The document outlines the members and goals of Pace University's Strategic Planning Committee. The committee is chaired by University President Stephen Friedman and includes representatives from faculty, students, administration, trustees and the Middle States accreditation committee. The strategic plan contains six goals: advance academic programs, build a culture of community, create vibrant campuses, strengthen financial foundation/infrastructure, enhance visibility, and reinforce accountability. Key objectives include recruiting outstanding faculty, developing new academic programs, improving technology, engaging alumni, enhancing facilities, increasing enrollment/revenue, and establishing clear metrics to measure progress.
Bridging Academic and Student Affairs: A Strategy for Advising High Achieving...Paul Brown
Bridging Academic and Student Affairs: A Strategy for Advising High Achieving Students. National Association of Academic Advisers Annual Conference, Cincinnati, OH, October 2004. [with T. Powell].
United Board for Christian Higher Education in Asia reports its activities and accomplishments and their impact with Colleges and University Partners across Asia
Bridging Academic and Student Affairs: A Strategy for Advising High Achieving...Paul Brown
Bridging Academic and Student Affairs: A Strategy for Advising High Achieving Students. National Association of Academic Advisers Annual Conference, Cincinnati, OH, October 2004. [with T. Powell].
United Board for Christian Higher Education in Asia reports its activities and accomplishments and their impact with Colleges and University Partners across Asia
Assessment Tool- for Global Learning OutcomesMichelle Mazzeo
This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.
The First Year Student Enrichment Program (FYSEP) empowers first generation students in their first year at Dartmouth College to thrive academically and in the greater college community. Through a seven day orientation program and year long peer mentoring, FYSEP students participate in college level classes, workshops, activities, and seminars designed to simulate college life and prepare participants to handle some of the challenges they may face during the course of their first year. This workshop will explore successes and challenges of the program’s first two years, focusing on the powerful collaborative partnerships that have been formed among Dartmouth faculty, student support staff, college administration and undergraduates themselves.
The NCSEHE held a workshop at the Best Practice in Regional Study Hubs Symposium 2019. Speakers included; Louise Pollard, Dr Lynette Vernon, Professor Andrew Taggart and Professor Sarah O'Shea.
The Viticulture and Enology Science and Technology Alliance (VESTA), an NSF-funded National Center of Excellence, has effectively brought together diverse higher education institutions nationwide with a vibrant, private sector industry fueled by entrepreneurs. Higher education is often misaligned with industry needs or plays a limited role in economic development. Learn how VESTA created and maintains this collaboration between a range of diverse institutions and industry to drive economic development. [VESTA has created a rubric to measure the readiness of UEDA organizations to undergo such collaboration, including a scoring system and strategies to address areas that score low against the rubric.]
Scott Kohl, Co-Principal Investigator and VESTA Campus Director, Highland Community College
Michelle Norgren, Principle Investigator and Director, Viticulture & Enology Science & Technology Alliance
Tom Smith, Co-Principal Investigator and VESTA Campus Director, Michigan State University and Associate Director of the Institute of Agricultural Technology
CALMing the High Cost of Educational Resources: How CSUSM is Creating Alterna...Carmen Mitchell
Presented at the Digital Initiatives Symposium at the University of San Diego in April 2014.
Co-presenter, Barbara Taylor, Instructional Developer, Cal State San Marcos
The cost of a college education continues to rise, outpacing inflation and median income growth in the last decade. As a result, students are piling on debt and recent graduates are struggling under the weight of loans they wouldn't have needed 10 to 20 years ago.
The Cougars Affordable Learning Materials Project (CALM) is part of the CSU Affordable Learning Solutions initiative started in 2010. CALM aims to aid faculty in replacing costly textbooks with lower cost alternatives by using high-quality open educational resources (OER), library resources, digital or customized textbooks, and/or faculty-authored materials.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
The Pandemic and Social Change: Ageism and Intersectional DisparitiesBonner Foundation
A presentation for the University of Pennsylvania Higher Education Leadership Conference in January 2022. This presentation explores the effects of the COVID-19 pandemic on higher education through a lens of ageism, ethnicity, race, gender, and other aspects of social identity and justice. Developed based on research and experience by Carol Kalin (University of Pennsylvania), Jamille Nagtalon-Ramos (Rutgers University) and Ariane Hoy (Bonner Foundation).
Workshop Description from Program: The COVID 19 pandemic has exacerbated longstanding disparities in many aspects of American life—from healthcare to higher education.The presenters in this session were co-authors, along with Susan Klusmeier (C15), of a paper on ageism assigned in Dr. Shaun Harper’s last class on diversity, equity, and inclusion at Penn GSE. Entitled “Consider Gina:A Case of Intersectionality of Age, Gender, and Ethnicity in Higher Education,” the paper focused on the problems younger minoritized professionals encounter as they advance in their careers. A literature review revealed that ageism differs from other aspects of identity in that it can be said to transcend culture. During the pandemic, notably, vaccines and other medical interventions were explicitly rationed based on chronological age. In higher education, statistics reflect steep declines in community college attendance, important to social mobility for lower-income students, while at the other end of the spectrum, returns on the large endowments of elite schools are breaking all previous records.After a summary of the paper and some brief comments on ageism and long-term disability in higher education, we offer an update on social justice work at colleges and universities as well as an overview of the pandemic’s impact on academic medicine.
Online Education: A Game Changer for International Education AIEA 2015 Michael Waxman-Lenz
How will online education affect international student mobility and opportunities. Representatives from Coursera, University of Wisconsin-Milwaukee and International Education Advantage (Intead) present trends, facts and discuss the implications.
Assessment Tool- for Global Learning OutcomesMichelle Mazzeo
This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.
The First Year Student Enrichment Program (FYSEP) empowers first generation students in their first year at Dartmouth College to thrive academically and in the greater college community. Through a seven day orientation program and year long peer mentoring, FYSEP students participate in college level classes, workshops, activities, and seminars designed to simulate college life and prepare participants to handle some of the challenges they may face during the course of their first year. This workshop will explore successes and challenges of the program’s first two years, focusing on the powerful collaborative partnerships that have been formed among Dartmouth faculty, student support staff, college administration and undergraduates themselves.
The NCSEHE held a workshop at the Best Practice in Regional Study Hubs Symposium 2019. Speakers included; Louise Pollard, Dr Lynette Vernon, Professor Andrew Taggart and Professor Sarah O'Shea.
The Viticulture and Enology Science and Technology Alliance (VESTA), an NSF-funded National Center of Excellence, has effectively brought together diverse higher education institutions nationwide with a vibrant, private sector industry fueled by entrepreneurs. Higher education is often misaligned with industry needs or plays a limited role in economic development. Learn how VESTA created and maintains this collaboration between a range of diverse institutions and industry to drive economic development. [VESTA has created a rubric to measure the readiness of UEDA organizations to undergo such collaboration, including a scoring system and strategies to address areas that score low against the rubric.]
Scott Kohl, Co-Principal Investigator and VESTA Campus Director, Highland Community College
Michelle Norgren, Principle Investigator and Director, Viticulture & Enology Science & Technology Alliance
Tom Smith, Co-Principal Investigator and VESTA Campus Director, Michigan State University and Associate Director of the Institute of Agricultural Technology
CALMing the High Cost of Educational Resources: How CSUSM is Creating Alterna...Carmen Mitchell
Presented at the Digital Initiatives Symposium at the University of San Diego in April 2014.
Co-presenter, Barbara Taylor, Instructional Developer, Cal State San Marcos
The cost of a college education continues to rise, outpacing inflation and median income growth in the last decade. As a result, students are piling on debt and recent graduates are struggling under the weight of loans they wouldn't have needed 10 to 20 years ago.
The Cougars Affordable Learning Materials Project (CALM) is part of the CSU Affordable Learning Solutions initiative started in 2010. CALM aims to aid faculty in replacing costly textbooks with lower cost alternatives by using high-quality open educational resources (OER), library resources, digital or customized textbooks, and/or faculty-authored materials.
On February 25, 2022, representatives from seven colleges and universities in the Bonner Network met for the launch of the Bonner Pathways Project. These institutions share an aspiration to make civic learning and democratic engagement embedded in their institutional fabrics, such that 25% of graduates will have deep, multiyear experiences culminating in community-engaged capstone level work. These experiences have a proven link with student retention, success, learning, well-being, and post-graduate outcomes. This Community of Practice will work over the next several years to reach its goal, developing models for higher education. This project is led by the Bonner Foundation team, including Bobby Hackett, Ariane Hoy, Rachayita Shah, Liz Brandt, Arthur Tartee, and Kristi Cordier.
The Pandemic and Social Change: Ageism and Intersectional DisparitiesBonner Foundation
A presentation for the University of Pennsylvania Higher Education Leadership Conference in January 2022. This presentation explores the effects of the COVID-19 pandemic on higher education through a lens of ageism, ethnicity, race, gender, and other aspects of social identity and justice. Developed based on research and experience by Carol Kalin (University of Pennsylvania), Jamille Nagtalon-Ramos (Rutgers University) and Ariane Hoy (Bonner Foundation).
Workshop Description from Program: The COVID 19 pandemic has exacerbated longstanding disparities in many aspects of American life—from healthcare to higher education.The presenters in this session were co-authors, along with Susan Klusmeier (C15), of a paper on ageism assigned in Dr. Shaun Harper’s last class on diversity, equity, and inclusion at Penn GSE. Entitled “Consider Gina:A Case of Intersectionality of Age, Gender, and Ethnicity in Higher Education,” the paper focused on the problems younger minoritized professionals encounter as they advance in their careers. A literature review revealed that ageism differs from other aspects of identity in that it can be said to transcend culture. During the pandemic, notably, vaccines and other medical interventions were explicitly rationed based on chronological age. In higher education, statistics reflect steep declines in community college attendance, important to social mobility for lower-income students, while at the other end of the spectrum, returns on the large endowments of elite schools are breaking all previous records.After a summary of the paper and some brief comments on ageism and long-term disability in higher education, we offer an update on social justice work at colleges and universities as well as an overview of the pandemic’s impact on academic medicine.
Online Education: A Game Changer for International Education AIEA 2015 Michael Waxman-Lenz
How will online education affect international student mobility and opportunities. Representatives from Coursera, University of Wisconsin-Milwaukee and International Education Advantage (Intead) present trends, facts and discuss the implications.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
For the past two years National Louis University has partnered with community agencies and schools in identifying emerging leaders from underserved populations and awarding them substantial scholarships, entitled Harrison Fellowships.This session will describe these ongoing efforts into best practices of identifying, transitioning and retaining these future leaders (http://www.nl.edu/harrisonfellows/).
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Presentation by Susan deMuth (Johns Hopkins), Nancy McKinney (Berkeley) and Kirsten Rasmussen (Georgetown) on stewarding endowed faculty donors. Association of Donor Relations Professionals, 2007.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
2. Members of the Pace University Strategic Planning Committee Stephen J. Friedman, President – Chair Sal Antolos, Student Government President, Westchester Campus Vincent Barrella, Associate Professor of Legal Studies and Taxation, and Chair of the New York Faculty Council Joseph R. Baczko, Dean, Lubin School of Business Geoffrey L. Brackett, DPhil (Oxon.) Provost and Executive Vice President for Academic Affairs Alan Eisner, PhD, Professor of Management Harriet R. Feldman, PhD, Dean, Lienhard School of Nursing and Interim Dean, School of Education Margaret Fitzgerald, Associate Professor of Criminal Justice and Sociology, and Chair of the Westchester Faculty Council Cindy Heilberger, Chief of Staff, Special Assistant to the Board of Trustees, Office of the President – Coordinator Nira Herrmann, PhD, Dean, Dyson College of Arts and Sciences Aseefa Ismail, Student Government President, NY Campus Steven L. Johnson, Associate Vice President of Student Services and University Registrar Susan W. Kayne, Assistant Vice President, Marketing and Communications Constance A. Knapp, PhD, Acting Dean, Seidenberg School of Computer Science and Information Systems Paul Kurnit, Clinical Professor of Marketing Rona F. Levin, PhD, Professor of Nursing Mary Rose McCarthy, PhD, Associate Dean and Associate Professor, School of Education Susan Merritt, PhD, Dean, Seidenberg School of Computer Science and Information Systems William Offutt, PhD, Associate Professor of History Jerrett Rashaad Perry, Student Government President, Westchester Campus Michelle Simon, Dean of the Law School Rick Whitfield, EdD, Executive Vice President for Finance and Planning, Chief Financial Officer Douglas Whiting, Vice President, University Relations Adelia Williams, PhD, Professor of Modern Languages and Cultures Representing the University’s Middle States Steering Committee Harold Brown, PhD, Co chair, Professor of Philosophy and Religious Studies Barbara Farrell, EdD, Co chair, Associate Professor of Accounting Barbara Pennipede, Co chair, Assistant Vice President, Office of Planning Assessment, Research and Academic Support Members of the Trustees Strategic Planning Committee Aniello A. Bianco ’61 – Chair Donald L. Boudreau ’70 Stephen J. Friedman Michael O’Reilly ’71 Carol Raphael Ivan G. Seidenberg ’81
12. Advance Academic Programs Build a Culture of Community Create Vibrant, Distinctive, and Collegial Campus Identities Build a Strong Financial Foundation and an Efficient Infrastructure Enhance Pace’s Visibility Strengthen and Reinforce the Culture of Accountability
13. Geoff Brackett, Provost and Executive Vice President for Academic Affairs Bill McGrath, Senior Vice President and Chief Administration Officer Toby Winer, Senior Vice President and Associate Treasurer Robina Schepp, Vice President for Enrollment and Placement Tom Torello, Vice President for University Relations Christine Meola, Vice President for Philanthropy
14. Goal I: Advance Academic Programs Recruit, develop, and retain an outstanding and diverse faculty Build distinctive, high-quality academic programs Strengthen the student academic experience Develop and implement an educational technology plan Establish robust University Centers for Excellence Significantly increase adult education programs
15. Goal I: Advance Academic Programs Recruit, develop, and retain an outstanding and diverse faculty Build distinctive, high-quality academic programs Strengthen the student academic experience Develop and implement an educational technology plan Establish robust University Centers for Excellence Significantly increase adult education programs
16. Goal I: Advance Academic Programs Recruit, develop, and retain an outstanding and diverse faculty Build distinctive, high-quality academic programs Strengthen the student academic experience Develop and implement an educational technology plan Establish robust University Centers for Excellence Significantly increase adult education programs
17. Goal I: Advance Academic Programs Recruit, develop, and retain an outstanding and diverse faculty Build distinctive, high-quality academic programs Strengthen the student academic experience Develop and implement an educational technology plan Establish robust University Centers for Excellence Significantly increase adult education programs
18. Goal I: Advance Academic Programs Recruit, develop, and retain an outstanding and diverse faculty Build distinctive, high-quality academic programs Strengthen the student academic experience Develop and implement an educational technology plan Establish robust University Centers for Excellence Significantly increase adult education programs
19. Goal I: Advance Academic Programs Recruit, develop, and retain an outstanding and diverse faculty Build distinctive, high-quality academic programs Strengthen the student academic experience Develop and implement an educational technology plan Establish robust University Centers for Excellence Significantly increase adult education programs
20. Goal I: Advance Academic Programs Recruit, develop, and retain an outstanding and diverse faculty Build distinctive, high-quality academic programs Strengthen the student academic experience Develop and implement an educational technology plan Establish robust University Centers for Excellence Significantly increase adult education programs
21. Goal II: Build a Culture of Community Strengthen the undergraduate experience for all students Enrich the faculty’s sense of community Improve understanding of and participation in University governance Enhance the professional development of staff Engage Pace alumni in diverse, meaningful, and enduring relationships with the University
22. Goal II: Build a Culture of Community Strengthen the undergraduate experience for all students Enrich the faculty’s sense of community Improve understanding of and participation in University governance Enhance the professional development of staff Engage Pace alumni in diverse, meaningful, and enduring relationships with the University
23. Goal II: Build a Culture of Community Strengthen the undergraduate experience for all students Enrich the faculty’s sense of community Improve understanding of and participation in University governance Enhance the professional development of staff Engage Pace alumni in diverse, meaningful, and enduring relationships with the University
24. Goal II: Build a Culture of Community Strengthen the undergraduate experience for all students Enrich the faculty’s sense of community Improve understanding of and participation in University governance Enhance the professional development of staff Engage Pace alumni in diverse, meaningful, and enduring relationships with the University
25. Goal II: Build a Culture of Community Strengthen the undergraduate experience for all students Enrich the faculty’s sense of community Improve understanding of and participation in University governance Enhance the professional development of staff Engage Pace alumni in diverse, meaningful, and enduring relationships with the University
26. Goal II: Build a Culture of Community Strengthen the undergraduate experience for all students Enrich the faculty’s sense of community Improve understanding of and participation in University governance Enhance the professional development of staff Engage Pace alumni in diverse, meaningful, and enduring relationships with the University
27. Goal II: Build a Culture of Community We will: Establish a comprehensive alumni relations program that engages all alumni in the life of the University Grow alumni financial support by building vigorous interest in the longer term vision of the University Double giving to the Annual Fund Complete the comprehensive campaign, continue fundraising for specific objectives, begin planning for the next campaign
28. Goal II: Build a Culture of Community Pace’s Current Alumni Participation Rate – 4% Need 1,070 NEW donors to the Annual Fund for each 1% increase in Participation Participation Rate is tied to overall rankings in US News and World Report statistics
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30. Goal III: Create Vibrant, Distinctive, and Collegial Campus Identities
31. Goal III: Create Vibrant, Distinctive, and Collegial Campus Identities We will adopt a new master site plan Add technology-enabled classrooms, co-curricular spaces and improved facilities Build new residence halls Work with the village to establish a “college district”
32. Goal III: Create Vibrant, Distinctive, and Collegial Campus Identities Adopt a master plan for campus that will move toward signature facilities for Lubin and Dyson Add technology-enabled classrooms, co-curricular spaces and improved facilities Determine if residential floors in 1 Pace Plaza should become classrooms and offices Develop a plan for a “campus district” within the neighborhood Provide living spaces for all residential students within walking distance
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35. Goal IV: Build a Strong Financial Foundation and an Efficient Infrastructure Increase enrollment selectively and strategically Vigorously develop other revenue streams Strengthen the University’s financial foundation Redesign and improve business processes
41. Goal IV: Build a Strong Financial Foundation and an Efficient Infrastructure Increase enrollment selectively and strategically Vigorously develop other revenue streams Strengthen the University’s financial foundation Redesign and improve business processes
42. Goal V: Enhance Pace’s Visibility Increase Pace’s outreach, regard, and recognition Expand and strengthen the University’s external relations
43. Goal V: Enhance Pace’s Visibility Increase Pace’s outreach, regard, and recognition Expand and strengthen the University’s external relations
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45. Goal V: Enhance Pace’s Visibility Increase Pace’s outreach, regard, and recognition Expand and strengthen the University’s external relations
46. Goal VI: Strengthen and reinforce a culture of accountability Establish and consistently use clear metrics to evaluate and strengthen the University’s programs, activities, and services Annually measure progress in achieving Pace’s strategic goals and objectives