| Division
of Academic Affairs Texas State University-San Marcos |
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| Strategic
Plan: FY 1999 - 2004 |
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| Vision
Statement Division of Academic Affairs |
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| Mission
Statement Division of Academic Affairs The Division of Academic Affairs provides quality academic programs, supported by effective teaching and scholarship, that enable students to learn and become thoughtful and productive citizens. |
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Core
Processes in the Division of Academic Affairs |
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| Background
Statement Division of Academic Affairs Where are we now with regard to our undergraduate and graduate programs? |
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| Through careful planning,
the Academic Affairs Division continues to address enrollment management
issues. Special emphasis has been given to increasing the number and percentage
of graduate students within the total university enrollment while maintaining
a commitment to attracting high-quality students to outstanding programs. SWT's University Honors Program has gained regional recognition for its quality and for innovative instructional programs. Students have been regular presenters at regional honors conferences, and SWT recently hosted the Great Plains Honors Society annual meeting bringing honors students from many other campuses to SWT. Students in the performing arts have consistently won awards for the quality of their work, and students and faculty have gained international acclaim through their participation in international events. Opportunities for international study have grown consistently and, following the passage of enabling legislation, SWT began participating in the National Student Exchange. The number of students we are sending to other U.S. campuses and receiving at SWT through this program is growing. Student Service Fee support for student travel has permitted us to encourage students to travel to professional meetings for the presentation of papers and related activities. Student Service Fee support has also helped us develop the school advising centers that have opened this year. Several academic departments have incorporated Supplemental Instruction (SI) in freshman classes. Results suggest that this is a very effective strategy for improving connections with students and improving student success even as the classes themselves become larger. Finally, several academic programs and the entire university have either received initial accreditation or have had accreditation status renewed. Within the past year, two major changes included approval of SWT as a doctoral-granting university by the Southern Association of Colleges and Schools (SACS) and receipt of initial accreditation of SWT's School of Business by the American Assembly of Collegiate Schools of Business (AACSB). |
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General Studies/Core Curriculum The General Studies Advisory Council has clarified criteria for the various elements of SWT's General Studies curriculum, outlining standards for additions and changes, and beginning a systematic assessment of the components of the curriculum. A recent ad hoc committee report has reaffirmed the importance of maintaining a school or college unit to lead our General Studies efforts, and has suggested specific enhancements. |
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| Community & Regional
Outreach/ Expanded Access to Higher Education SWT has become the lead institution in the development of the North Austin/Williamson County Multi-Institution Teaching Center (NA/WC MITC) proposal, building a consortium that includes Austin Community College, Temple College, St. Edwards University, Concordia University, and TSTC. Following approval by the Texas Higher Education Coordinating Board (THECB) in April of 1998, SWT will begin offering ten different masters degree programs in a variety of academic areas in 1998, two more in 1999, and two more in 2000. An initial baccalaureate program will begin in 1999. A Semiconductor and Related Industry Initiative has included expanded interaction with corporate representatives from the Austin region. SWT has asserted its intention to help these industries address their critical workforce needs in the coming years, and has built bridges necessary to ongoing corporate support. We have developed contacts with Austin Community College representatives to assure that our efforts and theirs are complementary. We have received consulting help from corporate representatives in planning for the Art/Technology/Physics complex laboratories as well as some donations of equipment to support academic programs. We have received two grants from the THECB for materials physics research, and are seeking external funding for a microfab laboratory in the new Art/Technology/Physics Complex. Several news centers and institutes have been added to those that have been in place for many years such as the Edwards Aquifer Research and Data Center. Additions include the Center for the Study of the Southwest, the Institute for Environmental and Industrial Science (IEIS), the Grovesnor Center for Geographic Education, the Center for Freshwater Policy Studies, the Center for Nature and Heritage Tourism, Institute for Quality and Long-Term Health Care (whose efforts have included outreach to Texas nursing homes through the Eden Alternative project), and the Certified Public Managers Program. Many of these programs have not only received national acclaim and considerable funding through endowments, grants, and contracts, but have also contributed to the quality of public life and to the education of our students and the development of our faculty. In addition to many ongoing camps and workshops that serve the region (aquatic camp, theatre camp, several music camps, etc.), we have developed a National Science Foundation funded Summer Math Camp program for high ability students and the science teachers enhancement program. We have designed internships into a wide variety of our academic programs, simultaneously providing field-based opportunities for our students, and providing an extraordinary resource for the surrounding area. For example, several academic departments have collaborated to deliver integrated community social services through the Casa Esperanza project in Kyle. Teacher/School Administrator Preparation SWT's Center for Professional Development and Technology (CPDT) model for teacher preparation has resulted in the extensive use of field-based strategies. Faculty members and teacher education students alike spend a significant portion of their class time away from the university in block-scheduled, field-based courses in the schools. The CPDT program has attracted considerable regional and national attention and awards and has been recognized as exemplary model within the state. SWT and the San Marcos CISD (SMCISD) have created the SWT/SMCISD Liaison Council to facilitate collaborative efforts. This Council, co-chaired by the School Superintendent and SWT's VPAA, meets regularly to pursue an agenda based upon mutual goals. This group has already identified over 60 existing collaborative projects involving the two partners. In one specific project, SWT has collaborated with the SMCISD to offer students the first 3-1-3 program in Texas. Students can pursue a program that includes three years of high school work, a fourth year combining AP study and first-year college work that simultaneously fulfill high school requirements and yield 24-30 hours of college credit, and move on to complete college in three more years. Through our efforts in the Round Rock ISD, we now have the potential to expand this program to also serve Round Rock students through distance education since that district plans to expand ITV capabilities to every building in the district. SWT's School of Education has developed the Teacher Fellows Program, a program that has been widely recognized as a model for effective teacher induction. Scholarly Accomplishments/Research Contracts and Grants Faculty members in the Division have competed successfully for research grants, with the total level of funded grant activity growing from $3.4 million in FY 1986 to a high of $21.7 million in FY 1993, and a current grant level standing at $15.7 million in FY 1998, with 6 months remaining in the fiscal year. These efforts have included, but are not limited to, successes in competition for numerous Federal grants such as the National Science Foundation I.L.I. program (34 grants since 1989), the National Science Foundation's prestigious Career Award in Physics, National Endowment for the Humanities' Summer Institutes for Teachers, and, most recently, a $1.25 million grant from the Environmental Protection Agency for research needed by the petrochemical industry in waste minimization. Assessment Assessment activities in the Division have grown substantially with a broad range of assessment activities being employed throughout the Division. Two summary reviews in the last four years have confirmed the broad, growing types of assessment activities being conducted in the Division's academic departments. For several years, The Graduate School has used the CGS/ETS Student Questionnaire to collect information about graduating students' experiences at SWT. This Spring, the Division is piloting a Division-wide undergraduate alumni survey in an effort to collect information concerning the effectiveness of our educational programs. Teaching with Technology/Distributed Education With the introduction of the Teaching Theatres in the Alkek Library and GCB and a smaller teaching theatre in the renovated Flowers Hall, several faculty members began an aggressive expansion of their efforts to make effective use of instructional technology in their classes. The Faculty Advancement Center has been a particularly valuable resource for faculty members, offering regular workshops on a variety of instructional topics with special emphasis on teaching with technology. A special training course in teaching with multi-media resources was also offered prior to opening the Flowers Hall teaching theatre. This year, additional support has also been introduced to help faculty members develop skills necessary for teaching large classes. Other distance learning efforts include courses taught via ITV to the local high school, four current graduate classes delivered via interactive television to Round Rock ISD (History of Mathematics, Understanding Environments in Educational Administration, and two in Health Services Research) and to Mercy Hospital in Laredo (Respiratory Care); work delivered via videotape to military bases in San Antonio (Occupational Education); ITV courses delivered to San Marcos High School and to the North Austin Westwood site, and an award-winning "correspondence courses" in Cultural Environment taught via videotaped lectures and accompanying text. Professional Development Faculty and students alike have been recognized through awards for their academic and professional accomplishments and through leadership roles in their professions. Special recognition includes national teaching awards, fellowships from the National Endowment for the Humanities (in English and Political Science), Fulbright fellowships (some 12 over recent years), and the acquisition of the unique Genetic Stock Center from the New York Aquarium. Faculty and administrators alike have assumed major leadership roles in their state, regional, and national professional associations, thereby increasing SWT's visibility in these key positions. Development/Fund Raising The Division has expanded its efforts to solicit support from external donors at both the individual and foundation levels. Several departments have significantly increased their efforts with alumni, including newsletters, alumni reunions, and advisory groups, building the base that will be necessary to sustain future efforts. |
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| Where do we want to be? By the end of the planning period, the Division of Academic Affairs intends to maintain and implement a visionary academic program development plan as well as a system for regular academic program review. By the end of the planning period, the Division of Academic Affairs intends to have in place an ongoing system for monitoring ExCET score performance and taking early corrective action. By the end of the planning period, the Division of Academic Affairs intends to have assessment activities in every academic department that employ a variety of qualitative and quantitative measures demonstrating student learning and educational effectiveness, and evidence that assessment results have been used to facilitate student learning. By the end of the planning period, the Division of Academic Affairs intends to significantly increase its externally funded grant and contract activity to enhance teaching and learning, scholarship, and service, reaching a campus-wide goal of $30 million/year. By the end of the planning period, the Division of Academic Affairs intends to have in place a system for maintaining effective management systems for routine annual processes as documented in PPSs. By the end of the planning period, the Division of Academic Affairs intends to offer course schedules planned in a manner that assures that we will meet both student needs and state standards for classroom utilization. By the end of the planning period, the Division of Academic Affairs intends to have in place a model system for budgetary development and management. By the end of the planning period, the Division of Academic Affairs intends to have in place an effective system for identifying and addressing capital equipment needs, including a process for addressing routine equipment replacement. By the end of the planning period, the Division of Academic Affairs intends to provide a freshman year experience that increases student success, preparing freshmen to succeed in the rest of their academic careers and resulting in an acceptable level of retention into the sophomore year. By the end of the planning period, the Division of Academic Affairs intends to increase significantly its use of distributed educational delivery systems. We will make much more effective use of technology for courses, for programs, and for academic support. By the end of the planning period, the Division of Academic Affairs intends to serve effectively a student body that exhibits increasing diversity reflecting the changing nature of the State. By the end of the planning period, the Division of Academic Affairs intends to utilize systems for performance evaluation of faculty and administrators that are models for other institutions. By the end of the planning period, the Division of Academic Affairs intends to have accomplished the full and effective implementation of The MITC and to have employed various other strategies directed toward serving the surrounding metropolitan area, including entire master's degree programs delivered via distance learning, especially in broad areas of the health professions, graduate education, and training in technology. By the end of the planning period, the Division of Academic Affairs intends to have made significant progress toward implementation of our semiconductor and related industries initiative, increasing substantially our contributions to the needs of that economic sector for a skilled and well educated labor force. By the end of the planning period, the Division of Academic Affairs intends to offer opportunities for lifelong learning including continuing education and camps, workshops, and conferences that are supportive of the university's overall mission and responsive to the needs of the surrounding community. By the end of the planning period, the Division of Academic Affairs intends to balance effectively a variety of competing forces within academia such as teaching and research; traditional and metropolitan missions; large-class and small-class delivery systems; and direct and distributed learning. |
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| What steps
must we take to get there? Among the steps that we must take to reach our goals in the next several years, the following are particularly critical: |
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| What methods will be selected
to measure progress along the way? The Division of Academic Affairs is engaged in a comprehensive program of assessment involving a wide variety of activities and processes. Many different assessment methods including survey date from a wide variety of respondents, reviews of reports based on quantitative and qualitative data, etc., will be employed to determine outcomes such as: |
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| Organizational chart to be included at a later time. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Goals for 1999-2004 Division of Academic AffairsGoal I: Enhance our quality and prestige Objective 1: Maintain a visionary Academic Program Development PlanStrategy 1: Complete annual update of the Academic Program Development Plan in a manner that yields a functional, responsive guide for academic program development Timeline: Ongoing Cost: Within existing resources Source of Funding: Division budgets Outcome Measure(s): Existence of a strong, functional Academic Program Development Plan used to guide program development Assessment Method(s): Comparison of academic programs developed with Academic Program Development Plan; perceptions of responsiveness of university's programmatic initiatives Responsibility: VPAA Obstacle(s): Goal I: Enhance our quality and prestige Objective 1: Maintain a visionary Academic Program Development Plan Strategy 2: Develop new academic programs in accordance with the Academic Program Development Plan Timeline: Ongoing Cost: $500,000 per year in new program start-up funds, plus SPI funding to institutionalize programs during or after the start-up period Source of Funding: Existing $500,000 start-up pool, plus SPI support Outcome Measure(s): Successful program approval consistent with plan Assessment Method(s): Fifth-year reviews of start-up programs Responsibility: Deans Obstacle(s): Available funding; external approvals Goal I: Enhance our quality and prestige Objective 2: Assure that academic programs are of high quality, serving as models of efficiency and effectiveness Strategy 1: Maintain a fully functioning system for periodic academic program review Timeline: Ongoing Cost: $20,000/year Source of Funding: SPI funding Outcome Measure(s): Timely completion of scheduled academic program reviews; effective utilization of academic program reviews for program improvement Assessment Method(s): Meta-evaluation of academic program reviews by appropriate individuals or groups in the Division Responsibility: AVPAA (Assessment) Obstacle(s):; Absence of a policy defining an institutional academic program review system; Resistance in some academic departments Goal I: Enhance our quality and prestige Objective 3: Provide academic programs leading to teacher certification at a standard of excellence such that none produce students whose average ExCET Test scores fall below state standards for accredited programs. Strategy 1: Monitor each ExCET report, initiating corrective action any time that group scores or sub-scores do not exceed the state standard for accredited programs by at least five percent Timeline: Ongoing Cost: Within existing resources Source of Funding: Departmental budgets Outcome Measure(s): ExCET test scores Assessment Method(s): Review each ExCET test score report Responsibility: School deans Obstacle(s): Reluctance of departments to accept ExCET test scores as valid indicators of program quality Goal I: Enhance our quality and prestige Strategy 1: Aggressively pursue external funding opportunities that support activities consistent with the strategic plan Timeline: Ongoing Cost: Existing resources plus supplemental support necessary for increased level of grant and contract activity Source of Funding: Existing budgets; Increasing indirect cost income Outcome Measure(s): Level of grant and contract activity Assessment Method(s): Annual monitoring of progress Responsibility: AVP for Research and Sponsored Programs; Deans Obstacle(s): Limited interest in some departments; Limited support staff to pursue funding opportunities Goal I: Enhance our quality and prestige Objective 5: Provide a system of management and administration within the division that is a model of effectiveness and efficiency Strategy 1: Maintain effective management systems for routine annual processes as documented in PPSs Timeline: Ongoing Cost: Existing resources Source of Funding: Existing budgets Outcome Measure(s): Number of process failures each year attributable to errors in process implementation caused by policy gaps Assessment Method(s): Monitoring process failures Responsibility: VPAA's office Obstacle(s): Monitoring system for collecting data on success rate; Difficulty in determining specific causes of process failures Goal I: Enhance our quality and prestige Objective 5: Provide a system of management and administration within the division that is a model of effectiveness and efficiency Strategy 2: Plan course offerings and classroom schedules in a manner that meets best practice standards Timeline: Ongoing Cost: $XX,000 plus system development project resources Source of Funding: Existing Registrar's budget, ISS budget Outcome Measure(s): Existence of automated system for classroom scheduling judged to be of high quality; classroom utilization that meets state standards Assessment Method(s): User surveys, classroom utilization data Responsibility: AVPAA (Registrar); Registrar; Deans Obstacle(s): Resistance to changes in the first-call system; lack of consensus on "best practices". Need for training plan and lack of agreement on priorities for building schedules. Goal I: Enhance our quality and prestige Objective 5: Provide a system of management and administration within the division that is a model of effectiveness and efficiency Strategy 3: Manage and support, quickly and effectively, faculty recruitment; hiring; salary administration; contracting; workload; leaves; promotion, tenure, and merit; and professional development and recognition systems in a manner that is responsive to academic administrators and personnel while carefully adhering to all necessary rules and regulations. Timeline: Ongoing Cost: Within existing resources Source of Funding: Within existing budgets Outcome Measure(s): Satisfaction of deans, chairs, and other key administrators with services rendered Assessment Method(s): User surveys Responsibility: AVPAA (Faculty Personnel) Obstacle(s): Goal I: Enhance our quality and prestige Objective 5: Provide a system of management and administration within the division that is a model of effectiveness and efficiency Strategy 4: Provide quick and accurate responses regarding academic budgets and budget development and assist units within the Division in identifying sources for approved budgetary needs. Timeline: Ongoing Cost: Within existing resources Source of Funding: Within existing budgets Outcome Measure(s): Satisfaction of deans, chairs, and other key administrators with services rendered Assessment Method(s): User surveys Responsibility: AVPAA (Budgets) Obstacle(s): Goal I: Enhance our quality and prestige Objective 5: Provide a system of management and administration within the division that is a model of effectiveness and efficiency Strategy 5: Implement a system of annual departmental and school reports to monitor strategic plan implementation Timeline: Ongoing Cost: Within existing resources Source of Funding: Within existing budgets Outcome Measure(s): Existence of effective annual reporting system Assessment Method(s): User surveys Responsibility: AVPAA (Assessment) Obstacle(s): Absence of a policy defining a division-wide departmental and school annual report system; resistance in some academic departments Goal I: Enhance our quality and prestige Objective 6: Develop and maintain an effective system for identifying and addressing capital equipment needs Strategy 1: Develop/revise and implement PPSs related to capital equipment needs in the Division Timeline: Ongoing Cost: $1,500,000+/year Source of Funding: HEAF allocations; Computer Service Fees Outcome Measure(s): Perceived adequacy and fairness of capital allocations Assessment Method(s): Faculty and administrative questionnaires Responsibility: VPAA Obstacle(s): Limited resources in relation to growing needs Goal I: Enhance our quality and prestige Objective 7: Increase electronic support services available for faculty Strategy 1: Promote intensive development of web-based resources and other electronic resources for instructional, scholarly, service, and administrative applications Timeline: Ongoing Cost: $200,000/year Source of Funding: Existing budgets; Computer Service Fees; SPI funding Outcome Measure(s): Increase in number and quality of electronic resources available to faculty and staff in the university environment Assessment Method(s): Faculty, staff, and administrative questionnaires Responsibility: VPAA; AVP for Research and Sponsored Programs; IRS Obstacle(s): Funding; lack of clear organizational and support structure for some activities Goal I: Enhance our quality and prestige Objective 8: Increase departmental- and school-based development efforts Strategy 1: Support efforts to expand fund-raising capacity of schools and departments Timeline: Ongoing Cost: $200,000-500,000/year Source of Funding: SPI funding Outcome Measure(s): Success of school and departmental development efforts Assessment Method(s): Dean and chair questionnaires Responsibility: VPAA; Deans Obstacle(s): Available resources Goal II: Increase the retention and success of students Objective 1: Provide a freshman year experience that maximizes each student's likelihood of success in college Strategy 1: Monitor D, F, W rates for Top 50 SCH courses, focusing on core curriculum courses and developing action plans for corrective action any time that individual course rates fail to meet acceptable standards for student success Timeline: Ongoing Cost: Existing resources; SPI funding Source of Funding: Departmental budgets, SPI requests Outcome Measure(s): Improve student success in freshman core curriculum courses Assessment Method(s): Annual review of student success rates as measured by D, F, W rates for Top 50 SCH courses Responsibility: VPAA; Deans Obstacle(s): Need to identify "acceptable" standards for student success in best practice universities; disagreement in some departments about whether present success rates are too low Goal II: Increase the retention and success of students Objective 1: Provide a freshman year experience that maximizes each student's likelihood of success in college Strategy 2: Assure that every department has activities in place to engage new majors in departmentally-based activities during their first semester at SWT Timeline: Ongoing Cost: Existing resources Source of Funding: Departmental budgets Outcome Measure(s): Increase in percent of departments that have activities judged to be effective in place to engage majors during their first semester Assessment Method(s): Annual departmental reports; student satisfaction questionnaires Responsibility: VPAA; Deans Obstacle(s): Reluctance of schools and departments to develop new initiatives without additional funding Goal II: Increase the retention and success of students Objective 1: Provide a freshman year experience that maximizes each student's likelihood of success in college Strategy 3: Revise and implement a comprehensive freshman year experience plan Timeline: Ongoing Cost: Existing resources plus support for new initiatives outlined in freshman year experience plan Source of Funding: Existing budgets; SPI funding Outcome Measure(s): Freshman retention Assessment Method(s): Monitoring as outlined in freshman year experience plan's assessment strategies Responsibility: Dean of General Studies; Other deans Obstacle(s): Difficulty in securing campus-wide commitment to implementation Goal II: Increase the retention and success of students Objective 2: Increase use of appropriate instructional technology in synchronous and asynchronous learning settings Strategy 1: Support enhanced electronic resources for university classrooms and laboratories Timeline: Ongoing Cost: To be determined Source of Funding: SPI funding; HEAF funding; Computer Service Fees, External Grants Outcome Measure(s): Evidence of continuously improving technology in classroom and laboratory settings Assessment Method(s): Periodic review of classroom and laboratory inventories; student and faculty questionnaires Responsibility: VPAA; AVP for Research and Sponsored Programs; Director, FAC Obstacle(s): Funding; lack of clear organizational and support structure for some activities Goal II: Increase the retention and success of students Objective 2: Increase use of appropriate instructional technology in synchronous and asynchronous learning settings Strategy 2: Support enhanced use of appropriate instructional technology in distributed, asynchronous instructional settings. Timeline: Ongoing Cost: To be determined Source of Funding: SPI funding; HEAF funding; Computer Service Fees, External Grants Outcome Measure(s): Implementation of appropriate instructional technology in distributed, asynchronous instructional settings. Assessment Method(s): Periodic review of distributed, asynchronous course offerings; student and faculty questionnaires Responsibility: VPAA; AVP for Research and Sponsored Programs; Director, FAC Obstacle(s): Funding; lack of clear organizational and support structure for some activities Goal II: Increase the retention and success of students Objective 3: Promote qualitative improvements in support services for students, utilizing electronic support systems where possible Strategy 1: Promote development of additional web-based support services for students, including degree planning tools Timeline: Ongoing Cost: To be determined Source of Funding: SPI funding; HEAF funding; Computer Service Fees Outcome Measure(s): Existence of web-based degree planning tool for students; Existence of other electronic support systems, particularly web-based support systems for students Assessment Method(s): Semi-annual student, faculty, administrative questionnaire to assess current level of support Responsibility: VPAA; AVPAAs Obstacle(s): Determination of other key web-based applications; competing priorities for software development; absence of campus-wide IT standards. Goal II: Increase the retention and success of students Objective 3: Promote qualitative improvements in support services for students, utilizing electronic support systems where possible Strategy 2: Assure that high quality advising services based upon a continuous improvement model are provided Timeline: Ongoing Cost: To be determined Source of Funding: Existing budgets; SPI funding; Student Service Fee funds Outcome Measure(s): Level of satisfaction with advising services Assessment Method(s): Student, alumni, faculty, and administrative questionnaires Responsibility: Dean, College of General Studies Obstacle(s): 1. Culture that does not promote use of data for program improvement. 2. Difficulty in changing campus infrastructure. 3. Structure for coordinating advising services across schools is still developing. 4. Pre-professional advising is complicated by decentralized model. 5. Other obstacles vary from school-to-school. Goal II: Increase the retention and success of students Objective 3: Promote qualitative improvements in support services for students, utilizing electronic support systems where possible Strategy 3: Expand the use of supplemental instruction (SI) and other supplementary instruction methods Timeline: Ongoing Cost: To be determined annually Source of Funding: Course fees; Student Service Fees; SPI funding Outcome Measure(s): Level of satisfaction with initiatives Assessment Method(s): Student, alumni, faculty, and administrative questionnaires Responsibility: Dean, College of General Studies; Director, SLAC; Deans Obstacle(s): Need for additional staff support; Need for additional SI instructors; unwillingness of departments to apply course fee funding to SI Goal III: Promote ethnic, gender, and cultural diversity in the SWT community Objective 1: Seize opportunities for celebrating diversity Strategy 1: Promote and support institutional efforts to celebrate cultural diversity through sponsorship/co-sponsorship of special events and advocacy Timeline: Ongoing Cost: Existing resources Source of Funding: Existing budgets Outcome Measure(s): Perceived adequacy of Division efforts to support the celebration of diversity Assessment Method(s): Student, alumni, faculty, and administrative questionnaires Responsibility: VPAA; Deans Obstacle(s): Lack of available resources to support initiative Goal III: Promote ethnic, gender, and cultural diversity in the SWT community Objective 2: Maximize opportunities for a diverse SWT undergraduate population to enter graduate and professional schools Strategy 1: Promote role of SWT as a major gateway to graduate and professional education Timeline: Ongoing Cost: Existing resources Source of Funding: Existing budgets Outcome Measure(s): Increasing success of SWT graduates in entering graduate and professional schools at SWT and elsewhere. Assessment Method(s): Alumni placement data Responsibility: VPAA; Deans Obstacle(s): Absence of a plan for implementing this strategy Goal III: Promote ethnic, gender, and cultural diversity in the SWT community Objective 3: Provide leadership within the division that is supportive of efforts to promote a more diverse campus environment Strategy 1: Maximize every opportunity for hiring deans/directors/chairs/faculty vis a vis institutional goals for quality and diversity Timeline: Ongoing Cost: Existing resources Source of Funding: Existing budgets Outcome Measure(s): Success in recruiting a more diverse cadre of deans/directors/chairs/faculty; perceived adequacy of recruiting efforts Assessment Method(s): Annual review of demographic profile for deans/directors/chairs/faculty; questionnaire responses of search committee members regarding adequacy of efforts Responsibility: VPAA; Deans; IRP Obstacle(s): Salaries that are non-competitive Goal IV: Increase SWT's leadership and presence in the surrounding metropolitan area, with special emphasis in North Austin and Williamson County. Objective 1: Implement a well-functioning MITC, with SWT serving as the lead institution Strategy 1: Implement NA/WC MITC proposal as submitted to THECB Timeline: Ongoing Cost: As outlined in NA/WC MITC proposal Source of Funding: Legislative Special Item; New program start-up allocation; SPI funding Outcome Measure(s): Success in implementing NA/WC MITC Assessment Method(s): Ongoing annual and periodic assessment of MITC Responsibility: AVPAA (Assessment) Obstacle(s): Naming of Director for the MITC Goal IV: Increase SWT's leadership and presence in the surrounding metropolitan area, with special emphasis in North Austin and Williamson County. Objective 1: Implement a well-functioning MITC, with SWT serving as the lead institution Strategy 2: Develop additional degree proposals based on ongoing needs assessments for programs to be offered at the NA/WC MITC following THECB approval Timeline: Ongoing Cost: $500,000 per year in new program start-up funds, plus SPI funding to institutionalize programs during or after the start-up period Source of Funding: Existing $500,000 start-up pool, plus SPI support Outcome Measure(s): Successful program implementation consistent with plan Assessment Method(s): Fifth-year reviews of start-up programs Responsibility: VPAA; Deans Obstacle(s): Completion of needs assessments Goal IV: Increase SWT's leadership and presence in the surrounding metropolitan area, with special emphasis in North Austin and Williamson County. Objective 2: Deliver a targeted range of undergraduate programs in San Marcos that appeal to working students because of their availability during evening and weekend hours and/or in readily accessible formats Strategy 1: Invite proposals from academic units for full undergraduate program to be available in readily accessible formats, based on market needs, with supplemental resources to be provided as a Strategic Plan initiative Timeline: FY 1999-2001 Cost: To be determined during Fall 1998 Source of Funding: New program start-up allocation; SPI funding Outcome Measure(s): Successful implementation of one or more programs targeted toward identified audience Assessment Method(s): Student, alumni, faculty, and administrative questionnaires; monitoring increase in number of programs successfully implemented Responsibility: VPAA; AVPAA (Assessment); Deans; IRP Obstacle(s): Need to define RFP process for soliciting and reviewing proposals; Need to identify SPI funds to support RFPs Goal IV: Increase SWT's leadership and presence in the surrounding metropolitan area, with special emphasis in North Austin and Williamson County. Objective 2: Deliver a targeted range of undergraduate programs in San Marcos that appeal to working students because of their availability during evening and weekend hours and/or in readily accessible formats Strategy 2: Maintain and expand articulation agreements with major community college feeder institutions Timeline: FY 1999-2001 Cost: To be determined Source of Funding: New program start-up allocation; SPI funding Outcome Measure(s): Successful implementation of agreements targeted toward identified audience Assessment Method(s): Student, administrative, and community college partner questionnaires Responsibility: AVPAA (Assessment); IRP Obstacle(s): Need to define and prioritize possible articulation agreements for future development Goal IV: Increase SWT's leadership and presence in the surrounding metropolitan area, with special emphasis in North Austin and Williamson County. Objective 3: Develop cooperative programs to be delivered in conjunction with area semiconductor and related industry employers on a l6 months of school/6 months of work rotating schedule to be used as a recruiting strategy for attracting new employees to the Austin-San Marcos area Strategy 1: Negotiate agreements with one or more corporate partners desiring co-op program arrangement Timeline: FY 1999-2001 Cost: Corporate funded Source of Funding: Corporate sponsorship/formula funding Outcome Measure(s): Successful implementation of one or more coop programs Assessment Method(s): Partner surveys Responsibility: VPAA; Dean of Applied Arts Technology; Dean of Science Obstacle(s): Absence of cuy-in from departments that would have to deliver programs; Need to assign project leadership Goal IV: Increase SWT's leadership and presence in the surrounding metropolitan area, with special emphasis in North Austin and Williamson County. Strategy 1: Support partnerships that respond to identified needs, including internship and community development opportunities Timeline: FY 1999-2001 Cost: To be determined Source of Funding: Corporate sponsorship/formula funding; SPI funding Outcome Measure(s): Perceived responsiveness of SWT Assessment Method(s): Faculty; administrative; partner surveys Responsibility: VPAA; AVPAAs; Deans Obstacle(s): Time Goal IV: Increase SWT's leadership and presence in the surrounding metropolitan area, with special emphasis in North Austin and Williamson County. Objective 5: Develop SWT's role as a major resource for lifelong learning Strategy 1: Offer opportunities for lifelong learning including continuing education and camps, workshops, and conferences that are supportive of the university's overall mission and responsive to the needs of the surrounding community Timeline: Ongoing Cost: Existing resources Source of Funding: Client funding Outcome Measure(s): Satisfaction with available programming Assessment Method(s): Customer and faculty surveys Responsibility: AVPAA; Director of Continuing Education Obstacle(s): Housing and meeting facility limitations; convenient access to campus facilities including parking near meeting facilities; limited support staff |
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