UWG Strategic Plan

1
UWG Strategic Plan

• December, 2007
• At a meeting room near you

2
Strategic Planning Committee

• Membership and History of the Committee
• Processes
• Current Status
• Next Steps
• Discussion of Draft of Plan

3
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

4
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.

5
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

6
Process

Review of Current Plan
Input from Faculty and Staff on Strengths,
Weaknesses, Opportunities and Threats
Incorporate USG Plan
Write a new strategic plan
7
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)

8
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.

9
Four Subcommittees

• Goal One Academic and Integrative Programming
• Excel CenterVicky HardinLynn GaskinJon
  AndersonJeff ReberJanet GubbinsCamilla
  GantWill LloydNova DavidsonMyrna GantnerLynn
  GaskinMyranda Byrd (Student)
  mbyrd1_at_my.westga.eduJelani 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) umoorer1_at_my.westga.edu

10
Four Subcommittees

• Goal Three Resource Management
• Trey Scott (Assistant Director Residence Life)
• SEC
• Scot LingrellM. 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

11
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?

12
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.

13
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.

14
UWG Future Identity

• What is possible? Georgia College has achieved a
  quite successful strategic plan of identifying
  themselves as Georgias Public Liberal Arts
  University.
• Georgia Southern has gotten some traction with
  the identity of a Carnegie Doctoral-Research
  University.

15
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 students
  professional success.

16
UWG Future Identity

• University of West Georgia
• Educational Excellence
• Personal Environment
• Professional Preparation

17
The Strategic Plan
18
Strategic Plan Phase 1

• Phase one included the major goals.
• It does not include a marketing strategy.
• It does not include implementation plans.

19
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.

20
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

21
(No Transcript)
22
(No Transcript)
23
Binary Logic of the Big Picture

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

Student Programs
Resources
24
View from very far up
25
Reverse Presentation

• Review the goals starting with the least
  controversial

26
Goal 4 Enhancing Efforts of External Support and
Services
27
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.

28
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.

29
Goal 3 Managing Resources for Efficiency,
Functionality, Beauty
30
Goal 3Resource 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.

31
Goal 3Resource 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.

32
Goal 3Resource 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.

33
Goal 3Resource 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.

34
Goal 2 Campus Culture
35
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.

36
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.

37
Goal 1 Academic Programs
38
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

39
Goal 1 Four Sub-goals

• Undergraduate Academic Programs
• Undergraduate Co-Curricular Programs
• Graduate Programs
• Teacher Preparation

40
Goal 1 Academic Programs
41
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.

42
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

43
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.

44
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.

45
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.

46
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.

47
Planning Documents

• http//www.westga.edu/mcrafton/planning.html
• http//www.westga.edu/mcrafton/Planning_Retreat/R
  etreat_Files.htm

48
Potential Controversy

• Liberal Arts and Professional Studies
• Marriage of Heaven and Hell?
• The Inevitable Evolution of Higher Education in
  the 21st Century?

49
Artes Liberales Foundational

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

50
University of Pennsylvania

• Ben Franklin
• From the Proposals Relating to the Education of
  Youth in Pensilvania
• 1749

51
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.

52
U Penns 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.

53
Education for a Flat World

• Thomas Friedman
• The great guru of new globalized economy
• Sage of Our Changing World

54

• 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).

55
Rural Roots to Global Reach