
Integration into Performance Measurement System
Institutional closures, mergers, acquisitions, investigations,
new institutions, cease & desist orders
Commissioner’s Year-End Report
Program Approval & Strategic Planning
8. 8
Commonwealth Commitment, creating academic
pathways and transfer opportunities, changing
allocation of financial aid
Alignment with: Fostering a more integrated system, elevating
performance, developing better P-12 & workforce integration,
enhancing appreciation, incubating innovation
First year of Commonwealth Commitment implementation, local
expansions including Boston Bridge—what’s next?
New MassTransfer website launched: A2B Pathways, Reverse Transfer;
student learning outcomes being integrated into MassTransfer
Restructuring of financial aid programs in process
Student food & housing insecurity data collection
FAFSA completion initiative (exclusion of IRS data)
Commissioner’s Year-End Report
College Affordability & Completion
9. 9
Assisting campuses in preventing and responding to
violence, creating structures & processes to enhance
campus safety
Alignment with: Fostering a more integrated system
Well-attended and successful conference jumpstarted
the initiative; shared task force recommendations,
campus best practices, trainings
Seeking to build on momentum through campus
strategic planning processes, campus climate surveys,
training and awareness programs
Commissioner’s Year-End Report
Campus Safety & Violence Prevention
10. 10
Working with campuses to establish a metrics system
that better measures campus & system progress
Alignment with: Fostering a more integrated system, elevating
performance, incubating innovation
Review of Vision Project and Performance Measurement
metrics launched
Integrating Performance Measurement System with
SU and CC funding formulas
Launch of new interactive data dashboard for
presidential evaluations and campus planning
Commissioner’s Year-End Report
Accountability & Performance-Based Funding
11. 11
State reciprocity agreements and universal
public higher education online course portal
Alignment with: Fostering a more integrated system, incubating innovation
SARA agreement application process awaiting
legislative action
Mass Colleges Online
Commissioner’s Year-End Report
Online Learning
12. 12
Fostering a more integrated system
Visits with campus boards
Annual Trustees Conference
Annual Civic Learning Conference
Elevating performance
Distribution of
Performance Incentive Fund Grants
Developing better P–12 &
workforce integration
Credentialing and early
childhood education
Early childhood educators
scholarship
Nursing & allied health systemwide
initiatives, centralized clinical
placement system
Enhancing appreciation
“Go Higher!” high school events to
promote public higher ed
Incubating innovation
Learning outcomes assessment
and multi-state collaborative
Other
Public Records Law and
policy rollout
Development of MCCC salary grid
Negotiated MCCC contract
Review of
presidential compensation
Commissioner’s Year-End Report
Other FY2017 Initiatives
Note from Sarah: I added “Workforce Alignment embedded” under College Participation and College Completion (consistent with most recent description of The Big Three in The Degree Gap)
Note from Sarah: Throughout the presentation, I changed the goal numbers into the shorthand language for each goal so people don’t have to flip back and forth as much. On this slide, I moved 100 Males up from the concluding slides. Even though 100 Males is broader than early college, it including a dual enrollment component and fits well with the overarching description of “providing underserved high school students with a college experience.” This placement also lets you mention it much earlier in the presentation.
Note from Sarah: I grouped the campuses undergoing strategic planning by segment, then alphabetized
Note from Sarah:
I added “First year of ComCom implementation” as an accomplishment, also moved Boston Bridge up from the concluding slides, merged “What’s next?” question into this bullet. With local expansions, you might also mention (1) NSCC’s project (I’m not sure of the status) and (2) Bridgewater’s dual admissions agreements with Bristol and Massasoit.
Katy added MassTransfer website launch, another major milestone this year.
I moved student learning (as it relates to academic pathways), food & housing insecurity data (as it relates to affordability), and FAFSA completion (as it relates to affordability / financial aid) up from the concluding slides.
Note from Sarah: This slide felt a little thin, so I went back to Dena’s submission and added a second bullet. I also think this is important due to Chair Gabrieli’s keen interest in campus climate surveys. Is it OK to put something so forward-looking in?
Note from Sarah: I included mention of the Vision Project in the first bullet to help less engaged Board members track the evolution that is happening. I also changed the wording of the third bullet to make the dashboards sound more internal (consistent with promise to make them public without publicizing).
Note from Sarah: I rearranged the wording of this slide to be consistent with the others, but it leaves Mass Colleges Online with less verbiage than anything else highlighted in the presentation. I don’t know enough about MCO to flesh out the bullet. Can you add a few more words? (Overhaul of Mass Colleges Online underway through PACE? If that’s true…?)
Note from Sarah: I took what was left and organized each bullet under the BHE goal that it most closely aligns with, to my eye, with a final “Other” category for the things that don’t quite fit.